A Mentored Project Management Curriculum Theme: “Building 21st Century Project Management...

A Mentored ProjectManagement Curriculum

Theme: “Building 21st Century Project Management Skills”

Contributing Members Include:

Kristi Baldwin, PMP

Judith Golderer

Daniel G. Kec

Frank McKeown, PMP

Jim Snyder

The PMI Educational Foundation thanks the PMI Kansas City Mid-America

Chapter for their support and allowing us to utilize their materials.

PMIEF 2009 This document has been copyrighted by the PMI Educational Foundation, some parts of the documenthave been copyrighted by Gloria Durham

© 2009 PMI Educational Foundationpmief.org

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Course Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Central Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Course Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Lesson Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Project Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Project Skills Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Lesson One: Introduction to Project Management . . . . . . . . . . . . . . . . . . . .14

Lesson Two: Tools and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Lesson Three: Scope and Communications . . . . . . . . . . . . . . . . . . . . . . . . .17

Lesson Four: Time and Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . .19

Lesson Five: Scheduling and Cost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Lesson Six: Quality and Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Lesson Seven: Monitoring and Control and Final Exam Preparation . . . . . .22

Lesson Eight: Project Simulation & Final Presentation Preparation . . . . . . .23

Culminating Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Unit Evaluation (Summative Assessment) . . . . . . . . . . . . . . . . . . . . . .26

Objective Exam Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Subjective Exam Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

3

CURRICULUM FOR SECONDARY SCHOOLSCURRICULUM FOR SECONDARY SCHOOLS

Table of Contents


(continued)

Student Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Lesson One Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Project Management Charter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Nine Process Areas of Project Management . . . . . . . . . . . . . . . . . . . . .31

Five Process Groups of Project Management . . . . . . . . . . . . . . . . . . . .32

Preliminary Scope Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Lesson Two Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Gantt Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Program Evaluation and Review Technique (PERT) Chart . . . . . . . . . . .36

Lesson Three Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Communication Methods for Project Management . . . . . . . . . . . . . . . .38

Communication Matrix Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Project Scope Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Lesson Four Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Human Resource Management Process . . . . . . . . . . . . . . . . . . . . . . . . .42

Responsibility Assignment Matrix (RAM) . . . . . . . . . . . . . . . . . . . . . . .43

Organizational Breakdown Schedule (OBS) . . . . . . . . . . . . . . . . . . . . .44

Lesson Five Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Cost and Procurement Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Procurement Management Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Cost Estimating Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Duration Estimating Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

4

CURRICULUM FOR SECONDARY SCHOOLS

Table of Contents (Continued)


(continued)

Lesson Six Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Quality Scale Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Risk Management Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Lesson Seven Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Team Status Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Change Request Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Presentation Planning Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Sample Lesson Plans for Student Projects . . . . . . . . . . . . . . . . . . . . .58

Water Pollution Project (Middle School, Ages 11-14) . . . . . . . . . . . . . . . . .58

Health Research Education Project (Middle School, Ages 11 - 14) . . . . . . .60

Media Manipulation Project (High School, Ages 14-18) . . . . . . . . . . . . . . .62

5


Table of Contents (Continued)


6



Course StructureThe curriculum covers the nine Project Management

Knowledge Areas and the five process groups over an

eight week grading period. In general, the class is

designed to meet five times a week. Project teams will

be mentored twice a week by Project Management

Professionals (PMPs). The team project will be a

significant part of the student’s grade. Each lesson is

designed to cover one week of the curriculum con-

tent. Students will learn basic Project Management

concepts which will be based on, and delivered

through, project-based learning methods where

students apply the knowledge learned to real world

projects. The students in this course will develop proj-

ect plans for a project which they will identify.

This curriculum is based on an eight week course but

can be modified for a six or eight week course. This

course is targeted for secondary school students

(14 – 18 years old). This course is based on the

Fundamentals of Project Management, 4th Edition, by

James P. Lewis and A Guide to Project Management

Body of Knowledge (PMBOK® Guide), published by

the Project Management Institute.

A strong working relationship between the school

district, local PMI chapter and teacher are essential

to the success of this program.

RationaleThe program uses project based learning which

referenced as learning expeditions, with active teaching

and community service. This curriculum utilizes the

fundamentals and teaching techniques of the Expedi-

tionary Learning Schools (ELS) which are funded by

the Gates Foundation. The ELS design focuses on

teaching in an engaging way.

In this program teachers are offered intensive profes-

sional development in the curriculum, teaching prac-

tices, and skills to build a strong project management

training culture. These sessions and projects will be

mentored by PMI Project Management Professionals

(PMPs). Faculty training may be based on materials

created by the Oracle Educational Foundation.

The information provided in this unit is essential to

secondary school students to help them prepare for

their future personal lives, college activities and career

goals. In 2010, it is estimated that over 75 million

baby boomers will have reached the retirement age.

The labor force predicts a labor shortage in many

businesses and corporations. Students who are taught

the skills of project management at an early age will

be prepared with the knowledge and skills required to

meet the demands of the 21st century workforce.


Overview

7



Learning OutcomesStudents will learn how projects are initiated from the

onset and how to plan a project in detail. Students will

develop a project scope statement and schedule of

activities for their project. This knowledge will help

students to deal with real life projects and manage

project execution.

Students will be taught to monitor and control their

project activities through development of a project

status report and learn communication skills by giving

verbal reports to the class. The skills acquired in this

course will be viable for use in many areas of the

students’ lives and will give them adequate experience

to begin to build a profile consistent with a career in

project management.

Finally, students will present their project plans to the

class and build public speaking and presentation skills.

Each student in the group will present a part of the

team’s project to the remaining students in the class.

Students will submit their plans for school academic

and peer review.

Real world projects will be discussed throughout the

unit lesson for the students to reflect and build the

skills being taught. There are a variety of interactive

lessons both in class and through assigned homework

This curriculum was created to teach key fundamental

project management areas with emphasis on organizing,

planning and scheduling work and provides the infor-

mation needed to organize and structure the work on

a project. As students progress through high school,

colleges, or into the workforce, these skills will prove

to be beneficial to their development and growth. The

class will also introduce students to the concepts and

potential opportunities in the profession. Students will

learn the fundamental processes of effective Project

Management and become familiar with the knowledge

areas and basic principles as outlined in the Guide to

the Project Management Body of Knowledge (PMBOK®

Guide). Students will learn 21st century skills includ-

ing critical thinking, communication, presentations,

collaboration, career options, creativity, cross cultural

awareness and conflict mediation.

Central QuestionsThe central questions to be answered through the

facilitation of this unit are:

1. What is a project?

2. What is project management?

3. How are projects planned, scheduled and

controlled?

4. Why is project management an important skill to

acquire?

5. How are great teams created and maintained?


Overview (Continued)

8



to influence their learning and performance. Each

lesson plan includes weekly homework assignments

that will be evaluated to determine the growth and

comprehension level of the students. A final assessment

will cover material from all lessons and project

presentations to evaluate the students’ performance.

Course FormatStudents will be divided into teams. Each team will

create a project plan based on the charter their group

has selected to present to the class. The class structure

will be formatted into 1.5 hour classes. Three classes

each week will be centered on course material pres-

entation, discussion, and question and answer periods.

