This PBL is designed for on-level or above-level middle school students. Rooted in a common topic discussed extensively by environmentalists today, students will be given the opportunity to apply their knowledge and skills across STEM-based subjects in an effort to help solve problems of energy conservation within private homes. Prior to introducing this assignment, students should have a firm grasp on spatial reasoning, basic trigonometric functions, surface area, and optimization. basic knowledge of electric concepts. This PBL can be used as a major project to demonstrate the importance of problem solving, critical thinking, time management, cooperation, and time allocation. In this PBL, the whole class will formulate, design, and present concept drawings of one model home that reduces the utilities (electricity) of a comparable-sized building by 10%. The class’s final product should include blueprints as well as a prototype of the house. This model should be easily reproducible, and maintain the following features of a house: – 3 Bedrooms with one electric power resource, each room has a switch and a light bulb, Students will research housing standards and current solutions for energy efficient homes. Each team of students – preferably groups of three or four – will act as an electric engineer and will be assigned a specialization. Ideas for the different specializations are:, electricians, painters, climate control (air conditioning and heat), interior designers, specialists. Each team will collaborate to produce the deliverables required and to ensure that each team’s solutions are compatible. The culmination of all teams’ products must create a complete house with 3 rooms that reduces the utilities by at least 10%. The presentation of concept drawings, blueprints, and a prototype that is active not a passive model within the design requirements and the available materials, illustrated in the rubrics. There will be an exhibition where all students will present their work in front of a panel will take place in the form of a formal project proposal in front of a the teacher.

Engage:

The teacher will help students connect to prior knowledge and experiences, create emotionally safe learning environment, previse new vocabulary, spark students’ curiosity and interest, assesses students’ prior knowledge of a concept or ideas, encourage student ideas and

• Estimated time is one extended session for a week and scheduled meetings with groups individually around the school.

Introduction: a warm up is conducted so the students are in the mode to initialize the activity, students are asked to demonstrate their experience. The teacher present the problem of building a house that is designed to reduce the consumption of energy up to at least 10% to help solving Egypt grand challenge that is lack of energy, the teacher asks questions like. What will you do to think an efficient electric circuit consists of? Can you design an efficient electric circuit? So, why were you doing the model of a house circuit activity? First principle, providing learning-appropriate goals, helps create a need for students to understand the how and why of the project.

Body: The students are divided into groups of 4 based on previous selecting criteria, the students will gather initial information about the topic from available resource inside the class or use the internet, this will be followed by a deeper research after the session by the group. Then students come up with some ideas and the report to the teacher. The teacher will be facilitating the work and organizing the work of groups and following the rubric implementation. reflect on other groups work via a distributed rubric

Link to cognition: Students bring knowledge about how the world works but it is sometimes based on limited experiences and sometimes on misconceptions. The discussion is about finding a link from student's past experience of their house electric circuit, and correcting some of the misconceptions about energy.

Guiding Questions: The teacher will capture students’ interest by asking about their house electric circuit how is it built? and how it works? What will happen if there is a mal- function in their house electric circuit how will they fix it?

The kind of questions the students ask themselves after the engagement? Are How will we design an efficient house with limited resources? How will we distribute the work within the group to have good time management?

What teacher does: Create interest - Generate curiosity - promote students to ask their own questions to generate new ideas and deeper understanding. For example, that was one thing I was very excited about: that they didn't have answers to all their questions; but they had better question Raise questions, promoting deeper thinking -Elicit responses that uncover what students know or think about the concepts discussed

Closure: The closure of the activity is conducted through taking notes from the group and writing on the board students are encouraged to participate.

Explore

Hands-on learning, contextualize learning, use of scaffolding (Graphic organizers, thinking maps), cooperative learning.

Estimated time: is one extended session for a week and scheduled meetings with groups individually

• : a warm up to get students ready for the work and a summary of the last session accomplishment is presented by the group leader a question is asked by the teacher about the safety procedures when conducting experiment or using the lab equipment? Students are encouraged to express their concerns and review the safety hand book.

