Instructional Procedures

1. Divide the class into teams of 4–6 students. Inform the teams that they will work together to create a solution to the cord mess problem by developing a marketable product. They will create a prototype, Version 1.0, for a peer review and then each student will create a Version 2.0 product based upon the peer-review feedback they received.
2. Provide each team with a paper-based or Google Doc link for a team notebook. For a paper-based notebook, be sure to select a binding that will allow the addition of pages that can be secured (such as a three-ring binder or folder). If using a digital notebook, provide students with the necessary links and sharing permissions. Inform students that the team notebook will be evaluated throughout the project (formatively) and reviewed as part of the summative evaluation along with the final presentation.
3. Review the engineering design processes noted in the Cord Mess Slides slides 8–13. Inform the students that they will be using the Science Buddies Model for this project.
4. Ask the students to work with their team to:
   
   1. Define the problem: On the first page of their team notebook, students should record their “Cord Mess Problem” statement.
   2. Do background research: Review the possible solutions (from the Cord Mess Pinterest Board or other teacher-created resource) to the cord mess problem.
   3. Choose a solution:
      
      • Select a cord mess solution that addresses the problem’s specific requirements. The team should identify and record all tasks/steps they think will need to be accomplished to complete the project (i.e., manufacturing through marketing). Draw a flowchart, concept map, or some other type of graphic organizer documenting the steps to the final product.
      • Create a project timeline table in their team notebook that includes each task/step and the date each task should be completed within the teacher specified timeline for this project.
      • Create a company/team name that could be used for marketing their solution to the cord mess problem. Record this name and team member names on a cover page for the team notebook. Additional artwork or an image may be added later to improve the cover eye-appeal.
5. Provide each student with a Cord Mess Idea Worksheet to organize their plan.

Days 3–4 Instructional Procedures

1. Working in teams, each person needs to choose the tasks they will complete related to the tasks identified in the graphic organizer. For each task, the students should create a career title for their position (reflecting their responsibility) on the team or in the company (i.e., design engineer, materials specialist, production specialist, quality control inspector, safety officer, etc.). Students may fill more than one position. Add these roles to the project timeline table in the team notebook.
2. Modeling a real-world work environment where individuals are responsible for various facets of the project while understanding all aspects of the project goal or product, have the teams work together to complete a prototype, Version 1.0.
3. Using the Department of Labor Occupational Outlook Handbook or the CareerExplorer Website, members of the team should begin the documentation process concerning roles or career titles by creating a table in the team notebook that includes the following headings:
   • Career Titles
   • Roles/Responsibilities
   • Education required in this Career
   • Expected Salary
4. At the end of each day, team members should share their progress with the rest of the team.

Days 5–6 Instructional Procedures

1. Have each team share their prototype and team notebook with another team for their review and feedback concerning how the product solves the problem.
2. Give each student a Rubric for PBL Solution/Product to use as a tool for providing feedback to the team they review.
3. Provide students with instruction concerning how to constructively critique each other’s work, which is essentially a work-in-progress.
4. Based upon the results of the peer review, the team should discuss changes to the prototype design or new method for product use. All changes (if any) should be documented in the team notebook.
5. Each student should begin to manufacture their final version, Version 2.0.

Days 6–7 Instructional Procedures

1. Each student should complete a Version 2.0 product.
2. Working in teams, students should begin to prepare a team presentation about their product. Teams can present the product to the class or another identified group in a face-to-face setting or by creating and sharing a video. The presentation may use (teacher preference) a technology tool (e.g., PowerPoint, Prezi, website, or video) or physical display (e.g., stand-up exhibit/poster, brochure, etc.).
3. Provide each team with a Rubric and Checklist for PBL Presentation.
4. Each presentation should include:
   • A statement of the problem (images may be used).
   • An example of the product and an explanation as to why it is a solution to the cord mess problem.
   • A concept map, flow chart, or another type of graphic organizer that outlines how they developed or created the product.
   • A list of project-related careers that notes CTE Pathways and the type of education that would be needed for each.
   • New vocabulary terms that were learned during the project.
   • Ideas about how they would market their project (internet, brochures, etc.).

Day 8 Instructional Procedures

1. Each team should be given an opportunity to present their solution to the cord mess problem. The presentations (face-to-face or recorded) may be presented to a client/stakeholder audience.
2. Each team member is required to take an active role in the presentation.
3. Each team should submit their team notebook for summative grading.
4. Through questioning, ask students to differentiate between entry level and expert level career readiness expectations in several of the careers they identified in the project.
5. Discuss if and how any of the project experiences caused the students to consider the importance of making career decisions related to career aspirations.
6. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Agriculture & Tourism).