Templates to get you started with...

PLANNING
YOUR STEAM
PROJECT-BASED
LEARNING.
2019 pi-top STEAM Resources

STEAM PROJECT-BASED LEARNING

While project-based learning can be used in any instructional class, be it core,
elective, or career and technical education, it almost feels like a natural fit for
a STEAM class. And the more we explore and understand PBL, it really does become
apparent how well PBL and STEAM strategies complement each other – and research
tells us project-based learning in science and math works. Project-based learning
allows students to hypothesize, explore, and develop opportunities to change
or overcome barriers that affect their ‘real-world.’ We ask our students to think
critically and explore solving the driving question.

Is your STEAM program ready to be rooted in project-based learning?

Who are these

templates for?
• Classroom Teachers looking
to leverage project-based
learning in their classrooms.
• Curriculum Directors What’s included in this pack?
and Administrators seeking
resource options to assist • STEAM Project-Based Learning (PBL) Checklist
teachers with a project-based • 16 Questions to evaluate your STEAM PBL
learning instructional strategy.
• 9 Steps for getting started with PBL
• Anyone needing a starting
• Project Plan Template
point to get started with
project-based learning • Lesson Plan Template (Based on Backwards Design)
planning. • Student Daily Project Log
• Student Engineering Design Process Handout

How do you use • Student Engineering Design Process Journal Pages

these templates? • Student Graph Paper for Design Prototyping
• Blank Engineering Design Process Rubric
The templates were designed
to support STEAM project-based
learning classrooms seeking
a starting point, and are generic
enough in structure for teachers
to use however bests fits
their needs.

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2019 pi-top STEAM Resources

THE STEAM PBL CHECKLIST

16 questions to evaluate your STEAM project-based learning

Ways to use Questions for evaluation

this checklist:
1 Does hands-on, minds-on learning take place?
• Leverage the checklist as
a tool to evaluate pre- and 2 Is the STEAM lesson or project tied to specific,
post-project-based learning measurable learning objectives, big-picture goals,
development of activities to and student engagement outcomes?
determine whether or not
they adhere to the goals of 3 Is learning driven by the project through the use
a PBL classroom. of driving question?
• Create professional learning
4 Are projects geared towards creating solutions for
communities (PLCs) to
real-world issues and centered around real-world,
evaluate your district, school,
real-life applications?
grade level, and/or classroom
STEAM programs.
5 Is the project-based learning lesson or unit
• Leverage the checklist to start multidisciplinary (i.e. cross-curricular)?
grade level conversations
around current and future 6 Is the project student-centered or teacher-driven?
STEAM program goals,
initiatives, and instructional 7 Does the teacher act as a facilitator?
strategies.
8 Do students learn through experience?
• As a classroom teacher, use
the checklist to evaluate your 9 Are projects inclusive of – and accessible to – all
own instructional practices. students, such as English language learners (ELL),
special needs and accommodations, etc.?

10 Can the Engineering Process be found at the ‘heart’

of the project-based learning lesson or unit?

11 Is the learning less structured?

12 Do students work in cooperative, collaborative groups?

13 Are there ample opportunities for students to provide

honest, constructive feedback?

14 Do students produce an authentic product?

15 Do students present their outcome(s) to authentic

audiences?

16 Does the STEAM program and/classroom provide a

makerspace, or a place devoted to student making?

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2019 pi-top STEAM Resources

9 STEPS
FOR GETTING
STARTED WITH PBL.

1. Identify standards in which the project will align to and assess.

2. Identify the project topic.

3. Establish the driving question.

4. Plan and create the assessment(s).

5. Determine who will be the authentic audience in which the students

are to present their culminating projects and findings to.

6. Provide a project summary.

7. Identify the 21st-century skills and which ones will be assessed or

simply leveraged.

8. Establish project duration and timeline of activities.

9. Determine daily lesson goals within the scope of the project duration.

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2019 pi-top STEAM Resources

STEAM PBL PROJECT OVERVIEW

Class Grade Teacher

Topic Duration

Driving Question

Project Summary

w
Standards & Skills Alignment 21st Century Skills
Primary Content Standards & Skills Critical Thinking
Collaboration
Science
Complex Problem-Solving
Technology Team Work
Engineering Conflict Resolution
Creativity
Arts
Innovation
Mathematics Emotional Intelligence

Language Arts Intrapersonal Skills

Reflection
Social Studies
Evaluation
Other Other:

Project Kick-Off Assessments

Formative

Summative

Presentation Audience
Individual

Group

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2019 pi-top STEAM Resources

STEAM PBL LESSON

Class Grade Teacher

Topic Duration

STEP 1: Desired Results

Established Goals / Content Standard Skills Essential Question(s):

Students will understand, know, and be able to do at the end of the lesson … (i.e. SWBAT)

STEP 2: Assessment Evidence

Performance Task(s): Other Evidence:

STEP 3: Lesson Activities

Lesson Steps: Materials:

Differentiation / Accommodations / Personalization:

*Lesson template is adopted from Tomlinson and McTighe, Integrating Differentiation Instruction + Understanding by Design, ASCD, 2006.

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2019 pi-top STEAM Resources Date:

DAILY PROJECT LOG

Class / Group Name Teacher

Driving Question:

Questions and/or challenges from previous day that need answered:

Feedback from teacher:

Peer Feedback:

Self-reflection:

Something unexpected from today:

Next Steps:

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2019 pi-top STEAM Resources

DEFINE THE PROBLEM.

Ask, “What is the problem?”

COMMUNICATE. EXPLORE & IDENTIFY.

Show and share out your Ask, “What are constraints for
results. Demonstrate how you creating a successful solution?”
came to the solution for the (i.e. space, materials, time,
problem. Explain how your money, etc.) You may need to
model solves for the problem. do research at this stage.

7 2

THE ENGINEERING
6 DESIGN PROCESS. 3

MAKE IT BETTER!
5 4 BRAINSTORM
& SELECT.
Make the changes to the Brainstorm and make a
model or prototype to better list of possible solutions.
solve for the problem. If you Select the best solution
make changes, make sure to explore.
to test and evaluate the TEST & EVALUATE.
model again. DEVELOP &
Test the prototype or
model you created.
PROTOTYPE.
Ask, “Does this solution Make a list of materials needed.
solve the problem?” Draw a sketch and diagram.
Analyze the results. List steps of the design process.
Show how you came Create a prototype (or build a
to this conclusion. model) of the possible solution.

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2019 pi-top STEAM Resources

PROJECT DEVELOPMENT
Name

1 Define the problem.

2 Explore & Identify

List constraints and limitations.

3
Brainstorm & Select.
Brainstorm and list out possible solutions. Select the solution to explore.

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2019 pi-top STEAM Resources

4 Develop & Prototype.

5 Test & Evaluate

List findings. 6 Make it better!
List ideas to modify 7 Communicate.
Describe how you
your model. will share.

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2019 pi-top STEAM Resources

pi-top.com | © 2019 CEED Ltd.

2019 pi-top STEAM Resources

ENGINEERING DESIGN PROCESS RUBRIC

Name

Developing Proficient Exemplary

Define the problem

Explore & Identify

Brainstorm & Select

Develop & Prototype

Test & Evaluate

Communication

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pi-top is one of the fastest growing ed-tech companies
and has a unique vision to increase access to coding
and technical education through project-based learning.
We want to inspire a generation of makers and give
them the skills they need in a rapidly changing world.

If you want to learn more about project-based

learning or pi-top, visit this resource page or
contact [email protected]

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© 2019 CEED Ltd.