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Project Based Learning 1

Running Head: PROJECT BASED LEARNING FACILITATED THROUGH INTEGRATED TEAM BUILDING

Project Based Learning Facilitated Through Integrated Team Building

Brandi M. Turnbow

California State University, Northridge


ABSTRACT. Education in the United States today has fallen into a rut. The methodology of

curriculum delivery has been confined and reduced to meeting state standards. Little if no

creativity is left to teachers and/or the students. Because of this, teacher motivation is

compromised, and student learning and understanding suffer. One way to meet state standards

while maintaining teacher creativity and freedom, and simultaneously developing crucial

thinking and social skills for students is to use project based learning. Project based learning uses

relevant and engaging themed projects to deliver a wide range of content and skills. It also is a

form of authentic assessment of students’ understandings. Project based learning requires a great

deal of group work. Groups need to be ready to function productively together. Incorporating

team building provides the scaffold on which successful project are built. In this action research

study two sixth grade earth science classes were compared. One received the treatment of project

based learning with specifically designed and incorporated team building activities. The other

group received project based learning with no team building activities included. The study

showed that the students performed better academically and socially when team building

strategies were taught and applied to project based learning assignments.


Chapter 1: Introduction

Education in the United States today seems to be a tornado of ideologies, a tug of war of

ideas, a push-pull struggle of money and needs, test results, API numbers, budgets, politics,

special interests, law suits, unions, teachers, parent, administrations, districts, and even

publishing houses. Obviously, something has been lost or forgotten. What could it be? The main

stakeholders of course, the students. What about students’ intrinsic desire to learn, to form

deeper understanding, make connections to the real world, and connections with each other,

develop working communication skills, to use now and in the future? The students should be at

the focus of education. How will they learn best? What engages them? How do we prepare them

for life after school? These are just some of the questions worth asking and answering.

Education’s content and curriculum has become standards and standardized test driven.

Standards were originally developed to offer all students the access to a high quality education.

When the standards movement received a huge push in the eighties, the high stakes standardized

test was born. The pressure from administrators and districts for high test scores forces many

teachers to each curriculums in which standardized, scripted, memorized or rote and recall

methods of content delivery are preferred or demanded. Students and teachers may see this one

dimensional approach as ineffective. This type of pedagogy leaves many students feeling

detached from the content, their teachers, their peers, and possibly (even without realizing it) the

world outside the classroom.

Students may feel what they learn in school has no effect on their future or the future of

the community or society in which they live. Much of today’s curriculum is abstract. Because of


this teachers and students find it hard to connect the content to the real world in meaningful

ways. They are often uncommitted to what they are doing other than to meet and check off the

appropriate standard, finish the given task and get a decent grade, meet the bench mark test, and

pass the STAR with at least Basic Proficiency. After this, they pick up and move onto the next

standard. This routine often creates a fractured or quick paced curriculum that is not tailored to

student’s individual skills, talents, interests, or most importantly, the student’s needs.

Students often feel isolated in the work they perform in school. Students and teachers

have separate roles and deeper conversations rarely occur. Students have a hard time working

with groups, because assignments are not designed effectively for group work. Students don’t

feel comfortable working in groups because they often find it to be unsuccessful and stressful.

They only consider what they can bring to the table. They fear their weaknesses, over look their

talents, and either have a hard time relinquishing some control of their work or are less than

motivated to complete group work. Isolation incurred by many current educational practices does

not promote some of the more recent research based work of Howard Gardener, the theory of

multiple intelligences.

The Theory of Multiple Intelligences suggests that people have a wide range of talents for

learning and performing in which they tend to exceed. “The theory of multiple intelligences

provides a framework for approaching a classroom of students who learn, represent, and use

knowledge in distinctive ways.” (Chalfen, Hetland & Veenema, 1997). Standards, testing, and

isolation tend to continue to promote limited exposure to students of their use their talents and to

utilize the talents of their peers. Students allowed to pursue a wide range of talents are more

versatile and more valuable. Students need to see connections and value in work in order to care


about the product, aside from credit and grades. Students need to be invested or it is truly all for

not.

Project based learning is a relatively new and exciting way to deliver content to students.

Advocates for project based learning say it reaches out and engages students, promotes deeper

understanding, and provides opportunities to a diverse student population. Unfortunately many

teachers are unable to successfully implement project based learning. Other teachers may be

unwilling to try project based learning because of its dynamic and less predictable nature.

Reasons behind these fears may be found in teacher expectations and/or student behaviors.

Teachers may not fully understand how to motivate students to work toward the greater good of

a project and their group. Teachers may be concerned about the students’ abilities to govern their

own actions and make crucial decisions about the project. They may fear that groups are not

fully invested in working together. On the other hand, students may not trust each other’s

abilities. They may be overpowering or non-participatory. Students may not be familiar with

maximizing individual as well as group talents. Students may not be invested in the success of a

project.

Team building is a method of relationship building that is currently widely used in the

corporate realm to positively fast forward peer relationships which usually take months or years

to form. The techniques used in team building activities teach participants to self motivate as a

group. Team building stresses decision making, job delegation, and working together to achieve

mutual goals, maximizing individual talents, and achieving task satisfaction. Team building

activities can be specifically designed to partner with a project based learning curriculum to

achieve the initial goals of project based learning and take them to another level. Deeper


understanding, stronger connections to the real world and their lives, and more successful

projects.

The purpose of this research project will be to examine how project-based learning

specifically designed to facilitate team building with improve peer relationships, classroom

culture, and achievement.

The specific research questions asked were:

1. Will project-based learning, that is specifically designed to facilitate team building, improve

peer relationships, and classroom culture?

2. How will individual achievement be affected?


Chapter 2: Review of the Literature

There is not one “single” strategy that will make students grow and learn the way we

think they should. I use several strategies simultaneously to try to achieve the desired result:

educated, well rounded, successful young people. In combining strategies, methodologies, and

pedagogies teachers may find a combination that works. By joining two naturally cohesive

methods, social/relational driven team-building and content/skill driven project-based learning, a

new stronger method emerges directed at educating the whole child.

Team Building

Team building is a social developmental method that was originally developed in

corporate America. Based on its success, it has transcended into the field of education. For

schools, at this time it can usually be found in physical education and advisory programs. Team

building was created to develop a desired culture among a group. In this particular case a middle

school classroom is the desired culture. The techniques that are used in team building activities

are designed and structured to develop an encouraging dynamic, to support a group, in a

relatively short period of time. Healthy trusting relationships require track records of behavior.

Team building helps to accomplish this by exposing participants to aspects of relationship

development that are highly charged and require letting go of egocentrism, selfishness, and

personal gain. Participants perform certain activities and tasks that they could not complete on

their own. Finally participants reflect on the activity to make sense of individual and group

actions. These bonding steps build self and group confidence, trust, and strength. According to

Hartup (1992) one way to develop a successful classroom culture and establish positive peer


relationships is to use team building techniques to strengthen work groups and teams. Educators

know that peer relations contribute a great deal to the social and cognitive development of a

student.

During middle school adolescents form their identities. They establish where they fit in

the grand scheme of things socially, academically, and physically. Burnett (1995) stated that

students work in school relies on a positive sense of identity and interpretation of personal

success. Team building brings individuals’ talents to the forefront to be used for the benefit of

themselves as well as a greater good. A self confident student can bring even more support to a

group. According to Larsen (2005) the skills that students learn from team building are important

components of personal and group development, by providing components for positive action by

people as individuals and as teams.

When students contribute their strongest skills and talents the success that follows breeds

confidence and a positive self image. This formation of self allows students to give and receive

critique and criticism in a constructive manner. These experiences further develop individual

identity as well as the positive nature of the group. Jewett (1992) stated that peer relationships

provide critical opportunities for children to learn to manage conflict establish healthy

relationships. Conflict resolution is a highly valuable skill students can develop through

facilitated group work. Students will use techniques and strategies learned during team building

activities for situations in and outside of school. Naturally, these skills will transfer to other

domains of a student’s life such as work, family, and community. Being able to respectfully and

successfully resolve conflicts is a skill students will need and use always. According to Oden

(1987) by building and sustaining different types of peer relationships and social experiences,


especially peer conflict, children acquire knowledge of the self versus other and a range of social

interaction skills.

