ML-PBL

Multiple Literacies in Project-Based Learning

Multiple Literacies in Project-Based Learning

4th Grade Science

4 units · NGSS-aligned

Unit 1 Dynamic Earth Dynamic Earth How is this place going to change over 10, 100, 1,000, 10,000, and 1,000,000 years? Unit 2 Energy in Our World Energy in Our World Where does the energy we use every day come from, and how does it get to us? Unit 3 Waves Waves How can we send messages, and how do sounds and images travel to us? Unit 4 Fire Ecology Fire Ecology Why do some places burn while others don’t, and what happens to a forest after a fire?

Overview

What happens to science learning when elementary students have opportunities to engage in collaborative groups to make sense of meaningful events and problems?

Multiple Literacies in Project-Based Learning (ML-PBL) provides this approach to learning, and with promising results. ML-PBL engages elementary students in making sense of the world. Students are supported to use science ideas and scientific and engineering practices, including asking questions, creating models, and collaborating with their classmates. Developed, tested, and revised by a team of science educators and researchers, ML-PBL is designed to enhance students' curiosity about the natural world and interest in problems they encounter in their lives, and support them in figuring out how to go about resolving those questions. The four Grade 4 ML-PBL units support students in meeting all Grade 4 NGSS performance expectations.

Alignment and Looping

The Alignment and Looping Matrix illustrates how the NGSS standards are looped and revisited throughout all four units of 4th Grade Science. This "looping" process refers to the learning opportunities that students have to revisit questions, ideas, and problems in order to deepen their evolving understandings and apply their knowledge to new scenarios.

NGSS Alignment Matrix

Grade 4 · Standards across 4 units and their Learning Sets

Select an alignment and looping matrix:

Dimensions by NGSS Topic: Disciplinary Core Ideas

Legend:

● Alignment is present in units/lesson.

○ Lesson/unit provides an opportunity to deepen or address this dimension.

U4.1 DYNAMIC EARTH U4.2 ENERGY U4.3 WAVES U4.4 FIRE ECOLOGY
Learning Sets
1 2 3 4 5 6 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
4.E Energy
PS3.A Definitions of Energy ● ● ● ● ● ● ● ● ●
PS3.B Conservation of Energy and Energy Transfer ● ● ● ● ● ● ●
PS3.C Relationship Between Energy and Forces ● ●
PS3.D Energy in Chemical Processes and Everyday Life ● ● ● ●
ESS3.A Natural Resources ● ● ● ● ● ● ●
4.WAV Waves
PS4.A Wave Properties ●
PS4.C Information Technologies and Instrumentation ●
5.SPM Structure and Properties of Matter
PS1.A: Structure and Properties of Matter ●
4.SFIP Structure, Function and Information Processing
LS1.A Structure and Function ● ●
LS1.D Information Processing ● ● ●
PS4.B Electromagnetic Radiation ● ●
4.ES Earth's Systems
ESS1.C The History of Planet Earth ● ● ● ● ●
ESS2.A Earth Materials and Systems ● ● ● ●
ESS2.B Plate Tectonics and Large-Scale System Interactions
ESS2.E Biogeology ●
ESS3.B Natural Hazards (4.ES; 3.WC) ● ● ●
ESS3.C Human Impacts on Earth Systems (5.ES) ●
3-5.ED Engineering Design
ETS1.A Defining Engineering Problems ● ● ● ● ●
ETS1.B Designing Solutions to Engineering Problems ○ ○ ○ ○
ETS1.C Optimizing the Design Solutions ○ ○

Standards

Next Generation Science Standards (NGSS) Performance Expectations (PEs) addressed in Grade 4 ML-PBL Units