Two classes each week will be devoted to hands-on

team activities. For example, week one group work

will be to create a preliminary scope statement. Any

work not completed during the group time will be

homework. Each student will be responsible for

turning in his or her own aspect of the project plan

to be graded.

The PMI chapter may provide a program lead and the

PMP volunteers will fill the role of mentor and provide

guidance on project procedures, planning, monitoring,

and conflict resolution. Teachers will be available to

assist the students with problems or issues with their

project development and planning. The role of the

mentor is to bring the reality of real life experience

into the student’s projects and to be an advisor and

guide rather than instructor, and to engage students in

the central concepts and principles of a discipline.

The project work is central rather than peripheral to

the curriculum (Project Based Learning Handbook,

2003).

Students will be assessed through homework assign-

ments, class participation, short quizzes, a midterm

and comprehensive exam and their project, including

the final project presentation. Instructors and mentors

are encouraged to use “The Project Based Learning

Handbook”, © 2003 by the Buck Institute for

Education as an additional resource.


Overview (Continued)

9



Lesson Three: Scope andCommunications1. Describe the importance of scope management.

2. Develop a project scope statement based on project

charter that will include description, objectives,

deliverables and assumptions.

3. Identify appropriate communication method.

4. Develop written/verbal communication management

plan.

5. Address communication management identifying

the four processes.

Mentors work with students on project scope and

communications plan

Lesson Four: Time and HumanResources1. Define and identify a resource.

2. Describe project milestones, phases, activities and

tasks.

3. Estimate time to complete a project.

4. Define roles and responsibilities of project manager,

sponsor, stakeholder and team members.

5. Define and create a Responsibility Assignment

Matrix (RAM).

6. Use a template to create a RAM and Organization

Breakdown Schedule (OBS).

Mentors work with students to develop WBS and

responsibility matrix

Lesson One: Introduction toProject Management1. Describe the elements of a project.

2. Comprehend the nine knowledge areas in project

management

3. Evaluate the relationship of the five process groups.

4. Describe a project charter and its importance.

Mentors work with students to choose the project

and project teams

Lesson Two: Tools and Ethics1. Use the following project management software tools:

• PowerPoint [presentation]

• MS Project or equivalent

2. Comprehend the value of team building and team

assignments

3. Understand the following Project Management tools:

• Precedence diagram

• Gantt Chart

• PERT (Program, Evaluation and Review

Technique) Chart

• CPM (Critical Path Method)

4. Use the PMBOK® Guide, and comprehend project

management good practices.

5. Identify the necessity of community involvement and

project management ethics.

Mentors will work with students to develop compe-

tencies with tools


Lesson Objectives

10



Lesson Five: Scheduling and Cost1. Describe why cost and cost management are

important to project management.

2. Describe procurement and contracting and how it

relates to project management.

3. Describe the types of contracts.

Mentors work with students to develop a project

schedule and coach preliminary presentation

Lesson Six: Quality and Risk1. Evaluate the basic concepts of quality and risk in

project management.

2. Identify risk factors that might impact projects.

3. Analyze the quality of work in a project.

4. Analyze the positive and negative risks.

5. Develop a risk mitigation plan.

Mentors work with students to define risk and risk

mitigation

Lesson Seven: Monitoring andControl and Final Exam Preparation1. State the reasons for monitoring projects.

2. Describe the relationship of monitoring and con-

trolling to the project plan.

3. Describe the primary methods of status reporting.

4. Describe the change management process.

5. Describe the evaluation criteria for the final exam.

Mentors work with students on monitoring and

managing change

Lesson Eight: Project Simulation &Final Presentation Preparation1. Experience and react to unexpected internal and

external factors affecting their projects

2. Develop project presentations

3. Prepare for final exam

Mentors work with student to prepare for final

exam and presentation


Lesson Objectives (Continued)

11



Reference Materials:• A Guide to the Project Management Body of Knowledge (PMBOK® Guide), 3rd Edition Project

Management Institute (PMI). (2004).• Fundamentals of Project Management, 4th Edition. James P. Lewis

Course Outline

In Class• Overview Course/Syllabus• Readings/Topics

– PMBOK® Guide, Chapter 1– Lewis, Chapter 1

Complete for Week 1• Read Chapters 1 in both PMBOK® Guide & Lewis

Complete for Week 2• Due readings for next week• Lewis, Chapter 6• PMI Code of Ethic

In Class• Readings/Topics

– Lewis, Chapter 6 (exercises from book)– PMI Code of Ethics

Complete for Week 3• Due readings for next week• PMBOK® Guide, Chapters 5 & 10, Pgs 81 & 82• Lewis, Chapters 4 & 5

In Class• Readings/Topics Chapter PMBOK® Guide 5 & 10:

– PMBOK® Guide, Pgs 81 & 82– Lewis, Chapters 4 & 5 (exercises from book)

Complete for Week 4• Due readings for next week• PMBOK® Guide, Chapters 6 & 9• Lewis, Chapters 7 & 10

Week

1

WEEKS IN CLASS SCHEDULE ASSIGNMENT DUE

Week

2

Week

3

IntroductionsWeekly AssignmentProject Deliverables:

• Establish project and project team

Weekly AssignmentProject Deliverables:

• Establish team communications& assignments

• Yahoo and other tools• Establish skill sets


• Complete scope statement• Complete project charter• Communication plan• Work breakdown structure

12



WEEKS IN CLASS SCHEDULE ASSIGNMENT DUE


– PMBOK® Guide, Chapters 6 & 9– Lewis, Chapters 7 & 10 – (exercises from book)

Complete for Week 5• PMBOK® Guide, Chapters 7, 8 & 9• Lewis, Chapters 7, 8 10


– PMBOK® Guide, Chapters 6, 7 & 9– Lewis, Chapters 7, 8 & 10 (exercises from book)

Complete for Week 6• PMBOK® Guide, Chapters 8 & 11


– PMBOK® Guide, Chapters 8, 11

Complete for Week 7• Lewis, Chapter 8


– Lewis, Chapter 8 (exercises from book)

Complete for Week 8• Lewis, Pgs 146 - 147

In Class• Lewis, Pgs 146 - 147• Exam preparation

Week

4

Week

5

Week

6


• Project plan• Network diagram• Preliminary Schedule

Weekly AssignmentProject Deliverables

• First draft of presentation

Weekly AssignmentProject Deliverables:• Revised project plan based on real

life problems

Week

7

Week

8


• Revised project plan based on reallife problems – second

• Final presentation preparation

Project Deliverables• Lessons learned• Final examination• Presentation

Course Outline (Continued)

13



Project Outcomes

• PowerPoint presentation that shows scope plan

and schedule

• Team log that capture teams discussions and

decisions, meeting minutes

• Creation of project prototype

• Analysis and response to project simulations

Project Skills Outcomes

Students will be able to:

• Generate a communication plan.

• Set goals and carry out a project plans.

• Deliver an oral presentation in front of a large

audience.

• Work effectively in a group and be more

disposed to cooperate with peers.

