PromptBase
Close icon
Explore
Marketing & BusinessDown chevron icon
General
Home
Marketplace
Apps
Create
Login
Sell
🤖 GPT

Pbl Outline Generator

Pbl Outline Generator gpt prompt mini thumbnail
16Eye icon
Views
TestedTick icon
TipsTick icon
👋 Hey educators!! 🥱 Tired of spending hours creating PBL outlines from scratch? 💻Our easy-to-use tool generates detailed PBL outlines aligned with your curriculum ✅Including a project theme, key concepts, timeline, and more ✅It's designed for any grade level, subject & promotes collaboration, critical thinking, & real-world application of the subject 💡Make your teaching stand out & make a real impact on your students' ⚡️Try our PBL Generator & Don't waste more time on tedious planning⚡️
...more
$5.99
Get prompt
After purchasing, you will gain access to the prompt file which you can use with GPT or the app builder. You'll receive 20 free generation credits with this purchase. By purchasing this prompt, you agree to our terms of service.
Updated: 1 year ago

Prompt Details

Model
Chat - GPT-3.5 (gpt-3.5-turbo)
Token size
428 ($0.00090 / call)
Example input
INPUT 1: * Subject: Mathematics * School Year: 2023-2024 * Grade Level: High School * Target Audience: 11th Grade students INPUT 2: * Subject: History * School Year: 2023-2024 * Grade Level: Middle School * Target Audience: 7th Grade students
Example output
OUTPUT 1: Sure, here's an outline for a PBL unit in Mathematics for 11th grade students in the 2023-2024 school year: Project-Based Learning Unit in Mathematics for 11th Grade Students 1. Introduction Introduce the project theme: "Mathematics in the Real World" Provide an essential question: "How can we use mathematical concepts to solve real-world problems?" 2. Key Concepts, Skills, and Learning Outcomes Key Concepts: Probability Statistics Geometry Algebra Skills: Critical thinking Problem-solving Data analysis Collaboration Learning Outcomes: Students will be able to apply mathematical concepts to real-world problems. Students will be able to analyze data and make informed decisions. Students will be able to communicate mathematical solutions effectively. 3. Project Timeline Week 1: Introduction to the project theme and essential question Week 2-3: Probability and Statistics Activity: Collect data on a real-world problem and analyze it using probability and statistics concepts. Checkpoint 1: Submit data collection plan and initial analysis. Week 4-5: Geometry Activity: Use geometric concepts to design a solution for a real-world problem. Checkpoint 2: Submit design plan and initial calculations. Week 6-7: Algebra Activity: Use algebraic equations to solve a real-world problem. Checkpoint 3: Submit problem statement and initial calculations. Week 8-9: Final Project Deliverable Activity: Develop a presentation that demonstrates students' understanding of the project theme and essential question. Checkpoint 4: Submit final presentation outline and draft. Week 10: Final Presentation and Evaluation 4. Engaging Activities Collecting data on a real-world problem and analyzing it using probability and statistics concepts. Using geometric concepts to design a solution for a real-world problem. Using algebraic equations to solve a real-world problem. Developing a presentation that demonstrates students' understanding of the project theme and essential question. 5. Opportunities for Feedback and Revision Throughout the project, students will have opportunities to receive feedback on their work from their peers and the teacher. This feedback will be given using a rubric, which will be discussed with students at the beginning of the project. Students will use this feedback to revise their work and improve their understanding of the subject matter. 6. Final Deliverable The final deliverable for this project will be a presentation that demonstrates the students' understanding of the subject matter. The presentation will be given in front of the class and will include visual aids such as graphs, charts, and diagrams. The presentation will be evaluated using a rubric that assesses students' understanding of key concepts, their ability to communicate their ideas clearly, and their use of visual aids to enhance their presentation. 7. Assessment Criteria The project will be assessed using a rubric that includes the following criteria: Understanding of Key Concepts Application of Knowledge Collaboration and Communication Creativity and Innovation Final Deliverable/Presentation Each criterion will be graded on a scale of 1-4, with 4 being the highest score. The rubric will be discussed with students at the beginning of the project, and they will have opportunities to ask questions and provide input on the rubric. Conclusion This project-based learning unit will engage 11th-grade students in Mathematics and deepen their understanding of the subject. Through collaborative activities, real-world application, and opportunities for feedback and revision, students will develop key skills and knowledge in Mathematics. The final deliverable will demonstrate their understanding of the subject matter, and the assessment criteria will provide clear expectations for student performance. OUTPUT 2: Project-Based Learning Unit in History: The Civil Rights Movement 1. Project Theme/Essential Question What were the key events, leaders, and strategies of the Civil Rights Movement, and how did they impact the fight for social justice? 