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·What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

·What resources in my curriculum are useful here? (You don't have this yet, but think about the resources from your Integrated STEM content course as a starting point)

·What is missing from my curriculum resources?

·Where can I find resources to support the curriculum I already have?

·Where can I make connections to other subject areas and find the resources to do so?

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What standard(s) am I teaching?

What do I want students to know, understand and understand?
What is the lesson objective?
What is their prior learning on this subject?

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·What am I going to use/not use?
·What do I need to adjust?
·What is my plan for implementation with the materials?
·Are these materials and my instructional design meeting all students' needs?

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·What do I have?

·What is missing?

·How am I supporting diverse student needs?

·How will I provide multiple access points for equitable student engagement?

·What resources or manipulatives will you need to make available?

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What instructional delivery method will I use? (Engineering Design Process)

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in your lesson?
Where will students be leading the work?

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Driver Standard: (Standard you will assess)

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Driver Standard: (Standard you will assess)

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SC.3.L.14.2 - Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.

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Make a copy, then fill, then upload

https://docs.google.com/document/d/1Q34Vi65funbRzxEv3SqQrzB10q94LT9K9ZbGRSLORd0/edit?usp=sharing

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Passenger Standards: (Standards that are integrated, but not directly assessed)

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Passenger Standards: (Standards that are integrated, but not directly assessed)

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SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost
SCE.3.E.5.2 - Identify the Sun as a star that emits energy; some of it in the form of light.
MA.3.DP.1.1 - Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.
MA.3.M.2.1 - Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m. appropriately.
ELA.3.V.1.1 - Use grade-level academic vocabulary appropriately in speaking and writing.
ELA.2.C.4.1 - Conduct research to answer a question, organizing information about the topic from multiple sources.
SS.3.G.3.1 - Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.

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Add driving question HERE. (What question are students trying to answer. You can make this up on your own or refer back to any resources for inspiration. Make sure you think about how it will lead students to understanding your driver standard.)
How can I support a plant, in addition, to support from the Sun?
What other background info will they need to be successful?

Answer the following:
1. A description of what the students are doing. Students are going to be learning about the sun and its effects on the environment in order to replicate their findings with their own plants.
2. A description of what the teacher is doing (we call these teacher moves). The teacher will be helping students with their research and answering any questions that they might have. As well as walking around and providing support should the students need it but they will have the most creative control.
3. At least 1 resource to help develop the question/problem for the student.
https://www.pblworks.org/blog/tricky-part-pbl-writing-driving-question

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We've noticed over the years of facilitating our PBL 101 workshops that one of the most challenging parts for teachers designing a project is writing the driving question.

One reason is that it's a writing task, and not everyone is a writer. Many teachers are great at creating curriculum units and lesson plans, and many are great at working with students, but crafting the wording of a question that captures the heart of a project can be tricky.

Let's review. A good driving question meets the following criteria:

Engaging for students. It is understandable and interesting to students, and it provokes further questions and focuses their inquiry process.

Open-ended. There are several possible answers, and it cannot simply be Googled.

Aligned with learning goals. To answer it, students will need to learn the targeted content and skills.

Troubleshooting Common Pitfalls

Let's look at some typical "first drafts" and how they can be improved to better meet the above criteria.

What were the causes of the U.S. Civil War?
Not open-ended and does not require critical thinking and debate.

What was the most important cause of the U.S. Civil War?

What should people consider when planning for financing college or buying a home?
Not as engaging as it would be if it were specific and had a charge to take action.

What financial planning advice would we give to our "client" family?

Why is genetic engineering a bad idea?
Engaging, but slanted in one direction.

Should we allow designer babies?

How can we use measurement skills and geometry to plan a park?
States learning goals but doesn't have to; lacks a purpose or "why."
How can we plan a park that people in our community will visit?

Specify the Role & Product, or Not?

Another issue about driving questions that crops up in our workshops and among our National Faculty when coaching teachers is more matter of preference, although it can affect student engagement. You'll notice on the above chart that I did not include the project's product in any of the revised driving questions. I also did not include a role that students are playing. But the product and role could be specified in some projects, and might be useful for students in some cases.