Unit 1
Dynamic Earth		 Unit 2
Energy in Our World		 Unit 3
Waves		 Unit 4
Fire Ecology
Primary PEs 4-PS3-1, 4-ESS1-1, 4-ESS2-1, 4-ESS2-2 4-PS3-1, 4-PS3-2, 4-PS3-3, 4-PS3-4, 4-ESS3-1, 3-5-ETS1-1 4-PS4-1, 4-PS4-2, 4-PS4-3, 4-LS1-2, 3-5-ETS1-1 4-PS3-2, 4-ESS2-2, 4-ESS3-1, 4-ESS3-2, 3-5-ETS1-1
Secondary PEs 4-LS1-1, 4-ESS3-2, 4-PS3-3 3-5-ETS1-2, 3-5-ETS1-3 4-LS1-1, 3-5-ETS1-2 4-PS3-4, 5-PS1-1, 4-LS1-1, 4-LS1-2, 4-ESS2-1, 3-ESS3-1, 3-5-ETS1-2, 3-5-ETS1-3

Building on K-3 Foundational PEs


ML-PBL Fourth Grade units solicit and build on what students know, including their experiences with the NGSS K-3 Performance Expectations (PEs), experiences from home and community and other school experiences. For students with little in-class K-3 science experience, the units support students in building the foundational knowledge for meeting the Grade 4 NGSS PEs. Each lesson supports teachers in soliciting students' experiences and figuring out how to value them for deepening understanding. Supports include gathering student questions, purposeful open-ended prompts, real-world problems, and formal and informal assessments. Teachers use the information they glean from these ML-PBL experiences to support students in developing deeper knowledge.

NGSS K-3 PEs Related to Grade 4 ML-PBL Units (PEs listed by NGSS Topic)

Unit 1 Dynamic Earth Unit 2
Energy in Our World		 Unit 3
Waves		 Unit 4 Fire Ecology
Provide a Strong Foundation Structures and Properties of Matter (SPM)
2-PS1-1, 2-PS1-2
Forces and Interactions (FI)
3-PS2-1, 3-PS2-2
Earth Systems (ES)
2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 2-ESS2-3
Independent Relationships in Ecosystems (IRE)
3-LS4-1
Inheritance and Variation of Traits (IVT)
3-ESS3-1
Engineering Design
K-2-ETS1-1, K-2-ETS1-2 		Forces and Interactions (FI)
K-PS2-1, K-PS2-2
3-PS2-1, 3-PS2-2
Weather and Climate (WC)
K-PS3-1, K-PS3-2,
3-ESS2-2
Earth Systems (ES)
2-ESS1-1
Engineering Design
K-2-ETS1-1, K-2-ETS1-2 		Independent Relationships in Ecosystems (IRE)
K-LS1-1, K-ESS3-1, K-ESS3-3,
3-LS2-1, 3-LS4-3
Waves: Light/Sound (WAV)
1-PS4-1, 1-PS4-2, 1-PS4-3, 1-PS4-4
Engineering Design
K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3 		Independent Relationships in Ecosystems (IRE)
K-LS1-1, K-ESS3-1, K-ESS3-3,
2-LS2-1, 2-LS4-1,
3-LS4-3, 3-LS4-4
Weather and Climate (WC)
K-ESS2-1,
3-ESS2-1, 3-ESS2-2
Earth Systems (ES)
2-ESS1-1, 2-ESS2-1, 2-ESS2-3
Earth and Human Activity (EHA)
K-ESS3-3, 3-ESS3-1
Engineering Design
K-2-ETS1-1, K-2-ETS1-2
Useful Connections Weather and Climate (WC)
K-ESS2-1, 3-ESS2-1
Independent Relationships in Ecosystems (IRE)
K-ESS2-2
Engineering Design
K-2-ETS1-3 		Weather and Climate (WC)
K-ESS2-1
Structures and Properties of Matter (SPM)
2-PS1-3, 2-PS1-4
Earth Systems (ES)
2-ESS2-1, 2-ESS2-3
Forces and Interactions (FI)
3-PS2-4
Engineering Design
K-2-ETS1-3 		Weather and Climate (WC)
K-PS3-1
3-ESS2-1, 3-ESS2-2, 3-ESS3-1
Waves: Light/Sound (WAV)
1-PS4-2
Space Systems
1-ESS1-1, 1-ESS1-2
Structures and Properties of Matter (SPM)
2-PS1-3
Forces and Interactions (FI)
3-PS2-3, 3-PS2-4
Inheritance and Variation of Traits (IVT)
3-LS1-1, 3-LS3-1
Independent Relationships in Ecosystems (IRE)
3-LS4-4
Engineering Design
K-2-ETS1-3 		Weather and Climate (WC)
K-PS3-1, K-PS3-2, K-ESS3-2
Structure, Function, Information Processing (SFIP)
1-LS3-1, 1-ESS1-2
Earth Systems (ES)
2-ESS2-3
Independent Relationships in Ecosystems (IRE)
3-LS2-1
Inheritance and Variation of Traits (IVT)
3-LS3-1
Engineering Design
K-2-ETS-1-3

