PBL SAMPLE CURRICULUM- 1 PBL SAMPLE CURRICULUM - 1probased.org/wp-content/uploads/2018/12/PBL-CURRICULUM-1-EN-1… · PBL SAMPLE CURRICULUM- 1 2 REVISION HISTORY Revision Date Organization

PBL SAMPLE CURRICULUM- 1

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PBL SAMPLE CURRICULUM - 1

PBL SAMPLE CURRICULUM - 1


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Project Based Learning in VET

Intellectuel Output No: 2.1

PBL SAMPLE CURRICULUM -1

Output Coordinator:

Mazhar Zorlu Mesleki ve Teknik Anadolu Lisesi, İzmir- TURKEY

2019

“Funded by the Erasmus+ Program of the European Union. However, European Commission and Turkish National Agency cannot be held responsible for any use which may be made of the information

contained therein”

This PBL Curriculum and Lesson Plan is just a case study and is based on the "Microcontroller"

vocational Lesson. However, there are other approaches that use the PBL method that the

reader can take into account.

The development of this module book has been possible due to Erasmus+ KA2 program funds,

with 2017-1-TR01-KA202-045991 project number.

© All Rights Reserved. - 2019


2

REVISION HISTORY

Revision Date Organization Description

V1 11/09/2018 Mazhar Zorlu VET Draft of main content

V1.1 10/10/2018 All partners

Feedback received on

preliminary draft

during the 2rd

Transnational

Meeting

V2 14/11/2018 Mazhar Zorlu VET

Compilation of

content based on

partners’ feedback

V3 11/01/2019 Mazhar Zorlu VET Final Version


3

CONTENT

REVISION HISTORY .............................................................................................................. 2

CONTENT ............................................................................................................................. 3

MODULES OF LESSON .......................................................................................................... 5

NATIONAL LESSON DESCRIPTION ........................................................................................ 6

CONTENTS OF LESSON MODULES...................................................................................... 10

PROJECT OVERVIEW AND LESSON PLAN ........................................................................... 18

PROJECT OVERVIEW ........................................................................................................ 19

PROJECT TEACHING AND LEARNING GUIDE .................................................................... 26

PROJECT CALENDAR ........................................................................................................ 28

LESSON DESIGN / EVALUATION CRITERIA........................................................................ 35

MODULES OF LESSON DAY BY DAY ................................................................................... 36

PROJECT OVERVIEW DETAIL .............................................................................................. 38

PROJECT NAME ............................................................................................................... 39

PROJECT IDEA.................................................................................................................. 39

CONTENT AND SKILLS STANDARTS .................................................................................. 40

DRIVING QUESTION ........................................................................................................ 40

ENTRY EVENT AND MOTIVATION .................................................................................... 40

21. CENTURY SKILLS ........................................................................................................ 41

ASSESSED SKILLS .......................................................................................................... 41

ENCOUREGED SKILLS .................................................................................................... 41


4

CULMINATING PRUDUCTS AND PERFORMANCES ........................................................... 43

GROUP: ........................................................................................................................ 43

INDIVUDUAL ................................................................................................................ 43

ASSESSEMENTS ............................................................................................................... 44

FORMATIVE ASSESSEMENT ......................................................................................... 44

SUMMATIVE ASSESSEMENT ......................................................................................... 44

ALL RUBRICS ...................................................................................................................... 45

FORM-01: STUDENT EXPECTATIONS AND AGREEMENT .................................................. 46

FORM-02: WEEKLY STUDENT PLANNING BRIEF FORM .................................................... 48

FORM-03: DRAFTS FORM ................................................................................................ 50

FORM-04: GROUP OBSERVATION CHECKLIST .................................................................. 51

FORM-05: COOPERATIVE LEARNING RUBRIC.................................................................. 52

FORM-06: LITERACY ASSESSMENT .................................................................................. 53

FORM-07: COLLABORATION RUBRIC /PEER EVULATION FORM ....................................... 55

FORM-08: PRUDUCT EVALUATION FORM ....................................................................... 56

FORM-09: PRESENTATION RUBRIC FORM ....................................................................... 60

FORM-10: INTEREST PROPOSAL ...................................................................................... 61

FORM-11: PROJECT REPORT FORM ................................................................................. 62

RESOURSCES NEEDED ........................................................................................................ 63


5

MODULES OF LESSON Lesson Hours: 5 (per week)

Modules of Lesson

Microcontroller Hardware

Microcontroller Programming Basics

LCD and Servo Motor Control with Microcontroller

Analogue Processor With Microcontroller

Line Follower Robot Production


6

NATIONAL LESSON DESCRIPTION


7

Lesson Title Microcontroller

Area Industrial Automation Technologies

Professional /

Branch

Public areas

Class / Year Grade 12

Recommended

Time

5 lessons per week

The lesson is determined by selecting the module

from the module pool by considering the equipment

and regional characteristics of the school and the

regional characteristics of the school.

The Aim Of The

Lesson

In this lesson, the student to select the appropriate

microcontroller to install the program,

microcontroller with basic input and output

operations, microcontroller to control the drive

elements, to make analog operations with

microcontroller, advanced program with

microcontroller, microcontroller circuit set-up,

microcontroller to make advanced applications, It is

aimed to gain application development

competencies with microcontroller.

Definition Of

Lesson

Students will be taught microcontroller

programming, digital and analog operations and

application development.


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Qualifications At lesson; 1. Install a program by selecting the appropriate microcontroller to do the job 2. To do basic input-output operations with microcontroller 3. Controlling drive elements with microcontroller 4. To make analog operations with microcontroller. 5. Making advanced programs with microcontroller. 6. Set up the microcontroller circuit. 7. To make advanced applications with microcontroller. 8. Develop application with microcontroller Qualifications will be gained.