The teacher will ask the students to think about or visualize an

answer to assist them to internalize the question. Silence & Wait Time: at least 3-5 seconds to process and extend responses. The question is about safety to make sure all students have an understanding of the safety procedures

The students work into groups, the strategy used is circle of knowledge where all students are engaged in deeper thinking and thoughtful communication.the teacher ask the students to write down, demonstrate, role play or construct answers individually in order to pull their thoughts together and to gather their resources prior to sharing Set up small group discussions for sharing ideas. Have students explain, support, and critique their responses in small groups.

• : Have students restate their own and others’ ideas. Lead large group discussions using a variety of student recognition techniques - i.e. random calling, volunteering, surveying, sampling, redirection. Have students state their positions, support other positions, critique positions, and summarize their positions. Use Q-Space (toolbox) techniques - question, silence and waiting time, proofing, accepting, clarifying and correcting, elaborating and extending.
  • : Help students draw conclusions and make generalizations. Students need the opportunity to actively explore the concept in a hands-on activity. Regarding the electricity project, this establishes a commonly shared classroom experience and allows students to share ideas about the concept.

  • acquire a common set of concrete experiences allowing them to help each other understand the concept through social interaction.

    Guiding Questions: What are the “big idea” conceptual questions that the teacher will use to encourage and/or focus students’ exploration? The big idea is how can you and your team help in solving Egypt grand challenges?

    What teacher does: Then the teacher will check for understanding questions with expected responses, encourage students to work together without direct instruction, ask probing questions to redirect students' investigations when necessary Provide time for students to puzzle through problems, act as a consultant for students Create a “need to know” setting, check to see the following: students are able to organize their ideas and share them clearly and forcefully. Students able to explain, support and critique. If the small groups are on task. Student participation increased. Students raising new questions about the learning? use of multiple intelligences, check for understanding encourage student-to-student interaction observe and listen to student interactions, use probing questions to redirect the students’ investigation when necessary, use questions to help students make sense of their experiences Provide time for student to puzzle through problems

    Closure: the student will present a written report on the knowledge gained through the activity to the teacher containing their research with suggested solutions to the problem, and already tried solutions based on their research. And shared with other groups

    Observe and listen to students as they interact.

  • : The teacher will help the student by listening to their explanation, allowing them to speaking, ask them to present their ideas based on research they made that involves reading and writing to communicate the ideas, conceptual understanding. Have students develop explanations from their experiences and data use questions to help students express understanding and explanations, ask for justification (evidence) for students’ explanations, give time for students to compare their ideas with those of others and perhaps to revise their thinking, introduce terminology and alternative explanations after students express their ideas.
  • time is one extended session for a week and scheduled meetings with groups individually

  • The teachers use questioning strategies to lead students’ discussion of information discovered during the Exploring stage this is a hands-on activity). The teachers introduce new scientific terms (vocabulary) and explanations at appropriate times during the discussion.

    Link to cognition: When students engage in meaningful discussions with other students and the teacher, they can pool their explanations based

    The students by this time are working in their groups and now the start to research their solutions and they start writing their research paper in a form of a portfolio that is to register a step by step. The documentation of their work and to follow the guidelines provided by the teacher. Also to answer the journal question that monitor their progress. This is the time students are building their prototype, so the teacher will help them in building the prototype by organizing the use of material and schedule lab time to use the resources and assigning work space for each group to work and asking permission from other teachers and asking permission in behalf of the students to use vacancies places around the school.

Link to cognition: Experiences occur before the explanations! Students are actively engaged with little explanation from the teachers. Students

on research, observations, construct new understandings, and have a clear focus for additional learning.