Grading

ACTIVITY PERCENTAGE WEEK POINTS

Project Part One 10 100

Project Part Two 20 200

Project Part Three 20 200

Class Quizzes and Assignments 5 50

Class Participation 15 150

Midterm Quiz 10 100

Final Exam 20 200

Grades for this course are as follows:

A = 100 – 90: Evidence of strength in all of the skill areas in the course objectives.

B = 89 – 80: Evidence of strength in most of the skill areas.

C = 79 – 70: Evidence of improvement in all of the skill areas.

D = 69 – 60: Little evidence of skills in these areas.

F = 50 and below: No evidence of skills in these areas.

14



Lesson ObjectivesBy the end of this lesson, students will be able to:

1. Describe the elements of a project.

2. Comprehend the nine knowledge areas in project

management

3. Evaluate the relationship of the five process groups.

4. Describe a project charter and its importance.

Materials NeededHandouts: Project Management Charter, Nine Process

Areas of Project Management, Five Process Groups of

Project Management, and Preliminary Scope Statement.

Books: PMBOK® Guide3rd Edition and Fundamentals

of Project Management, 3rd Edition, James P. Lewis.

21st Century SkillsThis lesson is aimed at developing career options skills.

Lesson Plan ProcessThe lesson will begin with the handouts for this ses-

sion. The teacher will explain the nine knowledge

areas and the five process groups. The teacher will re-

view the scope statement form. The teacher will dis-

cuss the topics involved with managing a project. [See

Interactive Class Instruction]

Group Activity – Project teams will be established

at this time. Students will review the project’s objectives,

requirements, acceptance criteria, boundaries, con-

straints, assumptions, milestones, and cost estimate

and approval requirements. This is a teacher led activity,

where the teacher explains each element and asks the

students to identify those elements within the project.

Closure – Explain the objectives for the next lesson.

Interactive Class Instruction – Discuss the

following:

• Project objectives

• Project requirements

• Acceptance criteria

• Project boundaries-what won’t be done

• Constraints and assumptions

• Milestones

• High level cost estimate

• Approval requirements

Assessment – HomeworkComplete the reading assignment for week one and two.

Lesson PlansLesson One: Introduction to Project Management

15



4. Use the PMBOK® Guide, and comprehend project

management good practices.

5. Identify the necessity of community involvement

and project management ethics.

Materials NeededHandouts: Gantt Chart and Program Evaluation and

Review Technique (PERT) Chart

21st Century SkillsThis lesson is aimed at developing collaboration skills.

Lesson Plan ProcessClass will begin with Q&A from homework and a

review of the course syllabus. The teacher will teach

the elements of a presentation using PowerPoint. Next,

the teacher will guide the students in the use of Mi-

crosoft Project or equivalent for project scheduling.

Important project management tools such as the Gantt

Chart, Precedence diagram, PERT and Critical Path

Method will be discussed. The teacher will explain the

PMBOK® Guide and how to use the manual. Finally,

the teacher will discuss the importance of community

involvement in projects, and teach the class about

project management ethics.

1. Power Point and Elements of a presentation

2. Microsoft Project or equivalent

3. Team assignments (set-up Yahoo or Yahoo equiva-

lent for communication)

4. Precedence diagram

5. Gantt Chart

6. PERT (background)

7. CPM (background)

8. PMBOK® Guide

9. Community and Ethics


1. Use the following project management software

tools:

– PowerPoint (presentation)

– MS Project or equivalent

2. Comprehend the value of team building and team

assignments

3. Understand the following Project Management

tools:

– Precedence diagram

– Gantt Chart

– PERT (Program, Evaluation and Review

Technique) Chart

– CPM (Critical Path Method)

Lesson Two: Tools and Ethics

16



Group Activity – Students work in assigned teams

and establish Yahoo groups for the project.



following:

• Elements of a presentation

• Team assignments

• Usage of different types of charts

• The purpose of a precedence diagram

• Importance of ethics and community involvement

Assessment – HomeworkCreate the following:


• Gantt Chart

• PERT (Program Evaluation and Review

Technique) Chart

• CPM (Critical Path Method)

Lesson Two: Tools and Ethics (Continued)

17



Lesson Plan ProcessClass will begin with Q & A from homework, collection

of homework and a review of the course syllabus.

Handouts will be given for this session. The teacher

will read the PMBOK® Guide definition of Scope State-

ment then proceed to explain the importance of a

clear, precise scope statement, review the components

that make up the scope statement which are description,

objectives, deliverables and assumptions and review

the examples in the handouts.

The teacher will present the PMBOK® Guide definition

of Communication Planning then explain that the

communication management process is the creation,

gathering, sharing, storage and retrieval of project

information. The communication management plan-

ning provides important links between people and

information. Project managers can spend 90% of their

time communicating with the project team, stakehold-

ers, customers and sponsors. Everyone involved with

the project should comprehend how to communicate

effectively on the project. The teacher will review the

four components of the Communication Management

Process (communication planning,


Describe the importance of scope management.

1. Describe the importance of scope management.

2. Develop a project scope statement based on project

charter that will include description, objectives,

deliverables and assumptions.

3. Identify appropriate communication method.

4. Develop written/verbal communication

management plan.

5. Address communication management identifying

the four processes.

Materials NeededHandouts: Lesson One’s Preliminary Scope Statement,

Communication Matrix Worksheet, Communication

Methods for Project Management, and Project Scope

Statement.

21st Century SkillsThis lesson is aimed at developing communication

skills.

Lesson Three: Scope and Communications

18



information distribution, performance reporting,

manage stakeholders) and explain the various com-

munication methods and give examples of verbal and

written styles. The teacher will conclude the lesson by

handing out the Project Scope Statement and Commu-

nication Matrix worksheets. The students join their

respective groups for class activities, and the deliver-

ables from this class will be a Project Scope Statement

and Communication Matrix based on the assigned

Project Charter. The teacher will define a Work Break-

down Structure and explain the three major compo-

nents (phases, activities, tasks). The teacher will review

examples in the handout followed by defining a mile-

stone, its purpose in time management and refer to

the examples in the handout.

Group Activity – Students will join their assigned

teams and mentors. The students will review the Project

Charter/preliminary Scope Statement forms and fill in

the Project Scope Statement and Communication

Management worksheets. The teacher and mentors

will work with the teams to ensure they are on the

right track and to answer any questions.



following:

• Elements of a project

• Relationship of the five process groups

• Nine knowledge areas


• Project Scope Statement

• Communication Matrix

• Work Breakdown Schedule

Lesson Three: Scope and Communications (Continued)

19



The teacher will ask the students to define human

resource management and define a resource. The

teacher will present the PMBOK® Guide definitions.

The teacher will proceed to explain why it is important

to know the roles and responsibilities of each key

player on the project team (project manager, sponsor,

stakeholder, team member). The teacher will explain

the purpose for, and how to create, a RAM. The

teacher will review the examples in the handout and

will explain the OBS and how to develop one.

Group Activity – Students will review the RAM and

OBS worksheets. The teacher and mentors will work

with the teams to ensure they are on the right track

and to answer any questions.



following:

• Roles and responsibilities of project team

members

• Milestones, phases, activities and tasks

• Importance of a RAM


• Responsibility Assignment Matrix

• Organizational Breakdown Schedule


1. Define and identify a resource.

2. Describe project milestones, phases, activities and

tasks.

