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PBL SAMPLE CURRICULUM - 2

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Project Based Learning in VET

Intellectuel Output No: 2.2


Output Coordinator:

TENDER di Sdogati Claudio

2019

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

vocational Lesson. However, there are other approaches that use the PBL method that the reader can take into

account.

This project has been funded with support from the European Commission. This Intellectual Output reflects the

views only of the author, and the Commission cannot be held responsible for any use which may be made of the

information contained therein. The development of this module book has been possible due to Erasmus+ KA2

program funds, with 2017-1-TR01-KA202-045991 project number.

“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”

© All Rights Reserved. - 2019


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REVISION HISTORY

Revision Date Organization Description

V1 30/11/2018 TENDER Draft of main content

V2 16/01/2019 TENDER Draft Final Version

V3 29/01/2019 TENDER Final Version


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CONTENT

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

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

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

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

CONTENTS OF LESSON MODULES........................................................................................ 9

PROJECT OVERVIEW AND LESSON PLAN ........................................................................... 22

PROJECT OVERVIEW ........................................................................................................ 23

PROJECT TEACHING AND LEARNING GUIDE .................................................................... 28

PROJECT CALENDAR ........................................................................................................ 30

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

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

PROJECT OVERVIEW DETAIL .............................................................................................. 42

PROJECT NAME ............................................................................................................... 43

PROJECT IDEA.................................................................................................................. 43

CONTENT AND SKILLS STANDARDS ................................................................................. 44

DRIVING QUESTION ........................................................................................................ 44

ENTRY EVENT AND MOTIVATION .................................................................................... 44

21. CENTURY SKILLS ........................................................................................................ 45

ASSESSED SKILLS .......................................................................................................... 45

ENCOURAGED SKILLS ................................................................................................... 45


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CULMINATING PRUDUCTS AND PERFORMANCES ........................................................... 46

GROUP: ........................................................................................................................ 46

INDIVUDUAL ................................................................................................................ 46

ASSESSEMENTS ............................................................................................................... 47

FORMATIVE ASSESSEMENT ......................................................................................... 47

SUMMATIVE ASSESSEMENT ......................................................................................... 47

ALL RUBRICS ...................................................................................................................... 48

FORM-01: STUDENT EXPECTATIONS AND AGREEMENT .................................................. 49

FORM-02: WEEKLY STUDENT PLANNING BRIEF FORM .................................................... 51

FORM-03: DRAFTS FORM ................................................................................................ 52

FORM-04: GROUP OBSERVATION CHECKLIST .................................................................. 53

FORM-05: COOPERATIVE LEARNING RUBRIC.................................................................. 54

FORM-06: LITERACY ASSESSMENT .................................................................................. 55

FORM-07: COLLABORATION RUBRIC /PEER EVULATION FORM ....................................... 56

FORM-08: PRUDUCT EVALUATION FORM ....................................................................... 57

FORM-09: PRESENTATION RUBRIC FORM ....................................................................... 61

FORM-10: INTEREST PROPOSAL ...................................................................................... 62

FORM-11: PROJECT REPORT FORM ................................................................................. 63

RESOURSCES NEEDED ........................................................................................................ 64


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MODULES OF LESSON Lesson Hours: 4 (per week)

Modules of Lesson

1. Sustainable Development

2. Life Cycle Assessment (LCA)

3. ISO Standards on LCA

4. Goal definition and scope

5. Impact Assessment

6. Interpretation and use of LCA results

7. Definition of Ecodesign in Footwear and Textyle sectors

8. Design for Manufacturing

9. Sustainable Packaging

10. European Legislation

11. Management of the Impacts

12. Carbon Footprint Management

13. Carbon Footprint Mitigation and Compensation


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NATIONAL LESSON DESCRIPTION


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Lesson Title Sustainable Manufacturing

Area Management & IT

Professional /

Branch

Public areas

Class / Year Grade ??

Recommended

Time

2 lessons per week

The lesson is determined by selecting the module from the module

pool by considering the characteristics of the school or of the

institute.

The Aim Of The

Lesson

The aim of the lesson is to increase the knowledge and awareness of

the students about a new way of producing footwear and textile: the

so called Sustainable Manufacturing.

Definition Of

Lesson

In this lesson the student will actively learn the main concepts,

procedures and tools concerning Sustainable Manufacturing in

Footwear and Textile SMES.

