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      <title>PBL Cohort  by </title>
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      <description>Brainstorming and Sharing our PBL Learning Journey</description>
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      <pubDate>2020-01-23 18:08:27 UTC</pubDate>
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         <title>Define</title>
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         <title>Prototype</title>
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         <pubDate>2020-01-23 18:46:05 UTC</pubDate>
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         <title>Parking Lot</title>
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         <title>Create a Common Definition of PBL</title>
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         <title>Test</title>
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         <pubDate>2020-01-28 01:17:21 UTC</pubDate>
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         <title></title>
         <author>almorgan2</author>
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         <title></title>
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         <title>How big is too big for a PBL? I am thinking about how many standards.</title>
         <author></author>
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         <pubDate>2020-01-29 16:18:17 UTC</pubDate>
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         <title>Driving Question Tubric</title>
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         <pubDate>2020-01-29 17:49:49 UTC</pubDate>
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         <description><![CDATA[<div>I think this is a great question, but one that doesn't have an absolute answer. I would say, consider the standards that make sense in the project. Do not force fit standards in to a project. Also, as you are learning how to plan and execute PBL, I say start with something smaller and interdisciplinary, if possible. <br><br></div>]]></description>
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         <pubDate>2020-01-30 13:22:11 UTC</pubDate>
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         <title>Problem Statements </title>
         <author>almorgan2</author>
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         <description><![CDATA[<div>Add in your statement / question that is guiding your PBL. This should be something for the students. Include the standards you're covering in this question, or at least some of them. You can use the STE(A)M four square if you want or you can write it out how you want. Post by noon on 2/25 so we can review before our call 2/26.</div>]]></description>
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         <pubDate>2020-02-14 13:53:39 UTC</pubDate>
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         <title>CMS 6th Problem Statement</title>
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         <title>CMS 7th Problem Statement</title>
         <author>astrickland14</author>
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         <pubDate>2020-02-19 13:26:08 UTC</pubDate>
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         <title>STMS Kennedy &amp; Lane</title>
         <author>201katiekennedy</author>
         <link>https://padlet.com/almorgan2/gppli3s366jp/wish/450036303</link>
         <description><![CDATA[<div>Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil and air. </div>]]></description>
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         <pubDate>2020-02-25 13:01:31 UTC</pubDate>
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         <title>TIMA</title>
         <author></author>
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         <description><![CDATA[<div>Problem Statement: How do we transport goods in our community and how can this process be improved? <br>Science/Social Studies Standards <br><br>SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Georgia’s surface. <br><br>SS2E2 Identify some ways in which goods and services are allocated (such as: price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics). <br><br>SS2E3 Explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.<br><br>S2E2. Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth.<br><br>Physical Science S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.<br><br>S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).<br><br><br></div>]]></description>
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         <pubDate>2020-02-26 21:15:45 UTC</pubDate>
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