Anatomy of a Unit

Multiple Literacies in Project-Based Learning currently provides integrated project-based science units for Grades 3, 4, and 5.

The curriculum for each grade level consists of four units of instruction, each framed by a driving question, an anchoring phenomenon, and culminating in a final artifact.


Grade 4 ML-PBL Overview
Unit 1Dynamic Earth
Unit 2Energy in Our World
Unit 3Waves
Unit 4Fire Ecology

Unit Level features include:

  • Unit Driving Question (DQ)
  • Enduring Understanding Statements
  • Generalizations
  • Overarching Phenomena
  • Final Artifact
  • Primary and Secondary NGSS PEs
  • Embedded applications of CCSS-ELA/Literacy, CCSS-Mathematics
  • Featured Social and Emotional Learning (SEL) and Equity Goals

Units are subdivided into Learning Sets framed by questions that build toward the unit DQ. The Unit Table of Contents provides an overview of the Learning Set and Lesson DQs. Unit Learning Progression Charts provide a visual overview.

Anatomy of a Lesson

Lesson design features provide coherence within and across lessons and units.

  • 3-Dimensional Learning Performance Statements
  • Figuring Out Statements
  • Look Fors (Formative Assessment Guidance)
  • Discourse Objectives (Moves)
  • Lesson Product
  • Evidence Statements

The Driving Question (DQ) occurs at three levels: the unit level, the learning set level and the lesson level. The Driving Questions gradually and purposefully move students toward using the 3 dimensions of the NGSS to explain and predict the anchoring phenomenon in the unit. The DQs are nested to reinforce coherence. All lesson level DQs can be understood as answering the learning set driving question, and in turn, the unit level DQ.

The Learning Performance Statement (LP)

Each Learning Set (LS) and each lesson has a three-dimensional Learning Performance (LP) -- a 3-D learning goal.

The learning performance (LP) is assessed at the Look For level, (an informal assessment -- what the teacher is looking for and "noticing") and the Evidence Statement level, which describes the lesson product as an artifact of the LP (i.e., the final model, the analysis of the data, or the claim). The three dimensions are color-coded to highlight the practice (blue), DCI (orange), and CCC (green).

Building Toward PEs

Throughout the unit, students are building toward meeting a bundle of NGSS Performance Expectations (PEs).

Each lesson focuses on building toward one or more PEs, which are listed below the lesson LP.


Figuring Out Statements reflect the DCI elements with respect to their interaction with the phenomenon and with the Driving Question. They represent the heavy cognitive lifting of sense-making expected of the students. We define scientific sensemaking as the dialogic activity of searching for meaning and coherence using scientific and engineering ideas and practices for explaining phenomena and solving problems (Ford, 2012; Gupta and Elby, 2011; Conlin, 2015).


Look For Statements support the collaborative nature of the practices and/or the CCCs with respect to the co-creation of cultural practices and to the lesson level LP. They signal what the students should be doing and (CCC) lenses they should be using as they work together in sensemaking and figuring out. Look Fors also provide guidance for formative assessment -- what the teacher is looking for, "noticing," and prompting for.


Evidence Statements provide a description of the tangible/observable product of the lesson. The evidence statement links back to the LP and specifies clearly what should be considered/observed as evidence that students have met the LP (the learning goal of the lesson).


Formative Assessment Opportunities - Both Look Fors and Evidence Statements provide guidance for assessing student progress toward learning goals.


