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Project Overview page 1
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| Team members: |
Please enter your Name, Email, Title, Grade, and Location
Jennifer Ower (uclatig@gmail.com)
Marsha Fischer (Mirrafischer@gmail.com)
Renee Edwards (neonlotus@msn.com)
Kristin Hoins (khoins@gmail.com) - 4-6 Technology & Enrichment
Shirley Farrell (sfarrell@alsde.edu) K-12 Gifted Ed
Vickie Weiss (vweiss4037@aol.com)
Wayne Tuttle (jenwayt@gmail.com)
Mansi Juneja (mansi@thenoblesleague.com)
Paula Rushia (paula.rushia12@gmail.com)
Gail Desler (gdesler@gmail.com)
Kelyn Dewar (dewar.kelyn@gmail.com)
Lori Smith (lasmith@fortlewis.edu)
Libby (libbyatterberry@gmail.com)
Tracy Hanson (btracyh@earthlink.net) - K-8 Administrator/teacher - So. Acworth, NH
Sue Ackley (sackley@murrieta.k12.ca.us)
Vincent Eisman (vincenteisman@gmail.com)
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Grade
5th grade
3-5/Science
5th Grade
4-6
5th Grade
4 & 5th
4th grade
4th grade
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Location
San Bernardino, CA Ft. Lauderdale, FL
Bronx, NY
Telluride, CO
India
Brentwood, NH
Hopefully Silverton CO!
Oakdale, CA
Murrieta, CA
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Name of Project:
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Your Environment, Your Life
4/5 Outline
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Duration:
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4 to 6 weeks
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Subject/Course:
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Language Arts and Science
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Grade Level:
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4th-6th grade
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Other Subject Areas to Be Included:
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Social Studies, Math, Technology
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Project Idea
Summary of the challenge, investigation, scenario, problem, or issue:
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Human Impact/Maintaining the Balance:
The BP Oil Disaster in the Gulf of Mexico has reminded us that humans can cause great harm to our world and ourselves. There are many man-made and natural disasters that negatively affect our environments every year. By affecting our environments, they affect us.
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Driving Question
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What environmental problems does your community face, how do they affect you, impact the environment, and how can you help?
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Content and Skills Standards to be addressed:
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-Living organisms depend on one another and on their environment for survival.
-Scientific progress is made by asking meaningful questions and conducting careful investigations.
-Water moves throughout our world (Consider Flush by Carl Hiassen and Bag It the Documentary).
-Students read and understand grade-level-appropriate material.
-Past events effect us now.
-Researching a topic (information literacy: notetaking, determining reputable sources, paraphrasing, crediting sources, using search engines...)
-Using technology (Search Engines, Netiquette, Social Networking, Blogging...)
-Present findings on a topic using technology (ideas: persuasive letter writing, blog discussion, glogster posters, podcasts, imovies, voicethread)
-Systems can influence/change other systems
-Individuals with economic power should shoulder responsibility for their actions. (This "big idea" can be used to guide students towards service learning/advocacy.)
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T+A
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E
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T+A
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E
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21st Century Skills explicitly taught and assessed (T+A) or encouraged (E) by project work, but not taught or assessed:
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Collaboration
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x
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Global Awareness/Environmental Literacy
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x
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Presentation
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x
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Critical Thinking and Problem Solving
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x
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| 5hootbookprojectrubric.doc |
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Culminating Products & Performances
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Group:
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Create a service project to help deal with the environmental issue your community faces. Your service project can raise awareness through a poster, flyer, podcast, or video.
OR
Your service project can take action to prevent or clean-up the issue. For instance, a beach/river clean-up, testing water quality, replanting trees, etc...
OR
Your service project can be a combination of action and awareness. Educate people to raise funds for the environmental cause.
The service project should explain how this problem effects you and the community.
Draft: Group PBL Project Rubric
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Presentation Audience
Presentation Audience:
Class
School
PTA
City Council
Local Environmental Group
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x
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Class
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x
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School
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x
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Community
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Individual:
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Options:
Draft: Hoot Book Project Rubric
Draft: Animal Article Rubric
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Experts
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Web
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x
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Other: Collaborating Classrooms
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Project Overview page 2
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Entry Event to
launch inquiry
and engage students:
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Show pictures and images of the Gulf Oil Spill. http://www.teachingscience20.com/2010/07/gulf-oil-spill-and-project-based-learning/ or http://wsre.org/OilSpill/teachers-students-kids.asp and journal about reactions to images.
Do lab experiment that shows effects of oil spills on the environment. http://www.fi.edu/tfi/activity/earth/earth-2.html
Read Aloud The Everglades by Jean Craighead George (Great for Florida or common text)
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Assessments
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Formative Assessments
(During Project)
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Quizzes/Tests
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Practice Presentations
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x
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Journal/Learning Log
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x
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Notes
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x
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Preliminary Plans/Outlines/Prototypes
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Checklists
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Rough Drafts
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x
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Concept Maps
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Online Tests/Exams
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Other:
Project blog to connect all participating sites
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Summative Assessments
(End of Project)
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Written Product(s), with rubric:
Book
Pamphlet or Brochure to educate others about protecting our water supply or habitats.
____________________________________________________
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Other Product(s) or Performance(s), with
rubric:______________________________________________
Glogster,
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x
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Oral Presentation, with rubric
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Peer Evaluation
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x
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Multiple Choice/Short Answer Test
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Self-Evaluation
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x
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Essay Test
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Other:
PSAs via PhotoStory3, MovieMaker, iMovie, etc.
Pages Magazine Page (Expository 6 Traits)
Gameboards, Comic Strips, Songs, News Report
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Resources Needed
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On-site people, facilities:
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Equipment:
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Computer, Internet Access, Cameras
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Materials:
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Reading Options:
Flush by Carl Hiaasen; Hoot by Carl Hiaasen; Scat by Carl Hiaasen; The Talking Earth by Jean Craighead George, Alane Ferguson National Park Mysteries, The Beasties by William Sleator, Seedfolks by Paul Fleischman, When You Reach Me by Rebecca Stead
STC Ecosytems Kit
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Community resources:
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Visit a wetland habitat:
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Reflection Methods
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(check all that will be used)
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Journal/Learning Log
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x
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Focus Group
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Whole-Class Discussion
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x
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Fishbowl Discussion
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Survey We can create a survey to evaluate this project as a whole. One for the teachers, students and maybe parents. (Survey Monkey)
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x
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Other:
For sites with capability (bandwidth, videoconference camera), connect informally or via MegaConferenceJr to compare local stories.
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