Content Of The

Lesson

This lesson,

1. Microcontroller structure

2. Basic Microcontroller operations

3. Control of drive elements with microcontroller

4. Analogue operations with microcontroller

5. Advanced programming with microcontroller

6. Setting up a microcontroller circuit

7. Advanced applications with microcontroller

8. Application development with microcontroller

Includes topics.

Methods And

Techniques

Lecture, demonstration, problem solving, question-

answer, group work, practical work, project work; to

make observations in the enterprises using

automation systems; methods and techniques can be

applied.


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Educational

Environment And

Hardware

Environment: Microcontroller laboratory, Electrical -

Electronic Workshop, Mechanical Workshop

Electrical - Electronic laboratory test tables,

multimeters, oscilloscope, power supplies,

electronic experiment sets, soldering tools, hand

tools, logic experiment sets, table type drill

machines, electronic element catalogs, overhead

projector, projection, computer.

Quantification And

Consideration

The qualifications and lectures given to the students

by the module are measured and evaluated

according to the Class Transition Regulation.

Teachers / Trainers This lesson should be given by teachers who are

trained in Industrial Automation Technologies.

Institutions And

Organizations To

Cooperate

Students will be able to make communication,

research and observation on the subject; other field

teachers, universities, social partners, non-

governmental organizations, enterprises in the

environment, private, public institutions and

organizations.


10

CONTENTS OF LESSON MODULES MODUL NAME: Microcontroller Hardware

TEACHING METHODS TECHNIQUES: Lecture (presentation), question-answer, discussion,

problem solving, laboratory (experiment), case study methods, brainstorming,

demonstration, dual and group work, micro learning, computer assisted teaching

techniques will be used in one or more.

DESCRIPTION: Microcontroller catalogs, microcontroller, electronic circuit elements,

electronic material catalogs, multimeter, print circuit and soldering tools, microcontroller

programming editor, computer, data download program should be provided.

GENERAL OBJECTIVES: The student will be able to download programs by selecting a

microcontroller suitable for the work to be done.

GOALS:

Student;

1. Ability to select microcontroller and hardware correctly

2. Use microcontroller programming editor in accordance with microcontroller

specifications

3. Microcontroller to install the sample program and the program to make the error-free

operation

CONTENT

1. MICROCONTROLLER DEFINITION TYPES

1.1. Basic computer hardware

1.2. Microcontroller operation

1.3. Memory and functions

1.4. Microcontroller structure

1.5. Microcontroller types

1.6. Development of the microcontroller program


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2. EXPRESSION OF NUMBERS IN MICROCONTROLLER

2.1. Type of numbers

2.2. What is Binary Digit?

2.3. What is hexadecimal digitize?

2.4. Conversion between number systems

3. MICROCONTROLLER STRUCTURE

3.1. Clock layout

3.2. Command flow

3.3. Registers

3.4. Program memory

3.5. Data memory

3.6. I / O port

3.7. Reset circuit

3.8. Oscillator properties

MEASUREMENT AND EVALUATION:

Checklists technique, project assignments technique and multiple choice, classic etc.

examining one or more types of exam types using the student's

1. Whether the microcontroller and hardware can make the selection correctly,

2. Whether the Microcontroller programming card can be done without error,

3. Using microcontroller programming editor in accordance with microcontroller

specifications,

4. The performance criteria will be evaluated whether the sample program loading and

testing the microcontroller can be performed without error.


12

MODULE NAME: Microcontroller Programming Basics








GENERAL OBJECTIVES: The student will be able to perform numerical operations with

advanced programming with microcontroller.

OBJECTIVES:

Student;

1. Will be able to install the microcontroller compiler without any problem.

2. Will be able to get the necessary numerical data from microcontroller with advanced

programming.

CONTENT

1. C COMPILERS

1.1. Compiler types 1.2. Compiler Features 1.3. Compiler functions

2. ENVIRONMENTAL UNITS CONTROL APPLICATIONS

2.1. LED CONTROL 2.2. BUTTON CONTROL 2.3. SEVEN SEGMENT DISPLAY CONTROL 2.4. SERIAL CONTACT

2.5. STEP MOTOR CONTROL 2.6. DC MOTOR CONTROL


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MEASUREMENT AND EVALUATION :



1. Whether to install the microcontroller compiler seamlessly into the computer, 2. To get the necessary numerical data from the microcontroller with advanced programming, performance criteria will be evaluated.

MODULE NAME: LCD and Servo Motor Control with Microcontroller





DESCRIPTION: Computer, microcontroller programming card, electronic circuit elements,

printed circuit tools, soldering tools must be provided.

GENERAL OBJECTIVE: The student will be able to install and program the microcontroller

circuit with the appropriate microcontroller.

OBJECTIVES:

Student;

1. The microcontroller can make the display circuit and get the correct output values at the

end of the programming.

2. It will be able to correctly connect and program the motor elements with

microcontroller.


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CONTENT

1. Display control with microcontroller

1.1. Environmental Elements

2. Motor Control with Microcontroller

2.1. Circuit Elements




1. Perform microcontroller display circuit and get correct output values at the end of

programming,

2. It cannot program and program the motor elements with the microcontroller correctly,

performance criteria will be evaluated.

MODULE NAME: Analogue Processor with Microcontroller








GENERAL OBJECTIVES: Student can make analog operations with microcontroller.