Qualifications At lesson;

1. Identify the main critical points of current manufacturing of

footwear and textile in SMEs 2. Economic variables influencing Manufacturing

3. Environmental resources

4. Pollution in different applications 5. Impact on the environment and human health

6. Legislation at regional, national and EU level

7. Resilience


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Content Of The

Lesson

This lesson,

1. Microeconomics

2. Environment

3. Pollution (air, water, land, river, sea)

4. Human Well being

5. Waste and re-use

6. Resilience, mitigation and compensation

7. Legislation at regional, national and EU level.

Methods And

Techniques

Lecture, problem solving, question-answer, group work, practical

work, project work; to make observations in the footwear and textile

enterprises; methods and techniques can be applied.

Educational

Environment

Environment: Pollution, Environmental Workshop, Manufacturing,

Human Well being.

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

Economics, Engineering and Environmental Sciences.

Institutions And

Organizations To

Cooperate

Students will be able to make communication, research and

observation on Sustainable Manufacturing; other field teachers,

universities, social partners, non-governmental organizations,

enterprises in the environment, private, public institutions and

organizations.


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CONTENTS OF LESSON MODULES MODUL 1 NAME: Sustainable Development

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

solving, case study methods, brainstorming, dual and group work.

DESCRIPTION: Manufacturing all over Europe and world is quickly changing in the direction of a more

Sustainable approach due the high levels of pollution generated by the old way to manufacture. The urgent need of

introduction and adoption of Sustainable Manufacturing for a Sustainable Development will be introduced and

recommended.

GENERAL OBJECTIVES: To provide the student the skills and the competencies to be able to describe the

phenomenon and lead the discussion about it.

SPECIFIC OBJECTIVES:

Student will develop the;

1. Ability to identify the main critical points of current Manufacturing

2. Use of conceptual tools to provide tailored and appropriated solutions

3. Capability to design short, medium, long-term scenarios.

CONTENT

1. Main critical points of current Manufacturing Current Manufacturing is showing its limits in terms of safeguard of Environment and Human Well Being

and in front of a more strictly legislation and community’s awareness a new Manufacturing model is strongly need

and recommended. It is necessary to be able to recognize the main critical points and the innovative topics related to

Sustainable Manufacturing.

2. Conceptual tools to provide tailored and appropriated solutions 2.1. Type of intervention

2.2. What is Sustainable Manufacturing?

2.3. Conversion from traditional to Sustainable Manufacturing

2.4. Reduction of Co2 emission

3. Scenario Definition 3.1. Pathways, methods, technics, tools and instrument to implement a Scenario Definition


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MEASUREMENT AND EVALUATION:

Checklists technique, project assignments technique and multiple choice, classic etc. One or more types of exam

using the student's oral and written attitudes and preferences.

MODULE 2 NAME: Life Cycle Assessment



DESCRIPTION: LCA represents the most advanced approach to analyze all the functions and activities inside a

company, both agricultural, manufacturing or of services provision. It is a methodology, which develops an

analytical but holistic approach to the activities of a company.




Student;

1. Will be able to describe and identify the main steps of Life Cycle Assessment (LCA).

2. Will be able to apply the LCA to the footwear and textile SMEs.

CONTENT

1. Life Cycle Assessment methodology 1.1. Analytical approach

2. LCA to the footwear and textile SMEs

2.1. LCA analytical approach to the footwear and textile SMEs


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MEASUREMENT AND EVALUATION :



MODULE 3 NAME: ISO Standards on LCA



DESCRIPTION: History, development and current ISO Standard status about LCA will be provided.




Student;

1. Will learn ISO rules from Manufacturing to all economic sectors

2. Will learn ISO Standard rules for footwear and textile SMEs

CONTENT

1. ISO rules from Manufacturing to all economic sectors 1.1. From automobile industry (Toyota) to every economic sector

2. ISO Standard rules for footwear and textile SMEs

2.1. Footwear and textile SMEs managing the ISO Standard rules





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MODULE 4 NAME: Goal Definition and Scoping



DESCRIPTION: Presentation of different processes available inside the SMEs for Goal Definition and Scoping.




Student;

1. Will know the different process decision making (managerial, authoritative, shared)

2. Will learn how to apply the most effective process decision making in SMEs.

CONTENT

1. Processes Decision making 1.1. Introduction of the different approaches to Goal definition and Scoping

2. Process decision making in footwear and textile SMEs

2.1. Is there an effective unique Process decision making in footwear and textile SMEs?





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MODULE 5 NAME: Impact Assessment



DESCRIPTION: Every choice generates an Impact on the surrounding environment and in the daily file of the

company. It is important to learn to assess the Co2 impact of every kind of decision or changes in Manufacturing

process, mainly those oriented to modify the situation “as is” in the perspective of Sustainable Manufacturing.