3. Estimate time to complete a project.

4. Define roles and responsibilities of project manager,

sponsor, stakeholder and team members.

5. Define and create a Responsibility Assignment

Matrix (RAM).

6. Use a template to create a RAM and Organization

Breakdown Schedule (OBS).

Materials NeededHandouts: Human Resource Management Process,

Responsibility Assignment Matrix (RAM), Organizational

Breakdown Schedule (OBS)

21st Century SkillsThis lesson is aimed at developing cross-cultural

awareness skills.

Lesson Plan ProcessClass will begin by asking the students to define time

management. The teacher will read the PMBOK® Guide

definition and write it on the board.

Lesson Four: Time and Human Resources

20




1. Describe why cost and cost management are

important to project management.

2. Describe procurement and contracting and how

it relates to project management.

3. Describe the types of contracts.

Materials NeededHandouts: Cost and Procurement Worksheet, Procure-

ment Management Processes (will be added), Cost Esti-

mating Worksheet, Duration Estimating Worksheet

21st Century SkillsThis lesson is aimed at developing critical thinking skills.

Lesson Plan ProcessThe teacher will begin the class by asking students to

volunteer their definition of cost and will write key

words or phrases the students volunteer on the black-

board. The teacher will present the PMBOK® Guide

definition and write down the key points (Cost: The

monetary value or price of a project activity required

to perform and complete the activity).

The teacher will then distribute the handouts and intro-

duce large projects such as building the Comcast center

downtown and ask the class what costs were involved in

the project. This is an introduction to the rest of the

lesson material, dividing cost and procurement into

processes. The cost processes are Cost Estimating,

Cost Budgeting and Cost Control. The procurement

processes are Plan Purchases and Acquisitions, Plan

Contracting, Request Seller Responses, Select Sellers,

Contract Administration, and Contract Closure.

Concluding the class, the teacher and mentors will

allow 20 minutes of group time to develop cost and

procurement plans based on the project plan.

Group Activity – Discuss the handouts and the in-

puts they have from their project plan that they can use

to develop the cost and procurement plans. Students

will join their assigned teams and mentors. Students

will review the project plan and identify the project’s

cost plan based on resources and materials. Then a

procurement plan will be started to acquire the re-

sources and materials. The teacher and mentors will

ask each group to present their findings and explain

why this person was selected.

Closure - Explain the objectives for the next lesson.


following:

• Why cost and cost management are important

to project management

• Procurement and contracting and how it relates

to project management

• Types of contracts


• Cost and procurement worksheet started in class.

Lesson Five: Scheduling and Cost

21




1. Evaluate the basic concepts of quality and risk in

project management.

2. Identify risk factors that might impact projects.

3. Analyze the quality of work in a project.

4. Analyze the positive and negative risks.

5. Develop a risk mitigation plan.

Materials neededHandouts: Quality Scale Survey, Risk Management

Processes

21st Century SkillsThis lesson is aimed at developing creativity skills.

Lesson Plan Process:Start by asking the students to identify other words that

are similar to quality. What does quality mean to them?

Use examples that they can relate to that are applicable

in their daily environment. Present the definition in

the PMBOK® Guide and write down key points. Work

through the handouts and identify how quality affects

a project.

Separate quality from risk in the discussions. Distrib-

ute the handouts for Quality and Risk. Have the students

define what they think risk means to a project. Have

them identify risks in the activities they participate in

daily. Read the definition in the PMBOK® Guide on

risk. Discuss how risk can be positive and negative

and how to identify them both. Discuss risk planning

and mitigation, qualitative risk and quantitative risk.

Group Activity – Break class into small groups. Have

the students review and create a quality plan. Have an-

other group of students create a risk plan and mitiga-

tion techniques. Have each group present it back to

the class.

Closure - Explain the objectives for the next lesson.


following:

• Risk responses found in the PMBOK® Guide

• Mitigation of risk

Assessment – HomeworkRevise project plan based on real world problems

Lesson Six: Quality and Risk

22



The teacher will hand out the Status Report worksheet.

Students will join their respective groups for in class

activities. The deliverables from this class will be to

write and verbally give a status report on the Project

Charter assigned. The teacher will distribute the

Change Request Form for the class discussion.

Finally, the teacher will distribute and review the

Presentation Planning Checklist in preparation for the

final presentation.

Group Activity - Students will join their groups and

review all previous work produced from assigned

Project Charter to date. Students will develop a status

report and develop a status meeting agenda in prepa-

ration to present at the end of class. Students will also

complete a change request form. Teacher will ensure

they are on the right track and answer any questions.

Closure - Reminder of final in week 8 and final

presentation in week 8


following:

• Idea of legitimate needs for change in a project

and how/why they should to be controlled

• Methods of communicating project status

• Primary methods of status reporting

Assessment – HomeworkPrepare a written status report and prepare to give a

verbal presentation of the report in class.


1. State the reasons for monitoring projects.

2. Describe the relationship of monitoring and con-

trolling to the project plan.

3. Describe the primary methods of status

reporting.


5. Describe the evaluation criteria for the final exam.

Materials NeededHandouts: Team Status Report, Change Request Form,

Presentation Planning Checklist

21st Century SkillsThis lesson is aimed at developing conflict mediation

skills.

Lesson Plan ProcessClass will begin with Q & A from homework, collection

of homework from previous class and a review of the

course syllabus. Handouts will be given for this week’s

session.

The teacher will begin class by asking students to

explain the purpose of status reporting. The teacher

will present the PMBOK® Guide definition and write it

on the overhead/blackboard. The teacher will explain

the sections of the status report (project summary,

accomplishments, items waiting for response or

action, action planned items and red flags). The

teacher will go over the example in the handout.

Lesson Seven: Monitoring and Controland Final Exam Preparation

23



Group Activity - Using Presentation Planning

Checklist students work with their teams to prepare

project presentation (or students may develop their

own checklists based on previous discussion). Students

may also study for final. Students will be presented with

1 external risk event and asked to modify project plan

Closure - Completion of presentation and final.


following:

• What actions should students have taken when

they were presented with unexpected factors

that changed the project assumptions. Deter-

mine if reactions were the same for internal

factors and external factors.

• Review for test

• Elements of a good presentation

• How teams handled change


1. Experience and react to unexpected internal and

external factors affecting their projects.

2. Develop project presentations.

3. Prepare for final exam.

Materials NeededHandouts: PMBOK Guide and text book for test

preparation. Visual aides that students plan to incor-

porate into their presentations.

21st Century SkillsThis lesson is aimed at developing presentation skills.

Lesson Plan ProcessClass will begin discussion of risk factors and how

teams reacted to change. Teacher will review for final

and provide teams time to practice their presentations.

Lesson Eight: Project Simulation& Final Presentation Preparation

24



Active participation in a team project is required for

successful completion of the course. The team project

allows you to apply the tools from the course to

perform: Project Selection, Project Planning, Project

Scheduling, and Project Monitoring. This term project is

broken into three sections: project part one, project

part two, and the final project presentation. The

instructor will delineate what goes into each section.