Discourse Moves (WIDA Resources)

Alignment of Discourse Moves and Embedded Language Supports with WIDA 2020 Framework and the California and Texas ELD Standards

The discourse moves, developed by the Wisconsin Center for Educational Research (WIDA), respond to the call in the English Language Proficiency Development (ELPD) Framework for supporting the Language of doing science (van Lier, 2001; MacDonald, Cook, and Miller, 2014). As such, Social Emotional Learning (SEL) practices describe Analytic tasks and Receptive and Productive functions, or cognitive and linguistic demands, which are delineated in the science and engineering practices (combined with crosscutting concepts and DCIs) of the NGSS. The Discourse moves support all of the purposes for engaging in a practice through discourse.

For example, after a student expresses an idea while engaging in modeling, the move, "help clarify an idea" means that the teacher would ask questions seeking to make the language more specific and clarify the idea; and so both linguistic and cognitive demand would be supported-- and the purposes of expressing the idea are accomplished.


Embedded Language Supports – Differentiation – Scaffolding for Language Development

Throughout the ML-PBL units, we have embedded language supports (support for language acquisition) as part and parcel of engaging in the three dimensions of the NGSS, and as referenced in NGSS Appendix D, the ELDP Framework, and current research and recommendations in EL Education. The most important feature is our integrated and inclusive design approach to ELs. This feature involves 1. maintaining high expectations for ELs, and 2. enhanced opportunity for negotiation of meaning as part of situated contexts of science, and 3) focusing on students' ideas and understandings from a sensemaking stance. That is, we take the stance that all students' ideas are useful for collective knowledge building, and through embedded informal assessments, the teacher describes students' ideas as productive. When students who are learning English are motivated to learn science and viewed by others, especially the teacher, from a resource-rich perspective, their performance as a language and disciplinary content learner elevates.


SEL/Equity Goals

Examples of SEL/Equity Goals in ML-PBL Units

The goals, comprised as part of the lesson level LP, appear in the Look Fors, and are based on current research. As students engage in the NGSS, the sociocultural dimension of the science practices (collaboration, negotiating group and power dynamics, supporting relationships and self-concept) can be furthered at the same time through purposeful scaffolding (i.e., Ladson-Billings, 1992; Bouillion & Gomez, 2001; Lee, 2001; Moll, Amante, Neff, Gonzalez, 2001; Barton, Tan & Rivet, 2008; Yeager & Walton, 2011; Paris, 2012; Price & McNeill, 2013; Eagelite, Mills and Greene, 2014; Duckworth & Steinburg, 2015; Tolbert, 2015).

Learning Sequence

ML-PBL Grade 4 Science includes 4 units of instruction to be taught across the school year.

The suggested timeline is to teach two units per semester. The units are best taught in the order they are listed, as they build on each other with respect to students learning scientific ideas and scientific practices and later units also reference earlier units.

In each unit, lessons are grouped into Learning Sets representing a coherent sequence of instruction that lasts 1 to 2 weeks. Some lessons take more than one day; the table shows the actual number of lessons in each learning set as well as the equivalent of 50-min sessions those lessons represent. In addition, the table includes the number of lessons with segments that include literacy or mathematics integration options.


Plan for implementing the four Grade 4 ML-PBL Science Units


Unit Weeks
Per Unit		 Weeks of
Instruction		 Learning
Sets (LS)		 Lessons 50-min
Sessions		 Lessons with
Integration Guidance
Dynamic Earth # # 6 23 30 17
Energy in Our World # # 5 20 30 6
Waves # # 5 23 27-29 5
Fire Ecology # # 5 26 30 9

Assessment

ML-PBL Post-Unit Assessments (with supporting administration instructions, presentation slides, and rubrics) were developed for use during our research study. They reflect three-dimensional learning based on the Enduring Understandings of each unit. Each assessment uses a familiar, yet novel, phenomenon and offers students an opportunity to dig into their growing toolbox of ideas, practices, and concepts, to apply what they have learned during the unit.

The post-unit assessments provide summative measures in terms of how well students can apply ideas learned during each unit of instruction. They also inform the formative assessment process since students will continue to build on the practices and crosscutting concepts throughout the year.