Team building activities are also designed to boost accountability which directly

promotes individual and group motivation. Students are more inspired when there is a clearly

defined common purpose. They are driven intrinsically to succeed, improve and promote

themselves and the group to the next level. An amount of competition exists. It is not external, it

resides within, and intrinsic motivation is formed. “An effective team has complementary skills,

common purpose, and mutual accountability. They share the same commitment to the project,

and work together to achieve the project goals.” (Mallet, 2007 p.2). Teams that do not have these

qualities will fragment, fall apart, and/or fail.

Motivation is contagious. Students want to share what they have learned and

accomplished with others. Self assurance encourages students to value their own talents and

skills, and gives them the confidence to help others attain the same level of success or

understanding. “Social opportunities affect motivation. Feeling that one is contributing

something to others is especially motivating. Learners are motivated when they can see a

usefulness of what they are learning and when they can use that information to do something that

has an impact on others.”(Bradsford, Donovan, Pellegrino. 2000 p. 61). The groundwork set

down through team building and group work becomes the cornerstone for establishing a positive

classroom culture.

Once developed an ideal classroom culture continues to build supportive, collaborative,

and successful peer as well as student teacher relationships. According to Windshielt (1995) a

classroom culture, like any culture affects the way learners can interact with peers, relate to the


teacher, and experience subject matter. When the cultural rules and expectations of the class are

abided by, group dynamics are thoughtful and considerate. The class functions and operates

towards success which may include obstacles and setbacks. Individuals feel “safe” in expressing

feelings, thoughts, and idea’s without knowing that those feelings, thoughts, or ideas are “right”

or “correct”. Teachers become guides, leading students to develop their own feelings, thought,

and ideas. Not only does a well established classroom culture empower students with the

freedom to think without consequence, but it also enables students to develop the skills to form

and defend an idea, solution, or opinion. These practices allow students and teachers to continue

to contribute to the classroom and the ongoing development of the classroom culture.

Project Based Learning

Project based learning is a specifically designed approach to teaching. It uses

constructivist methods of instruction. It utilizes learning groups, and requires that instruction,

activities, and even assessment be hands on, real world, long term, student centered, and that a

product is created. Project based learning is designed to teach complex subject matter and

enhance deeper understanding. It meets all five pedagogy standards as developed by the Center

for Research on Education, Diversity, and Excellence which are: (1) teachers and students

producing together, (2) developing language and literacy across the curriculum, (3) connecting

school to students' lives (4) teaching complex thinking, and (5) teaching through conversation.

(CREDE, 1998). Students play the lead role in deciding the direction their project will take.

Student voice brings empowerment, which leads to taking responsibility for their learning.


Project based learning utilizes developed learning groups to create, build, and reflect

upon instructional projects. Group projects are beneficial to students because they help develop

social relationships. Students work together utilizing not only content knowledge, but opinion,

idea, appraisal, as well as trial and error. Bunett (1995) stated that group projects emphasize the

development of students' social skills, as well self-evaluation by both individual students and

groups. Students become more engaged and invested in an assignment when their point of view,

beliefs, and judgments are a necessary contribution for work to move forward. “It’s a fact of

human nature that when we are asked to contribute an opinion about something, we tend to

become more engaged” (Burnett, 1995). Project based learning does this when it asks students to

pick a side, make an interpretation, or assume a perspective. Student’s engagement and attention

increases when you ask them “What do you think? What would you do? What would you

change?” about an issue or subject. Ritchart (2006) stated that encouraging students to insert

their own opinions and ideas into the learning process gives students a personal stake in what’s

going on.

Project based learning works best when there are clear expectations and rules for

discussion, group work, and individual behavior. The success of the individual and the group

depends on the ability of the individual to work in a group. The individual learns to work

successfully in a group by watching and learning from other group members, the teacher, and

self reflection. “A group can provide a large number of models, role players for behavioral

rehearsals, persons to do monitoring, and mentoring, and partners for a buddy system” (Burnett,

1995).

A challenge that groups may face during projects is the different standards of work

individual students adhere to. Well established guidelines and rubrics help students to look at


their group’s work and decide what is good and what needs improvement. The different

standards and work ethic students possess help them not only improve their own, but also helps

students work with others who may not value the work quality as much as they do. Students can

come to terms with differences and determine as a group where standards should be set. The

better students become at evaluating their own work, the better they become at project

management. “Groups focus on issues of “What is good work?” ”How do we know?” and “How

do we develop shared standards for good work? (Bradsford, Donovan, & Pellegrino, 2000 p.

198). Therefore project based learning can also have a positive effect on the quality of work

produced by students and groups.

Project based learning engages students in meaningful ways, and promotes deeper

understanding of content. Projects are developed to effect or mimic real world issues and

problems. When the outcome of the project has the potential to actually affect the real world,

students tend to gain a deeper passion for schoolwork. Research on real world topics is more

easily researched and many opinions and perspective can be found. Students can discuss topics

and content both inside and outside of school, and can become experts or participants within

their community. Thompson (2000) stated that project based learning incorporates real-life

challenges where the focus is on authentic, not simulated problems or questions, and where the

students solutions have the potential to be implemented. Teachers are challenged to find relevant

topics and information for student projects that relates to state standards. However, a well

developed project will take off, students will relentlessly search for information and ways to

make their project better.

Group work demands cooperation, compromise, and conflict resolution to thrive. Middle

school students cannot just be expected to have and use these skills, they must be trained to use


them correctly. Groups and project based learning provide an arena for this growth and skill

development to take place. In order for students to learn these skills and use them effectively

they must have consistent and planned practice. Larsen (2005) stated that groups provide

multiple sources of ideas, members can brainstorm goals, alternative behaviors, reinforcements,

and even intervention strategies. Once students have become familiar with how to use these

necessary skills, projects flow with ease and become even more meaningful to students. Students

also improve individually. Their perspective about themselves, school, and quality of work, even

family may change when they can gain another positive perspective of themselves and what they

can accomplish. Again referring to Larsen, we are shown that when students utilize cooperation,

compromise, and conflict resolution, they elevate themselves to a new level of personal

realization. Students learn to think for themselves, create their own ideas about the way things

should be, experiment with trial and error, and make use of reflection. When students are

allowed to reach these self realizations, they begin to develop thinking tools. Students learn

valuable skills such as reasoning, negotiation, and problem solving. Students may learn these

tools in character building curriculums. However this type of instruction is not always effective.

The arena for practice is manufactured and often just role playing. During project based learning

assignments and activities students experience and practice the skills in a real way, further

developing these skills. According to Smith (2002) project-based learning incorporates a "how-

to-think" mode of operations, as opposed to a "what-to-think" instruction from a teacher. “How

to think operations” consists of a mental toolbox for students to pull strategies, ideas, and

processes from, that they can use to solve a problem, answer a questions, or complete a task.

This toolbox of ideas can be applied, or modified and applied to most or all situations. While

“what to think operations” give students answers or solutions to specific problems, with no


scaffolding or connections on how to apply what the student has learned to anything else except

the specific problem at hand.

Project-based learning and group work can increase individual achievement. During

projects students will use their individual strengths, special talents, unique perspectives, and

personal experience to contribute to the groups work. For example, of a group of five students,

one is the artist, the other is good at organization, while the third is a math whiz, the fourth is the

problem solver, and the fifth is the mediator. A group this diverse, trained to function properly

can use its’ talents as tools. Not only does this bring diversity to the group, but it allows students

to shine with their best skills, as well as learn from others strengths. When creating project based

learning groups balance is essential to forming a mixture of talents and strengths. Putting

together an assortment of students will likely increase the idea and differentiate the talent pool

dramatically. Heterogeneous groupings are best and homogenous groupings are discouraged

because the latter takes away from the purpose of project based learning. Davenport (1993)

stated that some educators assume students will learn better if they are homogeneously grouped.

