how many people could earth support now and 100 years from now?

BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 1

TEACHING MATERIALS

PROJECT BASED LEARNINGHow many people could Earth support now and 100 years from now?

PROJECT BASED LEARNING AND THE BIG HISTORY PROJECT 1

TEACHER DIRECTIONS 4

GROUP DIRECTIONS 11

SAMPLE INFOGRAPHICS 16

PROJECT CHECKLIST 19

NARRATIVE WRITING RUBRIC 20

PRESENTATION RUBRIC 21

INFOGRAPHIC SCORE SHEET 22

COLLABORATION RUBRIC 23

SAMPLE PEER-REVIEW PROCESSES 24

FEEDBACK TABLE 27


TEACHING MATERIALS

PROJECT BASED LEARNING AND THE BIG HISTORY PROJECTUsing a Project Based Learning (PBL) approach, Big History Project students invent a species, ask how many people the Earth could support now and 100 years from now, and anticipate the next threshold of increasing complexity.

Why PBL & BHP?The goals of the Big History Project include: inciting wonderment in students about the world they inhabit; encouraging them to consider what it means to be human; and instilling in them an interest in lifelong learning about the Universe. PBL embedded in BHP allows students to dive deeply and creatively for solutions to driving questions related to complex interdisciplinary issues. Combining PBL and BHP creates meaningful student-driven learning experiences.

What is Project Based Learning?PBL is a method of instruction that has students take part in an extended inquiry around a complex question, problem, or challenge. For more information on the PBL method, please see the Buck Institute for Education (BIE) website at http://www.bie.org/. We recommend reading about the “Essential Elements” of PBL, as well as digging into a model PBL lesson from the “Project Search” source on the site’s Home page. You can also view videos of example projects and learn how PBL has been integrated into schools at http://www.bie.org/videos/cat/what_is_pbl.

What are the essential elements of PBL1? • Focusing on significant content • Developing 21st-century skills • Engaging students in in-depth inquiry • Organizing tasks around a driving question • Establishing a desire to know • Incorporating revision and reflection • Including a public audience

What are the benefits of PBL for your students?PBL allows for more student voice, choice, and agency than are seen in many curricula. Research has repeatedly shown that when students are given this autonomy, engagement and learning increase. In PBL, learning is made personally relevant when students are given license to be creative with the project outcome and drive their own progress toward that outcome.

1 Adapted from the Buck Institute for Education.


TEACHING MATERIALS

Where are the projects in the BHP units? • In Unit 5, LIFE, students respond to the prompt “Invent a species” by inventing a species

that could adapt and evolve from the current tree of life.

• In Unit 7, AGRICULTURE & CIVILIZATION, students calculate and support their answer to the question “How many people could Earth support now and 100 years from now?” They also write narratives describing the conditions needed to support their calculations.

• In Unit 10, THE FUTURE, students predict and describe the next threshold of increasing complexity the world will cross.

What does it take to facilitate a BHP PBL project? • Each project requires about two weeks (including in-class and out-of-class work time).

• You will need five to seven instructional days for the project. This includes kick off, project introduction and mini-activities, checkpoints, and a culmination day. However, if your students have difficulty meeting outside of class you’ll need to provide additional in-class work time.

• Students will need to spend an additional five to 15 hours outside of class to produce quality projects.

• Be prepared to:

- Prioritize project-related homework for the duration of the project.

- Devote extra class time for student group work.

- Support students in learning project-management skills, such as planning, setting group norms and expectations, adhering to deadlines, and sharing work equally.

- Invite family, community members, other teachers, and administrators to view the student projects and attend the culminating presentations.


TEACHING MATERIALS

TEACHER DIRECTIONS

Introduction

Project QuestionHow many people could Earth support now and 100 years from now? What conditions would be necessary to support those numbers?

Project ObjectiveYour students will work in pairs to determine, based on sound scientific evidence and reasoning, how many people Earth could support today and how many people Earth could support 100 years from today. Your students must also describe the conditions that would have to be present for Earth to support those numbers of people. In their projects, students must define what they mean by “support.”

