# Monsters R Us Problem Based Learning Unit (PBL)

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This is a Project Based Learning Unit on monsters with resources to guide students through creating an independent demonstration project on their favorite monster of choice and/or on creating their own monster. Students conduct surveys, brainstorm describing words and vocabulary words, create a life cycle for their monster, make a case for the importance of monsters, write point-of-view stories as well as write monster e-mails and monster grams, design and create monster habitats, develop a recipe for monster food, design and build monsters and do some monster problem solving. Monster theme based books and online read-aloud hyperlinks provided. There are 42 pages.

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Provide a concluding statement or section.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Develop the topic with facts, definitions, and details.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
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