However, similar student grouping is not very effective. Project based learning provides a secure

venue for students to investigate and test areas where they feel weakest. When students openly

identify a weakness in a group they are ready to take assistance from other students. This

transaction benefits both parties. It benefits the weaker student by providing support in areas

where that student needs it. It also allows for the assisting student to use those higher level

thinking skills that are needed to internalize, manipulate, and explain subject matter. This type of

exchange also maintains respect and confidence for both contributors and makes the group

stronger as a whole. Webb (1987) stated the when students are allowed to assist each other in


gaining understanding of content, they both benefit by grasping information on a deeper level,

reinforces skills and knowledge, and builds self confidence and self esteem.

Communication is a fundamental component to learning. In a student centered classroom

speaking, writing, and body language all come in to play. Project-based learning helps students

assemble an academic and social vocabulary. When students use and understand that vocabulary

deeper learning occurs. In many classrooms teachers do all the talking and often students rarely

or never speak. If they do speak often times it resides in the lower thinking level of rote memory

recall. A project based learning classroom will usually have a moderate noise level because

students are working together and must discuss the work. In a project based classroom students

are constantly engaging with each other. They are sharing ideas, supplies, or assistance. These

engagements which moves the talking away from teacher and to the students develops these all

important communication skills. When the students do the talking they become the contributors

and communicators of the content and skills. When they take on this role they are more likely to

understand the content more deeply, and therefore be able to tackle more complex content or

challenging skills. Goldenberge (1991) observed that teachers do most of the talking in

classrooms, making about twice as many utterances as students. In over half of interactions

students did not produce any language. He noted that when students did respond, they typically

provided only simple information recall statements. He concluded that this limited the student's

ability to engage in more complex learning.

The final components of project based learning are the products and performances

created. The products and performances are what teachers use to asses student understanding.

The nature of product and performance evaluation allows teachers to create more comprehensive

type of assessment. If executed properly authentic assessment is three dimensional, while written


or standardized tests are only two dimensional. Written tests often only evaluate what a student

can memorize and regurgitate. Wiggins (1990) found that traditional tests tend to reveal only

whether the student can recognize, recall, or "plug in" what was learned out of context. Authentic

assessments require students to be effective performers with acquired knowledge, construct a

product, or produce detailed solutions. This type of assessment is a much more detailed and

personal look at what the student can do, what they understand and have learned, and what they

have achieved.

Team Building in conjunction with Project Based Learning

Team building and project based learning seem to be made for each other. Group work is

integral to project-based learning and students need to learn how to make optimal use of their

time and resources while working in groups. Skills developed during team building activities will

prepare students to work more effectively and efficiently in their groups. When students are

presented with similar challenges, obstacles, achievements, etc. they have practiced how to deal

with or react to these situations the best way they can. The reflection of team building activities

will better prepare students for real projects in and outside of school. According to Ngeow

(2001) functioning effectively in groups involves organizing, distributing, delegating, and

reflecting on work.

Both team building and Project-based learning seek to let learners develop positive

relationships with classmates. Both seek to let students determine the path of problem solution.

Both foster many aspects that build a positive classroom culture. All three put students on a

positive path of self efficacy, thoughtful questioning, community commitment, and self

sufficiency, which is one of the main goals of education today. This strategy exists to let


problems drive the instruction and learning, just as they do the real world. That is, learning

begins with a problem to be solved, and the problem is posed is such a way that students need to

gain new knowledge before they can solve the problem. Roh (2003) says that instead of seeking

a single correct answer, students interpret the problem, gather needed information, identify

possible solutions, evaluate options, and present conclusions. These are all the qualities teachers,

schools, parents, students, administrators, and policy makers would like students to not only

learn about in school, but learn how to use effectively, so they can contribute to them, and better

our society.


Chapter 3: Methodology

Participants

The study took place at a public charter middle school in Los Angeles, California. The

school has been in operation for five years, and just received its five year renewal from the

California Board of Education. The school’s three hundred pupil student-body commutes from

fifty-two various zip codes across Los Angeles County. Students arrive to school by walking,

carpool, parent drop off, and the public bus system. A student /school contract (Appendix A) is

required to be signed and followed in order to be admitted to and attend the school. Students are

admitted into the school through a public lottery system in the sixth grade. The school has a full

inclusion program with fourteen percent designated as special education students. Its

environment has been evolving toward a positively developed culture as part of an advisory

program. The advisory program is taught in the morning and afternoon. The school uses a

modified block schedule, with two regular days (Monday and Tuesday), one minimum day

(Wednesday), and two block days (Thursday and Friday). Clear social and academic

expectations have been established and are closely followed.

I compared two 6th grade Earth Science classes. Fifty-six sixth graders were the

participants in this study. They ranged in age from ten to twelve years old. The participants were

almost evenly split with twenty-six male and thirty female students. The ethnic makeup of the

sample was 33% White, 27% Hispanic, 22% African American/Black, 6% Asian, and 12% other,

or unwilling to state. One class used project-based learning specifically designed for team

building (group A) and the other used project-based learning not designed specifically for team


building (group B). I have been using project based learning to teach most all standard based

content for the past six years. I redesigned existing projects for group A so that they had team

building aspects incorporated into them. I also did team-building only activities designed to

develop strong group dynamics with Group A.

For Group B, I continued using the previously developed projects I have used in the past.

I used the following projects to test my research question. The Amazing Measurement Race

(Appendix B). This is a race where teams compete to use scientific equipment accurately and

efficiently. The Scale Model Project (Appendix C), where students work in teams to create a

scale model of an object found at school from recycled food packaging. Finally, the Oil and Ice

Energy Project (Appendix D), where students researched and debated the topic of Oil Drilling in

Alaska’s National Wildlife Refuge. For this same project they write a persuasive essay, form

debate teams, compile arguments, and finally engage in a ninety minute class debate.

Procedures

The study took place when students were studying Units One and Two. The topics of

scientific equipment, models, and natural and energy resources were all covered during those

units. The projects are diverse and addressed multiple intelligences and learning styles. The

scientific equipment project uses lab equipment and recording as central themes. Students are

presented with lab equipment such as meter sticks, graduated cylinders, beakers, balances,

thermometers, and timers. The purpose of this project is to prepare sixth graders who have not

been exposed to scientific equipment how to properly find measurements such as length, volume,

mass, density, temperature, and time.


The scale model project requires measurement, planning, assembly, and a certain artistic

aesthetics. Student lab groups find an object at school that they would like to build a scale model

of. First they diagram it, measure it, reduce or enlarge their measurements to a certain scale.

Next, they build their model using reused food packaging, other craft materials, and paint.

Finally, they present to the class.

Lastly the Oil and Ice project is a research, writing, and verbal assessment project.

Students will research the controversial question of “Oil drilling in Alaska’s National Wildlife

Refuge.” Students researched the question after learning about the earth’s natural resources.

They wrote a one - two page position paper defending one side of the argument. Students were

placed into groups; oil drilling side, environmentalist side, and community council. Students

were assigned roles to take on, such as oil executive, oil tanker captain, Sierra Club activist,

ANWR photographer, Inuit tribe member, Alaskan politician etc. Two debate teams developed

arguments based on continued research of their role on the team. The community council

developed questions from the community based on their role. Teams then debated the topic in a

ninety minute block schedule class. The community council listened to the debate, asked

questions, deliberated, and finally voted to decide a debate winner.

Data collection for classroom culture took place using the following three methods; a

student self survey (Appendix E), a student group work survey (Appendix F), and an

observational group work rubric (Appendix G). Achievement was measured in the following

three ways; minerals performance test (Appendix H), rocks performance test (Appendix I), and

binder portfolio grading rubric (Appendix J). The Amazing Measurement Race was evaluated

using the group work student survey and completeness of work survey. The Scale Model Project

used the group work survey and the project grading rubric. Finally the Oil and Ice project used


the group work rubric, the writing rubric, and debate day attendance. Descriptions of classroom

culture assessment tools.

