Learning Experience Design
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Learning Experience Design Unit Focus: 2nd Grade Life Sciences Embedded Problem: A local developer asks students to advise them on issues related to building an indoor water park on a wetland in their hometown. Overarching Questions: What are the dangers of this project for the local wildlife? How will this affect the local environment? What are the benefits of having a local indoor water park? Contact Information: Stephanie Quinn and Michelle Gerbrick 330-562-3175 105 Hurd Road Aurora, Oh 44202 Learner Characteristics: • Not independent – not willing to take risks • Reliant on teacher help, don’t like to try on their own • Easily excited and interested • Shorter attention span, need to change up the plan often to keep them engaged • Work hard on topics that they are interested in Learner Outcomes • Work collaboratively in groups • Develop self-directed learning strategies • Appreciate the views and outcomes of others • Interpret data • Read for knowledge, gather info • Communicate orally and/or in written form/digital tools • Understanding of Life Sciences – Habitats and basic needs Curriculum Outcomes: Life Science Science and Technology Scientific Inquiry Data Analysis and Probability
PROBLEM MAP
Role and Situation Role: In this scenario the children will be playing themselves, a typical 7-8 year old in a small town that may be getting an indoor water park. The city has asked for their advice dealing with opposing views. Situation: Aurora, OH will possibly be getting an indoor water park. The plan is to build it on a section of land that is a wetland home to several endangered species. The developer wants the students to examine the wetland environment and find out how the water park will affect the local wetland habitat.
Anticipated Problem Statement How can we, as 2nd graders, advise the city as to how an indoor water park would be possible In such a way that: • the wetland is preserved • both parties are happy • the animals survive • the town gets a water park MEET THE PROBLEM DOCUMENT – http://craddockpbl.wikispaces.com Anticipated Need to Know Questions • • • • • • • • • •
What is a Wetland? Can you build here? Why is it important? Where is 4 Corners? What is a Massasouga? Are they allowed to build here? What does endangered mean? What is a species? How much money/jobs will it bring? Are there other animals here? What is City Council? Where else could this be built? Performance Assessment
As students collaboratively develop and deliver a presentation of their recommendations to the city and developer, they will: • • • • • • •
Present their information to a city employee (TBD) Consider the concerns on both sides of the situation Communicate their plans/ideas effectively Determine the relevant information and come up with a valid way to present Use elements of a good presentation and public speaking skills Use appropriate listening skills while others are presenting Determine whether their solution fits the problem
Performance Assessment Rubric Component
Exceeds Expectations
Meets Expectations Does not Meet Expectations
Appropriateness to Content Science Content Presentation Skills (clarity, volume, eye contact, body language) Problem Solving Fit of Solution to Problem Group Work
Resources People/Places: • City Planner • Arborist • Developer • Naturalist Materials and Technology: • Google Earth • Computers: WIKI page • Copies of needed papers (Meet the Problem Document, charts/tables, etc.) • Chart Paper • Reference books/library Embedded Instruction Events: • K/NK • WIKI Site – ODNR Site visit • Deforestation Demo • Food web dependency demo • Food web game
Unit Timeline PBL Event Meet the Problem – Kalahari Video, letter, animal pictures Know/Need to Know #1 Define the Problem Statement #1 Plan for and Information Gathering #1 Information Sharing #1 Information Gathering #2 Information Sharing #2 Know/Need to Know #2 Information Gathering #3 Information sharing #3 Know/Need to Know #3 Refine Problem Statement #2 Information Gathering #4 Revisit K/NK and Problem Statement Concept Maps Information Gathering Information Sharing #4 Determine the Best-Fit Solution Prepare for Presentation Fine – Tune Presentation Present the Solution Debrief the Problem
Time Frame 25 minutes 30 minutes 30 minutes 60 minutes 30 minutes 45 minutes 30 minutes 60 minutes 60 minutes 15 minutes 30 minutes 45 minutes 15 minutes 60 minutes 60 minutes 60 minutes 60 minutes 45 minutes
PROBLEM MAP
Role and Situation Role: In this scenario the children will be playing themselves, a typical 7-8 year old in a small town that may be getting an indoor water park. The city has asked for their advice dealing with opposing views. Situation: Aurora, OH will possibly be getting an indoor water park. The plan is to build it on a section of land that is a wetland home to several endangered species. The developer wants the students to examine the wetland environment and find out how the water park will affect the local wetland habitat.
Anticipated Problem Statement How can we, as 2nd graders, advise the city as to how an indoor water park would be possible In such a way that: • the wetland is preserved • both parties are happy • the animals survive • the town gets a water park MEET THE PROBLEM DOCUMENT – http://craddockpbl.wikispaces.com Anticipated Need to Know Questions • • • • • • • • • •
What is a Wetland? Can you build here? Why is it important? Where is 4 Corners? What is a Massasouga? Are they allowed to build here? What does endangered mean? What is a species? How much money/jobs will it bring? Are there other animals here? What is City Council? Where else could this be built? Performance Assessment
As students collaboratively develop and deliver a presentation of their recommendations to the city and developer, they will: • • • • • • •
Present their information to a city employee (TBD) Consider the concerns on both sides of the situation Communicate their plans/ideas effectively Determine the relevant information and come up with a valid way to present Use elements of a good presentation and public speaking skills Use appropriate listening skills while others are presenting Determine whether their solution fits the problem
Performance Assessment Rubric Component
Exceeds Expectations
Meets Expectations Does not Meet Expectations
Appropriateness to Content Science Content Presentation Skills (clarity, volume, eye contact, body language) Problem Solving Fit of Solution to Problem Group Work
Resources People/Places: • City Planner • Arborist • Developer • Naturalist Materials and Technology: • Google Earth • Computers: WIKI page • Copies of needed papers (Meet the Problem Document, charts/tables, etc.) • Chart Paper • Reference books/library Embedded Instruction Events: • K/NK • WIKI Site – ODNR Site visit • Deforestation Demo • Food web dependency demo • Food web game
Unit Timeline PBL Event Meet the Problem – Kalahari Video, letter, animal pictures Know/Need to Know #1 Define the Problem Statement #1 Plan for and Information Gathering #1 Information Sharing #1 Information Gathering #2 Information Sharing #2 Know/Need to Know #2 Information Gathering #3 Information sharing #3 Know/Need to Know #3 Refine Problem Statement #2 Information Gathering #4 Revisit K/NK and Problem Statement Concept Maps Information Gathering Information Sharing #4 Determine the Best-Fit Solution Prepare for Presentation Fine – Tune Presentation Present the Solution Debrief the Problem
Time Frame 25 minutes 30 minutes 30 minutes 60 minutes 30 minutes 45 minutes 30 minutes 60 minutes 60 minutes 15 minutes 30 minutes 45 minutes 15 minutes 60 minutes 60 minutes 60 minutes 60 minutes 45 minutes
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