Student DeliverablesA. An infographicB. A narrative of each conditionC. A poster session presentation

PacingThis is intended to be a unit that lasts approximately two weeks or 10 school days. However, the project provides a structure that is loose enough to be made shorter or longer. We do suggest a particular instructional sequence, which is outlined below. The instructional sequence gives ideas for facilitating the major checkpoints in the project. You can decide whether or not students are given in-class time to work between checkpoints.

StandardsWriting 9/10

• CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


TEACHING MATERIALS

Speaking and listening 9/10

• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 – 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


TEACHING MATERIALS

Instructional Sequence

I. PROJECT KICKOFF (DAY 1)

Advanced Preparation - Prepare to show the following three videos to your class:

• Pandemic Spanish flu video clip: http://www.youtube.com/watch?v=6GTclTRQvLw (watch 16:59–19:20)

• Tsunami video: http://www.bbc.co.uk/news/world-asia-pacific-12725646

• After Earth movie trailer: http://www.youtube.com/watch?v=CZIt20emgLY

- Print copies of the sample infographics.

- Post the question “What conditions contributed to the disasters depicted in these videos?”

- Form student working pairs or use another method to pair up students for the project.

Sequence 1. Tell students that you are beginning a project about people on Earth. Let them know

that they’ll work in pairs. They’ll be tasked with the following: exploring a big question; producing multiple artifacts; guiding their own investigations; getting creative; and having fun.

2. To kick off, ask students to think about the conditions that contributed to the disasters that they’ll see in the videos. Play the Pandemic Spanish flu and tsunami videos for your students.

3. Have a five-minute class discussion reflecting on the conditions that supported these disasters.

4. For the next video, have students think about what conditions might be present in an After Earth-like setting (e.g., what would happen if humans left Earth and then returned 1,000 years later). Play the After Earth movie trailer.

5. Have a short class discussion about the conditions that led to the world that Will Smith’s character finds.

6. Ask students to get into their pairs for the project.

7. Introduce the project’s driving question: How many people could Earth support now and 100 years from now? What conditions would be necessary to support those numbers?

8. In pairs, have students spend the rest of class brainstorming ideas about the project question.

9. Stop class five minutes before the end for students to share their initial ideas about the numbers of people Earth could support now and 100 years from now.


TEACHING MATERIALS

II. GROUP FORMATION AND PROJECT DIRECTIONS (DAY 2)

Advanced Preparation - A copy of the How Many People Group Directions document for each student.

- Copies of each rubric: • Infographic Score Sheet • Writing Rubric • Collaboration Rubric

- Copies of the sample infographics.

- Decide on checkpoint due dates as well as final presentation date.

- We highly recommend inviting family members, friends, or other classes to the final presentations. If you have contacts with experts in any of these fields you might also invite them to the final presentations to act as “judges.”

Sequence 1. Before students get started on the project, have them think about the videos they watched

in the previous class. Split the class into six groups. Give two groups the Life Cycles of Stars infographic; give two groups the Tree of Life infographic; and give two groups the Agriculture & Civilization infographic.

2. Ask groups to inspect the infographics and to be ready to explain how the infographics address the following components:

a. Topic: The topic of the infographic is specific in nature and is intended to inform or convince the viewer.

b. Type: The type of infographic chosen (e.g., timeline or informational) highly supports the content being presented.

c. Objects: The objects included in the infographic are relevant and support the topic of the infographic.

d. Data visualizations: The data visualizations present accurate data and are easy to understand.

e. Style: Fonts, colors, and organization are aesthetically pleasing, appropriate to the content, and enhance the viewer’s understanding of the information in the infographic.

f. Citations: Full bibliographic citations for all sources used are included.

3. Assign each group three of the above criteria that they will briefly present to the class. Each group will then present those criteria in the context of explaining their infographic to the class.

4. T ell students that they’ll be making infographics as part of the project and need to be familiar with the criteria. Remind them of the project question and hand out the How Many People Group Directions document.