2. Key Concepts, Skills, and Learning Outcomes Understand the social, political, and economic conditions that led to the Civil Rights Movement Analyze primary sources and other historical evidence to evaluate the actions and impact of key figures and events in the movement Explain the strategies and tactics used by the movement to effect change Recognize the ongoing struggles for social justice and equity in the present day 3. Project Timeline Week 1: Introduction to the Civil Rights Movement and research on key figures and events Week 2-3: Collaborative research and analysis of primary sources Week 4-5: Design and implementation of a community service project related to issues of social justice Week 6-7: Preparation and rehearsal of final presentations Week 8: Final presentations and reflection 4. Engaging Activities Collaborative research and analysis of primary sources such as speeches, letters, photographs, and news articles related to the Civil Rights Movement Interviews with local community members involved in social justice work Field trip to a local museum or historical site related to the Civil Rights Movement Design and implementation of a community service project related to issues of social justice, such as organizing a voter registration drive, creating care packages for those in need, or organizing a peaceful demonstration 5. Opportunities for Feedback and Revision Peer review of research and analysis Ongoing teacher feedback on research and community service project development Practice presentations and peer feedback on presentation skills Opportunities for reflection and self-assessment throughout the project 6. Final Deliverable or Presentation Students will create a multimedia presentation, such as a video or slideshow, that highlights the key events, leaders, and strategies of the Civil Rights Movement and their impact on the fight for social justice. Presentations should also include a reflection on the community service project and its impact. 7. Develop assessment criteria or a rubric for evaluating students' performance on the project Assessment is an important aspect of project-based learning. It allows educators to evaluate students' understanding of the subject matter and provides feedback for further improvement. For this project, the following rubric will be used to evaluate students' performance: Criteria Level 4 Level 3 Level 2 Level 1 Content The project demonstrates a deep understanding of the topic and uses a variety of reliable sources to support arguments. The project demonstrates a solid understanding of the topic and uses some reliable sources to support arguments. The project demonstrates a basic understanding of the topic but lacks reliable sources to support arguments. The project demonstrates a limited understanding of the topic and lacks reliable sources to support arguments. Collaboration The group works together effectively and each member contributes equally to the project. The group works together effectively, but not all members contribute equally to the project. The group works together but has some difficulty dividing tasks and not all members contribute equally to the project. The group has difficulty working together and does not effectively divide tasks. Problem-Solving The project identifies and addresses complex problems related to the topic and presents creative solutions. The project identifies and addresses some problems related to the topic and presents reasonable solutions. The project identifies but does not fully address problems related to the topic and presents limited solutions. The project does not effectively identify or address problems related to the topic and does not present viable solutions. Presentation The project is well-organized, effectively uses multimedia tools to convey information, and engages the audience with effective delivery. The project is organized, uses some multimedia tools to convey information, and engages the audience with satisfactory delivery. The project is somewhat organized, uses limited multimedia tools to convey information, and engages the audience with limited delivery. The project is disorganized, does not use multimedia tools effectively, and fails to engage the audience with ineffective delivery. Conclusion In conclusion, this project-based learning unit for 7th grade History students aims to promote critical thinking, collaboration, and real-world application of the subject matter. By engaging in various activities and working collaboratively, students will deepen their understanding of the subject matter and acquire key skills and knowledge. Through ongoing feedback and revision, students will produce a final deliverable that demonstrates their understanding of the project theme and essential question. Lastly, by using the assessment rubric, educators can evaluate students' performance and provide constructive feedback for future improvement.
Browse Marketplace