Plan a Field Day Project Based Learning (PBL)

Plan a Field Day Project Based Learning (PBL)
Plan a Field Day Project Based Learning (PBL)
Plan a Field Day Project Based Learning (PBL)
Plan a Field Day Project Based Learning (PBL)
Plan a Field Day Project Based Learning (PBL)
Plan a Field Day Project Based Learning (PBL)
Plan a Field Day Project Based Learning (PBL)
Plan a Field Day Project Based Learning (PBL)
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PDF

(32 MB|40 pages)
Product Rating
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Standards
  • Product Description
  • StandardsNEW

Plan a School Field Day is an engaging project based learning (PBL) activity that puts your students in charge of planning their own field day. This student centered math, health and ELA PBL unit encourages students to plan and organize a field day through problem solving, collaboration, research, creativity and math, health and ELA skills.

This project based learning unit focuses on applying the skills of adding decimals, area, scale, measurement, intervals of time, first aid, reading informational text, expository writing, inquiry and research, communication, collaboration and scheduling.

This PBL project is broken up into six sections

  • Field Day Basics- Students will plan the date, time and location of the field day, and decide who will be invited.
  • Field Day Activities- Students will brainstorm, select and plan 6-8 activities for others to enjoy during their field day. They will calculate the area needed for each activity, write directions for their activities and determine the supplies they need.
  • The Supplies- Students will create a list of the supplies they will need for their field day plan. They will determine what supplies they can borrow, and what they will need to purchase. Students will research the cost of items to purchase and calculate the total expense of supplies.
  • Mapping the activities- Students will measure the area where they plan to hold field day. Next, they will determine a scale for their map and use that scale to draw boundaries and make a layout for where each activity/event will be located.
  • Field Day Schedule- Students will use the number of activities planned and the number of classes invited to plan a schedule for when each class will participate in each activity. Intervals of time will be used to keep a flow between activities.
  • Field Day Safety- Students will research first aid procedures for minor scrapes/cuts, bruises, insect stings and bloody noses. They will write procedure reference cards to put in first aid kits to have at field day.

Ideas for an entry event and extensions are also included!

What is included?

  • project overview
  • entry event ideas
  • teacher layout/information plan for each section
  • student pages for each section
  • examples for making a map to scale and creating a schedule
  • end of unit student reflection
  • end of unit grading rubric

Do all six sections or pick and choose the sections that work best for your class!

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Log in to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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.
Total Pages
40 pages
Answer Key
Rubric only
Teaching Duration
N/A
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