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OBJECTIVES:

Student;

1. The microcontroller A / D will perform a D / A cycle check.

2. Will make temperature control with microcontroller.

CONTENT

1. TRANSFORMERS 1.1. Processor amplifier 1.2. Injecting amplifier 1.3. Reversing amplifier circuit 1.4. Inverted amplifier circuit 1.5. Using as a comparator 1.6. Voltage tracking circuit

2. D / A CONVERTER 2.1. DA converter principle 2.2. DA converter application 2.2.1. DA converter 2.2.2. Experiment of the DA converter 2.2.3. Wave gear construction

3. A / D CONVERTER 3.1. AD converter principle 3.2. Valculating principle of AR inverter type 3.3. AD converter principle

4. HEAT SENSOR 4.1. Structure 4.2. Catalog information

5. A / D CONVERTER 5.1. Structures 5.2. Catalog information

6. PARALLEL INPUT SERIES OUTPUT INTEGRATED 6.1. Structures 6.2. Catalog information

7. CIRCUIT DIAGRAM 8. SAMPLE PROGRAM


16

MODULE NAME: Line Follower Robot Production





DESCRIPTION: Aluminum plaque, various gears, hand tooling tools, hand tools, bending

apparatus, computer, microcontroller programming card, DA motor, bread board,

soldering tools, print circuit tools must be provided.

GENERAL OBJECTIVES: The student will be able to control the microcontroller controlled

mechanism, electronic circuit in accordance with the given scheme and control the

program and mechanism.

GOALS:

Student;

1. Will be able to determine the robot following the line.

2. The line will be able to monitor the following robot electronic circuit according to

the given shape.

CONTENT

1. ROBOT STRUCTURE

1.1. Robot Formation

1.2. Robot construction procedures

1.2.1 Collecting and analyzing information

1.2.2. Design configuration

1.2.3. Mechanical part design

1.2.4. Assembly

1.2.5. Control unit

1.2.6. Production of printed circuit


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1.2.7. Control circuit installation

1.2.8. Programming

1.2.9. Control operations

2. DRAWING ROBOTIN HARDWARE DESIGN

2.1. Basic plan

2.2. Target of the robot following the line

2.3. Robot control

3. CONTROL SYSTEM

3.1. Circuit design for microcontroller

3.2. Microcontroller basic circuit

3.2.1. Driver circuit

3.2.2. Sensor circuit

3.2.3 Control of the circuit

4. PROGRAM WRITING

4.1. Program writing procedures

4.1.1. Program design

4.1.2. Program writing

5. TEST PROCESS

5.1. Mechanical adjustments

5.2. Preparing the path that the robot will follow

5.3. Sensor sensitivity adjustment




1. Whether the robot following the line is capable of performing the specified mechanical

parts,

2. Whether the line following robot electronic circuit is in accordance with the given figure,

performance criteria will be evaluated.


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PROJECT OVERVIEW AND LESSON PLAN


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PROJECT OVERVIEW

*This page developed by STEM MI Champions (MACUL) © 2008 Buck Institute for Education

P R O J E C T O V E R V I E W

Name of Project: AUTONOMOUS FARM Duration:20 Week

Subject/Course: Microcontroller Grade Level: 12

Other subject areas

to be included, if

any:

Electronic, Mechanics, Motors, Sensors, Agriculture,

Greenhouse, Livestock

Project Idea

Summary of the

issue, challenge,

investigation,

scenario, or problem:

You bought a farm. You want to make agriculture,

greenhouse and livestock.

You will plow the field and sow. You have made roads with

white paint for your riding and planting in your field. You

want to make an autonomous robot for these operations.

This robot will follow the white roads and drive the field,

when it comes to the marked places, it will give a warning

and leave seeds. You will show the degree of humidity in the

lights. If it is damp, green and dry, you will give a red warning.

In addition, a greenhouse will be made, the temperature of

the greenhouse will be kept constant at a certain

temperature and the temperature value will be indicated by


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leds. You will give an audible warning at high temperature.

Irrigation will be done according to the humidity value.

By making an automatic door to your animals' shelter, the

animals will be opened automatically when they arrive and

then shut down. It will illuminate its surroundings when it

happens at night. You will set up a system that will indicate

when the water level in your water tank is under a certain

level.

You want to do a prototype of such a farm. Because the idea

of an autonomous farm will increase your yield and you will

have more time.

Driving Question How do you design an autonomous farm system?

Content and Skills

Standards to be

addressed:

1. Use a microcontroller-based control circuit (PIC-based or

Arduino etc)

2. Use sensors. (Infrared, Temperature, Humidity, LDR, Gas,

Utrasonic etc.)

3. Use DC motor and RC Servo motor.

4. Programming to System

5. Design an autonomous system

6. Show your artistic and design skills.


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T+A E T+A E

21st Century Skills

to be explicitly

taught and assessed

(T+A) or that will be

encouraged (E) by

project work, but not

taught or assessed:

Collaboration X Design &

Imagination X

Presentation X

Communicatio

n (oral and

written)

X

Critical Thinking: X Critical

Thinking X

Leadership X Information

Literacy X

Productivity X Civil Literacy X

Problem solving X Health Literacy X

Initiative and Self-

Orientation X

Social Literacy

and

Intercultural /

Multicultural

Literacy

X


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Presentation

Audience:

Culminating

Products and

Performances

Group: • Each Team will consist of 6

students.

• In each group, 2 students will share

one of the 3 processes of the farm.

(Field, Greenhouse, Animal Shelter)

• Students who are prototyping of

field riding work will be working on

robot based on autonomous line.

• Students who are interested in the

greenhouse will design a greenhouse

covered with soil.

• The students working on the animal

shelter will design an animal shelter

and implement them on this design.

• Each team will eventually design a

farm.

• Each team will make a

presentation. (There will be project

construction stages, pictures and

results in the presentation.)