Student;

1. Will learn qualitative and quantitative methods, technics, instruments and tools for Impact Assessment in

terms of Co2.

2. Will be able to apply qualitative and quantitative technics and tools for Impact Assessment.

CONTENT

1. Methods, technics, instruments and tools for Impact Assessment.

1.1 Better quantitative or qualitative Impact Assessment? Or Both? And Costs?

2. Apply qualitative and quantitative technics and tools for Impact Assessment.

2.1. Resources in footwear and textile SMEs for Impact Assessment.





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MODULE 6 NAME: Interpretation and use of LCA results



DESCRIPTION: The output of LCA has an enormous value and students should learn its importance and

strategic role. To be able to interpret and use LCA results is a full economic value activity for companies and not an

academic exercise.




Student;

1. Interpretation of LCA results

2. Use of LCA results

CONTENT

1. Interpretation of LCA results 1.1. Presentation of pathways, technics, instruments and tools

2. Use of LCA results 2.1. How to use LCA results in footwear and textile SMEs. Principles of Cost Benefit analysis.





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MODULE 7 NAME: Definition of Eco-design



DESCRIPTION: The Design of each activity is a strategical and critical option, mainly when SMEs are obliged to

measure their activities with Environmental topics. Eco-design is an innovative methodology coherent and

complementary to Sustainable Manufacturing.


Design process according to Project Cycle Management (PCM) technic and methodology according to Ergonomic

approach.


Student;

1. Guide the student through the planning activities to guarantee a reduced impact of economic activities on

Environmental resources and improve company productivity.

2. Guide the student through the planning activities of different economic sectors.

CONTENT

1. Main concepts of Eco-design methodology 1.1 Environmental elements

2. Eco-design for footwear and textile SMEs 2.1 Agriculture and Service provision case study





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MODULE 8 NAME: Design for Manufacturing



DESCRIPTION: The Design for Manufacturing is a strategical and critical option, mainly when SMEs are obliged

to measure their activities with Environmental topics. Design for Manufacturing is a methodology coherent and

complementary to obtain a Sustainable Manufacturing.


Design process according to Ergonomic approach in manufacturing enterprises.


Student;

1. Guide the student through the Design activities to guarantee a reduced impact of manufacturing activities on

Environmental resources and improve company productivity.

2. Guide the student through the Design activities of footwear and textile SMEs.

CONTENT

1. General concepts of Design for Manufacturing 1.1 Environmental Elements

2. Design activities of footwear and textile SMEs 2.1 Case study of footwear and textile SMEs





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MODULE 9 NAME: Sustainable Packaging



DESCRIPTION: All over the economic sectors packaging plays a crucial role in terms of approach to customers

and the waste generated. Sustainable packaging represents an answer to the growing problem of pollution and

waste management.

GENERAL OBJECTIVES: To provide the student the skills and the competencies to be able to describe

packaging phenomenon and lead the discussion about it.


Student;

1. Guide the student through the packaging “phenomenon” to guarantee a reduced use of natural resources and

impact of manufacturing activities on Environmental.

2. Guide the student through the Packaging activities of footwear and textile SMEs.

CONTENT

1. Main concepts of Packaging 1.1 Marketing variables, use of resources, impact generated.

2. Packaging in footwear and textile SMEs. 2.1 Circuit Elements





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MODULE 10 NAME: EU Directives 94/62 EC



DESCRIPTION: Even if all over the world the Countries guarantee a free system of business and economic

activities (free Market Economies), at the same time they produce and apply lot of laws and regulation to

guarantee the safeguard of the Environment, the safety of products, the health of consumers and citizens. In

parallel to Countries legislation, EU is very active in the production of Directives to reduce the impact of economic

activities on the Environment and safeguard Human Well Being.

GENERAL OBJECTIVES: To provide the student the knowledge, the information, the skills and the

competencies to be able to know and be updated about the EU legislation and Directives and lead the discussion

about it.


Student;

1. Guide the student through the EU legislation and Directives to guarantee a reduced impact of economic activities

on Environment.

2. Guide the student through the EU Directives about Manufacturing and in particular those interesting footwear

and textile SMEs.