Student survey asked students to evaluate what they contributed to the success of the

project. The group survey asked students to evaluate how well their group worked together, what

was successful, and what wasn’t. The group work rubric was completed by the researcher and

evaluated how well groups interacted with each other. Descriptions and explanations of the

achievement and assessment tools that I used are: The completeness check was to determine how

much of the assigned work was accurately completed. The project grading rubric used a three

point scale to determine what requirements were met, and at what quality to they met at. The

writing rubric was a three point rubric that determined the success of writing the persuasive

essay. Finally, debate day attendance was calculated to determine commitment to the project and

the group. I organized and analyzed my results using spreadsheets and graphs.


Chapter 4: Findings

Research Question Restated:

1. Will project based learning, that is specifically designed to facilitate team building, improve

peer relationships, and classroom culture?

2. How will individual achievement be affected?

Group A received instruction that included team building activities embedded into project based

learning assignments. Group B received instruction that only included project based learning

assignments.

Peer Relationships and Classroom Culture

To answer the question “Will project-based learning, that is specifically designed to

facilitate team building, improve peer relationships, and classroom culture?” I gave two post

activity student surveys and performed one field note session using a modified group work rubric

(both found in appendix I).

The first survey followed the Amazing Measurement Race and asked the students to

reflect on the two questions. The first question asked “Did you enjoy working in your group?” I

asked this question because project based learning most often is assigned as group work. Group

A’s survey results showed that 54% of students reported “All of the time”, 28% reported “Most

of the time”, 14% reported sometimes, and 4% reported “Not at all”, as shown in figure 4-1.

Group B’s survey results showed that 50% reported “All of the time”, 28% reported “Most of the

time, 11% reported “ Sometimes”, and 11% reported “Not at all”, as shown in figure 4-2.


Figure 4-1

Figure 4-2

The second question of the survey asked “Did group members show respect for each

other’s ideas?” I asked this question because respecting others ideas is an integral part of group

work. Group A’s survey results showed that 57% reported “All of the time”, 43% reported

“Most of the time”, 0% reported “Sometimes, and 0% reported “Not at all”, as shown in figure 4-


3. Group B’s survey results showed that 50% reported “All of the time”, 39% reported “Most of

the time”, 11% reported “Sometimes”, and 0% reported “Not at all”, as shown in figure 4-4.

Figure 4-3

Figure 4-4

To further explore my research question of “How would peer relationships and classroom

culture be effected, I gave a survey after the Scale Model Project assignment. The specific

questions I asked were; “How successfully did your group work together?”, “Would you like to


work with this group again?”, and “Did the group complete all the tasks, meet all the

requirements of the project, and finish on time?”

For the question “Did your group work together successfully?” Group A’s results showed

that 74% reported “All of the time”, 26% reported “Most of the time”, 0% reported

“Sometimes”, and 0% reported “Not at all”, as shown in figure 4-5. Group B’s results showed

45% reported “All of the time”, 36% reported “Most of the time”, 5% reported “Sometimes”,

and 14% reported “Not at all”, as shown in figure 4-6.

Figure 4-5


Figure 4-6

For the question “Would you like to work with this group again?” Group A’s results

showed that 96% of students said “Yes”, 12% of students said “Maybe”, and 0% of students said

“No”, as shown in figure 4-7. Group B’s results showed that 68% of students said “Yes”, 12%

of students said “Maybe”, and 20% of students said “No”, as shown in figure 4-8.


Figure 4-7

Figure 4-8

For the question “Did the group complete all the tasks, meet all the requirements of the project,

and finish on time?” Group A’s results showed that 68% of students said “Yes”, and 32% of

students said “No”, as shown in figure 4-9. Group B’s results showed that 52% of students said

“Yes”, and 48% of students said “No”, as shown in figure 4-10.


Figure 4-9

Figure 4-10

The condensed results of that survey above are as follows. Group A showed a 29%

increase in working successfully together “All of the time” over Group B. Group A showed that

28% more students “would like to work with their group again” over Group B. Group B showed

that 20% of students would “not like to work with their group again”, while Group A showed 0%


for this answer. Finally Group A showed 16% more students “Completed all tasks, met all

requirements, and finished on time” than Group B.

Finally to answer the question “Will project-based learning, that is specifically designed

to facilitate team building, improve peer relationships, and classroom culture?” I took field notes

using a group work rubric created by William T. Allen (Appendix F) during the Oil and Ice

Debate Project’s preparation activities. The rubric asked the grader to observe and evaluate the

following about the group; achieving group goals, interpersonal skills, roles and responsibility,

and group process. The rubric uses a zero to five scale as follows; Failing (0), Needs

Improvement (1), Good (3), and Excellent (5). Group A’s results showed that scored an average

of 84% on the rubric, while Group B scored an average of 75%. The results of this rubric are

shown below in figure 4-11. The graph compares seven table work groups.

Figure 4-11


Achievement

To answer the question “How will individual achievement be affected?” I compared two

performance test scores. I also compared individual science portfolios scores. Finally, I

compared group scores from the Scale Model Project.

I used the scores from two tests. The tests were performance tests and required the

student to work with their group to test mineral and rocks for various properties. Students had the

option of answering as the group did, or listening to the group, but providing their own answers.

For Group A all students participated as a group. For Group B all students but one chose to take

the test in their groups. The one student who opted out took the test at the same table as his

group, but did not talk or communicate with his group during the test.

Test score results were as follows; For the Minerals Test Group A’s average score was

102% (note there was an extra credit question, accounting for the extra 2%). Group B’s average

score was 96%. Group A’s test scores averaged 6% better than Group B. For the Rocks Test

Group A’s average score was 95%, while Group B’s average score was 89%. Group A again

averaged 6% higher than Group B. A bar graph of the test scores is provided below in figure 4-

12.


Figure 4-12

The second way I measured achievement was by comparing scores of science portfolios.

Science portfolios are used every day in class, and include all work the student does for science

class. Science portfolios are a type of authentic assessment used to evaluate a student’s daily

work. I used a 21 point grading rubric (Appendix J). The results of the comparison showed that

Group A’s average scores were 86%, while Group B’s was 84%. Group A’s average score was

2% higher than group B’s score. The bar graph in figure 4-13 shows the results below.


Figure 4-13

Finally to answer the question of “How will individual achievement be effected?” I

compared the rubric scores of the Scale Model Project. Group A scored an average of 98% on

their projects, while Group B scored an average of 78% on their projects. Group A scored an

average of 20% higher on their projects than Group B, as shown in figure 4-14.


Figure 4-14


Chapter 5 Discussion

Overview of the Study

I conducted a study in my classroom because I wanted to answer two questions: (1) Will

project-based learning, that is specifically designed to facilitate team building, improve peer

relationships, and classroom culture? And (2) How will individual achievement be affected? My

sample group was fifty-six 6th graders, to whom I teach Earth Science. The study took place over

a four month period and included three projects, two tests, and one portfolio check.

Summary of Findings

I found that students do perform better, both academically and socially, during project

based learning activities when team building is designed into the introduction of the project.

Students learn the skills they need during the team building activities such as; leadership, time

management, cooperation, delegation of tasks, conflict resolution, and utilization of talents and

skills. These valuable skills can then be applied to the academic project it was designed for.

I found that the classroom culture was improved when team building activities were

incorporated into work projects. Students reported more enjoyment working with their groups,

and a greater feeling of success during projects when team building activities were used. My

study confirmed that incorporating specifically designed team building activities into classroom

projects enhanced peer relationships. Students felt that their ideas were respected more by their

peers after team building was incorporated. Nearly all of the students who participated in team

building activities expressed that they would want to work with their group again. On the


contrary, students who did not participate in team building had a large number of students who

would be against working with their group again.

Individual Achievement was positively affected by incorporating team building into

project based learning projects. During class projects students who had been exposed to team

building activities were more likely to fully complete the projects on time. They also scored

higher overall on project rubrics, group performance tests, and their individual portfolio.