Class: X

School: X

Community


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Individual: Each student will complete the

following events independently.

• Student Planning Summary

• Cooperation evaluation.

• Self-assessment for the team.

• Project evaluation.

Experts:

Web:

Other:

Entry event to

launch inquiry,

engage

students:

• Students will watch videos related to agriculture and animal

husbandry and monitor the use of technology in these areas.

• Gather information about greenhouse and livestock and tell their

ideas.

• Investigate the contribution of agriculture and animal husbandry to

the economy. They will identify important points for efficient

agriculture and livestock.

• Create a team and share team meetings and tasks.


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Assessments Formative

Assessments

(During

Project)

Quizzes/Tests X Practice Presentations

Journal/Learning

Log Notes X

Preliminary

Plans/Outlines/

Prototypes

X Checklists

Rough Drafts Concept Maps

Online

Tests/Exams Other:

Summative

Assessments

(End of

Project)

Written

Product(s), with

rubric:

Other Product(s) or

Performance(s), with

rubric:

X

Oral

Presentation,

with rubric

X Peer Evaluation X

Multiple

Choice/Short

Answer Test

Self-Evaluation X

Essay Test X Project Report X


25

.

Resources

Needed

On-site people,

facilities:

Equipment: Lab. Hardware, PC,

Materials: Circuit Boards, Sensors, DC and RC Servo Motors, Electronic Materials, Art materials

Community resources: Module Book, Lecture Notes, Internet

Reflection

Methods

(Individual,

Group, and/or

Whole Class)

Journal/Learning

Log Focus Group X

Whole-Class

Discussion

Fishbowl

Discussion

Survey Other:


26

PROJECT TEACHING AND LEARNING GUIDE

Project: AUTONOMOUS FARM Course/Semester: 2nd Semester

Knowledge and Skills Needed by

Students

to successfully complete culminating

products and performances, and do

well on summative assessments

Scaffolding / Materials / Lessons

to be Provided

by the project teacher, other

teachers, experts, mentors,

community members

Know Microcontroller Controlled

Circuits.

➔ PIC or Arduino Based Circuit

Designs and Structures

Know Microcontroller Programming. ➔ Sample Programs. (CCS C and

Arduino Programming)

Know LED, Display, LCD and Button

Use

➔ Sample Indicator and Button

Applications

Know Sensor Types and Usage. ➔ Sensor Application Examples

Knows DC Motor Control. ➔ DC Motor Control Applications

and PWM


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Know RC Servo Motor Control. ➔ RC Servo Motor Sample

Applications

Learn about agriculture, greenhouse

and animal husbandry.

➔ Various Videos and Internet-

Based Research and

Presentations


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PROJECT CALENDAR

Project: AUTONOMOUS FARM Start:

3 DECEMBER 2018

M O N D A Y TUESDAY WEDNESDAY THURSDAY FRIDAY

1 . W E E K ( 3 - 4 D E C E M B E R 2 0 1 8 )

Arduino Card, Types and

Features

Arduino Programming

Rules

Arduino

Programming

Variables, Decision

Structures and

Cycles

2 . W E E K ( 1 0 - 1 1 D E C E M B E R 2 0 1 8 )

Arduino LED and Button

Applications,

QUIZ-1

Arduino Display and

LCD Applications,

QUIZ -2

3 . W E E K ( 1 7 - 1 8 D E C E M B E R 2 0 1 8 )

Sensor Applications with

Arduino (Infrared, LDR,

Temperature, Humidity)

QUIZ -3

Sensor Applications

with Arduino

(PIR, Ultrasonic)

QUIZ -4


29

4 . W E E K ( 2 4 - 2 5 D E C E M B E R 2 0 1 8 )

DC Motor Control and

PWM with Arduino

QUIZ -5

RC Servo Motor and

Stepper Motor

Application with

Arduino

QUIZ -6

5 . W E E K ( 7 - 8 J A N U A R Y 2 0 1 9 )

Project Idea and Driving

Question

Video and Presentations

on Agriculture and

Livestock

Creation of Project

Teams

Team Meeting, Task

Sharing and Planning

Line Follower,

Design and Draft for

greenhouses and

Animal Shelters

(FORM-01)

(FORM-03)


30

6 . W E E K ( 1 4 - 1 5 J A N U A R Y 2 0 1 9 )

Line Follower, Design

and Draft for

greenhouses and Animal

Shelters

(FORM-04)

Evaluation of Drafts

and Designs

(FORM-02)

7 . W E E K ( 4 - 5 F E B R U A R Y 2 0 1 9 )

Design and Construction

(Robot Crate,

Greenhouse and Animal

Shelter Construction)

Design and

Construction

(Robot Crate,

Greenhouse and

Animal Shelter

Construction)

8 , W E E K ( 1 1 - 1 2 F E B R U A R Y 2 0 1 9 )

Design and Construction

(Robot Crate,

Greenhouse and Animal

Shelter Construction)

(FORM-04)

Evaluation of

Designs

(FORM-02)


31

9 . W E E K ( 1 8 - 1 9 F E B R U A R Y 2 0 1 9 )

Devrelerin

Donanımlarının Temini

ve Devre

Tasarımı/Çizimlri

Devrelerin

Donanımlarının

TeQUIZ ve Devre

Tasarımı/Çizimleri

1 0 . W E E K ( 2 5 - 2 6 F E B R U A R Y 2 0 1 9 )

Circuit Design / Drawings

(FORM-04)

Evaluation of

Circuits Design and

Drawings

(FORM-02)

1 1 . W E E K ( 4 - 5 M A R C H 2 0 1 9 )