The project need not be a real project but should be

realistic. Each project part will require a group

presentation. Each project part will be described in

detail below.

The grading section of the curriculum references how

the culminating activity is weighted as compared to

the rest of the curriculum.

Project Part OneA presentation based on organization, scope and

charter for each group’s vision for their project. As a

minimum each team must present the following:

• Organizational chart

• Scope Statement

• Project Charter

Project Part TwoProject part two consists of a project plan and a project

development plan. The project must contain between 20

and 25 individual activities. For each activity, early

start, early finish, expected time, late start, late finish,

critical path, durations, resources, costs, slack, etc.

must be defined and/or calculated. The presentation

should also contain a discussion of risk management

and management of the project. The project may be

presented using appropriate presentation tools or

through the use of overhead or handouts. The presen-

tation should be from the view point of a project

manager making a presentation to the board of

directors of a company to obtain approval for the

project. It should contain the following:

• WBS


• Schedule

• Communications plan

• Community involvement plan

• GANTT Chart

• And any applicable computer generated report

and exhibits

The above items should be presented in a manner that

provides sufficient information to allow the class the

ability to adequately evaluate the project.

Culminating ActivityTeam Project: To Be Determined by Project Team and Instructor

25



In addition to the requirements of Part 1 and Part 2,

this needs to include the following:

• Lessons learned

• Project control plan

• Impact on the community and environment

(could be tied to the senior project or capstone

project)

Project Part ThreeA comprehensive project presentation including

Project Part One and Part Two plus project implemen-

tation management and lessons learned.

RUBIC

A Student work is very thorough. The key ideas are developed and appropriate sources have beenresearched and all aspects of the assignment have been fully addressed.

B Student work is thorough. The key ideas are developed and the sources used are mostly complete.All aspects of the assignment have been fully addressed.

C Student work is somewhat thorough. The key ideas are somewhat developed and sources are used.Many of the aspects of the assignment have been adequately addressed.

D Student work is not very thorough. The ideas are sketchy in places, and the sources andjustification are lacking. The assignment has been incompletely addressed.

F Student work is sketchy and incomplete. Little or no effort has been applied to theassignment.

Culminating Activity (Continued)

26



Final ExamThe final exam will cover all materials covered in the

course outline. The final exam may have both objective

as well as subjective questions.

The objective questions will allow the student to recall

and confirm the knowledge of concepts and theories

developed throughout the course.

The subjective questions will provide the student with

the opportunity to utilize the theories and concepts

learned in real world application, critical thinking and

analysis.

Included is a sample list of objective and subjective

questions. (need to add subjective questions)

Unit Evaluation (Summative Assessment)

Objective Exam QuestionsMultiple Choice (5 points each)

1. Which below provides the best definition of a project?a) Projects have a definite beginning and endb) Projects create a finished productc) Every project is uniqued) All of the above

2. Which of the following are Project Managementprocesses?a) Planning and developing processesb) Analyzing and evaluating processesc) Planning and Executing processesd) None of the above

3. Your project _________ statement tells you whatmust be done, how it must be done, and what ob-jectives or specifications must be met.a) assumptionb) resourcec) scoped) constraint

4. Meetings and conversations are an exampleof which communication method?a) Formal writtenb) Formal verbalc) Informal writtend) Informal verbal

5. Something you think is real or true inyour project but are not sure of iscalled_______________.a) Assumptionb) Resourcec) Scoped) Constraint

6. If you guess how much time or money you need itis called _________________.a) Estimateb) Durationc) Level of effortd) Process

27



Unit Evaluation (Continued)

7. Which of the following is not a part of the WorkBreakdown Structure (WBS)?a) Activityb) Timec) Tasksd) Steps

8. What is the purpose of the Responsibility Assign-ment Matrix (RAM)?a) To assign roles and responsibilities for

specific activitiesb) To assign roles for someone to act out in a

projectc) To assign responsibilities for the project man-

agerd) None of the above

9. A project schedule is the _______________ofwhen things will happen in a project.a) Specificationb) Orderc) Groupd) Activity

10. Sometimes things don’t go right in a project soyou have to plan for project _____________.a) Riskb) Qualityc) Specificationd) Step

PROCESS GROUP DEFINITION

a. Initiating b. Development of the scope statement, deliverables, assumptions

for the project.

b. Planning c. Progressive work on the tasks in the project schedule

c. Executing e. Wrapping up to make sure everything is done in the project

d. Monitoring and Controlling a. Development of an idea and creating a charter to get the

project done.

e. Closing d. Making sure everything in the project happens as it is scheduled

with quality and within cost.

Matching (1 Point each)

28



Unit Evaluation (Continued)

Fill in the blank for each of the (9) knowledge area definitions (5 points each).

Communication Human Resources Integration

Procurement Quality Risk

Scope Time Cost

1. Integration puts all of the other areas to work together throughout the project.

2. Scope tells you what is included in your project and tells how you should control and manage it.

3. Time keeps track of how the tasks in your project are scheduled and when they should be completed.

4. Cost keeps track of how much you spend on your project in order to keep your budget on schedule.

5. Quality is done to make sure what your project does is done right the first time.

6. Human Resources tells you who is working on the project and their responsibilities.

7. Communication is the way you keep people informed about the project through written or verbal reports.

8. Risks tells you what can go wrong in a project and tells you what to do if those things happen.

9. Procurement is how to plan for the list of things you might have to buy from a vendor or store for the project.

Subjective Exam Questions1. Why is defining the scope of the project so important?

2. Why is it important to identify risk at the beginning of a project?

3. Should ethics be an important part of practicing project management? Explain.

4. Describe the relationship of monitoring and controlling to the project plan.

5. Why is it important to create a communication plan?

6. What are some risk factors that may impact a project?


8. Why are team dynamics important to a successful project?

9. Why is it important to define roles and responsibilities within a project team?

10. Why should project management be considered an important business skill?

11. What does precedence diagramming illustrate?

12. What are the four processes of a communication plan?

13. What is the purpose of the Responsibility Assignment Matrix (RAM)?

14. What is the purpose of performing lessons learned after the project?

29



Lesson One HandoutsThe following handouts for the lesson are on the next pages:

• Project Management Charter

•Nine Process Areas of Project Management

• Five Process Groups of Project Management

• Preliminary Scope Statement

Student Handouts

30



• What is the project about?:

• What is the goal of the project?:

• What is in the scope of the project (what are we doing)?:

• What are the major milestones (big points of progress)?:

• Why you are doing the project?:

• What are the benefits of doing the project?:

• Do you have Sponsor approval for the project?:

Project Management Charter(Lesson One)

31



The nine process (knowledge) areas of project management are:

• Project Integration Management: Coordinates the other areas to work together throughout the project.

• Project Scope Management: Ensures that the project includes all of the requirements and no new re-

quirements are added in a way that could harm the project.

• Time Management: Ensures that the project is completed on schedule.

• Cost Management: Ensures that the project is completed on budget.

• Quality Management: Ensures that the project meets its requirements, or does what it is expected to do.

• Human Resource Management: Includes all of the processes used to develop, manage and put the

project team together.

