If your research supports your solution, and if there is general agreement, go to (7). If not, go to (4)

7. Write up your solution with its supporting documentation, and submit it.  You may need to present your findings and/or recommendations to a group or your classmates.

This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome.

Presenting and defending your conclusions: The goal is to present not only your conclusions, but the foundation upon which they rest. Prepare to

• State clearly both the problem and your conclusion

• Summarize the process you used, options considered, and difficulties encountered

• Convince, not overpower Bring others to your side, or to consider without prejudice your supporting documentation and reason

• Help others learn, as you have learned

• If challenged and you have an answer, present it clearly and you don't have an answer, acknowledge it and refer it for more consideration

Sharing your findings with teachers and students is an opportunity in demonstrating that you have learned. If you know your subject well, this will be evident. If a challenge arises that you cannot respond to, accept it as an opportunity to be explored. However, take pride in your attention to quality when you present. See also the Guide on presenting projects.

8. Review your performance This debriefing exercise applies both to individuals and the group. Take pride in what you have done well; learn from what you have not done well. Thomas Edison took pride in unsuccessful experiments as part of his journey to successful outcomes!

Project-Based Science Teaching

Types of Projects

Although projects can be done individually, I recommend that teams of students complete projects. This not only reduces the workload for the teacher, but emphasizes the importance of group work in the learning, understanding and doing of science. I have identified three categories of projects that might help you in deciding when and what projects to use in a unit of science teaching. It is quite possible to combine the categories in the development of a project. For example, you might have students build something (airplane) and use it to design experiments to find the effect of variables on its motion.

Construction or Engineering Projects. Students build something (a cell, volcano, racing car, musical instrument) and focus on what they learned, demonstrate how it works, and explain how they would improve their product that they built.

Experimental/Research/Measurement Projects. Students design an experiment to study the effects of one or more variables on an object. Students should model scientific procedures by presenting their results in a group report that should include: The Problem studied, Purpose, Method, Data, Results and Conclusion.

Search and Find Projects. Students select a topic (global warming, mission to planet Mars, the FLU) or a scientist, and use primary and secondary resources to build a presentation board summarizing their findings. Students can make use of a variety of resources, including the Internet.

Steps for Projects

Stage	Description	Teacher's Role	Student's Role
1. Determine subtopics & Organize into Groups	Students scan sources, propose questions for an environmental project.	Introduce general topic of investigation; lead groups in discussion of topic and subtopics.	Generate questions of interest; sort questions into categories; form project groups
2. Groups Plan Project	Group members plan project together; decide what they will study, and how they will go about it. They divide the work up among themselves.	Helps groups formulate plan; meet with groups; helps find resources and provide equipment & materials.	Plan what to study; choose resources; assign roles; send email report describing plans.
3. Carry out the Project	Members organize and analyze information and data. Pool their findings and form conclusions. Group members discuss their work in progress in order to integrate ideas.	Helps with study and research skills; checks with groups to maintain progress.	Seek answers to question; locate information; collect data; interview people; integrate findings and summarize.
4. Plan presentation	Members determine the main idea of their presentation and how to present their findings.	Discusses with class plans for presentations; organizes the process.	Determine the main idea for the presentation; plans how to make presentation; prepares materials for presentation (poster, video, etc.).
5. Make presentations	Presentations are made to class and others	Coordinates presentations	Presenters; give feedback to classmates
6. Evaluation	Students share feedback about the projects. Teachers and students evaluate projects.	Evaluates learning and summarizes the projects	Reflect on work as group members; reflect on impact of project understanding of science