Programming of Circuits Programming of

Circuits

1 2 . W E E K ( 1 1 - 1 2 M A R C H 2 0 1 9 )


Circuits


32

1 3 . W E E K ( 1 8 - 1 9 M A R C H 2 0 1 9 )


Circuits

1 4 . W E E K ( 2 5 - 2 6 M A R C H 2 0 1 9 )


Circuits

1. EXAM

1 5 . W E E K ( 1 - 2 A P R I L 2 0 1 9 )

Evaluation of Circuits'

Programs

(FORM-04)

Evaluation of

Circuits' Programs

(FORM-02)

(FORM-08)


33

1 6 . W E E K ( 8 - 9 A P R I L 2 0 1 9 )

FINISHING AND

EVALUATION OF THE

PROJECTS

(FORM-08)

FINISHING AND

EVALUATION OF

THE PROJECTS

(FORM-05)

(FORM-06)

(FORM-08)

1 7 . W E E K ( 1 5 - 1 6 A P R I L 2 0 1 9 )

FINISHING AND

EVALUATION OF THE

PROJECTS

(FORM-08)

2. EXAM

FINISHING AND

EVALUATION OF

THE PROJECTS

(FORM-07)

(FORM-08)

(FORM-10)

1 8 . W E E K ( 2 2 A P R I L 2 0 1 9 )

PREPARATION OF

PROJECT

PRESENTATIONS

(FORM-08)


34

1 9 . W E E K ( 2 9 - 3 0 A P R I L 2 0 1 9 )

PRESENTATION OF

PROJECTS

(FORM-08)

(FORM-09)

PRESENTATION OF

PROJECTS

(FORM-08)

(FORM-09)

2 0 . W E E K ( 6 - 7 M A Y 2 0 1 9 )

PREPARATION AND

DELIVERY OF PROJECT

REPORTS

(FORM-11)

PREPARATION AND

DELIVERY OF

PROJECT REPORTS

(FORM-11)


35

1

LESSON DESIGN / EVALUATION CRITERIA:

Careful construction of lessons to remove barriers and provide

assess for all students.

Checkpoints: Includes

6-QUIZ average and absenteeism status for each student will be evaluated POINT-1.

✓ Multiple ways to represent information

✓ Alternatives to text

✓ Support provided for text comprehension

✓ Flexible technology-based materials, strategies and tools

✓ Multiple ways for students show what they know

✓ Conspicuous supports for learning new strategies

✓ Mechanism for rapid feedback to learners

✓ Active student-centered methods

✓ Choice, Challenge, Novelty

✓ Connected, relevant learning

Each student's work in teams, Draft Design, Evaluation of the Observation Team Member, Business collaboration and discipline, and harmony in the team and diligence will be considered as POINT-2.

Teams will issue a Weekly Project Report. Reports given will be affected by Team Note (POINT-2).

Each student will be assessed both individually and within the team. POINT-1 with the individual grade and Team-Note with POINT-2.

NOTE TO BE SUBMITTED TO THE FINAL PROJECT STUDY AND REPORT, WILL BE USED AS A PERFORMANCE NOTE-1.

EVERY STUDENT'S FERDI AND TEAM NOTES (NOTE-1 AND NOTE-2) AND TEACHERS ‘PERFORMANCE NOTE-2”.

2 WRITTEN EXAMS WILL BE MADE DURING THE PROJECT. IF THE 2 EXAMS AND 2 PERFORMANCE NOTE AVERAGE WILL BE SUCCESS POINT


36

MODULES OF LESSON DAY BY DAY

1. Week Module-1: What is the Microcontroller? What is the Arduino?

DAY -1: Mini Lesson: What are the Microcontroller and Arduino? How can we programming the Microcontroller and Arduino? Student Handbook: Get Arduino Uno Training Kit at Cheapest Price

DAY-2:

Mini Lesson: Variables, Decision Structures and Cycles Student Handbook: Let’s begin programming to Arduino

2. Week Module-2: Using LED, Button and Display

DAY -1: Mini Lesson: Using LED and Button

Student Handbook: Use Button and LED Quiz-1

DAY-2: Mini Lesson: Using Display and LCD

Student Handbook: Write your name on the LCD screen Quiz-2


37

3. Week Module-3: Using Sensors

DAY -1:

Mini Lesson: Using Infrared, LDR, Temperature and Humidity Sensor Student Handbook: Let’s use sensor Quiz-3

DAY-2: Mini Lesson: Using PIR and Ultrasonic Sensor

Student Handbook: Detect Motion and Find Distance Quiz-4 4. Week Module-3: Using Motors

DAY -1: Mini Lesson: Motor Types, DC Motor control with PWM

Student Handbook: Adjust the speed of the DC motor manually and change direction Quiz-5

DAY-2: Mini Lesson: Using RC Servo Motor and Stepper Motor

Student Handbook: Use motors with angular values Quiz-6 5. – 20. Week PBL application will be performed in these weeks. Please apply the forms specified in the

curriculum according to the project calendar.


38

PROJECT OVERVIEW DETAIL


39

PROJECT NAME: AUTONOMOUS FARM

PROJECT IDEA:

You bought a farm. You want to make agriculture, greenhouse and

livestock.

You will plow the field and sow. You have made roads with white paint for

your riding and planting in your field. You want to make an autonomous robot

for these operations. This robot will follow the white roads and drive the field,

when it comes to the marked places, it will give a warning and leave seeds.

You will show the degree of humidity in the lights. If it is damp, green and dry,

you will give a red warning.

In addition, a greenhouse will be made, the temperature of the greenhouse

will be kept constant at a certain temperature, the temperature value will be

indicated by leds. You will give an audible warning at high temperature.

Irrigation will be done according to the humidity value.

