This is a PBL project that had students design and present to a panel of local experts a set of possible rides for a proposed amusement park as a way for them to master and apply the concepts of rotational motion. It was specifically designed to help students increase their depth of knowledge of angular kinematics, force, energy, and momentum. The project required students to design and then describe in detail one or more amusement park rides that would be the basis of authentically demonstrating their depth of knowledge for these topics. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources.

In this problem-based learning module, students will ‘dig’ for fossils in a digital environment, using the advanced graphing techniques of line-of-best-fit and piecewise functions to look for different kinds of trends in the health of the history of the earth.  They will apply this information to their knowledge of the laws of superposition and index fossils to form a complete analysis in the historical health as well as to predict where we are going in the future.

In this problem-based learning module, students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and  health.  Are students aware of their calorie intake and how it affects their overall health? Students will investigate the calories consumed in a typical day and how much physical activity is needed to stay healthy and fit.  Students/teams will be encouraged to use the internet for research purposes in their design phase. Students will utilize various online platforms to design an infographic that can be shared with relevant individuals in the community and others in the school building

In this online learning module, you will: 1: Understand blended learning models2: Learn to design blended learning experiences

This lesson is a pre-lesson to 'Human Skeleton'. The lesson is interactive and uses PowerPoint and other embedded links to evoke students' (Teacher-Education) prior- knowledge. It uses Problem-Based Learning (PBL) as a methodology.
This lesson is expected to bring out the tenets of Constructivism, such as students working: collaboratively; as active agents; owning the learning; being interactive; exploiting their prior knowledge and their lecturer functioning as a facilitator (teacher autonomy).
This is expected to be an approach that the teachers to be may try with their pupils.

This problem-based learning module is designed to master the Ohio Learning standard of Science in Earth and Space Science number 2, Cycles and Patterns of Earth and the Moon. Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. Students will be exploring the various factors affecting the climate patterns we experience due to thermal energy. Students will work independently as well as with a partner. The final product is expected to be presented to their peers and teachers. This blended module includes teacher-led instruction, student-led stations, real world data analysis and technology integrated investigations.

This module is designed for teachers participating in the Content in Context SuperLessons program. C2SL is a Math-Science Partnership grant awarded to the University of Oregon by the Oregon Department of Education for 2014-2017. 

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.Remix Resource uses key South Carolina standards for 6th Grade Social Studies and Language ArtsOriginal Resource uses key Ohio standards for 7th Grade Social Studies and Language ArtsAuthor: Blended Learning Teacher Practice Network Date Added: 07/23/2018License: Creative Commons Attribution-NonCommercial 4.0  Language: English Media Format: Audio, Downloadable docs, Graphics/Photos, Text/HTML

In this course, students will develop their abilities to expose ways that scientific knowledge has been shaped in contexts that are gendered, racialized, economically exploitative, and hetero-normative. This happens through a sequence of four projects that concern:

Interpretation of the cultural dimension of sciences
Climate change futures
Genomic citizenry
Students’ plans for ongoing practice

The course uses a Project-Based Learning format that allows students to shape their own directions of inquiry in each project, development of skills, and collegial support. Students’ learning will be guided by individualized bibliographies co-constructed with the instructors, the inquiries of the other students, and a set of tools and processes for literary analysis, inquiry, reflection, and support. 
Acknowledgement
Professor Peter Taylor spent several years crafting the unique structure of the course, which is crucial to the way it was taught. 
The Consortium for Graduate Studies in Gender, Culture, Women, and Sexuality
This course was taught as part of the Consortium for Graduate Studies in Gender, Culture, Women, and Sexuality (GCWS) at MIT. The GCWS brings together scholars and teachers at nine degree-granting institutions in the Boston area who are devoted to graduate teaching and research in Women’s Studies and to advance interdisciplinary Women’s Studies scholarship.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with Kindergarten, 1st or 2nd Grade, as fitted with standards.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.

This is a PBL project that had students build a "collision contraption" to be used as the basis for understanding the concepts of impulse and momentum. It was specifically designed to help students increase their depth of knowledge of impulse, momentum, and the differences in energy and momentum conservation between elastic and inelastic collisions. The project required students to design, build, and then use as a basis to prove their applied mastery of impulse and momentum, a contraption that would accurately predict the 2-dimensional motion of colliding objects, as well as to demonstrate the value of modern automobile design features in terms of safety. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources.

This unit is designed to build inquiry about and interest in the themes and topics woven throughout Educurious’s multi-unit Washington State History course. To start off, students discover and share how they are connected to their classmates by participating in a “Web of Connectedness” activity. Throughout the unit, students engage in mapping, data visualization, and cost-benefit analyses in order to unpack the theme of connectedness and answer the unit driving question: How are people in Washington connected to each other and the rest of the world? As students learn about resources, economies, innovations, people, and places in Washington, they draft a series of six interactive community boards that educate others about the ways in which people are connected. For the culminating product of this unit, student teams finalize one of their six draft community boards to help students in their school make connections between themselves, Washington, and the world.

This is a PBL project that used the North Carolina Gravity Games as the basis for students to understand the concepts of work and energy. It was specifically designed to help students increase their depth of knowledge of work, the conservation of energy, power, and the work-kinetic energy theorem. The project required students to design, build, and then use as a basis to prove their applied mastery of work and energy, a working "gravity car" that was tested locally, with the top three entering in the state-wide Gravity Games competition in Lenoir, NC. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources.

While studying the Articles of Confederation government and the Constitutional Convention in this problem-based learning module, the students will determine the benefits of peacefully changing an inept government.  They will deduce the crucial steps needed for peaceful change to happen within a society.  An area of research will be chosen to help solve a problem critical to the students’ middle school lives.  Feedback will be gathered through a video interview or a Google Form survey of crucial stakeholders.  Students will research the alternatives to improve upon their selected problem.  Students will present their findings to a decision maker and wait to receive feedback.

Students learn about the controversial history of a mural in Anacortes, WA, and consider what it would take to create a more inclusive and accurate mural in Anacortes today. Then students learn about the tribes, immigrants, and settlers in the region where they live and how their stories are represented in local murals in public spaces. Students draw on what they have learned to respond to the unit driving question: What decisions and whose stories define Washington state? Then, drawing on local resources such as tribal members, historical societies, and museums, students work in teams to propose a new mural that tells an inclusive story of the people and place where they live.

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.