Project-Based Learning Project

By Collette Sanchez
MAT671: Applied Best Practices
National University - Prof. Karl Walker
October 2015

Project Based Learning Template: 2008 Buck Institute for Education

Essential Project Design Elements: http://bie.org/about/what_pbl

PROJECT OVERVIEW
Name of Project: PLASTIC POLLUTION AWARENESS THROUGH SCULPTURE
AND VIDEO
Duration:
Subject/Course:
Teacher:
Grade Level:
Other subject
areas to be
included, if any:

Sculpture - 4 weeks; Video 3 weeks

Visual Arts/ I and II
Ms. Sanchez
10th and 11th
Science
Media Arts
Speech/Communication

PROJECT IDEA: KEY KNOWLEDGE

Summary of the
issue, challenge, Student learning goals:
investigation,
1. Identify the 5 gyres of plastic pollution
scenario or
2. Research the reasons why disposing of plastics is harmful to
problem
the environment (Keep a journal of facts; develop a website)
3. Distinguish the types of plastics that can be recycled, reprocessed or repurposed from those that cannot (Illustrate a
visual diagram or chart; add to website)
4. Collect various plastics in preparation for creating a
sculpture (Keep a journal or blog about the experience)
5. Plan and design a sculpture whose message relates to
plastic pollution and environmental advocacy (Drawing,
image boards; add plans to website)
6. Collaborate to create a sculpture out of plastic materials that
would otherwise be discarded and pollute ecosystems
(Document art-making with digital media)
7. Digitally record interviews with opposing procedures on
plastic pollution (i.e. Restaurants versus recycling centers)
8. Create a video presentation that:
a. Explains plastic pollution
b. Shows opposing sides to the social issue
c. Provides alternatives to disposing of plastics, including,
but not limited to creating ART out of plastics
d. Analyzes the use of plastic as a sculptural material

e. Shares plastic pollution website

9. Present video and sculpture as part of a public exhibit
Standards-based content:
CCSS Speaking and Listening 9-10.4 and 11-12.5
CA-VAPA Impact of Media Choice 9-12.1.5
Communication and Expression 9-12.2.6
Skills, Processes, Materials and Tools 9-12.2.3
Skills
Critical thinking/problem solving:
1. Research plastic pollution causes and effects
2. Plan and design a sculpture that uses mostly all plastics
3. Interview community members with opposing viewpoints
4. Film and edit a video that showcases all learning goals
Collaboration: Choose to work with 1 4 partners to build the
sculpture and construct a culminating video project
Self-management:
1. Diary or Blog (project development, drawing plans, written
reflections, collaboration accountability)
2. Website (research, project development, resources)
3. Timelines for each learning goal
CHALLENGING PROBLEM OR QUESTION
Plastic pollution is a leading cause of ecosystem destruction.
Is plastic really recyclable? Can (single-use) plastics be used as
materials for art as an alternative to environmental pollution? Is it
possible to live plastic-free?
SUSTAINED INQUIRY
1. Document (using digital media) and interview advocates of
plastic pollution reduction (environmental agencies,
community services)
2. Document (using digital media) and interview community
members who dispose of and/or sort plastics (recycling
centers, businesses)
3. Contribute facts, research, experience to the website in an
ongoing manner
4. Develop facts, research, experience and interview footage
for the video project

AUTHENTICITY
Real-World Context: Students recognize the serious causes and
effects of plastic pollution and are encouraged to advocate
alternative practices in their life and instill awareness in the lives of
others.
Tasks and Tools: Students develop skills in research, build a
website and collaborate to make a sculpture with intentional
meaning and materials.
Impact: Students document their experience in preparation for
presentation at a public art exhibit.
STUDENT VOICE & CHOICE
Students plan, develop, refine, collaborate and create the content
of a website, the theme and execution of a sculpture, as well as the
organization of an educational video.
REFLECTION
Students choose to maintain either a journal or blog about their
experience during the project.
CRITIQUE & REVISION
Various points during the project are laced with informal critiques,
specifically in reflection of the sculpture making process and the
video making so that students may review, refine and finalize their
work in preparation for the public exhibit.
PUBLIC PRODUCT
The project culminates in a public art exhibit where students display
their sculptures, present their videos and share their websites with
the greater community. Students are encouraged to connect their
projects to organizations around the world that fight for plastic
pollution change such as the Bahamas Youth Summit.
http://www.5gyres.org/what-we-do/
DRIVING Plastic pollution is a leading cause of ecosystem destruction.
QUESTION: Is plastic really recyclable? Can (single-use) plastics be used as
materials for art as an alternative to environmental pollution? Is it
possible to live plastic-free?

CONTENT and
SKILLS
STANDARDS to
be addressed:

CCSS - Speaking and Listening Standards 9-10.4

Make strategic use of digital media (e.g. textural, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest.
CCSS - Speaking and Listening Standards 11-12.5
Present information, findings, and supporting evidence conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks.
CA VAPA Impact of Media Choice 9-12.1.5 (Proficient)
Analyze the material used by a given artist and describe how its
use influences the meaning of the work
CA - VAPA Communication and Expression 9-12.2.6
(Proficient) Create a two or three-dimensional work of art that
addresses a social issue
CA VAPA Skills, Processes, Materials and Tools 9-12.2.3
(Advanced) Assemble and display objects of works of art as part of
a public exhibition

The Partnership for 21st Century Skills: https://k12.thoughtfullearning.com/FAQ/whatare-21st-century-skills

21st CENTURY SKILLS to be explicitly taught and assessed (T+A) or
that will be encouraged (E) by project work, but not taught/assessed: T+A
E
LEARNING SKILLS
X
Critical thinking
X
Creative thinking
X
Collaborating
X
Communicating
LITERACY SKILLS
X
Information Literacy
X
Media Literacy
X
Technology Literacy
LIFE SKILLS
X
Flexibility
X
Initiative
X
Social Skills
X
Productivity
X

Leadership
REFLECTION
Project-Based learning is valuable because it provides authentic opportunities for

students to develop critical thinking, literary and life skills. Project-based learning is
designed for the purpose of exposing students to real-world problems or dilemmas that
can be problem-solved through collaboration, critical thinking and communication which
mirrors a majority of formal and informal tasks that are present in their adult life.
Teaching students to address real-world problems and solve them using knowledge,
comprehension, application, analysis, synthesis and evaluation (Blooms Taxonomy)
prepares them to be resilient, thought-provoking and divergent intellects on a local and
global level. Recalling facts and information in the classroom is simply not enough of a
skill-set to prepare students with 21 st Century Skills. Project-based learning should be
at the forefront of all teachers curriculum planning since it also challenges the teacher to
devise real-world problems that are relevant and important to the students life.

RESOURCES
Buck Institute for Education (2008) Project Based Learning Template Online Source:
http://image.slidesharecdn.com/buckprojectplanningforms-110615101637phpapp02/95/buck-project-planning-forms-1-728.jpg?cb=1308151028
Buck Institute for Education (2015) Essential Project Design Elements Online Source:
http://bie.org/about/what_pbl
Thoughtful Learning (2015) The Partnership for 21st Century Skills Online Source:
https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills
5 Gyres (2015) Bahamas Youth Summit Online Source: http://www.5gyres.org/what-wedo/