PBL and Firstep 2014

Sinan Koşak
Physics Teacher | Education Consultant
September 2023
What students do What teachers do
7 essential project design elements:

● Challenging Problem or Driving Question

● Sustained Inquiry
● Authenticity / Real-world connection
● Student Voice & Choice
● Reflection
● Critique & Revision
● Public Product
Why firSTep?

Creativity
Why firSTep?

Creativity

Research
Why firSTep?

Creativity

Research

Presentation
Why firSTep?

Creativity

Research

Presentation

Communication
Why firSTep?

Creativity

Research

Presentation

Communication

Teamwork
Why firSTep?

Creativity

Research

Presentation

Communication

Teamwork

Time-management
Categories 2024

SOCIAL SCIENCES and HUMANITIES

SCIENTISTS and INNOVATORS

ENERGY-ENGINEERING-ENVIRONMENT
 Grades 3 and 4 Grades 5, 6, 7, 8 Grades 9,10,11,12
Categories (Years 4, 5 and 6) (Years 7 to 9) (Years 10 to 13)

Scientists and
Innovators
(RO and ENG)
✓ ✓
Social Sciences
and Humanities
(RO and ENG)
✓ ✓ ✓
Energy -
Engineering -
Environment ✓
(ENG only)

Students can work in teams of 3.

Do you know all 17 SDGs?
Linking “Driving Question” with the SDGs
All projects in a given category are framed
by a meaningful problem to be solved or a
question to answer, at the appropriate
level of challenge.

● Engaging for students.

● Open-ended. (Cannot simply be Googled)
● Aligned with at least one of the SDGs.
Sample Driving Questions 1

Scientists and Innovators (Grades 3 to 8)

How can we design a water filtration system using local

materials?
SDGs: 6 (Clean Water and Sanitation)

What is the most effective way to reduce waste in our

school's cafeteria?
SDGs: 12 (Responsible Consumption and Production)

How can we help local pollinators like bees and

butterflies thrive in our community?
SDGs: 15 (Life on Land)
Sample Driving Questions 2

Social Sciences and Humanities (Grades 3 to 12)

How can we create a community garden that also serves as an
outdoor classroom? (Suggested Grade Level: 4-6)
SDGs: 4 (Quality Education), 2 (Zero Hunger), 11 (Sustainable
Cities and Communities)

How can we create an awareness campaign around mental

health for our school community? (Grade Level: 9-10)
SDGs: 3 (Good Health and Well-being)

What would be the economic and environmental impact of the

public transportation system in our town? (Grade Level: 10-12)
SDGs: 11 (Sustainable Cities and Communities),13 (Climate Action)
Sample Driving Questions 3
Energy-Engineering-Environment (Grades 9 to 12)
What are the most effective ways to generate renewable energy
in our school?
SDGs: 7 (Affordable and Clean Energy)

How can we create a low-cost, energy-efficient housing model

that could be used for affordable housing in our community?
SDGs: 7 (Affordable and Clean Energy), 11 (Sustainable Cities
and Communities), 1 (No Poverty)

How can we design a curriculum that equips students with the

skills needed to address climate change?
Suggested Grade Level: 12
SDGs: 4 (Quality Education), 13 (Climate Action)
Evaluation Rubric 1/9

Below Approaching Meeting Above Exceeding

Unacceptable Expectations Expectations Expectations Expectations Expectations

Criteria (1) (2) (3) (4) (5) (6)

Demonstrates a

Some vague Personal Clear link Project is profound

Project lacks attempt to interest is between the deeply connection

(A)
any sense of integrate somewhat project and the connected to between
Personal
personal personal evident, but the student’s personal personal
Interest
interest or interest, but it’s project lacks personal interest and is interest and
(Authenticity)
authenticity. mostly depth in this interest or authentic in project, making

disconnected. area. authenticity. nature. it extremely

authentic.
Evaluation Rubric 2/9

Below Approaching Meeting Above Exceeding

Unacceptable Expectations Expectations Expectations Expectations Expectations

Criteria (1) (2) (3) (4) (5) (6)

Clear and
Problem Well-articulated
concise Exceptionally
statement is problem
Problem problem clear, specific,
somewhat clear statement that
(B) statement is statement that and insightful
but could be captures the
Problem No problem vague and identifies what problem
more specific essence of the
Statement statement lacks clarity. It the project statement that
on who are the project in detail
(Driving provided. is not clearly seeks to solve fully guides the
action-taker, and very clear
Question) linked with any or address with project in line
what to address link or links to
of the UN SDGs. a link to at least with all possible
and which UN one or more UN
to one of the UN SDG links.
SDG it refers to. SDGs.
UN SDGs.
Evaluation Rubric 3/9

Below Approaching Meeting Above Exceeding

Unacceptable Expectations Expectations Expectations Expectations Expectations

Criteria (1) (2) (3) (4) (5) (6)