By making an automatic door to your animals' shelter, the animals will be

opened automatically when they arrive and then shut down. It will illuminate

its surroundings when it happens at night. You will set up a system that will

indicate when the water level in your water tank is under a certain level.

You want to do a prototype of such a farm. Because the idea of an

autonomous farm will increase your yield and you will have more time.


40

CONTENT AND SKILLS STANDARDS (CURRICULUM SKILLS):

1. Use a microcontroller-based control circuit (PIC-based or Arduino etc)

2. Use sensors. (Infrared, Temperature, Humidity, LDR, Gas, Utrasonic etc.)

3. Use DC motor and RC Servo motor.

4. Programming to System

5. Design an autonomous system

6. Show your artistic and design skills.

DRIVING QUESTION:

How do you design an autonomous farm system?

ENTRY EVENT AND MOTIVATION:

• Students will watch videos related to agriculture and animal husbandry and monitor the

use of technology in these areas.

• Gather information about greenhouse and livestock and tell their ideas.

• Investigate the contribution of agriculture and animal husbandry to the economy. They

will identify important points for efficient agriculture and livestock.

• Create a team and share team meetings and tasks.


41

21. CENTURY SKILLS (EXPLANATORY INFORMATION MUST BE WRITTEN)

ASSESSED SKILLS:

• Presentation : Presentation Rubric Form (Form-09)

• Productivity: Product Evaluation Form (Form-08)

• Information Literacy: Literacy Assessment (Form-06)

• Civil Literacy: Literacy Assessment (Form-06)

• Health Literacy: Literacy Assessment (Form-06)

• Social Literacy and Intercultural / Multicultural Literacy: Literacy Assessment (Form-

06)

ENCOUREGED SKILLS:

• Collaboration: Students are asked about the importance of collaborative work. Then,

the importance of collaborative work is explained by examples from real life by the

teacher.

• Design & Imagination: Examples of works of art that reveal design and imagination

are given. If possible, visit an art museum. During the project, students are

encouraged to use their imagination and to develop their design skills.


42

• Communication (oral and written): During the project, students will be prepared to

communicate with each other. Group meetings and group meeting reports are

requested as often as possible. The teacher frequently communicates with the

students. He listens to the ideas and wishes of the students.

• Critical Thinking: During the project, students are asked questions to think. They are

provided with insight into what they can do to further their projects. Students are

encouraged to actively express their opinions in group meetings.

• Leadership: Students with prominent leadership skills are also given other tasks.

Student is appreciated. Students with weak leadership characteristics are given new

responsibilities within the group. Leadership aspects are supported.

• Problem solving: The problems that students can solve for the development of

problem solving ability are left to the students. In the face of the problems

encountered during the project, the idea of solution is taken from each student.

Solving ideas is appreciated.

• Initiative and Self-Orientation: Attempt to develop orientation skills and business

ideas from students. The lives of young entrepreneurs known worldwide are given as

homework. Various personal development videos are displayed. Personal

development and entrepreneurship books are recommended.


43

CULMINATING PRODUCTS AND PERFORMANCES

GROUP:

• Each Team will consist of 6 students.

• In each group, 2 students will share one of the 3 processes of the farm. (Field,

Greenhouse, Animal Shelter)

• Students who are prototyping of field riding work will be working on robot based on

autonomous line.

• Students who are interested in the greenhouse will design a greenhouse covered with

soil.

• The students working on the animal shelter will design an animal shelter and

implement them on this design.

• Each team will eventually design a farm.

• Each team will make a presentation. (There will be project construction stages, pictures and results in the presentation.)

INDIVUDUAL

Each student will complete the following events independently.

• Student Planning Summary

• Cooperation evaluation.

• Self-assessment for the team.

• Project evaluation.


44

ASSESSEMENTS (Must be written to weekly information)

FORMATIVE ASSESSEMENT (DURING PROJECT)

• Quizzes/Tests: A total of 6 quizzes will be made.

(Quiz-1 and Quiz-2 → 2. Week,

Quiz-3 and Quiz -4 → 3. Week,

Quiz-5 and Quiz-6 →4.Week)

• Notes: Students will give a weekly project report and student plans. (Form-02)

• Preliminary Plans/Outlines/Prototypes: Draft drawings will be made at the

beginning of the project. (Form-03)

• Weekly Performance : Group Observation Checklist (Form-04)

SUMMATIVE ASSESSEMENT (END OF PROJECT)

• Oral Presentation, with rubric: Presentation Rubric Form (Form-09) (19. Week)

• Peer Evaluation: Cooperative Learning Rubric Form (Form-05) (16.Week)

• Self-Evaluation : Cooperative Learning Rubric Form (Form-05) (16.Week)

• Essay Test: A total of 2 exams will be made. (Exam-1 > 14.Week)

(Exam-2> 17.Week)

• Pruduct Evaluation: Pruduct Evaluation Form (Form-08) (18 and 19. Week)

• Project Report: Project Report Form (Form-11) (20. Week)


45

ALL RUBRICS


46

FORM-01: STUDENT EXPECTATIONS AND AGREEMENT

Student Expectations and Agreement

Project Overview

Essential Question:

Proposed

solution/project:

Goal for the project:

How the goal will be

measured:

Group Overview

Group Member

Role in the project


47

Task Overview

Which tasks must be completed to ensure success of your project?

Task

Student(s)

who will

complete the

task

Due Date

Notes

Student Agreement

My project is specific, realistic, and measurable. I know how my group will measure

the effectiveness of our goal. I understand and agree to the distribution of tasks

outlined on this paper. I will notify my teacher of any changes.