CONTENT

1. EU legislation and Directives 94/62 EC 1.1. Aims and structure of Directives 94/62 EC

2. EU Directives for Manufacturing

2.1. The specific Directives and articles for footwear and textile SMEs





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MODULE 11 NAME: Management of the Impact of a product or industry



DESCRIPTION: In Module 5 students learned, discussed, listed and analyzed the possible impacts that an

economic activity (agriculture, livestock, fishing, transport, construction, manufacturing, etc.) can generate on the

environment. However, it is necessary to deepen the knowledge and skills to manage the impact that each product

and or industry generate on the environment.

GENERAL OBJECTIVES: To provide the student the skills and the competencies to be able to define the most

appropriate, efficient and effective management models, describe the phenomenon and lead the discussion about

it.


Student;

1. Guide the student to the study of different models of Management of the impact of a product or industry to

guarantee a reduced impact of economic activities on Environment.

2. Guide the student to the definition of a Management model of the impact of a product belonging to footwear

and textile industry.

CONTENT

1. Management of the impact of a product 1.1. Product components, manufacturing requirements, decommission (shoes).

2. Management of the impact of a industry 2.1. Supply Chain of footwear and textile SMEs





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MODULE 12 NAME: Carbon Footprint Management



DESCRIPTION: The carbon footprint is a very recent concept that still finds it difficult to enter the general

culture of producers and consumers. In order for this concept to spread to all components of society and local

communities it is necessary to undertake an information, formal, informal, non-formal education effort at all levels,

starting from students to managers and entrepreneurs.


Carbon Footprint main concept and lead the discussion about it.


Student;

1. Guide the student to the study of Carbon Footprint of a product, of a service or industry to understand the

impact of economic activities on Environment.

2. Guide the student to the Management of Carbon Footprint model of the impact of a service or product belonging

to footwear and textile industry.

CONTENT

1. Carbon Footprint definition and main concepts 1.1. YouTube, internet, articles, popular online newspapers, scientific literature overview about Carbon

Footprint.

2. Carbon footprint of products and industries provided by footwear and textile SMEs 2.1. Real case study connected to footwear and textile SMEs.





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MODULE 13 NAME: Carbon Footprint Mitigation and Compensation



DESCRIPTION: The carbon footprint that is released from any human activity, from economic to recreational

and sports, exists and cannot be eliminated. However, it can be reduced, mitigated and compensated through

socially responsible and respectful attitudes towards the environment.

GENERAL OBJECTIVES: To provide the student the skills and the competencies to be able to describe the two

phenomena (Mitigation vs Compensation) and participate to the discussion about them.


Student;

1. Guide the student to the study of general concepts and definition of Carbon Footprint Mitigation and

Compensation.

2. Guide the student to the investigate Carbon Footprint Mitigation and Compensation in footwear and textile

SMEs.

CONTENT

1. Carbon Footprint Mitigation and Compensation 1.1. Pathways, technics, instruments and tools of Mitigation and Compensation

2. Carbon Footprint Mitigation and Compensation in SMEs 2.1. Pathways, technics, instruments and tools of Mitigation and Compensation in footwear and textile

SMEs





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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: Sustainable Manufacturing Duration: 20 Week

Subject/Course: Management & IT Grade Level: ??

Other subject areas

to be included, if

any:

Environment protection, Pollution types and its sources, Life Cycle

Assessment, Legislation, Waste management, Resilience, Economics, Human

Well Being.

Project Idea

Summary of the

issue, challenge,

investigation,

scenario, or problem:

You are working in an SME that produces footwear and textiles for

footwear. You want to make this company "sustainable" through the introduction of the principles and techniques of the "Sustainable

Manufacturing".

You will acquire basic concepts, the main criteria, methods and

tools to make the production of footwear and textile components

sustainable in an SME.

The general objective of this project is to provide students with a

wide-ranging vision of the constituent elements of the Sustainable

Manufacturing and the complexity of the problems associated with it. Particular attention will be dedicated to the Life Cycle

Assessment (LCA), which is a theoretical and conceptual tool that is

very useful for putting into practice the path of the "Sustainable

Manufacturing".

You will be called upon to measure yourself with the introduction

of the principles of sustainability in the specific case of production and sustainable enterprise, the interpretation and application of

international law (the European Union Directives) and the


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application of the ISO standards in its declinations that outline and impose the appropriate paths, procedures and protocols to obtain

recognition and certification from the competent regulatory

authorities.