Guiding Questions: The teacher will ask higher order thinking questions whichwill use to solicit student explanations and help them to justify their explanationsalso he will check for understanding by encourage students to explain concepts and definitions in their own word, ask for justification (evidence) and clarification from students Formally provide definitions, explanations, and new labels, use students' previous experiences as the basis for explaining concepts, provide explicit instruction which facilitates students’ ELPS development (as applicable), assess students’ growing understanding

Closure: the student will report to group leader to write in the portfolio of the group and also each student is responsible to answer the questions provided by the teacher in the individual journal on a regular basis. The group knowledge is cumulative through the shared efforts gained through the designing process of the prototype and if there is any new vocabulary or concepts that needs to circulate around the group. the teacher will observe and listen to students as they interact and shared with other groups.

Elaborate/Extend Group projects, play, connection to real world, connection to other curricular areas.

The teacher will help the students make an event to raise the awareness of the local community about the important of energy conservation through the building of a house with efficient electric circuit. The teacher will ask the students to organize the event with the goals and the procedures, the teacher will help by asking the administration for the documents required and the time schedule. students will think pair and share this information around the school.by making flyers and other tools like posters. Students are encouraged to apply, extend, and enhance the new concept and related terms during interaction with the teacher and other students (in science, a hands-on activity). Elaboration deepens understanding by using concepts in new situations. Students apply knowledge and skills in new but similar situations. Similar to exploration students can make observations, collect data and make decisions while testing ideas presented in the prototypes and testing the hypotheses to

hoose the best design and solution to apply for the house circuit. Focus attention on conceptual connections between new and past experiences, encourage students to use what they have learned to explain a new event or idea, reinforce use of scientific terms and descriptions previously introduced, ask questions that help students draw reasonable conclusions for evidence.

Estimated time is one extended session for a week and scheduled meetings with groups individually

• Link to cognition: Providing additional active learning opportunities for students to incorporate into their mental construct of the concept allows them to confirm and expand their understanding. The teacher will ask students to develop a more sophisticated understanding of the concept? the vocabulary that will be introduced help the students, and the teacher will mentor and connect with students’ observations? How is this knowledge applied in our daily lives? Checking for understanding questions with expected responses. The teacher expects students to use formal labels, definitions and explanations provided previously, he will encourage students to apply or extend concepts and skills in new situations, remind students of alternate explanations, refer students to existing data and evidence and ask "What do you already know?" "Why do you think.....?" (Strategies from Explore also apply here.) Provide activities that help students

Evaluate

The teacher uses thinking maps, summarizing lesson and review, the teacher uses a variety of assessment tools, to show understanding. Observe and record as students demonstrate their understanding of concepts and performance of skills, also provide time for students to compare their work with those of others and perhaps to revise their thinking. Encourage students to assess their own progress, redesign their

work based on the new inputs or the results of the test.

• Estimated time is one extended session for a week and scheduled meetings with groups individually

Students demonstrate their understanding of the concept.by presenting the prototype and finalizing their research and making sure that all design requirement are met then testing the prototype. After that share the results with all peers through an exhibition organized by the school.

Link to cognition: In learner-centered instruction, it is important for students to be aware of their own progress as an outcome of instruction. Students construct knowledge over time and may need additional experiences to refine their understanding of the concepts.

Guiding Questions: students will demonstrate that they have achieved the lesson objective by presenting the solution to the problem and demonstrate understanding of the concepts associated with it. the evaluation will be embedded throughout the 4 weeks' project as well as at the end of the project. The teacher will observe students as they apply new concepts and skills and test their prototype before the final presentation day so the teacher will guide the student to demonstrate understanding via different assessment tools including a journal written by the students to monitor their progress and this is part of the formal assessment and graded by the teacher. The journal is a respond from the students to the teacher's probe questions. Assess students' knowledge and/or skills Look for evidence that students have challenged their thinking or behaviors Allow students to assess their own learning and group process skills Ask open-ended questions, such as "what is the relation between your project and the real life...? "What evidence do you have that your project is functional?" "What do you know about energy conservation and new alternative energies?" "How would you explain the miss-use of electric energy?" Assessment must correlate to the learning objectives