PBI
What is PBL?
Defined by Project Based Learning Website:
In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations.
You can visit the website for further information:
Defined by Project Based Learning Website:
In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations.
You can visit the website for further information:
http://www.bie.org/about/what_is_pbl/)
PBI Website Link (bottom of page)
Title: Survivor: Dogs & Cats Edition
Driving Question: Could your dog or cat survive if lost in a Florida ecosystem?
Target Audience: Middle School Life Science
Project Description:
Over the course of three weeks while working in groups, students will investigate the limiting factors and organism relationships in specific ecosystems of Florida. Students will be required to apply this information to a situation in which a pet dog or cat is lost. They must rank each of the limiting factors and organism interactions by how likely it is to result in the death of the lost pet. For example, if a pet dog was lost in the everglades, predators may be the most likely factor due to the abundance of alligators; on the other hand, if it was a pet cat in the everglades, parasites may be the most likely factor owing to the fact that cats can more easily escape predators by climbing trees, but still need to drink the standing water that is full of parasites.
Students begin the project learning to differentiate between the validity of different sources of information and gathering basic resources for their project. Students then investigate limiting factors and apply that information to their lost pet. After this portion, students will go on a field trip to the Santa Fe Zoo to extend their knowledge of limiting factors and help them consider that each organism requires different proportions and total amounts of nutrients to survive. Students will continue their investigations by exploring different organism relationships and then apply the knowledge to their lost pet by determining different interactions the lost pet may encounter within its’ environment. Finally, students will present their findings in the form of a poster accompanied with a 15 minute presentation.
Driving Question: Could your dog or cat survive if lost in a Florida ecosystem?
Target Audience: Middle School Life Science
Project Description:
Over the course of three weeks while working in groups, students will investigate the limiting factors and organism relationships in specific ecosystems of Florida. Students will be required to apply this information to a situation in which a pet dog or cat is lost. They must rank each of the limiting factors and organism interactions by how likely it is to result in the death of the lost pet. For example, if a pet dog was lost in the everglades, predators may be the most likely factor due to the abundance of alligators; on the other hand, if it was a pet cat in the everglades, parasites may be the most likely factor owing to the fact that cats can more easily escape predators by climbing trees, but still need to drink the standing water that is full of parasites.
Students begin the project learning to differentiate between the validity of different sources of information and gathering basic resources for their project. Students then investigate limiting factors and apply that information to their lost pet. After this portion, students will go on a field trip to the Santa Fe Zoo to extend their knowledge of limiting factors and help them consider that each organism requires different proportions and total amounts of nutrients to survive. Students will continue their investigations by exploring different organism relationships and then apply the knowledge to their lost pet by determining different interactions the lost pet may encounter within its’ environment. Finally, students will present their findings in the form of a poster accompanied with a 15 minute presentation.
If you like the Project Description and would like to get a more in depth look at information such as the 2-Day lesson plan, Project Rubric, Concept Map, Grant Proposal, etc. Please take a look at my PBI website:
http://melw8807.schools.officelive.com/Home.aspx