In Project Based Learning (PBL) students go through an extended process of inquiry in response to a complex and content-rich challenge. For each of the 4 Big Ideas in AP Biology, a sample project is outlined that addresses many of the course Learning Objectives. The sample projects are designed to provide inspiration for teachers to use PBL in the implementation of the AP Biology Curriculum Framework. Teachers trained in PBL will be able to review and adapt the project documents to the unique needs of their classrooms. For educators without PBL training, we recommend studying the resources provided by the Buck Institute for Education (especially the PBL Handbook and PBL Starter Kit) and attending PBL training before attempting to implement the projects in their entirety. All teachers may adapt elements of the projects, such as scaffolding activities, for use in their current units.

Project Document Organization

  1. Entry Document - The entry document launches the project for the students, explaining the role they will take and the challenge they will solve during the project. It should stimulate student need-to-knows and help drive project implementation.

  1. Rubrics - The rubrics provide the criteria against which the final products of the project will be assessed. They are used by students to guide their research and inquiry.

  1. Scaffolding/Benchmarks - Scaffolding documents demonstrate how the teacher may support the students in developing the skills and knowledge necessary for completing the project. Benchmarks are a type of scaffolding that can take the form of either formative or summative assessments and should serve as checks for understanding during the course of the project.

  1. Project Planning Form - The planning form makes transparent the thinking process behind the creation of the project, including the selection of standards, products, and scaffolding activities.