Project-Based Instruction

Multi-Day Planner

Please use this document to begin planning your field teaching experience. Begin with your
field trip experience then work backward. Make certain that Day 1 has a
launch/engagement/introduction component and that Day 2 has a logistics component to
prepare students for the field trip. Think about the logistics of your time on that day.
Incorporate checkpoints and assessments to determine progress. Day 3 needs to be the
presentation of the final projects incorporating data/information from the field trip.

Your “driving question” can be presented on any of the days, but you only need one.

Overall Summary of Final Project

Name(s)

Fredrickia Jackson and Hanna Jarboun

“Driving question”/problem to be solved (Reason for going on a field trip)

Driving Question:
Road trip: The State of Louisiana is giving $10,000 to a group of 5 students to travel to 5
colleges over the course of a month to research which university would be the best fit for what
they want to study. The students must include Louisiana State University, and four other
universities of their choice. With the money given, how can you use it to plan the college trips
across the United States ?

Student Learning Objectives (SWBAT)

SWBAT graphically represent data
SWBAT analyze and interpret data collected
SWBAT show graphical representation of linear functions based on tables.
SWBAT create an equation from the graph.
SWBAT create an equation from the table.

Standards (full text not just numbers and letters)

A1: F-LE.A.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.
A1: F-IF.B.6
• Determine the slope of a line from a graph.
• Develop and use the formula for slope.
A2: A-CED A.1
Create equations that describe numbers or relationships.

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Project-Based Instruction Multi-Day Planner

● Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions

A1:N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and the
origin in graphs and data displays.

How will you get to know your students and foster a sense of community?

The students will be working together in groups and have to get to know each other's interest
and future plans in order to make a successful trip. The teacher will get to know her students
interests and what they believe there future holds for them to help them achieve success.

How will you prepare your students for the field experience?

The students will do a mini-assignment for them to individually decide what the future holds for
them. What colleges they might want to go to or what they want to study, the dream job they
are looking forward to.

How will the project and the classroom be connected?

The project is providing a real world example of the standards learned during week 2. The
students are learning how to represent, graph, and calculate data related to exponential
functions. With the road trip project, they are applying their gained knowledge of exponential
functions to the calculate and represent the road trip data.

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Day 1
Driving question/problem
With the money given, how can you use it to plan the college trips across the United States ?

Student Learning Objectives (SWBAT)

SWBAT design a plan of action for their PBL project.

Standards (full text not just numbers and letters)

n/a

Lesson/inquiry/investigation ideas
The teacher will Introduce the driving question to the students using a small film. There will be a class
discussion so that the students understand the basis of the project and what they need to be looking out
for when budgeting. From there students will collect themselves into groups of 5 and begin planning out
their trip and what they will need to do. Students will then make a plan based off of what their group
interests and ideas. The students will be shown the project notebooks and explained how to use them,
they will be collecting all the data and making a daily entry in there notebooks. This will allow the
teacher to make small checks daily to make sure students are working and see progression also for
students to stay organized. What needs to be included in the project will be a budget, what factors are
they counting, and make a plan of action for there project.

Student artifacts/assessment

Students will show the teacher the plan they have decided to do. What they need to research
and how they plan to spend the money to get approval and make sure they are on the right
track. The first project notebook entry.

What will you do with these?

Take the project notebooks to make daily checks on the students progression and what they
are working on.

Resources

Anchor Video- College Road Trip

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Day 2
Problem

What colleges do you plan to visit?

Student Learning Objectives (SWBAT)

SWBAT conduct research and choose the best fitting places for their trip.

Standards (full text not just numbers and letters)

n/a

Lesson/inquiry/investigation ideas
This day is dedicated to researching colleges and deciding where the group wants to visit, what
programs they want to look into and why. Students will research different colleges and pick
someone that fall into the interests of multiple students. Colleges have to have a program for ⅘
students in the group. This will help them into the next part of the project where they will have to
map out their trip. The colleges they pick and why should be logged into the project notebook.

Student artifacts/assessment

Project notebook entry with some research written to show teacher the students progress.

Resources

Google

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Day 3
Problem
What route will you take?

Student Learning Objectives (SWBAT)

SWBAT interpret a map and scale distance.

Standards (full text not just numbers and letters)

A1:N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and the
origin in graphs and data displays.

Lesson/inquiry/investigation ideas
In this lesson student will start mapping and exploring the trip. Students will begin to take there colleges
they picked and place them on a map with interstates and highways. They will start to plan out there
trip and routes they would like to take. The teacher will explain the maps to them and how to read
them.

Student artifacts/assessment (Include reflection and presentation rubrics.)

A map with marked locations and a plan of travel.

Project notebook entry about their trip.

Resources

Map of the USA interstates and highways

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Day 4
Problem
How to scale a map?

Student Learning Objectives (SWBAT)

SWBAT interpret a map and scale distance.

Standards (full text not just numbers and letters)

A1:N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and the
origin in graphs and data displays.

Lesson/inquiry/investigation ideas

The teacher will review scaling and how to scale on a map with students. Giving the students a
ruler and string they will begin to figure out the distance they will be traveling. Students will use
the map plans they made to measure the distance they will be traveling and then calculate how much
gas they will need and where they can make stops to get gas. This will require them to conduct gas
prices in different states and towns so that students will make the most efficient choices for the budget
they have. These factors will also play a role on helping the students think about what type of car they
will need.

Student artifacts/assessment

A map with marked locations and correct distance needed to be traveled.

Project notebook entry

Resources

Teacher sourced map and measuring tools

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Day 5
Problem
How will gas prices affect the budget?

Student Learning Objectives (SWBAT)

SWBAT use data collected to make inquiries design the rest of the trip.

Standards (full text not just numbers and letters)

A1: F-LE.A.1 Distinguish between situations that can be modeled with linear functions and with
exponential functions.

Lesson/inquiry/investigation ideas
Using what was found on day 4, students will research gas prices and start budgeting how much of the
expenses will be spent on gas. They will show this as a visual representation of some form of how the
gas prices will change and how much of their budget is going to gas. Then students will determine what
car they need to rent. The teacher will watch and be available to help students. The students should
present to the teacher how the group is planning to go about a visual representation, some type of
graph, to make sure they are accurate.

Student artifacts/assessment (final project rubric)

Artifact with no rubric needed, students have some written research to show there work
progress.

Resources

GOOGLE

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