At the Buck Institute, we talk about two general types of driving questions in PBL, and here are some pros and cons for each...

1. Driving Questions that explore a philosophical or debatable issue, or an intriguing topic, such as:

Is there "liberty and justice for all" in our society?

Could there be life on other planets?

What should be our policy on immigration?

What does it mean to be a man?

Does it matter what we eat?

Pros: Highly engaging to students; the kind of question they'll keep talking about when they leave the classroom. Often resemble "essential questions" found in Understanding by Design and the Coalition of Essential Schools, which teachers may be familiar with.

Cons: Harder to write; may feel like advanced PBL practice because the task and product are not spelled out. Typically found more often in upper grade levels and certain subject areas (e.g., humanities) more than others (e.g. math, world languages, career/tech).

2. Driving Questions that specify a product to be created or a problem to be solved-to which the students' role may be added, such as:

How can we help protect an endangered species in our area?

How can we reduce bullying?

How can we create a guide to our community for new immigrants?

How can we, as historians, create podcasts that tell the story of our city?

How can we, as medical interns, diagnose a sick patient?

Pros: Easier to write. Helps focus younger students on their task in a project. Roles define the kind of thinking we want students to do (as historians, scientists, etc.), add a real-world element, and can be good for career exploration.

Cons: Can feel less engaging for students; sometimes simply states what the teacher wants students to do. Roles may feel fake to some students; older students in PBL especially may prefer being themselves.

As with many decisions teachers need to make when designing and facilitating PBL, how to write a driving question depends on your own style, your context, your students.

I lean toward student engagement as the most important criterion. I'd also advise teachers to get feedback from colleagues on your draft driving questions-and even from students in a focus group.

Or you could actually co-craft it with students... but that process is a whole 'nother story (see this post by our National Faculty member Sara Lev for more on that).
Feel free to reach me on Twitter @johnlpbl to share your driving questions and get feedback!

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A Tricky Part of PBL: Writing a Driving Question

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PBLWorks Editor in Chief John Larmer gives guidance for troubleshooting pitfalls and deciding which type of DQ fits your project.

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Lesson Objective: (What do you want students to be able to do. Should connect to your driver standard.)

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Lesson Objective: (What do you want students to be able to do. Should connect to your driver standard.)

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Students will be able to investigate and demonstrate how the environment impacts plants.

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Think research here- what resources can the kids use to learn about wheels- how could this tie into your ELA or math standards in the pre-curation section?

Answer Questions 1-3:
The students are going to be doing their own research when it comes to figuring out how to help grow plants and keep them alive and other information they will need to know to support a plant.
1. One resource students could use is BrainPop, to find videos and other information about plants
2. Cool Facts Kids could help students read and find out more facts about plants and the sun
3. Discus Kids (https://www.scdiscus.org/discus-kids) is a great resource for student research also

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Discus - South Carolina's Virtual Library is a service of the South Carolina State Library and is funded by an appropriation from the South Carolina General Assembly through the K-12 School Technology Initiative and the U.S. Institute of Museum and Library Services.

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How are students going to design? What are they designing (refer back to the Identify the Problem section)? This is more brainstorming/planning than building. What resources could you create to help them design their idea?

Answer Questions 1-3
1. They are going to be designing their plants home essentially. How the plant will be potted, where in the room it will be stored, and so on.
2. They will also have a creative design in how their plant is cared for since the plant being watered and repotted if needed will be up to them and the students in their groups.
3. I think a resource that could be used to help them design their ideas would be something online that they could create online graphics or templates for. If not, something that demonstrates how it has been done before or inspiration for plant "homes"

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Now that students have their designs, how will you support them ins building/creating their designs? There are an important teacher and student moves that should happen here. This is where connections start to come for students.

Answer Questions 1-3 here:
1. The biggest way that I will support students is by providing materials for plant homes within reason. Students will be able to have a $2 budget for what they could want to bring for their plant outside of what is provided to try and keep things fair for all students.
2. Another way that support could be provided is by walking around why they are building/creating to provide hands-on support if they need it.
3. While walking around, watching what the students are doing and asking them questions about their designs to try and understand their thinking and rationale behind their designs.