• Communication Management: Determines what information is needed, how that information will be

sent and managed, and how project performance will be reported.

• Risk Management: Involves identifying, managing and controlling the risk(s) of a project.

• Procurement Management: Involves acquiring the materials and services needed to complete the project.

Nine Process Areas of Project Management(Lesson One)

32



The five process groups of project management are:

• Initiating: Defines and authorizes the project.

• Planning: Describes how the project will be managed.

• Executing: Describes how the project groups work together to complete the work.

• Monitoring and Controlling: Checks the progress of the project and corrects problems.

• Closing: Formally closes each phase or project and receives approval of the project work for the phase

or project.

The Five Process Groups Presented in the Product Life Cycle

Five Process Groups of Project Management(Lesson One)

TIME

EFF

OR

T

Initiation

Planning

PlanningMonitoring and

Controlling

Closing

33



PROJECT INFORMATION

Project Name: Date:

Sponsor: Project Manager:

Preliminary Scope Statement(Lesson One)

• Objectives of the project:

• Requirements of the project:

• Boundaries (what will not be done with this project):

• Assumptions (what we believe to be true about the project that affects our decisions):

• Constraints (what things limit what we can do to complete the project):

• Milestones (big accomplishments of this project that will help us measure progress):

• Expected cost:

34



The following handouts for the lesson are on the next pages:

• Gantt Chart

• Program Evaluation and Review Technique (PERT) Chart

Lesson Two Handouts

35



shown at the top of the chart. For each activity, the du-

ration of the activity is shown as a horizontal bar cor-

responding to the start and end dates for that activity.

A Gantt Chart graphically shows the project schedule.

The components of the work breakdown structure

(WBS)—the project’s activities and milestones—are

listed down the left side of the chart, and a calendar is

Gantt Chart(Lesson Two)

© KIDASA

36



The PERT Chart graphically shows all project activities

and the time and resource(s) required to complete

each activity. The activities are organized on the chart

according to their sequence: is it a predecessor event

or a successor event, and which resource(s) are

needed for each activity? The PERT Chart helps a

project manager determine the minimum time needed

to complete the whole project.

Program Evaluation and Review Technique (PERT) Chart(Lesson Two)

© 2008 Critical Tools, Inc.

37




• Communication Methods for Project Management

• Communication Matrix Worksheet

• Project Scope Statement

Lesson Three Handouts

38



The four communication methods for project management, with examples of when each method is often most

used, are:

• Formal Written: Complex Problems, Project Management Plans, and Project Charter

• Formal Verbal: Presentations and Speeches

• Informal Written: Memos, emails, and notes

• Informal Verbal: Meetings and Conversations

Communication Methods for Project Management(Lesson Three)

39



STAKEHOLDER ROLE REGULARITY METHOD OF COMMUNICATION

ProjectSponsor

ExecutiveTeam

ProjectTeam

FYI

Communication Matrix Worksheet(Lesson Three)

PROJECT INFORMATION

Project Name: Date:


40



Project Scope Statement(Lesson Three)

PROJECT INFORMATION

Project Name: Date:


Team: Desired Comletion Date::

DESCRIPTION

State what the project is, what you intend to do and how.

OBJECTIVES

The objective should be stated as: To do something...... by month xx, year.

DELIVERABLES

A deliverable is a desired outcome or tangible item that is evaluated and measured.List the project/request deliverable items.

ASSUMPTIONS

Assumptions are factors that will be considered true, real, or certain.Identify and list the assumptions here.

41




• Human Resource Management Process

• Responsibility Assignment Matrix (RAM)

• Organizational Breakdown Schedule (OBS)

Lesson Four Handouts

42



ROLE NAME RESPONSIBILITIES

Project Manager

Sponsor

Team Member 2

Team Member 3

Team Member 4

Stakeholder 1

Stakeholder 1

Stakeholder 1

Human Resource Management Process(Lesson Four)

PROJECT INFORMATION

Project Name: Date:


43



Responsibility Assignment Matrix (RAM)(Lesson four)

PROJECT INFORMATION

Project Name: Date:


For each task assigned to a resource, refer to the table below todetermine if the resource is responsible for the task, a sponsor of thetask, or needs to be informed about the task’s progress:

RESOURCE NAMES

TASKS:

Legend:• Responsible (R) - These people are the “doers” of the work. They must complete the task or objective or make the decision.

Several people can be jointly responsible.• Sponsor (S) - This person is the “owner” of the work. He or she must sign off or approve when the task, objective or decision

is complete. This person must make sure that responsibilities are assigned in the matrix for all related activities. There is onlyone person accountable, which means that “the buck stops there.”

• Informed (I) - These people need to be kept “in the picture.” They need updates on progress or decisions, but they do notneed to be formally consulted, nor do they contribute directly to the task or decision.

44



A traditional organizational chart shows the structure

of the people within an organization by visually showing

how people are grouped into departments or divisions,

and which workers report to which managers. On the

other hand, the Organizational Breakdown Structure

(OBS) starts as a traditional organizational chart, but

it is expanded to include all of the project activities

and deliverables that each department or team is

responsible for completing during the project. The ac-

tivities and deliverables are listed below each

department or team.

The OBS is another tool (in addition to the WBS and

RAM) to help everyone understand the breakdown of

a project’s activities and its resources. The OBS

should be established at the beginning of the project

and maintained on an ongoing basis.

Organizational Breakdown Schedule (OBS)(Lesson Four)

Here is an example of an organizational breakdown structure (OBS):

ProjectManagementDepartment

Team 2

Task 1 Task 2

Team 3

Task 1 Task 2

Team 1

Task 1 Task 2

45




• Cost and Procurement Worksheet

• Procurement Management Processes (to be added)

• Cost Estimating Worksheet

• Duration Estimating Worksheet

Lesson Five Handouts

46



Cost and Procurement Worksheet(Lesson Five)

PROJECT INFORMATION

Project Name: Date:


PRICE TOTALITEMS PURCHASED QUANTITY PER UNIT PER UNIT VENDOR

TOTAL PROCUREMENT START-UP COST:

47



Procurement Management Plan(Lesson Five)

PROCUREMENT MANAGEMENT PLAN

Project Title: Date Prepared:

PROCUREMENT AUTHORITY:

ROLES AND RESPONSIBILITIES:

Project Manager: Procurement Department:. 1. 1.

2. 2.3. 3.4. 45. 5.

STANDARD PROCUREMENT DOCUMENTS:

. 1.2.3.4.5.