If you wish, you can apply the knowledge acquired in a specific

case study or build a new company that produces footwear and

textile components according to the principles of the "Sustainable Manufacturing".

Driving Question How do you design a Sustainable Manufacturing footwear and textile

factory?

Content and Skills

Standards to be

addressed:

1. Use text book provided by each teacher;

2. Incentive students’ analytical and creative resources;

3. Make research about “Sustainable Manufacturing” on net;

4. Make research about “Sustainable Manufacturing” in footwear and textile

SMEs

5. Look for videos and corto on YouTube about Sustainable Manufacturing;

6. Look for videos and corto on YouTube about Sustainable Manufacturing in

footwear and textile SMEs;;

7. Show your artistic and design skills drafting a Perth diagram about

“Sustainable Manufacturing” in SMEs.

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 Communication

(oral and written) X

Critical Thinking: X Critical Thinking X


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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

Presentation

Audience:

Culminating

Products and

Performances

Group: • Each Team will consist of 6 students.

• In each group, 2 students will share processes

of Manufacturing

• Students who are interested in the Sustainable

Manufacturing will design a sustainable SME.

• Each team will eventually design a sustainable

SME.

• Each team will make a presentation. (There

will be project construction stages, pictures and

results in the presentation.)

Class: X

School: X

Community

Individual: Experts:


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Each student will complete the following events

independently.

• Student Planning Summary

• Cooperation evaluation.

• Self-assessment for the team.

• Project evaluation.

Web:

Other:

Entry event to

launch inquiry,

engage students:

• Students will watch videos related to Sustainable Manufacturing, Pollution, Life Cycle

Assessment in these areas.

• Gather information about Pollution and tell their ideas.

• Gather information about Corporate Social Responsibility

• Investigate the contribution of footwear and textile sector to the economy. They will

identify important points for efficient manufacturing.

• Create a team and share team meetings and tasks.

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:

Written Product(s),

with rubric:

Other Product(s) or

Performance(s), with rubric: X


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Summative

Assessments

(End of Project)

Oral Presentation,

with rubric X Peer Evaluation X

Multiple

Choice/Short Answer

Test

Self-Evaluation X

Essay Test X Project Report X

.

Resources

Needed

On-site people, facilities:

Equipment: PC

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:


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PROJECT TEACHING AND LEARNING GUIDE

Project: Sustainable

Manufacturing

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

Basic microeconomics ➔ Function of production

(Y = f K, L, OI, E)

Management ➔ Management and IT

Economic sectors

Agriculture, Fishery, Manufacturing, Services

➔ Manufacturing processes,

Service provision

Environmental pollution ➔ Sustainability

Footprint of human activities ➔ Ecological Footprint, CO2 emission

Standardization

Standards in Manufacturing

➔ ISO rules

LCA


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Legislation ➔ EU Directives


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PROJECT CALENDAR

Project: Sustainable Manufacturing Start: 3 December 2018

M O N D A Y TUESDAY WEDNESDAY THURS

DAY

FRIDAY

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

General Introduction to

Sustainable Development

Main concepts of Sustainable

Development

Sustainability

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

Lyfe Cycle Assessment

Introduction to the LCA

Methodology

QUIZ-1

General Concepts

concerning LCA

QUIZ -2

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

ISO Standards on LCA

QUIZ - 3

Legislation on

LCA

QUIZ - 4


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4 . W E E K ( 7 - 1 1 J a n u a r y 2 0 1 9 )

Goal Definition and Scoping

QUIZ - 5

Inventory

Analysis

QUIZ - 6

5 . W E E K ( 1 4 - 1 8 J A N U A R Y 2 0 1 9 )

Impact Assessment

Mandatory and Optional

Elements

Videos on YouTube

Creation of Project Teams

Team Meeting, Task Sharing

and Planning

Interpreation.