By the end of this project, I will have learned how to:

Signed:


48

FORM-02: WEEKLY STUDENT PLANNING BRIEF FORM

Student Product Brief

Project: Student(s): Date:

What products do I/we want to construct?

What research do I/we need to conduct?

What are my/our responsibilities for this product?


49

I/we expect to learn the following from working on this

product:

I/we will demonstrate what we've learned by:

I/we will complete the product by:


50

FORM-03_DRAFTS FORM

Drafts

Please / Write/draw your sketches/ drawings here:


51

FORM-04: GROUP OBSERVATION CHECKLIST

Project: Group Members: Date:

Observe a group for five to ten minutes. Check the boxes that best describe group member participation.

All

Members

Most

Members

Some

Members

Few

Members

Not

Applicable

When starting a new task, group members: Agree on an agenda or plan ▭ ▭ ▭ ▭ ▭

Begin work promptly ▭ ▭ ▭ ▭ ▭

Get out project materials ▭ ▭ ▭ ▭ ▭

Figure things out without teacher

assistance

▭ ▭ ▭ ▭ ▭

Share responsibilities ▭ ▭ ▭ ▭ ▭

Consult primary sources ▭ ▭ ▭ ▭ ▭

Take notes ▭ ▭ ▭ ▭ ▭ Have relevant conversations ▭ ▭ ▭ ▭ ▭

Evaluate the significance of new information ▭ ▭ ▭ ▭ ▭

Stay on task ▭ ▭ ▭ ▭ ▭

Ask clarifying questions ▭ ▭ ▭ ▭ ▭

Give each other a chance to speak ▭ ▭ ▭ ▭ ▭

Make decisions efficiently ▭ ▭ ▭ ▭ ▭

Record decisions and plans ▭ ▭ ▭ ▭ ▭

Share essential information ▭ ▭ ▭ ▭ ▭

Stay on task ▭ ▭ ▭ ▭ ▭


52

Exceptional Admirable Acceptable Amate

Group Participation

All students

enthusiastically

participate

At least 3/4 of students

actively participate At least half the students

confer or present ideas;

Only one or two

persons activel

participate

Shared

Responsibility

Responsibility for task is

shared evenly Responsibility is shared

by most group members

Responsibility is shared

by 1/2 the group

members

Exclusive reliant

one person

Quality of Interaction

Excellent listening and

leadership skills

exhibited; students

reflect awareness of

others’ views and

opinions in their

discussions

Students show adeptness

in interacting; lively

discussing centers on the

task

Some ability to interact;

attentive listening; some

evidence of discussion

or alternatives

Little interact very

brief conversations;

students were

disinterested o

distracted

Roles within Group

Each students assigned a

clearly defined role;

group members perform

roles effectively

Each students assigned a

role but roles not clearly

defined or consistently

adhered to

Students assigned roles

but roles were not

consistently adhered to

No effort mad

assign role to

members

FORM-05: COOPERATIVE LEARNING RUBRIC

Cooperative Learning Project

Evaluation Form : Process

Group

Date


53

FORM-06: LITERACY ASSESSMENT

Group: Name:

Civil Literacy, Health Literacy, Social and Intercultural / Multicultural Literacy

Assessment

Please answer the following questions by researching:

1. Do you want to do Agriculture and Livestock? Why?

2. What is the importance of organic agriculture and greenhouse? What are the

drawbacks of GMO products in terms of health?

3. What are the important geographic regions / provinces that made agriculture,

greenhouse and livestock? Which agricultural products are our cities famous?


54

4. Which countries have advanced in agriculture and animal husbandry? Compare with

our country with statistics and figures. Which agriculture and animal products are high

in our exports and which imports are high?

5. Automation systems for use in agriculture and animal husbandry country / city to

Give examples to explain the manner in use?


55

FORM-07: COLLABORATION RUBRIC / PEER EVULATION FORM Proje: Grup: Tarih: No/İsim:

Collaboration Rubric_Self

Instructions:

Please share your opinion about your participation in your group. For each category, circle the description that best reflects your effectiveness as a team leader. Then answer the questions behind.

Catagory 4 3 2 1

Additives

I have consistently presented

useful ideas when participating

in the group and the class

discussion. I was a real leader

who contributed and

contributed a lot.

I often provided useful

ideas when

participating in the

group and the class

discussion. I was a

strong leader with a lot

of effort.

I sometimes offered useful

ideas when participating in

the group and the class

discussion. I was a leader

who did what was

necessary.

I rarely presented

useful ideas when I

joined the group and

the class discussion.

Sometimes I refused to

participate.

Working

with

others

I have always listened, shared

with others, and always

supported their efforts. I made

an effort to keep people working

well together.

I listened with others,

shared with them, and

supported their efforts.

I did not cause

”turbulence “ in the

group.

I often listened to others,

shared with them, and

supported their efforts, but

sometimes I wasn't a good

team member.

I rarely listened to

others, rarely shared

with them, and I had

little support for their

efforts. Mostly I wasn't

a very good team

member.

Problem

Solving

I actively looked for problems

and made recommendations.

I've developed

solutions that others

offer.

I didn't offer a solution, or

didn't improve others, but I

was willing to try out the

solutions that others would

offer.

I didn't try to solve the

problems or help the

others. I left to solve

the problems.

Focus on

Task

I've always focused on the task

and what needs to be done. I

was able to guide and manage

myself quite well.

Most of the time I've

focused on the task and

what needs to be done.

The other group

members could trust

me.

I have focused on the task

and what needs to be done

from time to time. The

other group members were

reminded that I had to

focus on me from time to

time.

I rarely focused on the

task and what to do.

The others did the job.

Attitude,

Approach

I never criticized the works of

other group members. I've

always been positive about the

mission.