CONTRACT TYPE:

BONDING AND INSURANCE REQUIREMENTS:

SELECTION CRITERIA:

Weight: Criteria:

PROCUREMENT ASSUMPTIONS AND CONSTRAINT:

48


Procurement Management Plan Continued)

(Lesson Five)


INTEGRATION REQUIREMENTS:

WBS

Schedule

Documentation

Risk

Performance Reporting


Cost Estimating Worksheet(Lesson Five)

PROJECT INFORMATION

Project Name: Date:


PARAMETRIC ESTIMATES

WBS ID Cost Variable Cost per Unit Number of Units Cost Estimate

ANALOGOUS ESTIMATES

Previous Previous Current CostWBS ID Activity Cost Activity Multiplier Estimate

THREE POINT ESTIMATES

Optimistic Most Likely Pessimistic Expected CostWBS ID Cost Cost Cost Weighing Equation Estimate


50



Duration Estimating Worksheet(Lesson Five)

PROJECT INFORMATION

Project Name: Date:


ANALOGOUS ESTIMATES

Previous Previous Current DurationWBS ID Activity Duration Activity Multiplier Estimate

THREE POINT ESTIMATES

Optimistic Most Likely Pessimistic Expected CostWBS ID Duration Duration Duration Weighing Equation Estimate

PARAMETRIC ESTIMATES

Effort Resource Performance DurationWBS ID Hours Quantity % Available Factor Estimate

51




• Quality Scale Survey

• Risk Management Processes

Lesson Six Handouts

52



Quality Scale Survey(Lesson Six)

Name:

Age:

Gender:

For each item identified below, circle the number to the right that best fits your judgment.Use the scale above to select the quality number.

` SCALE

DESCRIPTION/IDENTIFICATION OF SURVEY ITEM LOW GOOD HIGH

1. 1 2 3 4 5

2. 1 2 3 4 5

3. 1 2 3 4 5

4. 1 2 3 4 5

5. 1 2 3 4 5

6. 1 2 3 4 5

7. .1 2 3 4 5

8. 1 2 3 4 5

9. 1 2 3 4 5

10. 1 2 3 4 5

11. 1 2 3 4 5

12. 1 2 3 4 5

53



Risk Factors• What is the chance something bad will happen?

• If it does, what is the worst that can happen?

• If it happens, how does it impact the time and

cost of the project?

• What can you do to stop it from happening?

• What will you do if it does happen?

Risk Management Process• Set up a plan for the risk.

• Identify the risk to see what it is.

• Evaluate the risk to see what you can do about it.

• Plan how you will respond to the risk.

Risk Strategies• Avoid it….don’t do anything.

• Mitigate it….try to stop it from happening.

• Accept it…do nothing and let it happen.

• Transfer it….let somebody else handle it.

Risk Management Processes(Lesson Six)

Risk is the possibility of something good or bad happening in the project.

54




• Team Status Report

• Change Request Form

• Presentation Planning Checklist

Lesson Seven Handouts

55



Team Status Report(Lesson Seven)

PROJECT INFORMATION

Project Name: Date:


Team Members:

PROJECT OBJECTIVES

Write your objectives.

ACCOMPLISHMENTS

Enter the list of things you have completed.

ITEMS WAITING FOR RESPONSE OR ACTION

A deliverable is a desired outcome or tangible item that is evaluated and measured.List the project/request deliverable items.

ACTION ITEMS PLANNED

List other things you need to do for your project.

RED FLAGS (CONCERNS)

Things the team might be struggling with and need assistance. These are events that require sponsor interaction.

56



Change Request Form(Lesson Seven)

PROJECT INFORMATION

Project Name: Date:


REQUEST FOR CHANGE TO PROJECT

Change Request Name: Request No.:

Submitted by: Date Closed:

Impact to Project: � High � Medium � Low

Change Description:

Reason for Change:

CHANGE ASSESSMENT

Change Resolution Assessment:

Assessor Name(s): Date Assessed:

Resolution Description:

Documents andDeliverablesRequiring Update:

CHANGE REQUEST DECISION

� Approved � Disapproved

Current Phase Name:

Future Phase Name:

Disapproval Reason: Decision Date:

� Project Scope Statement� Statement of Work� Project Plan / Schedule� Quality Plan� User Help� Users Guide� Other:______________________

� Requirements Document� Design Document� Developer’s Guide� User Test Specification� Acceptance Test Specification� Application Screens� Other: ______________________

57



Presentation Planning Checklist(Lesson Seven)

PRESENTATION

Date Description

� Does your introduction grab participant’s attention and explain your objectives?

� Do you follow this by clearly defining the points of the presentation?

� Are these main points in logical sequence?

� Do the main points flow well?

� Do the main points need support from visual aids?

� Does your closing summarize the presentation clearly and concisely?

� Is the conclusion strong?

� Have your tied the conclusion to the introduction?

DELIVERY

� Are you knowledgeable about the topic covered in your presentation?

� Do you have your notes in order?

� Where and how will you present (indoors, outdoors, standing, sitting, etc.)?

� Have you visited the presentation site?

� Have you checked your visual aids to ensure they are working and do you knowhow to use them?

APPEARANCE

� Are you dressed and groomed appropriately and in keeping with the audience’sexpectations?

� Have you practiced your speech standing (or sitting, if applicable), paying closeattention to your body language, even your posture, both of which will be assessedby the audience?

� Is the conclusion strong?

VISUAL AIDS

� Are the visual aids easy to read and easy to understand?

� Are they tied into the points you are trying to communicate?

� Can they be easily seen from all areas of the room?

58



Specific outcomes include:• Project part one – research. Students must

conduct in depth research on water quality andwater pollution. This research should bedirected at sources of pollution in local lakes,rivers, and streams. The results of thisresearch may be presented as a paper or as aformal presentation.

• Project part two – Sampling local bodies ofwater. Having learned of water pollution in partone, the students work in groups or individuallyto test local bodies of water for pollution.

• Project part three – The findings. Inconjunction with a presentation, the studentspresent their finds to the rest of the class.

Project Duration: Ten weeksApplicable grades: Middle schoolSubjects: Health, Science, Technology

Project Overview & ObjectivesIn this project, students learn about water quality andwater pollution. They learn about sources of waterpollution and its impact on local bodies of water. Waterquality and water pollution are two major worldwideenvironmental issues. This project brings home thisenvironmental issue by further having the students testlocal bodies of water. In a sense, this project asks thequestion: how safe is our water?

This project is accomplished in three parts. This proj-ect is based on work found in the Project BasedLearning Handbook second edition published by theBuck Institute for Education.

Sample Lesson Plans for Student ProjectsWater Pollution Project (Middle School, Ages 11-14)

Course Schedule

WEEK ACTIVITIES

1 Introduction to the entire project

2 Students do research on water quality, pollution and testing methods



5 Students test selected local bodies of water





10 Students present findings

59



Project Part OneStudents and their teacher begin this project by exam-

ining water quality and water pollution. This project

begins with an introduction to the subject by the teacher.

The students then began researching the subject in

detail. This research should include sources of water

pollution, water quality issues in today’s society, water

testing and scientific analysis, water pollution and public

health, and how these issues drive community policy.

This research must also include a study of local bodies

of water and local industry. This may include review of

local maps and historical information. The scale of

this project is at the discretion of the teacher.

Project Part TwoOnce the students have researched sources of water

pollution and testing methods, the class under the

direction of the teacher should determine what pollu-

tants should be tested for and what local bodies of

water should be tested. Common pollutants that could

be tested for are sodium from road salt run off, lead

from industrial sources, and pH. To do the scientific

analysis and to learn proper sampling techniques, one

may have to partner with a local college or university

or a local water testing company. In this way, the

students perform the sampling and the college, univer-

sity, or company performs the actual testing. For the

testing to be of value, the location of each sample

must be logged as to distance for roads, depth taken

in water and distance for possible sources of pollution.