Exinting Life

Cycle Impact

Methodologies

(FORM-01,

FORM-03)

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

Interpretation and use of LCA

results

Practice on LCA

(FORM-04)

Data base

available

(FORM-02)

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


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Definition of Eco-design in

Footwear and Textile sector

Sustainable materials

Environmental

impact

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

Design for Manufacturing

Design Optimization in the

collection structure

(FORM-04)

Virtual Design

(FORM-02)

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

Sustainable packaging

Design of minimal amount of

packaging

Design for

recycling

1 0 . W E E K ( 2 5 - 2 8 F E B R U A R Y 2 0 1 9 )

EU Directives 94/62 EC on

packaging and packaging waste

Avoiding harmful substances in

packaging

(FORM-04)

Labels for

recycled materials

(FORM-02)

1 1 . W E E K ( 4 - 8 M A R C H 2 0 1 9 )


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Management of the Impact of a

product or industry sector on

the Environment

Climate Change and GHGs

Carbon Footprint

(CF) concept

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

Carbon Footprint Management

Opportunities Associated with

CF

CF Approaches

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

Carbon Footprint Mitigation

and Compensation

Level 1 Impact Avoidance

Level 2 Impact Minimization

Level 3 Impact

Compensation

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

1. Examination

2. Examination

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


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Evaluation of Sustainable

Manufacturing Programs

(FORM-04)

Evaluation of Sustainable

Manufacturing Programs

(FORM-02)

(FORM-08)

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 )


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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.

PREPARATION OF PROJECT

PRESENTATIONS

(FORM-08)

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)


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LESSON DESIGN / EVALUATION CRITERIA:

Careful construction of lessons to remove barriers and provide assess for

all students.

Checkpoints: Includes

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.

✓ 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

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 INDIVIDUAL 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


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MODULES OF LESSON DAY BY DAY

1. Week Module 1: General Introduction to Sustainable Development

DAY -1: Mini Lesson: Main Concepts of Sustainable Development Student Handbook: provided by teacher

DAY-2:

Mini Lesson: Sustainability Student Handbook: provided by teacher

2. Week Module 2: Life Cycle Assessment (LCA)

DAY -1: Mini Lesson: Introduction to the LCA methodology

Student Handbook: provided by teacher Quiz 1

DAY-2: Mini Lesson: General Concepts concerning LCA


3. Week Module 3: LCA Application and Benefits

DAY -1:

Mini Lesson: ISO standards on LCA Student Handbook: provided by teacher Quiz 3

DAY-2: Mini Lesson: Legislation on LCA



38

4. Week Module 4: LCA phases

DAY -1: Mini Lesson: Goal Definition and Scoping


DAY-2: Mini Lesson: Inventory Analysis


5. Week Module 5: Impact Assessments

DAY -1: Mini Lesson: Mandatory and Optional Elements


DAY-2: Mini Lesson: Interpretation. Existing Life Cycle Impact Methodologies


6. Week Module 6: Interpretation and use of LCA results

DAY -1: Mini Lesson: Practice on a LCA


DAY-2: Mini Lesson: Data Base available

Student Handbook: provided by teacher

Quiz 10


39

7. Week

Module 7: Definition of Eco-design in Footwear and Textyle sectors

DAY -1:

Mini Lesson: Sustainable Materials


Quiz 11

DAY-2:

Mini Lesson: Environmental Impact Student Handbook: provided by teacher

Quiz 12

8. Week

Module 8: Design for Manufacturing

DAY -1:

Mini Lesson: Design Optimization in the collection structure Student Handbook: provided by teacher

Quiz 13

DAY-2: Mini Lesson: Virtual prototyping (rendering) and 3D printing


Quiz 14

9. Week

Module 9: Sustainable Packaging

DAY -1:

Mini Lesson: Design of a minimal amount of packaging


Quiz 15

DAY-2:

Mini Lesson: Design for Recycling


Quiz 16


40

10. Week

Module 10: EU Directives 94/62 EC on packaging and packaging waste

DAY -1:

Mini Lesson: Avoiding harmful substances in packaging


Quiz 17

DAY-2:

Mini Lesson: Labels for recycled materials Student Handbook: provided by teacher

Quiz 18

11. Week

Module 11: Management of the Impact of a product or industry sector on the Environment

DAY -1:

Mini Lesson: Climate Change and GHGs Student Handbook: provided by teacher

Quiz 19

DAY-2:

Mini Lesson: Carbon Footprint (CF) concept


Quiz 20

12. Week

Module 12: Carbon Footprint Management

DAY -1:

Mini Lesson: Opportuities associated with CF


Quiz 21

DAY-2:

Mini Lesson: CF Approaches


Quiz 22


41

13. Week

Module 13: Carbon Footprint Mitigation and Compensation

DAY -1:

Mini Lesson: Levels: Impact Avoidance and Minimization


Quiz 23

DAY-2:

Mini Lesson: Level: Impact Compensation


Quiz 24

PBL application will be performed in these weeks. Please apply the forms specified in the curriculum according to the project calendar.