We suggest teachers use the assessments as part of a larger portfolio of evidence of learning throughout the units, including, formative assessment processes using Figuring Out and Look For statements, lesson artifacts, and evidence statements, as supported in each unit's Learning Set Assessment resources (accessed on Sprocket from the Learning Assessment tab on each Learning Set page). We have noted over the eight years of our research project that individual classes look different, and vary in experiences and immediate goals, and so acknowledge that teachers may want to tweak some of the ideas in the assessment to represent the current class's goals for learning. We have also noted that teachers report positive effects of going through (revisiting and reviewing) the assessments after assessment administration and scoring, discussing each question with co-teachers, as well as with their students.

Along with the Performance Tasks, we have included PowerPoint presentation slides and the administration instructions we provided teachers in our research study. We provide slide presentations (in color) for teachers to read aloud to introduce the assessment items, so that the assessments do not function as reading tests, but rather represent three dimensional knowledge. Also, we have asked teachers to act as scribes for students who struggle with writing, even if they do not have an IEP. With these supports, we hope to capture student thinking, and more accurately understand what science ideas and practices the students are able to use to make sense of phenomena and solve problems.

Rubrics are meant to support teachers in understanding what is intended by assessment items. Items align with the main PEs addressed in the unit as well as the trajectory of learning presented in the unit. They provide opportunities for students to respond to phenomena closely related to those studied in the unit. For example, many PEs represent broad knowledge, and so we assess an aspect of the PE that most closely matches its application in the unit. Rubrics were developed for research purposes, and offer an opportunity for teachers to work in PLCs to examine the assessments, and draw from them to align with their own expectations of their students for scoring. If you have ideas for changing or modifying the assessments, or use them to develop new rubrics, please support the community on Sprocket and share your thinking with others.

The 3rd and 4th Grade assessments have been reviewed and revised over numerous years of administration. The 5th Grade assessments have the least number of trials, and may be updated after 2022 administration. All shared ML-PBL Post-Unit Assessments were originally developed by the team of Emily Miller, Susan Codere, and Joseph Krajcik, as indicated on the Acknowledgements page. All are being shared as Open Education Resources on the Sprocket site to support ML-PBL unit implementation.

Acknowledgements

Grade 4 Unit Authors

U4.1

Dynamic Earth

  • Emily Miller, Lead Author
  • Deborah Peek-Brown
  • Susan Codere
  • Sam Severance
  • Jodi Sturk
  • Gabe DellaVecchia
  • Alice Severson
  • Annemarie Palincsar
  • Joseph Krajcik
Revised 2020
U4.2

Energy in Our World

  • Emily Miller, Lead Author
  • Deborah Peek-Brown
  • Sam Severance
  • Susan Codere
  • Alice Severson
  • Meredith Marcum
  • Mary Modaff
  • Gabriel DellaVecchia
  • Phyllis Haugabook-Pennock
  • Annemarie Palincsar
  • Joseph Krajcik
Revised 2019
U4.3

Waves

  • Emily Miller, Lead Author
  • Alice Severson
  • Susan Codere
  • Deborah Peek-Brown
  • Annemarie Palincsar
  • Joseph Krajcik
Revised 2020
U4.4

Fire Ecology

  • Emily Miller, Lead Author
  • Hannah Spaul
  • Alice Severson
  • Susan Codere
  • Meredith Marcum
  • Mary Modaff
  • Sara Severance
  • Annemarie Palincsar
  • Joseph Krajcik
Revised 2019

