PROJECT DESIGN: OVERVIEW page 1

Name of Project:Third Grade Map Project. Duration: 2 weeks

Subject/Course: World Geography Honors Teacher(s): M. Clark Grade Level: 9
Other subject areas to be included, if any: Social Studies.

Key Knowledge and Using geographic representations to locate the world’s continent, major landforms, major bodies of water, and
Understanding; major countries to solve geographic problems and identify and locate world climate regions and evaluate the
(CCSS or other standards) impact of the Earth/Sun’s relationship, ocean currents, wind currents, and evaluation if each climate region.

Success Skills Critical Thinking/Problem Solving- I am creating a Self-Management- Daily goal and a timeline.
(to be taught and lesson to help third grade students understand how to
assessed) use the information they have first hand access to.
Collaboration- Finding a third grade class at an Other: None
elementary school.
Project Summary To complete this project, students should create a map using some information they already know. Next, they can search
(issue, problem or any other information they need to complete the map. Draw a map of South America and label each major body of water,
challenge, action taken, major landforms and any other important landmark.
and audience)

Driving Question How can a third grade class create a map of South America highlighting all major landmarks using the information by
research?

\..8u Research: I would need to research all the important

landmarks in South America and also climate regions.

Team: No one.

-
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For more PBL resources visit​ bie.org ©2015 BUCK INSTITUTE FOR EDUCATION
 Products

PROJECT DESIGN: OVERVIEW page 2

Making Products
Public
(include how the
products will be made
public and who students
will engage with
during/at end of project)

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 Resources Needed On-site people, facilities:

Equipment:

Materials:

Community Resources:

Reflection Methods Journal/Learning Log Focus Group

(how individual, team,
and/or whole class will Whole-Class Discussion Fishbowl Discussion
reflect during/at end of
project)
Survey Other:

Notes:

PROJECT DESIGN: STUDENT LEARNING GUIDE

Project:
Driving Question:

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners
Presentations, knowledge, understanding & success skills needed to check for learning and ensure provided by teacher, other staff, experts; includes
Performances, Products by students to successfully complete products students are on track scaffolds, materials, lessons aligned to learning outcomes

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 and/or Services and formative assessments
(individual ​and
team)

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