Conclusion

Projects based learning as a teaching method is an excellent hands on strategy that has

real world applications and uses higher thinking skills when used to teach content standards to

students. Consequently, project based learning requires a lot of group work. It is essential that

groups work as teams to achieve personal and group academic and social success. Designing

team building activities specifically for each project helps students prepare for the types of

personal and group obstacles that they may encounter during projects. Being prepared to tackle

these obstacles improves the academic and social success of the individual, the group, and the

class as a whole.

Recommendations

I recommend that when developing team building activities for projects that teachers look

for obstacles that have occurred in the past either when they have done the project before or what

types of problems groups generally experience in their class. Next they should introduce projects

with short team building games. When the group reflects on the games and the outcomes, the

teacher should guide the students to see how the projects can function much like the games, and

how working successfully in the game can be used to work successfully in the group for the


project. During project work teachers can remind groups having trouble to use strategies used

during team building games, or to recall specific instances from the game that may relate to the

situation. I suggest teachers buy a couple of team building games books and try to match up the

game with the assignment.

Limitations of the Study

The limitations of this study are that the school is an extremely small school. Students

develop close relationships simply because of the size of the school. Peer relationships and

classroom culture are also developed during a daily advisory program. This may have affected

how students felt about working in their groups. For instance students may have already begun to

develop the relationship skills it takes to work effectively in a group.

Plan of Action Based on the Research Findings

I plan to add team building activities, even very short ones, to all major projects

throughout my entire curriculum. I have developed a written and published (only for me at this

time) curriculum of three projects and the team building that coincides with those projects. I

intend to continue to produce this curriculum until I have a completed it to meet all sixth grade

earth science standards for California, and hopefully publish it so that others may benefit from

my research.


References

Resources

Grant, M., Branch, R. (2005) Project Based Learning in a Middle School: Tracing Abilities

Through The Artifacts of Learning. ISTE, 38(1), 65-98

Clinebell, S., Strecher, M. (2003) Teaching Teams to be Teams: An Exercising The Myers-

Briggs Type Indicator and the Five Factor Personality Traits. Journal of Management Education,

27; 362

Laursen, E. (2005) Rather Than Fixing Kids – Build Positive Peer Cultures. Reclaiming Children

and Youth, 14; 3

Windschitl, Mark, Phi Delta Kappan (1999) The Challenges of Sustaining a Constructivist

Classroom Culture. EBSCO Ind. 80(10)

Project Zero and Harvard University, Steve Seidel (2007)

The Evidence Project. Retrieved April 24, 2007, from

http://www.pz.harvard.edu/Research/Evidence.htm


Hoffer, T., Gamoran, A. (1993) Effects of Instructional Difference Among Ability Groups on

Student Achievment in Middle-School Science and Mathematics.

Center on Organization and Restructuring of Schools, Northern Illinois University

V. Van den Bergh et al (2006) Studies in Educational Evaluation (32) 345-368

Mallet, Daniel (2007) Teamwork Handbook – Unit 3

Donavon, Bradsford (2005) How Students Learn Science in the Classroom, Washington, D.C.

National Research Council

Gurian (2001) Boys and Girls Learn Differently

Donovan, Bradsford, Pellegrino (2000) How People Learn, Washington D.C National Research

Council

Ritchhart, Palmer, Church,Tishman (2006)Thinking Routines:

Establishing Patterns of Thinking in the Classroom,


Harvard Graduate School of Education

Davenport, Linda Ruiz (1995). The Effects of Homogeneous Groupings in Mathematics. ERIC

Clearinghouse for Science Mathematics and Environmental Education Columbus OH.

Burnett, Gary (1995). Alternatives to Ability Grouping: Still Unanswered Questions. ERIC

Clearinghouse on Urban Education New York NY

Center for Research on Education, Diversity, and Excellence (1998). Developing Language

Proficiency and Connecting School to Students’ Lives: Two Standards for Effective Teaching.

U. S Department of Education (1995). Model Strategies in Bilingual Education: Professional

Development, Promoting Students Academinc Success. Office of Bilingual Education and

Minority Affairs.

Goldenberg, Claude (1991). Instructional Conversations and Their Classroom Applications.

National Center for Research on Cultural Diversity and Second Language Learning


Ngeow, Karen Yeok-Hwa (1998). Enhancing Student Thinking through Collaborative Learning.

ERIC Clearinghouse on Reading English and Communication Bloomington IN.

Oden, Sherri (1987). The Development of Social Competence in Children. ERIC Clearinghouse

on Elementary and Early Childhood Education Urbana IL

Webb, Michael (1987). Peer Helping Relationships in Urban Schools. ERIC Clearinghouse on

Urban Education New York NY

Hartup, Willard W. (1992). Having Friends, Making Friends, and Keeping Friends:

Relationships as Educational Contexts. ERIC Clearinghouse on Elementary and Early Childhood

Education Urbana IL

Smith, Stephen W. (2002). Applying Cognitive-Behavioral Techniques to Social Skills

Instruction. ERIC Clearinghouse on Disabilities and Gifted Education Arlington VA.

ERIC/OSEP Special Project

Jewett, Jan (1992). Aggression and Cooperation: Helping Young Children Develop Constructive

Strategies. Clearinghouse on Elementary and Early Childhood Education Urbana IL.


Wiggins, Grant (1990). The Case for Authentic Assesment. ERIC Clearinghouse on Tests

Measurement and Evaluation Washington DC., American Institutes for Research Washington

DC.

Boston, Carol (2003). Cognitive Science and Assesment. ERIC Clearinghouse on Assessment

and Evaluation.

Roh, Kyeong Ha (2003). Problem-Based Learning in Mathematics. ERIC Clearinghouse for

Science Mathematics and Environmental Education.

Ngeow, Karen - Kong, Yoon-San (2001). Learning to Learn: Preparing Teachers and Students

for Problem-Based Learning. ERIC Clearinghouse on Reading English and Communication

Bloomington IN.


Appendix

Appendix Table of Contents

Appendix A – Home School Contract

Appendix B – Amazing Measurement Race Project Sheet

Appendix C – Scale Model Project Sheet

Appendix D – Oil and Ice Project Directions and Grading Rubric

Appendix E – Student Self Student

Appendix F – Work Group Survey

Appendix G – Observational Group Work Survey

Appendix H – Minerals Performance Test

Appendix I – Rocks Performance Test

Appendix J – Portfolio Binder Grading Rubric


Home-School Contract

Parental Involvement in Their Children’s Education. A central tenet of the school’s philosophy is that students can best reach their full potential when there is a high level of involvement by their parents in their education and that their parents show them the importance of responsibility, respect and cooperation. Moreover, parent, student, teacher, administrator and community involvement is important to the success of a program and to the satisfaction of all parties. Accordingly, part of the school’s educational plan is an agreement between parents and the school known as the “Home-School Contract.” The intent of this contract is to encourage parental, student, and staff involvement and cooperation to ensure the success of the school’s education program, to empower everyone with respect to the children’s education, and to strengthen the partnership among parents, students, and educators. “the school” is much more than the traditional three R’s. At “the school” we have added two more R’s – Respect & Responsibility.

Shared Expectations. Another tenet is that parents send children to “the school” because they have high expectations of the school and the benefits their children will receive. In turn, the school has high expectations that parents will contribute to the team-effort needed to fulfill the school’s mission. Excellence in a charter school cannot be accomplished nor maintained without the active participation of the parents of enrolled students.

Parent Diversity. A third tenet is that diversity among parents is a strength that improves the educational program for all. Parents have different philosophies and approaches to their involvement in their children’s education. Likewise, parents may contribute in many different ways to the collective responsibility of running a charter school and making its educational program a success. Recognizing that each parent, like each child, is unique in terms of background, experience, and ability, “the school” asks parents to contribute to the school’s success by volunteering their skills, time, and resources to the extent that they are able above the minimum requirements of the Home-School Contract.

