| Student Question | Teacher Question | EALR | Document |
| Is there a general checklist to guide me through the project? | How can I help students to manage their project requirements? | W 2.2.1 Write to Learn
| PBL Checklist |
| How do I find my question? | How do I scaffold student's initial refining of their question? | WCOS 1.1 Gather Ideas | CCC Think Sheet
Consider, Connect, Contemplate |
| How do I know what to research? | How do I scaffold student's research question and terms? | WCOS 1.1 Gather Ideas | KWHW sheet What do I know? Want to know? Hypothesize, Where do I search (key words) |
| How do I get my question approved? | How do I manage student choices? | WCOS 1.1 Gather Ideas | W_ Proposal Code Topic |
| How do I track my own progress towards learning and finishing my project? | How do I help students choose, clarify, and evaluate their goals for improvement in process and product? | RE 4.1
W4.1
Evaluate | Students create their own form; see Explore Progress Directions |
| How do I inform my teacher of my progress? | How do I manage student progress towards goals in process and product? | RE 4.1
W4.1
Evaluate | Daily (or as directed) Login
Teacher Dashboard |
| How do I choose and evaluate my sources? | How do I scaffold students' evaluation of appropriate websites and sources? | RC 3.1.1 Read to learn - evaluate information
RC2.2.2 Text Components
RCT2.4.3 Evaluate Validity/Bias | WTV√
What? Text? Valid? √Use
Google Lesson: Validity |
| How do I save my sources? | How do I help students take notes, tag, and save their resources? |
RC 2.1. Demonstrate evidence of reading comprehension |
| Use Google Bookmark to bookmark your search. Remember to use labels -- code name and topic. |
| How do I remember my main ideas and details? How do I summarize my learning? | How do I help students demonstrate evidence of main ideas, details? How do I help them write their learning in their own words? | RC 2.1.3 Main Idea/Detail
RC 2.1.7 Summarize
RCT 2.4.5 Determine importance | Cornell Notes |
| How do I clarify what I'm learning? | How do I help students explain their ideas, clarify them, and develop further understandings in their own words? | RCT 2.4.5 Determine importance
RCT 2.4.1 Draw conclusions | Use the AEIOU Think Sheet for peer sharing |
| How can I find an issue to solve? | How do I scaffold students' thinking towards an issue related to their topic? | RCT 2.4.5 Determine importance
RCT 2.4.1 Draw conclusions
RCT2.4.5 Generalize | Issue Think Sheet |
| How do I target my issue and solution? | How do I scaffold student thinking towards a relevant target issue and solution? | RCT 2.4.5 Determine importance
RC2.1.7 Summarize
RCT 2.4.1 Draw conclusions
RCT2.4.5 Generalize | Use the Target Sheet |
| How do I choose and write a persuasive letter? | How do I help students write a persuasive letter about the solution to their issue or about recognizing their issue? | WP1 Writing Process
WCOS
2.1 — Adapts writing for a variety of audiences.
2.2 — Writes for different purposes.
2.3 — Writes in a variety of forms/genres.
2.4 — Writes for career applications.
EALR 3: The student writes clearly and effectively.
3.1 — Develops ideas and organizes writing.
3.2 — Uses appropriate style.
3.3 — Knows and applies writing conventions appropriate for the grade level.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
| Refer back to and add to:
|
| How do I investigate a career in science? | How do I scaffold a research of possible careers according to student interests? | Science Inquiry 2 APPS -- Career Investigation; Includes reading / writing EALRS as well | Career Directions and Documents |
| How do I conduct a science experiment? | How do I help students follow the investigative process? | Science 2 Inquiry | |
How do I write my final paper for the exhibit? | How do I scaffold the writing of the final summary of the project? | See Writing EALRs above |
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| How do I show evidence that I have prepared, planned, researched, documented, analyzed, and persuaded? | How do I guide students to evaluate how well they understand the concepts they are researching? | Rubric Meaning --Reading EALRS | |
| How do I show my evidence that I have completed a thorough and professional letter, display, and presentation? | How do I guide students to understand what is a thorough and professional letter, display, and presentation? | RICO Evaluate | My RICO |