More about the Grade 4 Unit Authors

  • Emily Miller - ML-PBL Co-PI, University of Georgia, CREATE for STEM (MSU) Contractor
  • Deborah Peek-Brown - ML-PBL Curriculum Developer, CREATE for STEM (MSU)
  • Susan Codere Kelly - ML-PBL Project Director, CREATE for STEM (MSU)
  • Alice Severson - Elementary Science Teacher, Madison Metropolitan School District, Wisconsin
  • Sam Severance - UC Santa Cruz, Former CREATE for STEM Postdoctoral Fellow (MSU)
  • Mary Modaff - Grade 4 Teacher, Madison Metropolitan School District, Wisconsin
  • Jodi Sturk - Grade 4 Teacher, Kearsly School District, Michigan
  • Hannah Spaul - Director of Land Management at The Nature Conservancy, Madison, WI
  • Meredith Baker Marcum - Science Teacher, Montgomery County Public Schools in Maryland; Former Graduate Research Assistant (UM)
  • Gabriel DellaVecchia - Graduate Research Assistant, PhD Candidate (UM)
  • Sara Severance - Life Lab, Santa Cruz, Former Research Associate CREATE for STEM (MSU)
  • Phyllis Haugabook-Pennock - Former CREATE for STEM Postdoctoral Fellow (MSU)
  • Annemarie Palincsar - Co-PI ML-PBL (UM)
  • Joseph Krajcik - PI ML-PBL, CREATE for STEM (MSU)

Post-Unit Assessment Authors

Grade 4 Post-Unit Assessments were developed by Emily Adah Miller, Susan Codere, and Joseph Krajcik.

SEL and Equity Goal Authors

SEL and Equity Goals embedded within ML-PBL lessons were developed and shared in 2016 by Emily Adah Miller, Susan Codere, Phyllis Haugabook, Sam Severance, Maria Simani, and Angela DeBarger.

Professional Learning Module Authors

ML-PBL Professional Learning Modules and Resource development was led by Emily Adah Miller, Deborah Peek-Brown, and Susan Codere.

ML-PBL TEAM MEMBERS

LEADERSHIP TEAM

  • Joseph Krajcik, CREATE for STEM Institute, Michigan State University (PI)
  • Annemarie Palincsar, College of Education, University of Michigan (Co-PI)
  • Emily Miller, University of Georgia, Independent Contractor, Michigan State University (Co-PI)
  • Barbara Schneider, Michigan State University (Co-PI)
  • Susan Codere Kelly, Michigan State University (Project Director, Research Associate)
  • Deborah Peek-Brown, Michigan State University (Curriculum Developer, Research Associate)
  • I-Chien Chen, Michigan State University (Data Analyst, Research Associate)
  • Elliot Soloway, University of Michigan (Lead, Technology Development)

TEAM MEMBERS (LISTED IN ALPHABETICAL ORDER)

  • Selin Akgun, Michigan State University (Graduate Research Assistant)
  • Kayla Bartz, Michigan State University (Data Analyst, Research Assistant)
  • Lydia Bradford, Michigan State University (Data Analyst, Graduate Research Assistant)
  • Kathleen Easley, Hamilton Park Montessori, formerly University of Michigan (Postdoctoral Fellow, Graduate Research Assistant)
  • Dillon Ellsworth, Michigan State University (Undergraduate Research Assistant)
  • Miranda Fitzgerald, UNC Charlotte, formerly University of Michigan (Postdoctoral Fellow, Research Associate)
  • Karen Kudla, Michigan State University (Classroom Observer, Research Assistant)
  • Tingting Li, Michigan State University (Graduate Research Assistant)
  • Josh Meyer, University of Michigan (Technology Development)
  • Cory Miller, Michigan State University (Post-Doctoral Fellow, Research Associate)
  • Samantha Richar, Michigan State University (Graduate Research Assistant)
  • Robert Ryan, Michigan State University (Classroom Observer, Research Assistant)
  • Maria Chiara Simani, University of California, Riverside (Technical Advisor)
  • Gavin Stockton, Michigan State University (Undergraduate Research Assistant)
  • LaDonna White, Michigan State University (Classroom Observer, Research Assistant)

ADDITIONAL GRADUATE RESEARCH ASSISTANTS, POSTDOCTORAL FELLOWS, AND RESEARCH ASSOCIATES

Quinton Baker (MSU), Gabrielle DellaVecchia (UM), Kirsten Edwards (UM), Kellie Finnie (MSU), Chris Klager (MSU), Meredith Baker Marcum (UM), Elli Paulson (MSU), Phyllis Pennock (MSU), Sam Severance (MSU), Sara Severance (MSU).