Students may also want to video tape their sampling

for use in the project part three presentation or for

historical reference as to location of sample. Lastly,

one must keep in mind safety of the students while

sampling around bodies of water.

Project Part ThreeUsing the test results and location of the samples, the

students create a presentation of the findings. This

presentation could include maps, charts, photos,

video tape, or other methods to show sample locations

and results. The findings could show sample distance

from roads or highways, water quality at various

depths within a body of water, and observed effects on

wildlife. These findings should be presented in the

form of a paper and a formal presentation. One might

consider inviting the group that preformed the analy-

sis to the presentations.

AssessmentA rubric will need to be created to assess the presen-

tation. The rubric should assess the following areas:

• Presentation skills

• Research skills

• Time management skills

• Organization of thoughts and ideas

• Ability to present complex issues in writing and

in a presentation

• Ability to work in a group setting including

leadership, teamwork, and communication skills

• Knowledge of water quality and water pollution

• Scientific and water testing methods and analysis

• Ability to work in teams

Water Pollution Project (Continued)Project Specifics

60



This project is accomplished in three parts. This proj-

ect is based on work found in the Project Based

Learning Handbook second edition published by the

Buck Institute for Education.

Specific outcomes include:

• Project part one – research. Students must

conduct in depth research on a given health

issue. This research also needs to include re-

search into the particular cultural community

to be addressed in the project.

• Project part two – A video presentation. A video

presentation needs to be created to present the

research finding from part one. This should be

a formal, recorded presentation.

• Project part three – The brochure. In conjunc-

tion with the presentation, the students need to

create a pamphlet or brochure to support the

presentation.

Project Duration: Six weeksApplicable grades: Middle schoolSubjects: Health, Science, Technology

Project Overview & ObjectivesIn this project, a group of students examines one or

more current health issue(s) in our society. At the dis-

cretion of the teacher, one or more current health

issue is assigned to the students, so a given class may

research multiple health issues. These health issues

might include diabetes, heart disease, cancer, or any

other current health issue. This research must be tied

to a particular cultural community, such as diabetes and

the Hispanic community. The students will be required

to conduct research on the disease, create a presenta-

tion on the disease, and create a pamphlet or brochure

on the disease to be directed at the particular re-

searched community. If possible the material from this

project could be used in a local heath fair or expo.

Health Research Education Project(Middle School, Ages 11 - 14)

Course Schedule

WEEK ACTIVITIES


2 Students do research

3 Students do research

4 Students work on brochure and presentation

5 Students work on brochure and presentation

6 The final project presentation and brochure are due

61



Project Part OneStudents and their teacher begin this project by deter-

mining which cultural community and health issue

they wish to explore. This research may be a written,

graded document if required by the teacher or may

simply be an input to the presentation and brochure.

This research may include a visit by a local heath official

or a visit to a local health facility. The research should

include the background of the health issue, the preva-

lence of this issue with the community, and information

on prevention of the issue. This research may include

interviews, surveys, and any other methods permitted

by the teacher.

Project Part TwoFor project part two, a video presentation is to be

created. This will include scriptwriting, editing, story-

boarding, and video production by the students. As one

can see, this allows the students to learn and utilize a

completely different set of skills for project part one,

thereby increasing the overall learning from the project.

This presentation may require the selection of a direc-

tor, camera operator, editor, and writer by the students

themselves. If possible the presentation should be

graded by the teacher and local health officials.

Project Part ThreeProject part three is the creation of a pamphlet or

brochure to support the presentation. It should be

created from the research done in project part one.

If possible this brochure should be graded by the

teacher and local health officials.

AssessmentA rubric will need to be created to assess the presen-

tation and pamphlet. The rubric should assess the fol-

lowing areas:

• Presentation skills

• Research skills

• Time management skills

• Organization of thoughts and ideas

• Ability to present complex issues in writing and

in a presentation

• Ability to address cultural influences

• Ability to work in a group setting including lead-

ership, teamwork, and communication skills

Health Research Education Project (Continued)Project Specifics

62



Specific outcomes include:

• Project part one – A proposal. This proposal

is a written paper or presentation that should

include what culture/subculture is to be exam-

ined as well as what media/advertiser is to be re-

searched. It basically sets forth what is to be

examined.

• Project part two – A plan. The plan is a writ-

ten paper or presentation that should include

how the student intends to research the adver-

tiser/media’s influence on the culture/subcul-

ture to be explored.

• Project part three – The findings. The find-

ings should include what was observed through

the project as it relates to the assignment.

Project Duration: Six weeksApplicable grades: 11th & 12thSubjects: Englishy

Project Overview & ObjectivesThis project examines cultural diversity in the UnitedStates and how media manipulation affects the attitudesand opinions of cultures and subcultures. Media in theUnited States has for many years attempted toinfluence the views of various cultures and subculturewithin society. This project seeks to examine thisinfluence by determining how an advertiser shapes itsmessage towards a particular culture/subculture andhow this culture and subculture is affected by this mes-sage. This project can be accomplished individually orin a group setting in accordance with the teacher’s ex-pectations.

This project is accomplished in three parts. This projectis based on work found in the Project Based LearningHandbook second edition published by the Buck Insti-tute for Education.

Media Manipulation Project(High School, Ages 14-18)

Course Schedule

WEEK ACTIVITIES


2 The proposal is due

3 Nothing specific due this week

4 The plan is due

5 Nothing specific due this week

6 The final project findings are due

63



Project Part OneThis project allows students to explore the relationship

between cultures/subcultures and media directed at

these cultures. The project seeks to demonstrate to

the students how media attempts to shape the values of

cultures and subcultures. Students begin this project by

determining which culture/subculture they wish to

explore and which advertiser they wish to look at.

This proposal should be about one page in length or it

could be performed as a presentation. This proposal

needs to include a description of this culture/subculture

and how this culture/subculture can be discerned

from society as a whole by its own cultural identity.

Further, this proposal needs to address how the particu-

lar advertiser uses this identity to create advertising

directed at this identity to shape the values and attitudes

of this culture/subculture.

Project Part TwoThe project plan should be approximately 1000 words

in length and include and/or accomplish the following:

• A title page

• A detailed description of the culture/subculture

• How the culture/subculture differentiates itself

from the rest of society

• A plan for exploring how a particular advertiser

uses this differentiation to influence the culture/

subculture.

This last portion, the exploratory plan, may be accom-

plished by observations, interviews, mock ups, or any

other reasonable method agreed upon by the teacher

and student. This section of the assignment could also

be accomplished as a presentation if the teacher so

desired.

Project Part ThreeProject part three is a report out on the findings of the

project. This can be accomplished by a presentation,

by a written report, or by both.

AssessmentThe student should be assessed in the following areas:

• Ability to write persuasively

• Ability to defend positions

• Ability to organize thoughts and ideas

• Ability to present complex issues

• Ability to assess cultural influences

• Ability to work in a group setting including

leadership, teamwork, and communication skills

Media Manipulation Project (Continued)Project Specifics

64




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A Mentored Project Management Curriculum Theme: “Building 21st Century Project Management...

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