Role of Parents. The success of “the school” is dependent on local school control through shared governance between the educators and parents who have a vested interest in the school. A meaningful partnership involves the Director/Principal and teachers being responsive to the concerns of parents. In turn, parents have a responsibility to respect the professional experience and expertise of the educators. While parents will be involved in all levels of decision-making at “the school”, their primary


role will be to assist, enhance, facilitate, and extend the ability of the educational staff to conduct the school’s educational activities. Such parental involvement has the significant advantage of relieving educators from many aspects of operating the school so they can devote their time, energy, and expertise to classroom teaching, curriculum, and professional development. Parents will also plan, organize, and conduct many of the enrichment and extracurricular activities made available to students at “the school”.

Home-School Contract. Parents must agree to and sign the Home-School contract each year as a condition of admission and continued enrollment. The Home-School Contract has the following requirements of parents:

Volunteer at least 8 hours per school semester per family (16 hours/year) during school hours, weekends, or evenings to participate in a school project, event, or classroom activity in addition to the other requirements of the contract.

Read the Charter to understand the educational plan of the school, the school’s operation, and the roles, rights, and responsibilities of parents and their children.

Participate in mandatory car pool/transportation program to reduce pollution and traffic congestion and to show the children how we can positively affect the environment every day. (Every car dropping off and picking up will be required to transport at least two children from different families with a goal of more than two in every car)

Attend a mandatory orientation meeting to learn about charter schools, the school’s educational program, the Home-School Contract, and ways in which parents can contribute to the success of both their child and the school.

Participate in the election of parent representatives to the Governance Council. Complete and return all required forms, questionnaires, and other requests for information. Ensure the completion of homework and class projects. Reinforce at home the importance of education on a daily basis and discuss with each child what

was taught at school. Assure that each child arrives at school on time, dressed appropriately, and ready to learn. Understand and reinforce the Student Conduct Code and the Student Dress Code. Attend all scheduled parent-teacher conferences each year for each child. Attend Back-to-School Night, Open House, and other school-wide events. Keep informed about the school by reading the school’s newsletter and reading the materials

distributed in the weekly folders sent home with each student. Attend at least two parent education seminars each year concerning the school’s curriculum,

child development, parenting skills, and other topics relevant to the education of their children. Participate as a family in extracurricular school events such as book fairs, plays, talent shows,

festivals, and fund-raising activities. Exercise respect for other “the school” community members including teachers, administrators,

staff and other parents. Self-report their compliance with the contract using the forms provided by the school

A. Rights and Resposibilities of Students


1. Access to a free, nonsectarian public education without regard to race, sex, color, ethnicity, national origin, or disability.

2. Learn in a safe, clean, orderly, nurturing educational environment that encourages and challenges students to reach their maximum potential as educated people.

3. Develop skills and abilities in reading and language arts, mathematics, science, and history and social science that provide a strong foundation to become self-motivated, competent, life-long learners.

4. Participate fully in the core academic curriculum as well as differentiated instruction, homework assignments, community service projects, enrichment and extracurricular activities, special education, and remedial learning opportunities as may be appropriate for their Personalized Education Plans.

5. Come to school clean, on time, appropriately dressed, rested, ready to learn and prepared for class.

6. Behave appropriately and maintain high ethical and moral standards, including honesty, respect, courtesy, and kindness in all their interactions with parents, teachers, administrators, staff, community members, and other students

7. Participate in the governance (e.g., student council) and operation (e.g., school work days or fund-raising activities) of the school as appropriate for middle school students.

8. Understand and follow the student code of conduct including the student honor code and the student dress code.

9. Agree to take care of books and other school materials loaned to them and will return these materials in a timely manner in the same condition they were loaned.

10. Will not bring dangerous or inappropriate materials or substances to school (including knives, markers, paint, etc.)

11. Support the educational philosophy, ideals, principles, and practices of the school as set forth in the school’s Charter.

12. Display a sense of pride, responsibility and ownership in the success of the school which includes keeping the school (classrooms, bathrooms, etc.) clean, recycling materials, using recycled materials and saving energy.

B. Rights and Responsibilities of Parents

1. Participate in their children’s learning on a day-to-day basis.2. Promote the positive character development of their children.3. Ensure that their children complete homework assignments and participate in

school activities.4. Ensure that their children are clean, arrive at school on time, appropriately dressed,

are rested and prepared for school each day.5. Follow the orderly rules of car-pooling at drop-off and pick-up times to ensure the

safety of all students and adults who are present. This means no lingering, no parking in the car-pool line or alley, no queuing up before the designated time, no parking in faculty and staff spots.

6. Teach their children to respect their teachers, administrators, fellow students and other parents.


7. Ensure that students do not bring weapons or any object that could be used as a weapon to school.

8. Monitor their children to see that no inappropriate materials or substances are brought to school (markers, paint, etc.)

9. Agree that “the school” can only be successful when parents, teachers, administrators and students work together as partners.

10. Act as their children’s advocate in seeking their children’s fullest educational development as individuals.

11. Contribute time and/or money to school activities and programs.12. Participate in the school’s governance, its operations, and the design and

implementation of its educational program.13. Support the educational philosophy, ideals, principles, and practices of the school as

set forth in the school’s Charter.14. Support the faculty and staff in their ongoing quest to continually improve the

education program at “the school”.15. Participate respectfully in any Parent-Teacher conference regarding a student.16. Maintain accurate and up-to-date records of persons to whom the school can

release the student.17. Notify the school immediately when there is a change of address or telephone

number or any other important information which is critical in the event of an emergency.

18. Notify the school when the child is absent and provide appropriate documentation by a physician after three days of continuous absence.

19. Try hard not to take non-illness related days off or vacations during school time as this adversely affects the student’s schoolwork and also deprives the school of state funds which are based on attendance.

20. Ensure that all school materials loaned to students are returned in a timely manner and in the same condition they were loaned.

21. Assume financial responsibility for any damages or losses incurred by student.22. Adequately monitor student’s time spent watching television, chatting on the phone

and playing computer games to assure they don’t interfere with their success in school.

23. Display a sense of pride, responsibility and ownership in the success of the school which includes keeping the school (classrooms, bathrooms, etc.) clean, recycling, using recycled materials and saving energy.

C. Rights and Responsibilities of Educators

1. Teach in a safe, clean, nurturing educational environment where students, parents and educators work together as partners.

2. Create an exciting, stimulating, and challenging learning environment for each child using a wide variety of learning experiences and teaching methods as described in the “the school” Charter and Educational Plan.

3. Teach the adopted curriculum with appropriate consideration for the learning abilities and accomplishments of each student.


4. Evaluate student success in meeting measurable student outcomes by using approved and alternative performance-based accountability systems.

5. Address the learning potentials of all students as individuals who may range in ability from those who are low achieving to those who are highly gifted.

6. Communicate with parents about the achievements of their children as well as provide advice about how their children may become more successful.

7. Provide a list of materials needed at home in order to complete homework. Provide appropriate homework in all basic subject areas.

8. Communicate with parents regarding completion of homework assignments on the school website, by e-mail, by phone or through periodic progress reports.

9. Participate in professional enrichment, training, and collaboration to improve their own abilities as well as the school’s capacity for providing a quality education to all students.

10. Arrive at school on time, and prepared to teach, work, administrate, etc.11. Provide adult supervision of students from 7:30 AM to 3:31 PM, which may include

some non-instructional supervision during lunch, recess and drop-off and pick-up times.

12. Encourage and contribute to volunteerism by parents and community members who wish to contribute to the school.

13. Participate in the school’s governance, its operations, and the design and implementation of its educational program.

14. Demonstrate respect in all their interactions with parents, students, community members and other teachers.

15. Dress in a professional manner appropriate to a business/work environment.16. Support the educational philosophy, ideals, principles, and practices of the school as

set forth in the school’s Charter.17. Display a sense of pride, responsibility and ownership in the success of the school

which includes keeping the school (classrooms, bathrooms, etc.) clean, recycling, using recycled materials and saving energy.

