Appendix 27.

P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: Duration:

Subject/Course Name (if any): Faculty: No. of Credits:
Other subject areas to be included, if any:

Need to Knows : Key

Knowledge and
Understanding

Success Skills Critical Thinking/Problem Solving concepts : Self-Management(Individual work) :

(to be taught and
assessed) Collaboration (team work) : Other:

Project Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)
Driving Question

Products Individual: Specific content and competencies to be assessed:

Team: Specific content and competencies to be assessed:

 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 & to check for learning and ensure students Provided by teacher, other staff,
Performances, success skills needed are on track
Products and/or by students to successfully experts; includes scaffolds, materials, lessons aligned to learning
Services complete products
outcomes and formative assessments

(individual
and team)
 Appendix 27.2

Unit Question

For the faculty: A question that helps initiate and focus the inquiry

For the student: A question that creates interest and a feeling of challenge and guides the project work

Products
Public Audience

(Experts, audiences, or product users

students will engage with during/at end
of project)

Knowledge and Skills

What knowledge and/or skills are going

to be used to enable the student to
respond to the unit question?

Resources and Materials Needed

What resources are available to us?

How will our classroom environment,

local environment and/or the
community be used to facilitate
students’ experiences during this unit?
Multiple Means of Representation

 What different teaching

methodologies will we employ?

 How are we differentiating

teaching and learning for all?
Have considered those with
special educational needs?

 How will students know what is

expected of them? Will they see
examples, rubrics, templates,
etc.?

 How will we know if the students

have enough prior knowledge?

Multiple Means of Expression

 How will students acquire the

knowledge and practice the skills
required? How will they practice
applying these?

 How will students demonstrate

their learning?
Multiple Means of Engagement

 How do we help students engage

and keep their interest in
learning?

Reflection Methods Observational

How individual, team, and/or whole Essays

class will reflect during/at end of
Surveys
project?
Discussions
 Appendix 27.3

Unit Title:One that engages student enquiry PBL Unit Planner Total Duration of the
Unit (in hours):

Subject/Course: Teacher(s): Grade Level:

Other subject areas to be included, if any:

(For cross-curricular PBL)

Core Competency Focus

Which Core Competency/Competencies will be my focus?

Subject(s) Big Ideas Curricular Curricular Content

What are the Big Ideas from the What are curricular content from the
new curriculum?
Competencies new curriculum?
What are curricular competencies from
the new curriculum?
 Assessment

What am I looking for? How will I know the students have achieved these goals?How will we use formative assessment to give students feedback during the unit?

Include project rubric(s) and an assessment plan so that students know how they will be assessed.

Rubric(s)/Assessment Activity Curricular Connections Formative or Summative? Individual or Group?

 Scenario Challenge

Scenario within which the project will take place A description of task as it is presented to the students