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Think about what this phase will look like. What should it sound like? How are students going to test out their designs? What criteria should their product be able to do? How will they document their product's abilities during this phase? Hint- You may have to create some of these resources yourself.

Answer Questions 1-3 here:
1. During this phase students are going to be collaborating with their group partners and occasionally me so that they can start preparing their plant and home.
2. The students are going to create whatever their designs had in store, and obviously, as they are building make changes as they see fit but document those changes in their workspaces.
3. Their plant houses do not have to do anything fancy or elaborate. The most important function of their house is that it stores the plant and allows it to get proper light and water flow.

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Here students have an opportunity to use the data they collected from the try it out phase to improve their product. Maybe they will need to make design adjustments. Maybe a video would be helpful here to jumpstart groups that may struggle with problem solving, maybe not? As the instruction designer, make a plan to support students here and still give them the space to do the critical thinking themselves. What does this look like?

Answer Questions 1-3 Here:
1.  I think a good spot here would be to do a short presentation from my standpoint on the data and how the plants are doing. Based on how the plants are doing, or, even as a good tweak in the project, would be showing another time-lapse video of light affecting plant growth, then, changing where the plants are in the room.
2. If the plants weren't physically moved for the light to hit them at a different angle, the students could always theorize what would happen with the plants from different angles.
3. Something else that could happen in this phase is the students could analyze the data that they have from their plants, notice the intake and how their soil has been doing and the plant growth, and physically change things or theorize what they would do differently next time.

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The Sun Is Kind of a Big Deal: A kid friendly book for them to learn important facts about the sun and why it is a big deal. 

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Kind of a Big Deal: The Sun Is Kind of a Big Deal

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children's aeronautics and space science

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children’s / teenage general interest: humour and jokes

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children’s / teenage general interest: science and technology

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general (see also headings under animals or technology)

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juvenile nonfiction / science & nature / astronomy

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juvenile nonfiction / science & nature / general (see also headings under animals or technology)

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juvenile nonfiction / technology / aeronautics

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juvenile nonfiction/science & nature - astronomy

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teenage general interest: humour and jokes

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teenage general interest: science and technology

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hilarious; nonfiction; nonfiction picture book; picture book; new york times; bestselling; new york times bestseller; awkward yeti; nick seluk; heart and brain; gut instinct; body language; sun; earth; solar system; space; galaxy; milky way; universe; star; mercury; venus; mars; jupiter; saturn; uranus; neptune; pluto; planets; comet; asteroid; meteor; dwarf planet; seasons; axis; equator; eclipse; solar eclipse; back matter; glossary; comic; speech bubble

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juvenile nonfiction / science & nature / astronomy

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juvenile nonfiction / science & nature / general (see also headings under animals or technology)

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juvenile nonfiction / technology / aeronautics

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juvenile nonfiction/science & nature - astronomy

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children’s / teenage general interest: humour and jokes

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children’s / teenage general interest: science and technology

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The Sun Is Kind of a Big Deal [Seluk, Nick, Seluk, Nick] on Amazon.com. *FREE* shipping on qualifying offers. The Sun Is Kind of a Big Deal

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A great video to demonstrate how light (the sun) can impact plants)

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Changing the direction of the light during plant growth - Time lapse #greentimelapse #gtl #timelapse

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A great pre-activity to allow students to take a look at the impacts of cold weather on plants.

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I feel like there is a lot of room for improvement with this lesson plan and incorporating a little bit more STEM and things that the students could be doing with their learning. I think this somewhat supports diverse student needs because it goes above just doing worksheets and allowing students to take control of some of the learning and involvement that they have. I would definitely have to make sure that there is enough to actually gather the students understanding and make sure they are learning the things that they need to know.

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Lesson Plan

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Copy of  TL2_Su22_REVISED_TEMPLATE_Integrated STEM Lesson Template