Other group members

have rarely criticized

their works. I'm usually

positive about the task.

I've sometimes criticized

the work of other group

members. I'm relatively

positive about the task.

Other group members

have often criticized

their works. I'm usually

unfamiliar with the

mission.


56

1. What were the roles and responsibilities that you had taken during the mission? What was your job in

the group?

2. What are the things you and your group think you're doing well?

3. How could you and your group work more effectively?

4. Who were the other members of your group?

5. Paint the circle of the circle below to represent the extent to which each member of your group is

doing the job while working together. Please specify the name of the person you refer to in each

section.


57

FORM-08: PRUDUCT EVALUATION FORM

Group: Date:

Members:

Autonomous Line Follower Agriculture Robot

Standard Yes No

Was the robot chassis originally designed?

Has the sensor been used?

Is the LED used for the humidity level?

Is robot mechanics and equipment economical?

Is the engine used and rotating with pwm?

Can the robot follow the white line?

Can the robot leave any seeds in the marked places?

Is the robot software unique?

Is the robot integrated into the farm and combined with other projects?

Reported and delivered?


58

Group: Date:

Members:

Greenhouse Evaluation

Standard Yes No

Is the greenhouse originally designed?


Is the LED used for the temperature level?

Is greenhouse mechanics and equipment economical?

Is the engine used and the motor rotating?

Is the temperature maintained?

Is irrigation done according to humidity?

Is the greenhouse software encoded original?

Is the greenhouse integrated into the farm and combined with other projects?



59

Group: Date:

Members:

Animal Shelter Evaluation

Standard Yes No

Is the shelter originally designed?


Has the LED been used for the water level?

Is shelter mechanics and equipment economical?

Does the shelter door work automatically and properly?

Is there an audible warning for the water level?

Is night lighting done?

Is the shelter software originally encoded?

Is the shelter integrated into the farm and combined with other projects?



60

FORM-09: PRESENTATION RUBRIC FORM

RUBRIC FOR POWERPOINT PRESENTATION*

The Presentation must include the background information discovered by the team, the plan (blueprints) developed for the architectural structure, and the final project products.

CATEGORY 4 3 2 1

Oral Presentation:

Preparedness

The team prepared and

rehearsed in advance.

The team looked ready

but needed a few more

rehearsals..

The crew seemed a little

ready, but it still had to be

a rehearsal.

The team was not ready

to make presentations at

all.

Oral Presentation:

Enthusiasm

The gestures and gestures

and body language of the

team made it clear that

they were very interested

and willing.

The gestures and facial

expressions of the team

and body language were

generally relevant and

willing

The gestures and gestures

and body language of the

team tried to be very

relevant and enthusiastic

about the subject, but not

very successful.

Very few gestures, facial

expressions and body

language were used. The

team was clearly

indifferent.

Thoroughness The presentation

contained all the material

that could be needed and

provided comfort.

There were a few

shortcomings in the

presentation, many of the

materials that could be

needed and that would

provide comfort.

The presentation had

more than one key

element missing.

There were many

shortcomings and

inconsistencies in the

presentation.

Background

Knowledge

The presentation

contains 10 slides that

summarize the

discovered information.

Draft, drawing, visual

etc. available.

The presentation


summarize the

information discovered.

Draft, drawing, visual etc.

available.

The presentation


summarize the

information discovered.

Draft, drawing, visual

etc. available.

The presentation

contains 1-4 slides

that summarize the

information

discovered.

In our presentation,

draft, drawing, visual,

etc. no. * This rubric was made in part through the use of www.rubistar.com

http://www.rubistar.com/


61

FORM-10: INTEREST PROPOSAL

A PUBLIC INTEREST PROPOSAL / PROJECT IDEA

What’s your a public interest proposal / project idea?


62

FORM-11: PROJECT REPORT FORM

Project Report Evaluation

Considerations in the Project Report:

1. The page structure will be 2 cm gap on the bottom, top and two sides. The subjects will

be Times

New Roman with 14 pt and body text will be 11 pt.

2. In the Project Cover, the school logo, lesson title, project name, group members

and teacher names will be given.

3. Titles to be submitted to you must be in the project report. (Detailed information will

be given to you.)

4. Your Project Report and Product Assessment will impact your Performance Point-1.


63

RESOURSCES NEEDED

On-Site People:

None

Equipment:

• Lab. Hardware, PC, 3D Printer

Materials:

• Circuit Boards, Sensors, DC and RC Servo Motors, Electronic Materials, Art materials

Community Resources:

• Module Book, Lecture Notes, Internet

Reflection Methods:

• Focus Group: The project should be owned by all group members.

Knowledge and Skills Needed by Students

• Know Microcontroller Controlled Circuits.

• Know Microcontroller Programming.

• Know LED, Display, LCD and Button Use

• Know Sensor Types and Usage.

• Knows DC Motor Control.


64

• Know RC Servo Motor Control.

• Learn about agriculture, greenhouse and animal husbandry.

Scaffolding/Materials/Lesson to be Provided

• PIC or Arduino Based Circuit Designs and Structures

• Sample Programs. (CCS C and Arduino Programming)

• Sample Indicator and Button Applications

• Sensor Application Examples

• DC Motor Control Applications and PWM

• RC Servo Motor Sample Applications

Various Videos and Internet-Based Research and Presentations

- End -


65

NOTES:

Documents

PBL SAMPLE CURRICULUM- 1 PBL SAMPLE CURRICULUM - 1probased.org/wp-content/uploads/2018/12/PBL-CURRICULUM-1-EN-1… · PBL SAMPLE CURRICULUM- 1 2 REVISION HISTORY Revision Date Organization