42

PROJECT OVERVIEW DETAIL


43

PROJECT NAME: Management & IT

PROJECT IDEA:

You are working in an SME that produces footwear and textiles for footwear. You want to make this

company "sustainable" through the introduction of the principles and techniques of the "Sustainable Manufacturing".

You will acquire basic concepts, the main criteria, methods and tools to make the production of footwear and textile components sustainable in an SME.

You will analyze a wide-ranging vision of the constituent elements of the Sustainable Manufacturing and the complexity of the problems associated with it. Particular attention will be dedicated to the Life Cycle

Assessment (LCA), which is a theoretical and conceptual tool that is very useful for putting into practice

the path of the "Sustainable Manufacturing".

You will be called upon to measure yourself with the introduction of the principles of sustainability in the

specific case of production and sustainable enterprise, the interpretation and application of international

law (the European Union Directives) and the application of the ISO standards in its declinations that outline and impose the appropriate paths, procedures and protocols to obtain recognition and certification

from the competent regulatory authorities.

If you wish, you can apply the knowledge acquired in a specific case study or build a new company that

produces footwear and textile components according to the principles of the "Sustainable Manufacturing".


44

CONTENT AND SKILLS STANDARDS (CURRICULUM SKILLS):

1. Use textbook provided by the teacher;

2. Incentive students' analytical and creative resources;

3. Make research about “Sustainable Manufacturing” on internet;

4. Make research about “Sustainable Manufacturing” in Footwear and Textile SMEs;

5. Look for videos and corto on YouTube about “Sustainable Manufacturing”;

6. Look for videos on YouTube about “Sustainable Manufacturing” in Footwear and Textile SMEs;

7. Show your artistic skills drafting a Perth diagram about “Sustainable Manufacturing” in SMEs.

DRIVING QUESTION:

How do you design a Sustainable Manufacturing activity?

ENTRY EVENT AND MOTIVATION:

• Students will watch videos on YouTube related to Sustainable Manufacturing in different economic sectors and

monitor the use of technological solutions, tools and technics in this area.

• Gather information about Sustainable Manufacturing in Footwear and Textile SMEs and tell their ideas.

• Investigate the contribution of Sustainable Manufacturing methods, technic and tools to the economy. They will

identify important points for efficient Sustainable Manufacturing in Footwear and Textile SMEs

• Create a team and share team meetings and tasks.


45

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)

ENCOURAGED 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.

• Communication (oral and written): Students will be prepared to communicate with each other. Group

meetings and reports are requested as often as possible. The teacher frequently communicates with the

students. She/he listens to the ideas and wishes of the students.

• Critical Thinking: 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. 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.

• Initiative and Self-Orientation: Attempt to develop orientation skills and business ideas from students.

Various personal development videos are displayed. Personal development and entrepreneurship books are

recommended.


46

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 Footwear and Textile SME (Design,

Manufacturing, Packaging).

• Students who are interested in the Sustainable Manufacturing in Footwear and Textile sector will design a

Sustainable SME .

• The students interested in Sustainable Manufacturing and in particular in Footwear and Textile sector will

design a Sustainable SME.

• Each team will eventually design a Sustainable Manufacturing SME in Footwear and Textile sector.

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

INDIVIDUAL

Each student will complete the following events independently.

• Student Planning Summary

• Cooperation evaluation.

• Self-assessment for the team.

• Project evaluation.


47

ASSESSMENTS

(Must be written to weekly information)

FORMATIVE ASSESSMENT (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: Draft drawings will be made at the beginning of the project. (Form-03)

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

SUMMATIVE ASSESSMENT (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)

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

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


48

ALL RUBRICS


49

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


50

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:


51

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?

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:


52

FORM-03_DRAFTS FORM

Drafts

Please / Write/draw your sketches/ drawings here:


53

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 ▭ ▭ ▭ ▭ ▭


54

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


55

FORM-06: LITERACY ASSESSMENT

Group: Name:

Economic Literacy, Environmental Literacy, Civil Literacy, Health Literacy, Social and

Intercultural / Multicultural Literacy Assessment

Please answer the following questions by researching:

1. Do you want to implement Sustainable Manufacturing? Why?

2. What is the importance of Sustainable Manufacturing in Footwear and Textyle SMEs? What

are the drawbacks of Sustainable products and services products in terms of environment

and health?