The Home-School Contract was made available to the parents of prospective students as part of the admission application packet so that parents could make informed judgments whether they can fulfill the terms of the agreement. Parents of new students admitted to “the school” must return the signed contract with the other enrollment forms. The contract shall include a form known as the “Volunteer Sheet” on which parents can specify their areas of interest and the ways they intend to fulfill the volunteer requirement. The back of the signature page included in each student’s weekly folder shall be printed with a form that allows parents to monitor voluntarily their progress in fulfilling the provisions of the Home-School Contract.

Non-Compliance, Management, Oversight, and Exceptions. Non-compliance with this agreement may result in a student losing his or her enrollment at “the school”. The Parent Resources Committee of the Governance Council shall be responsible for administering the Home-School Contract, counseling parents who may be substantially non-compliant, and considering exceptions in the form of reduced requirements for parents whose particular circumstances may include transportation difficulties, single-parent households, financial hardship, physical disability, employment, or other special situations.


Policies regarding non-compliance with and exceptions to the Home-School Contract shall be equally and consistently applied to all parents in a manner that is nondiscriminatory, provides due process protections, and preserves the privacy and confidentiality rights of students and parents. Disputes involving the Home-School Contract shall be mediated first by the Parent Resources Committee and/or the Governing Board before involving the school’s dispute resolution procedures as stated in the Charter.

Parents and Students should sign both copies of this agreement in the appropriate spaces below and return both signed copies in the Enrollment Package return envelope. A fully signed copy of the agreement will be given to you when you hand deliver your Enrollment Package to the front office.

By my signature below, I understand and agree to all of the terms above that pertain to me.

Agreed and Accepted By: Agreed and Accepted By:

______________________________ ______________________________

(Print Name of Student) (Print Name of Teacher – Team Leader)

____________________________________ ____________________________________

(Signature) (Signature)


Appendix B

Name ___________________________________________ Date________

The Amazing Measurement Race

Length: Find the length of the following things:

1. Each member of your group in centimeters

Name Height

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. The length and width of a lunch table top: in centimeters________ in meters______

3. The distance from the teacher’s desk to the door: in decimeters_________________

4. The width of a Kleenex box: in centimeters_________ in millimeters_________

Volume: Find the volume for the following items:

5. Pour exactly 74 milliliters into graduated cylinder A. Draw it


6. Use graduated cylinder B to find the volume of the following.

Remember 1 ml = 1 cm - record volume using cm

golf ball _________ ping pong ball________ eraser_________ rock________

Which item had the largest volume? __________________________________

7. How many milliliters in a liter? __________

Mass: Find the mass for the following items:

Use a balance to find the mass of the following.

Remember mass is measured using grams.

8. golf ball _________ ping pong ball________ eraser_________ rock________

Which item had the largest mass? ____________________________________

Density: Find the density of the following items.

Divide the grams of an object by it’s volume to calculate it’s density.

Remember density is expresses using g/cm

9. golf ball _________ ping pong ball________ eraser_________ rock________


Temperature: Find the Celsius temperature of the following:

Beakers A-D have been heated or cooled using hotplates or ice. Be aware that hot plates are dangerous to touch with bare skin. Record the temperatures using C.

10. Beaker A _______ Beaker B _______ Beaker C ________ Beaker D _________

11. Which beaker would it be safe to swim in? ___________________________

Time: Use a stopwatch to accomplish the following tasks:

12. How long does it take for one member of your group to do ten jumping jacks? _____________________________

13. How long does it take for a piece of flat paper to reach the floor from 1 meter?

_____________________________

14. How long does it take for a piece of crumpled paper to hit the floor from 1 meter?

_____________________________

15. How long does it take for a person in your group to untie and tie one shoe?

_____________________________


16. Everyone in your group must get the timer to stop on exactly 10 seconds. You must get your timer signed off by your teacher. Teacher’s signature ___________________

You are finished! Congratulations you have completed the Amazing Measurement Race! What was the most challenging task? Why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix C

Name__________________________________ Date________ Period______

This week we will be looking at design process. Today we will start the process by designing and building a scale model.

1. What is the difference between a physical and a mathematical model.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________

2. Walk around campus and find an object your group would like to build a model of.

3. My group will build a scale model of _______________________________________


4. Draw a picture and color the object.

5. Now measure each part of the object. Record each measurement on your drawing.

OBJECT PART MEASURMENT DIVIDE BY 10


6. Draw another picture of the object and label it with your 1/10 scale measurements.

7. Make a supply list.

What materials will you need, and what will each one specifically be used for?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


8. What challenges do you anticipate?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

9. Why did you choose to build this as a model?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

10. Get everything approved by Ms. B, get your supplies, and build your model.

11. Describe what worked well.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

12. Describe any challenges, or things that didn’t work.

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

13. What would you have done differently?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

14. After you have built your model, be prepared to share it with the class. You will need to share the following information.

1. Who is in the group – Introduce yourselves.2. What you built a scale model of.3. Explain your model.4. Why you chose to build this as your model.5. Challenges.6. What you would have done differently.


Appendix DOil and Ice: Drilling in a Wildlife Refuge

Background Information:

The U.S. Fish and Wildlife Service which administers Alaska’s Arctic National Wildlife Refuge, states that its primary purpose is, “To protect the wildlife and habitats of this area for the benefit of people now and in the future.” The refuge’s coastal plain is the calving ground for the Porcupine Caribou Herd, the most important land based denning area for the entire Beaumont Sea Polar Bear population, home for 350 reintroduced Musk Oxen, and an important habitat for more than 180 bird species. Environmentalist claim that oil drilling on the refuge would bring pollution and disrupt the lives of the animals that use the coastal plain. The refuge is a 1.5 million acre coastal plain. Oil industry executives say that they would drill on only 8 percent of the refuge and that drilling would not have an impact on the wildlife. The oil revenues (monetary profit) would benefit the state and federal governments and more than 250,000 jobs would be created. They say that oil drilling would reduce the amount of foreign oil the U.S. would have to import for our car based economy.

Oil and Ice Part I: Research Articles – Due January 30th (40 points Science)


1. Research this issue using any of the following resources: the articles given in class, the information about energy and fossil fuels in your science binder, personal interviews, the internet, magazines, books and newspaper articles.

2. You must find at least 4 different resources. They cannot all be from the same place. For instance you cannot have all your sources come from the internet. Only one can come from a class issued article.

3. Bring your 4 research sources to Science class to be checked off Wednesday January 30th. Yes, you must bring in the entire article, not just the name of it or where you found it.


Oil and Ice Part 2 - Persuasive Essay - Due Wednesday, February 13th. – (24points ELA)

1. Read the research articles you found, as well as ones given in class, and review the information about energy and fossil fuels in your binder. Ms. Gadwa will work with you and teach you how to effectively read and understand the resources you have collected.

2. Next, form an opinion in favor of the environmentalist side or the oil industry side.

3. Then write a persuasive essay that states your opinion and gives 3-5 supporting arguments. Your paper must include: an opening paragraph (the introduction), 3-5 supporting arguments/paragraphs, and a closing paragraph (to summarize your main points). Ms. Gadwa will work with you during class to develop, edit and publish your persuasive paper. You will also be expected to work on this project paper at home. You will turn this paper into Ms. Gadwa on February 13th, and your grade will be based on the included writing rubric. This portion of the project will be part of your ELA grade.


Oil and Ice - Part 3 – Forming a Debate Team - Due block day, February 20th/21st. (50 points Science)

1. Based on your opinion paper you will be assigned role playing character for a community debate. You will research the issue further based upon the role you are assigned.

2. Develop five solid arguments that your character would use to persuade an audience.

3. Write each argument on a separate index card. Write your character and your real name on the other side of the index card.

4. Put the five statement index cards into an envelope with your name, period, and argument side (oil or environmental).

5. Bring your statement envelopes to class. You will form debate teams and organize your arguments.

Oil and Ice - Part 4 – In Class debate held Thursday/Friday February 28/29. (40 points Science)

A final class debate decide the fate of ANWR. You will have time in Science class to develop, edit, and practice your team’s arguments before the debate.

Total Points Science – 130

Total Points ELA – 24


Oil and Ice: Persuasive Essay Rubric

Name: ________________________ Period: _________

CATEGORY 4 3 2 1

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Penmanship (Conventions)

Paper is neatly written or typed with no distracting corrections.

