1. Manage the Process
List preparations necessary to address needs for differentiated instruction for ESL
students, special-needs students, or students with diverse learning styles.
I will provide ESL students with various types of content (text, video, audio,
transparencies, etc.) so that the chances of them linking the concepts to prior knowledge
are greater. If possible, another student who speaks both English and the ESL students
native language will be allowed to consult with each other as needed.
The most important way to assist students with disabilities is to read their individualized
Education Plan. This tells you what they can do and what their current learning goals are.
After reading this plan, you can make accommodations for these students that will assist
them in successfully achieving the learning goals of the project. Although Para
Professional support will not be available in my classroom, I do have the option to send
students with disabilities to get support in other classrooms.
I also have accessibility resources for students with blindness:
http://edtech2.boisestate.edu/worshamj/502/accessibility.html
How will you and your students reflect on and evaluate the project?
Group Observation Checklist, Progress Report Following an Investigation, and an End
of Project Self Evaluation
□ Other:
□
• What do you expect to learn from this project?
• 1. Ability to identify healthy food alternatives to what they currently eat.
• 2. Write out a healthy meal plan for at least 8-12 meals.
• 3. Identify food eaten and estimate calorie content.

2. Group Observation Checklist
Project: A Week of Eating Group Members: Date:
Observe a group for All Most Some Few Not
five to ten minutes. Members Members Members Members Applicable
Check the boxes
that best describe
group member
participation.
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
When conducting research, group members:
Consult primary □ □ □ □ □
sources
Take notes □ □ □ □ □
Have relevant □ □ □ □ □
conversations
Evaluate the □ □ □ □ □
significance of new
information
Stay on task □ □ □ □ □
When discussing project work, group members
Ask clarifying □ □ □ □ □
questions
Give each other a □ □ □ □ □
chance to speak
Make decisions □ □ □ □ □
efficiently
Record decisions □ □ □ □ □
and plans
Share essential □ □ □ □ □
information
Stay on task □ □ □ □ □
This form was adapted from: http://pbl-
online.org/ManagetheProject/ProjectPlanningTools/PlanningTools.htm

3. End-of-Project Self-Assessment
Project: A Week of Eating Student: Date:
I completed the following tasks during the project:
As a result, I learned the following:
About the subject matter
About working in a group
About conducting an investigation
About presenting to an audience
About

4. I learned that my strengths are:
I learned I need to work on:
I would make the following changes if I were to do the project again:
This form was adapted from: http://pbl-
online.org/ManagetheProject/ProjectPlanningTools/PlanningTools.htm