3. What are the most important geographic regions / provinces in your Country that produce

Footwear and Textyle goods? Which Footwear and Textyle goods are your cities famous?

4. Which countries have advanced in Sustainable Manufacturing in Footwear and textyle?

Compare with your country with case studies, statistics and figures. Which Sustainable

products are high in the exports of your Country and which imports are high?

5. Methods, technics and tools to be used to implement and guarantee Sustainable

Manufacturing in Footwear and Textyle sector in your country / city to Give examples to

explain the manner in use?


56

FORM-07: COLLABORATION RUBRIC / PEER EVULATION FORM Project: Group: n°

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

Other group members

have rarely criticized

I've sometimes criticized

the work of other group

Other group members

have often criticized

their works. I'm usually


57

always been positive about the

mission.

their works. I'm usually

positive about the task.

members. I'm relatively

positive about the task.

unfamiliar with the

mission.

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 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.


58

FORM-08: PRUDUCT EVALUATION FORM

Group: Date:

Members:

Life Cycle Assessment (LCA)

Standards Yes No

Was Life Cycle Assessment (LCA) originally designed?

Has Life Cycle Assessment (LCA) validated in terms of

cost benefit analysis?

Is Life Cycle Assessment (LCA) activity economical?

Has Life Cycle Assessment (LCA) implemented?

Has Life Cycle Assessment (LCA) analysis generated

impact inside the SME?

Is the SME benefitting of Life Cycle Assessment (LCA)?

Are clients benefitting of Life Cycle Assessment (LCA)?

Are suppliers benefitting of Life Cycle Assessment

(LCA)?

Are managers and “internal clients” satisfied of the

Life Cycle Assessment results originated by analysis?

Reported and delivered?


59

Group: Date:

Members:

Corporate Social Responsibility (CSR)

Standards Yes No

Is the Corporate Social Responsibility (CSR) designed?

Has the Corporate Social Responsibility (CSR) been

drafted?

Is the Corporate Social Responsibility (CSR) validated

with a SWOT analysis?

Is the Corporate Social Responsibility (CSR) solution

economical if compared with previous situation?

Is the Corporate Social Responsibility (CSR) agreed

and discussed with “internal clients” and stakeholder?

Is the Corporate Social Responsibility (CSR) validated

in terms of social impact (employment, training,

internal and external impact, agreement, conflicts)?

Is the Corporate Social Responsibility (CSR) eligible for

national or EU label?



60

Group: Date:

Members:

Packaging

Standards Yes No

Is the Sustainable packaging originally designed?

Has the Sustainable packaging been used?

Is the packaging validated with a SWOT analysis?

Is the Sustainable packaging solution economical if

compared with the previous ones?

Is the packaging introduced and tested among clients?

Is the Sustainable packaging validated in terms of

recycling and waste?

Is the Sustainable packaging eligible for EU label?



61

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/


62

FORM-10: INTEREST PROPOSAL

A PUBLIC INTEREST PROPOSAL / PROJECT IDEA

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

To design and apply a Sustainable Manufacturing system for Footwear and Textile SMEs.


63

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.


64

Resoursces Needed

• On-Site People: None

• Equipment: PC, tablet, smartphone, etc

• Materials: Paper, Posters, Pens, Pencils, etc

• Community Resources: Teacher material, Lecture Notes, Internet, WA

Reflection Methods:

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

Knowledge and Skills Needed by Students

• Basic concepts of Economy

• Microeconomics

• Macroeconomics

• Marketing: the four P variables (Product. Price, Positioning, Publicity)

• Costs, Revenue, Profit, Losses, Investment.

• Sustainability

• Environment

• Pollution (air, water, seas, rivers, soil, land, etc).

• CO2 emission.

• Ecological Footprint.

• ISO Standards

• Health and Well being

• Corporate Social Responsibility (CSR)

• Life Cycle Assessment (LCA)

• Social Life Cycle Assessment (SLCA)

• Footwear and Textile sector manufacturing description


65

Scaffolding/Materials/Lesson to be Provided

• PC, tablet, smartphone

• Materials provided by teachers

• Various Videos and Internet-Based Research and Presentations

• Case studies

Project Calendar:

The PBL-based study is a total of 20 weeks.

- End -


66

Notes:

pbl sample curriculum - 2probased.org/wp-content/uploads/2018/12/pbl-curriculum-2.pdf · this pbl...

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