Refer to Chapter 2 for guidance on breaking down your content standards into specific objectives and learning outcomes. Below, we've outlined how the project corresponds with different subjects. Utilize this list to coordinate the project with key instructional turning points, allowing you to determine the optimal times to introduce content-based lessons that align to your standards and enhance student understanding.

Science 

• Earth Science: Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.

• Earth Science: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

• Earth Science: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

English Language Arts 

• Write arguments to support claims with clear reasons and relevant evidence.

• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.

• Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes.

Social Studies Standards

• Civics: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.

• Geography: Explain how the cultural and environmental characteristics of places change over time.

• Geography: Describe how environmental and cultural characteristics influence population distribution in specific places or regions.

Mathematics 

• Summarize numerical data sets in relation to their context.

• Reason abstractly and quantitatively.

• Model with mathematics.

Health Education 

• Comprehending Concepts: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

• Advocacy: Students will demonstrate the ability to advocate for personal, family, and community health.

Use the information from the Standards to assess what existing resources you can incorporate into your lessons. Refer to Chapter 3 for guidance on how to weave your current curriculum resources into this Project-Based Learning experience.

Storyline:

In the bustling town of (Name of town or City), the streets were once vibrant and clean, bustling with life and activity. However, over the years, the town/city has been grappling with a growing issue - litter and waste. Abandoned trash, plastic bottles, and debris have turned the streets into an eyesore, negatively impacting the environment, local businesses, and overall community well-being. In response to this pressing concern, a group of passionate students from (Name of school) takes the initiative to launch a Community Awareness Campaign called "Project Clean Streets."

You will have to

1. Define the problem

2. Develop the campaign

3. Build partnerships

4. Implement the campaign

5. Outline/create community events

6. Measure the impact and sustainability

Driving Question:

1. Initial Inquiry:

How is litter and waste an environmental issue for a community?

2. Reflection & Iteration: 

What creative ideas can we brainstorm to address the problem?

How have our ideas evolved throughout the process of brainstorming and planning?

3. Driving Question:

How can we collaboratively design and implement an innovative Community Awareness Campaign in order to make a difference in (Name of town or City)?

Turning Points:

1. Launch Need to Know Questions and Define the Problem

• Objective: Understand the extent and nature of the litter problem in different parts of the town/city.

• Activity: Begin with the storyline and driving question and have students formulate their Need to Know Questions. Utilize various forms of instruction as noted in Chapter 4 and use your existing resources for lessons on content, lessons focus on the specific knowledge required for community awareness or science lessons on the impact of litter and waste as well as the impacts on health. Students then can conduct a street audit by forming teams to survey designated areas, documenting types and amounts of litter/waste found and the impact on the environment and community.

2. Developing the Campaign

• Objective: Develop a comprehensive plan outlining campaign goals, strategies, and communication methods.

• Activities: Review and refine Need to Know Questions based on previous turning point. Work with students to brainstorm and create campaign planning workshop. Students should brainstorm ideas for the campaign, discussing slogans, themes, approaches and anything else necessary for their campaign.

3. Developing the Campaign Building Partnerships

• Objective: Establish collaborations to support the campaign with resources, expertise, and outreach.

• Activities: Review and refine Need to Know Questions based on previous turning point. Students reach out to local businesses, environmental organizations, and municipal authorities to form partnerships and to gain insights and expertise from community partners.

4. Implementing the Campaign

• Objective: Develop engaging and informative content to raise awareness and promote participation.

• Activities: Review and refine Need to Know Questions based on previous turning point. Students design posters, flyers, social media content, and educational materials using various technologies to support the creation of their content. Students can work with various community partners to support their efforts.

5. Outline/Create Community Events

• Objective: Engage the community in hands-on action while highlighting the campaign's mission.

• Activity: Review and refine Need to Know Questions based on previous turning point. Organize an event such as a community clean-up day for volunteers to join in a town-wide clean-up effort. Students can work with various community partners to support their efforts.

6. Measuring Impact and Sustainability

• Objective: Assess the impact of the campaign and identify areas for improvement or sustained efforts.

• Activities: Utilize various forms of instruction as noted in Chapter 4 and use your existing resources for lessons on content, lessons focus on the specific knowledge required to support gathering interpreting and analyzing data. Students can collect data on reduced litter, community participation, and behavior change.

Community Partners: 

Various community partners could include (Select one or two).

1. Local Government Environmental Office - Collaborate on initiatives and secure support for clean-up activities.

2. Chamber of Commerce - Engage local businesses to participate and sponsor clean-up events.

3. Public Works Department - Coordinate with this department for logistical support and disposal services.

4. Recycling Centers - Partner to promote recycling habits among the community and provide educational resources.

5. Local Non-Profit Environmental Organizations - Leverage their expertise in organizing community clean-ups and environmental advocacy.

