INSPIRE PBL Lesson Framework

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

If this lesson is part of a

unit, please specify the unit.
Lesson authors:
Please identify all collaborators
by name and grade level

Subject area(s)/discipline(s)
addressed:

Grade(s) and academic

level(s) targeted:
Example of levels: Honors or AP

Common Core
Standards/Essential
Standards
Example: CCSS.ELALITERACY.RL.5.3;
CCSS.MATH.CONTENT.5.NBT.A.4;
ES.3.P.1.1

Research Paper Writing

Keith Maletta, Shanon Blackmon, Lauren Showers,
David Madorin,

English III, Earth/Environmental, Chemistry,

Design, and Chemistry

STEM English III (11th grade), Earth/Environmental

(9th), Chemistry (11th), Art/Design (11th)
English Standards
R.I. 11-12.1 Cite strong and thorough textual evidence
R.I. 11-12.7 Integrate and evaluate multiple sources to
solve a problem.
W.11-12.7 Conduct research to answer a question
W.11-12.8 Gather relevant information from multiple
sources
Design
1.V.2.2 Use experiences and observations to create
content for art.
1.CX.2.2 Apply skills and knowledge learned in various
disciplines to visual arts.
1CX.2.3 Apply collaborative skills to create art.
Chemistry:
Chm.2.2.2 Analyze the evidence of chemical change
Chm.3.2.2 Summarize the properties of acids and
bases
Earth and Environmental:
Een2.4.1 Evaluate human influences on freshwater
availability.
EEn2.4.2 Evaluate human influence on water quality in

Updated May 30, 2014

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

Lesson objective or topic:

Instructional Time
Estimated (HH:MM)
Example: 90-minute lesson as
01:30; 20-minute lesson as
00:20):

Students will learn to synthesize info into a

podcast and a piktochart in order to solve a NC
environmental problem.
12- 30 minute segments (research, question,
write, revise, design, record, evaluate)

Technology & Equipment

Use this section to specify all technology and equipment required for the
lesson.
Technology
Software
Online Websites &
Equipment
Devices
Resources
Examples: Chromebook,
iPad, MacBook Air, and
SMARTBoard (used as an
interactive display)

Examples: Aleks,
Dreambox, & App(s)

MacBooks

Examples: iCurio &

Discovery Education

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.

Lesson Details (Include students roles and responsibilities. If applicable, append

documents or specify link.):
Students worked independently to research the 5 biggest threats to NCs environment.
They collected info with a rhetorical slant, categorizing info as (logos, pathos, ethos).
They then crafted a persuasive statement to pitch their group on their issue. After a day
of rehearsals, they pitched their concepts and the groups selected the one that they
thought was the biggest threat. Groups then used Google docs to collaboratively collect
information concerning: 1) history 2) current state 3) solutions 4) oppositions. They were
also given a challenge to contact an expert for direct info about solutions for bonus points.
Once info was collected, they split their group into 2 teams: one to write and produce the
podcast and the other to design and create the piktochart that would visually represent
the info and house the podcast. During the process, they were instructed to use Ms.
Showers, and Mr. Madorin for help with science and Ms. Blackmon for assistance with the
design of the piktochart. Students will self-evaluate their contribution, the contribution of
their group members, and the quality of the other groups work.

Assessment of Outcome/Product/Process: (How will students demonstrate their

understanding? If applicable, append documents or specify resources or link.) Students
will be evaluated based on our product rubric. Their knowledge will be demonstrated by
their podcasts and stunningly visual piktocharts, which will also show off their
understanding of the sscience of these issues and the design that goes into visually
representing information.

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

teachers earlier in the process.

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

ESSENTIAL CORE CRITERIA

1) Addresses a realworld problem

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.

The problem statement is

open-ended, debatable,
and relatable. The
statement challenges
students to analyze realworld problems and
make connections to life
experiences.

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 does not address

common core standards.

Lesson addresses common

core standards.

Lesson addresses
common core and
STEM essential
standards.

No evidence that the

The lesson explicitly

The lesson explicitly

collaborative inquiry

4) Uses a multifaceted approach to

assessment.

lesson incorporates
student collaboration (work
with peers to accomplish a
task/project).

Lesson uses 1 type of

assessment.

Select assessment types

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).

Lesson uses 1 type of

assessment

Lesson uses 1 or more

types of assessments

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 relies heavily on

teacher-directed
instruction or lecture.

Lesson incorporates openended questions and

hands-on activities that
require students to
answer or ask questions
about the topic that
extend their learning.

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

No evidence that the

lesson addresses a
design cycle or
process.

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.