Lesson Description
Use the right column of this table to specify the following descriptive
information.
Lesson Title:
Environmental Research Project
Is this a newly submitted
Yes
lesson?
Yes or No
Subject area(s)/discipline(s)
addressed:
Common Core
Standards/Essential
Standards
Example: CCSS.ELALITERACY.RL.5.3;
CCSS.MATH.CONTENT.5.NBT.A.4;
ES.3.P.1.1
NC
EEn 2.6.3 Analyze the impact that humans have on
climate change
EEn 2.7.3 Explain how human activities impact the
biosphere
Instructional Time
Estimated (HH:MM)
Example: 90-minute lesson as
01:30; 20-minute lesson as
00:20):
Examples: Aleks,
Dreambox, & App(s)
MacBooks
Examples: Measuring
devices, Math
Manipulatives, &
Specimens
Google docs,
Piktochart
Lesson Plan
Use this section to specify lesson details and to list reference documents
and resources.
Problem Statement/Essential Question (debatable, relatable; local, state,
national or global awareness/implications): What is the greatest threat to North
Carolinas environment?
Materials/Resources
MacBooks, human assistance.
Post-Implementation Reflection
Complete this section after the lesson has been implemented.
Specify the teachers who independently or team-taught this lesson.
(Please identify all teachers by name and grade level.)
Mr. Maletta (11th), Ms. Blackmon (11th), Ms. Showers (9th), Mr. Madorin
(11th)
What was the actual instructional time (HH:MM) required for the lesson?
8:00+ hours
What worked well? Why?
The initial pitches were fun to watch because the students had to
synthesize what they learned into a rhetorical presentation. Because they
identified something they were passionate about, it was evident that they
wanted theirs selected.
What would teachers change if implemented again? Why? I would give
the students more time to prep their questions of other teachers in
advance of having to ask them. I would also have the students meet the
teachers ahead of beginning this process to create the link-up with the
3
The following criteria have been established to judge the quality of INSPIRE PBL lessons. INSPIRE PBL
lessons are required to achieve a minimum rating of Meets for at least five of the six
Essential Core Criteria. There is also an expectation that authors of PBL lessons will strive to meet
one or both Criteria of Excellence.
1
Developing
2
Meets
3
Exceeds
2) Link to Common
Core
3) Incorporates
A problem statement is
posed that was openended and debatable. The
statement challenges
students to identify,
observe, or summarize
their understanding of a
real-world problem.
AND
AND
Incorporates real-world
tethers: You-tube videos,
movies, media, community
member, or industry
professional is used to
introduce a real-world
problem or career paths
(e.g., presentation:
synchronous/asynchronous
; in- person/virtually, etc).
Incorporates real-world
tethers: A documentary
video, community
resource, community
member, or industry
professional is used to
illustrate relevance to
real-life experiences,
local industry, and local
careers opportunities
(e.g., local artifacts;
presentation:
synchronous/asynchrono
us; in- person/virtually,
etc).
The problem
statement is openended, debatable,
relatable, and made
connections in order
to develop 21st
Century ideas and
products (such as
global awareness,
environmental
literacy, health
literacy, civic literacy,
or economic literacy).
The statement
challenges students to
imagine or create a
novel product or
presentation.
AND
Incorporates realworld tethers: A
community resource,
community member,
or industry
professional is used to
demonstrate solutions
to the problem and
existing challenges
that require innovative
solutions (e.g., local
artifacts; presentation:
synchronous/asynchro
nous; inperson/virtually, etc).
Lesson addresses
common core and
STEM essential
standards.
collaborative inquiry
lesson incorporates
student collaboration (work
with peers to accomplish a
task/project).
Formal direct
assessment (e.g.,
incorporates student
collaboration, but does
not describe how groups
will be formed or does
not designate student
roles within groups.
incorporates student
collaboration and
describes how the
teacher will scaffold
students 21st century
communication and
collaboration skills
(e.g., peer teaching,
oral presentations).
AND
AND
Includes selfassessment/reflection.
Includes selfassessment/reflection.
AND
quiz or test)
Performance-based
assessment (e.g.,
Assesses student
collaboration.
scoring rubric)
Informal formative
assessment (e.g.,
probes,journaling,
checklists, quick
response, jotting, etc.)
Self-assessment or
reflection
Peer-assessment
Assessment of
Collaboration (e.g.,
group project contract)
Others. Please
specify.
5) Integrates across
subjects
6) Achieves horizontal
and vertical alignment
Projects encompass a
minimum of 1 curricular
area.
Projects encompass a
minimum of 2 curricular
areas.
Projects encompass a
minimum of 3 curricular
areas.
Lesson description
suggests no indication
that author worked
and/or conferred with
other teachers.
Lesson description
suggests that author
worked and/or conferred
with other teachers within
grade level
Lesson description
suggests that author
worked and/or conferred
with other teachers
within grade level
OR
AND
with teachers in
another/other grade
level(s).
with teachers in
another/other grade
level(s).
CRITERIA OF EXCELLENCE
7) Incorporates
strategies to enhance
student engagement
Lesson requires
students to take
command of the
learning process by
providing scenarios for
students to create, plan,
debate, perform,
present, explore,
experiment, or evaluate
to extend their learning.
8) Integrates a Design
Cycle or Process/21st
Century Skills
Lesson explicitly
addresses some
components of a design
cycle or process to
develop 21st Century
ideas and products.
Lesson explicitly
addresses all
components of a
design cycle or process
to develop 21st Century
ideas and products.