TEACHER CURRICULUM DEVELOPERS

Alice Severson, Madison Metropolitan School District (Curriculum Developer)

Mary Modaff, Madison Metropolitan School District (Curriculum Developer)

SCIENCE SPECIALISTS - REGIONAL CONSULTANTS

  • James Emmerling, Oakland Schools (formerly Genesee ISD) Science Consultant (Regional Liaison, Research Assistant)
  • Wendi Vogel, Kent ISD Science Consultant (Regional Liaison, Research Assistant)
  • Kristie Ford, Kellie Finnie, Chiara Kirkland, Kalonda McDonald, Amber Richmond, Detroit Public School Community District (Regional Liaisons)
  • Julie Hilker, Chippewa Valley Schools (Regional Liaison)
  • Paul Drummond, Macomb ISD Science Consultant (Regional Liaison, Research Assistant)
  • Barbara Mick, former COOR ISD Teacher Consultant (Regional Liaison)
  • Jackie Fry, COP ESD Teacher Consultant (Regional Liaison)
  • Sarah Coleman, Muskegon ISD Science Consultant (Regional Liaison)
  • Robert Ryan, Retired Flint Public Schools Teacher (Research Assistant)

TEACHER LEADERS

  • Carman-Ainsworth School District - Jeremy Garn
  • Clio School District - Michelle Neelands, Kim Sather, Karen Merrell
  • Detroit Public Schools Community District - Danita Byrd, Amy Lazarowicz, Moira Thomas
  • Genesee School District - Monique Coulman
  • Kearsley School District - Jodi Sturk, Darrin Donaldson
  • Kent City School District - Billie Freeland
  • Madison Metropolitan School District - Stacey Hodkiewicz, Melina Lozano, Mary Modaff, Alice Severson

Embedded Supports for Discourse, Language, SEL and Equity

Discourse Moves and Embedded Language Supports

Equity and SEL Goals in 4th Grade Science

Professional Learning

From 2015 through 2022, the ML-PBL Team provided varying levels of professional learning support to research participants.

Versions of the resources provided here were developed for SY18-19, 19-20 or 20-21 implementation. Some materials (e.g., classroom videos or other proprietary texts and images have been removed from the original versions until permissions are granted).


Professional Learning Resources for Grade 4 ML-PBL


ML-PBL Professional Learning Guidebook (with rationale and overview information)

  • Description of the approach to teacher learning

Including Year 1 and 2 - two different descriptions

Including reference to the organization/structure of the Ppts, and segments serving each purpose

  • Description of how to use the materials

PL Resources by Unit


Summer Institute - Introduction to ML-PBL and Unit 4.1 Dynamic Earth, highlighting PBL Features

  • Planning (Decide on 1-Day, 2-Day, or 3-Day session)
  • Designed as a 3-Day session (Unit 4.1 Dynamic Earth Slides) Agenda
    • Day 1 - Slides 1 - 72
    • Day 2 - Slides 74 - 139
    • Day 3 - Slides 141 - 198
    • Slide deck sections for 2-Day session: Sections to use: Recommend Sections 1, 2, 5, 6, and 7, 9, 10, 12
  • Slide deck sections for 1-Day session: Recommend Sections 1, 2, 9, 12

Introduction to Unit 4.2 Energy Slides Agenda

Introduction to Unit 4.3 Waves Slides Agenda

Introduction to Unit 4.4 Fire Ecology Slides Agenda


PL Session Handouts - Consider printing these resources for use during the PL sessions

Features of PBL

NGSS Overview

NGSS for Principals

Discourse Moves from WIDA


Facilitation - PL Planning

Differentiation for Year 1 and Year 2


Year 1

Introduction to PBL

Features of ML-PBL development over time

Use of materials

Guiding questions for PLCs and Ppts


Year 2 - A closer look at

Coherence and formative assessment

The use of evidence statements, LookFors, assessment planning

How to use adaptation principles; revisit goals for increasing engagement and promoting equity


ML-PBL Professional Learning Modules and Resource development was led by Emily Adah Miller, Deborah Peek-Brown, and Susan Codere.