6. Neighborhood Associations - Encourage community participation through neighborhood representatives.

7. School Districts - Involve other schools to expand the campaign’s reach and impact.

8. Local Media Outlets (newspapers, radio stations) - Use these platforms for campaign publicity and to increase community engagement.

9. Retailers and Shopping Centers - Partner for funding support and as locations for awareness events.

10. Local Arts Organizations - Collaborate to create public art installations using recycled materials to beautify cleaned-up areas and raise awareness creatively.

Real-World Project Ideas:

Various projects could include (Select one or provide choice to your students).

1. Interactive Map and Mobile App - Develop an app showing areas most affected by litter, allowing users to report new incidents and track clean-up progress.

2. Educational Documentary - Produce a short film detailing the town's struggle with waste and the positive impact of the community's clean-up efforts, featuring interviews with residents and local officials.

3. Public Service Announcements - Create a series of engaging and informative PSAs for local TV and radio stations, focusing on the importance of maintaining clean streets.

4. Community Art Installations - Use recycled materials collected from clean-up drives to create art installations around the town, showcasing the beauty of recycled art and promoting environmental consciousness.

5. Waste Reduction Toolkits - Assemble packages with resources on how to reduce, reuse, and recycle, including tips for minimizing waste at home and in businesses.

6. Virtual Reality Experience - Offer a VR experience that shows the potential future of the town if waste management practices don't improve, versus a cleaner, more sustainable town scenario.

7. Annual Sustainability Report - Publish an annual report on the town's waste management and cleanliness initiatives, highlighting successes and areas for improvement.

8. Environmental Impact Fair - Organize a fair with booths from local environmental groups, workshops, and activities that educate and engage the community in sustainability efforts.

9. Recycling Bins and Signage - Design and distribute specially branded recycling bins with clear, instructional signage to encourage proper waste disposal throughout the town.

10. Clean Streets Challenge - Launch a challenge with a leaderboard tracking the contributions of individuals, schools, or business sectors towards cleaning and maintaining streets, with rewards for top contributors.

Scaffolding Student Learning:

Outline methods for differentiating instruction and provide both common and unique scaffolding techniques to support student learning throughout the PBL process. Strategies can include: 

1. Establishing clear learning objectives and success criteria. 

2. Leveraging mentorship opportunities.

3. Employing a gradual release of responsibility. 

4. Integrating expert panels. 

5. Utilizing modeling and examples. 

For a detailed discussion of comprehensive strategies, refer to Chapter 9.

Managing Activities:

Consider the following when managing activities. 

1. Provide a safe learning environment so students are willing to take risks.

2. Outline clear learning objectives. 

3. Ensure rituals, routines and processes support your objectives

4. Organize regular check-ins at different stages of the project.

5. Address issues as they emerge, encompassing content, processes, and social and emotional concerns. 

For an in-depth exploration of strategies, consult Chapter 10. If additional instructional methodologies are required, refer to Chapter 4.

Technology Enhancements:

Various technology tools could include...

1. Brainstorming Tools: MindMeister, Miro, or Figjam for brainstorming and organizing campaign ideas.

2. Collaborative Platforms: Google Docs, Microsoft OneNote, or Padlet for documenting brainstorming sessions and campaign plans.

3. Design Tools: Canva, Adobe Spark, or Piktochart for creating campaign materials such as slogans and themes.

4. Project Management Software: Trello, Asana, or ClickUp for organizing and tracking campaign tasks and strategies.

5. Virtual Meeting Platforms: Zoom, Microsoft Teams, or Google Meet for conducting virtual meetings and discussions with partners. 

6. Video Creation Tools: Flip, iMovie, Adobe Premiere Rush, or WeVideo for creating engaging video content.

7. Content Collaboration Platforms: Google Docs, Microsoft OneNote, or Dropbox Paper for collaborating on educational materials.

8. Mapping Tools: Google Maps or ArcGIS for planning and navigating clean-up areas. 

9. Data Collection Tools: Google Forms, SurveyMonkey, or KoBoToolbox for collecting data on campaign impact. 

10. Feedback Platforms: Google Forms, Typeform, or Padlet for gathering feedback from the community.

11. Visualization Tools: Canva, Piktochart, or Infogram for visualizing data and presenting findings.

Critique, Revision, Reflection and Feedback Mechanisms:

Outline strategies for structured critique, revision, reflection, and feedback during the PBL process. Activities may include:

• Maintaining journals

• Conducting peer reviews

• Using the PROFESS routine

• Holding reflection sessions to help students critically analyze their learning experiences and skill development

For detailed strategies, refer to Chapters 12 and 13.

Overall Project Rubric

Consider both traditional and authentic formative and summative assessments, ensuring they correspond with key turning points. Traditional assessments might include:

• Quizzes

• Exit tickets

• Tests

• Written reports

Authentic assessments could involve:

• Reflection journals

• Peer assessments

• Exhibitions

• Presentations

• The projects themselves

For more information, consult Chapter 14.