Paper is neatly written or typed with 1 or 2 distracting corrections (e.g.,dark cross-outs; bumpy white-out, words written over).

The writing is generally readable, but the reader has to exert quite a bit of effort to figure out some of the words.

Many words are unreadable OR there are several distracting corrections.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.

Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.


Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.

Commitment (Voice) The writer successfully uses several (three or more) reasons/appeals to try to show why the reader should believe a certain way. The three arguments and supporting details are powerful, convincing and persuasive.

The writer successfully uses three reasons/appeals to try to show why the reader should believe in a certain way. The arguments and supporting details are strong and persuasive.

The writer attempts to make the reader believe a certain way with 2-3 arguments and supporting details, but is not really successful.

The writer made no attempt to make the reader care about the topic.

Grading Scale: 24 = 100%, 23 = 96%, 22 = 92%, 21 = 88%, 20 = 83%, 19 = 79%, 18 = 75%, 17 = 71%, 16 = 67%, 15 = 63%, 14 = 58%, 13 = 54%, 12 = 50%

Your Grade: __________ Parent Signature: ______________________

Comments:


Appendix E

Student Self Survey

Circle the answer you believe best represents your work in class. Remember this survey cannot be traced to any individual student, and has no effect on your grade.

QuestionI think that my group worked successfully together…

All of the Time Most of the Time Some of the time Not at all

I would like to work with this group again.

Yes Maybe No


Appendix F

Circle the response that best describes how your groups worked together during the project. Remember that no survey can be traced to any one student, and that it has no effect on your grade.

Group Work Survey

Question

Did you enjoy working with the people in your group?


Did people in your group show respect for your ideas, and did you show respect for theirs?



Appendix G

Group Work Rubric

Name: _______________________________ Teacher: Mr. Allen Date: 2006 Class: 7th and 8th grade Description: The group learning rubric is designed to evaluate the collaboration skills of students working in groups. The criteria includes, achieving group goals, interpersonal skills, role responsibility, and group process. Designed and written by William T. Allen.

Excellent (5) Good (3) Needs Improvement (1)

Failing (0)

Achieving Group Goals Student is enthusiastic about group work and makes an effort for group success.

Student is committed to group work and goals. Student carries out own role willingly.

Student does not respond to group goals. Remains "off-task" even though seemed committed to group goals earlier.

Student is disinterested in working in a group. Will not cooperate or collaborate. Student works against group goals and is "off-task."

Interpersonal Skills Student actively supports interaction that is positive and respectful to the feelings and opinions of others in the group.

Student interacts with others and is sensitive to differing opinions and feelings of others in the group.

Student responds to prompting and interacts, however, remains insensitive to the opinions and feelings of others in the group.

Student is insensitive toward the opinions and feelings of others in the group. Practices "put-downs" and refuses to actively listen to others. Ignores teacher prompting.

Roles Responsibility Student will perform any role or multiple roles within the group with enthusiasm.

Student will perform any role within the group and will willingly do more for group success.

Student reluctantly takes assigned role within the group; however, refuses to multi-task.

Student refuses to take a role in the group.

Group Process Student is excited about the group process and actively indentifies ways the group will succeed and works toward group goals.

Student is a self-starter and wants the group to succeed and offers help when needed.

Student responds to prompting to support group process; however, resists necessary modifications or remains uninvolved.

Student refuses to support group process or any necessary changes. Refuses to cooperate and ignores teacher prompting.

A service of the Utah Education NetworkComments, e-mail: [email protected]

http://www.uen.org/index.html

mailto:[email protected]

http://www.uen.org/


Appendix H

Name________________________________ Date_________ Period _______

Minerals Performance Test Score ________ Grade_______

The mystery mineral is gypsum.

Sight Color

Streak

Hardness

Luster

Type of LusterCleavage or Fracture

Type of Cleavage or FractureMass (grams)

Volume (cm )

Density (g/cm )

Special Properties

MOH’S HARDNESS SCALE

NONMETALLIC2.5Copper Penny3.5Iron

HARDNESS


Nail5Glass Plate5.5Streak Plate6.5Quartz7.5Diamond10TOOLLUSTER

METALLICGreasy – oilyFingernail Brilliant – diamond like

Sample 1Sample 2Sample 3FRACTUREBasal –


1 planeEarthy – dull, smoothPinacoidal – 2 planes at r


ight anglesUneven – roughPrismatic – 2 planes not at


right anglesHackly – sharp pointsCubic – 3 planes at


right anglesSplintery – long splintersRhombohedral – 3


planes not at right anglesOctohedral – 4 planes at rig


ht anglesVitreous – broken glassSilky - smoothDENSIT


Y – Use this formula to determine the density


of a mineral – mass divided by volume = g/cm

__


_____ g

________cm =

________g/cm

The fou


r requirements for a substance to be a mineral a


re:

1.___________________________________


_

2.____________________________________

3


.____________________________________

4.__


__________________________________

Extra Cr


edit - A reaction to HCL (hydrochloric acid) in


dicates the presence of this substance in a mi


neral

Appendix I

Name______________________


___________

Date______________

Period_____


____________

Score____________

Percent____


_______

Grade__________

Parent Signature___


______________

Rocks Performan


ce TestDirections: Test the three r


ock samples and complete the chart below


.

CLEAVAGE or FRACTURE

CLEAVAGE

Rock NamePearly – dull shine

Granite Gneiss Fossilized Limestone

Color

Texture – size of grains

Hardness – hard or soft


Composition 3 minerals 2 minerals 1 organic ingredient and 1 binder.

Special Features

Rock Type


Wind, water, heat and friction are called?______________________

A rock on the surface of the Earth

Pressure causes sediments to stick together this process is called _____________________

and _______________________

This new rock is called

______________________rock.

More pressure and indirect heat cause existing rock to partially melt forming a new type of rock called _____________________________

Rock.

Subduction of existing rock into the Earth’s interior causing rock to melt completely this process is called ____________________ _____

When liquefied rock is below the Earth’s surface it is called _____________________

Liquified rock reaches the Earth’s surface and cools into a new kind of rock called ___________________rock.

The never ending process all rocks go through is called

________________________________

Extra Credit:

Bitemous Coal is organic because it is made of _____________________ and ____________________________________.

Word Bank

metamorphic liquification igneous compaction sedimentary

magma cementation erosion The Rock Cycle

Directions: Use the word bank to complete the diagram below.


Appendix J

Name Date Period Unit

Science Binder Evaluation Rubric

Excellent

3 Points

Satisfactory

2 Points

Needs Improvement

1 Point

Respect

Student______/3

Teacher______/3

I always treat my binder with respect, it is clean, pages are not torn or falling out.

My binder is a little ragged, it is a little dirty, there are torn pages, and some are loose.

My binder is coming apart, it is dirty, and few pages are actually attached.

Preparedness

Student______/3

Teacher______/3

I bring my binder everyday. I have never forgotten it. I am prepared everyday.

I bring my binder almost everyday, and have only forgotten it once or twice.

I forget my binder often, so I am unprepared for class often.

Organization

Student______/3

Teacher______/3

There is a page number and date on every page.

I am only missing a couple of page numbers and dates.

I forget to write page numbers and dates, most pages don’t have one or the other.

Order

Student______/3

Teacher______/3

All my unit pages are in order.

Most of my unit pages are in order.

My unit pages are out of order.

Writing I always use complete sentences, and complete thoughts to

I usually use complete sentences and complete

I rarely use complete sentences, just short,


Student______/3

Teacher______/3

answer questions. thoughts to answer questions.

or one word answers.

Complete Work

Student______/3

Teacher______/3

All of my work is complete.

Most of my work is complete. I am missing just a few answers or a little work.

My work is incomplete.

I have a complete table of contents, which includes, assignment, date and page number.

Yes______ (2 points) No_______(0 points)

How can I improve my binder score? (2 points)_________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Student’s Self Score_____________/22

Teacher’s Score_________________/22

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