Highly creative
Revolutionary in
and original
its creativity
approach, with
Demonstrates and originality,
unique
creativity and setting a new
Some attempt Shows signs of elements that
(C) No creative or originality in the standard in the
at creativity, but creativity and make the
Creativity and original approach or field. Models a
largely some original project stand
Originality elements. solution in line high quality
derivative. thought. out. Original
with the UN original solution
solutions
SDGs. linked with all
offered to
possible UN
address one or
SDGs.
more UN SDGs.
Evaluation Rubric 4/9

Below Approaching Meeting Above Exceeding

Unacceptable Expectations Expectations Expectations Expectations Expectations

Criteria (1) (2) (3) (4) (5) (6)

Highly usable Exceptionally

Usable and
and provides usable and
valuable to a
significant extraordinarily
targeted
value. It offers valuable, with
Somewhat audience. There
(D) Not usable and Limited some practical the potential for
usable, but the are clear links
Usability and provides no usability and and achievable widespread
value is not to a practical
Value value. marginal value. solutions to all impact in local
clearly defined. solutions
UN SDGs linked and global level
addressing at
with the addressing all
least one of the
problem possible UN
UN SDGs.
statement. SDGs.
Evaluation Rubric 5/9

Below Approaching Above Exceeding

Unacceptable Expectations Expectations Meeting Expectations Expectations

Criteria (1) (2) (3) Expectations (4) (5) (6)

Comprehensive Extensive use Exemplary use

Some use of use of scientific of scientific of scientific

Minimal use of
(E) No evidence of scientific methods, methods, with methods that
scientific
Scientific using scientific methods but including insights that sets a standard
methods,
Methods methods. missing key research, enhance the for scientific
lacking rigor.
elements. experimentation, project’s research in the

and analysis. validity. field.

Evaluation Rubric 6/9

Below Approaching Meeting Above Exceeding

Unacceptable Expectations Expectations Expectations Expectations Expectations

Criteria (1) (2) (3) (4) (5) (6)

A

comprehensive
Insightful plan
and highly
Vague or Detailed plan for future
(F) Some insightful innovative plan
No mention of generic for future improvements
Future suggestions, for future
future suggestions for improvements that addresses
Improvements but not fully improvements
improvements. future based on both strengths
(Reflections) thought-out. that can
improvements. findings. and
significantly
weaknesses.
elevate the

project.
Evaluation Rubric 7/9

Below Approaching Meeting Above Exceeding

Unacceptable Expectations Expectations Expectations Expectations Expectations

Criteria (1) (2) (3) (4) (5) (6)

Display and

Well-organized documentation

Incomplete or Display and display and Exceptionally are of

(G) No display,
poorly documentation thorough well-designed professional
Display, portfolio, or
organized are present but documentation display and quality,
Portfolio, documentation
display and lack polish or that accurately highly detailed providing a
Documentation provided.
documentation. detail. represent the documentation. comprehensive

project. view of the

project.
 Evaluation Rubric 8/9

Below Approaching Meeting Above

Unacceptable Expectations Expectations Expectations Expectations Exceeding

Criteria (1) (2) (3) (4) (5) Expectations (6)

Video provides
Exceptional video
an overview but
that could serve
misses key Clear, focused Has all the key
as a model for
elements: video that elements, highly
Video lacks how to represent
No video or purpose, provides a engaging video
focus and does a project
(H) entirely methods, comprehensive that not only
not adequately comprehensively
Project Video irrelevant video results and overview of the overviews the
represent the and engagingly.
provided. conclusion with project with all project but also
project. Includes all key
audio-visual the key excites and
elements in the
materials in a elements. informs.
expected time
time interval of
frame.
2 to 4 min.
 Evaluation Rubric 9/9

Below Approaching Meeting Above

Unacceptable Expectations Expectations Expectations Expectations Exceeding

Criteria (1) (2) (3) (4) (5) Expectations (6)

A masterful
Outstanding
Clear, presentation that
Presentation is presentation
Presentation well-structured is both engaging
Incoherent and mostly clear but skills, effectively
(I) lacks focus and presentation and deeply
disorganized could be more engaging the
Presentation clarity, with that effectively informative,
presentation. engaging or audience while
major gaps. communicates setting a new
informative. conveying all
the project. standard for
key points.
excellence.
 firSTep 2023/24 Calendar

Announcement of
Awards and
Registrations Finalists
Celebrations

9 Jan - 3 Feb 17 Feb 1 March 9 March March - April

End of School Rounds - Grand Finals

School Evaluations and
Exhibitions
The School Round
● Physically organised at each school level

● Involves exhibition and evaluation

● No limit to the number of projects

● A jury committee evaluate each project based on

the evaluation rubric.
● To be completed by 17 February.

● Results are entered in Firstep platform.

● Qualified projects participate in the Grand Final.

 Click to access
Posters and other
visual materials

2023/24
New Posters
themed with
 Follow our Communication Channels

WEBSITE www.firstep.ro (TO BE UPDATED)

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Thank you!