TEACHING MATERIALS

5. Walk students through the handout. Give due dates and describe the project (have the Group Directions in hand to read from if needed). Inform students that each member of the pair will receive the same grade for the infographic and poster session, and each individual will also receive points for his/her narrative and collaboration (see: Collabora-tion Rubric).

6. Ask students if they have any questions about the project.

7. Use the rest of the class time for students to work and plan in pairs. Remind students that Checkpoint 1: Draft Number Calculations will occur in about two days.

III. CHECKPOINT 1: DRAFT NUMBER CALCULATIONS (~DAY 4)

Advanced Preparation - Make sure your class is aware of your checkpoint dates, especially if they’ve been moved

for any reason.

Sequence 1. On checkpoint days, remind students that the objective is to ensure that they are on

track and making progress. Allow students to work on their projects as you check in with each group.

2. Make sure to check in with all groups to field questions, gauge progress, and provide guidance and feedback as needed.

• If students have completed Checkpoint 1: Draft Number Calculations, sign off on one of their Group Directions documents.

• Consider having students ask another group to evaluate their draft calculations before you evaluate and approve their calculations yourself.

3. Remind students that Checkpoint 2: Draft Infographic, will occur in about two days. The draft infographic should include both numbers (for now and 100 years from now); the conditions needed to support those numbers; and evidence for why those numbers make sense.

IV. CHECKPOINT 2: DRAFT INFOGRAPHIC (~DAY 6)

Advanced Preparation - Make sure class is aware of your checkpoint dates, especially if they’ve been moved

for any reason.

- A copy of the Infographic Score Sheet for each pair.

Sequence 1. This should be a working class period but remind students that they should have a draft

infographic complete and ready to be approved.

2. As students are working, make sure to check in with each pair, walk through the Info-graphic Score Sheet with them to discuss their draft, and sign off on their draft or sug-gest revisions before signing off. The draft infographic should include both numbers (for now and 100 years from now); the conditions needed to support those numbers; and evidence for why those numbers make sense.


TEACHING MATERIALS

• Consider having students ask another group to evaluate their draft infographic before you evaluate and approve their infographic yourself.

3. Remind students that their next checkpoint will be a complete draft of both narratives for peer review in about two days.

V. CHECKPOINT 3: DRAFT OF EACH NARRATIVE (~DAY 8)

Advanced Preparation - Make copies of the Narrative Writing Rubric and the Feedback Table for each student.

- Review the Sample Peer-Review Processes document and decide how you will facilitate peer review.

Sequence 1. Make sure students have two copies of the narrative draft to share during peer review.

2. Remind students of the importance and process of peer review: to respectfully give and gain feedback and constructive criticism on their project from other students. Students will use the Narrative Writing Rubric to evaluate another person’s draft narrative, and the Feedback Table to give written feedback, and then discuss. Remind students that if they don’t take peer review seriously, it will negatively impact their individual grades.

3. After the peer-review process, have the reviewer sign off on the writer’s checkpoint.

4. Remind students to revise their narratives following peer review and remind them that their infographics and elevator pitches must be ready to present.

VI. PRESENTATIONS

Advanced Preparation - Make two or three copies of the Infographic Score Sheet for each student.

- Make copies of the Collaboration Rubric for each student.

- Make copies of the Infographic Score Sheet (one for each group) for your teacher scoring.

- Predetermine the order of elevator pitches.

- Optional: Have a video camera or regular camera to document student presentations.

Sequence 1. Facilitate elevator pitch presentations according to class norms. Students should get

no more than two minutes per pair — set a timer.

2. Make a rule in which each person has to evaluate two or three infographics and complete the Presentation Rubric. Everyone must also ask the presenting pair a thoughtful question during the poster session and document that question on the back of the Presentation Rubric.

3. Have half of the class (one person per pair) spend 10 minutes visiting and evaluating the other infographics, while the other half (the second person of each pair) stays and explains the infographic. Then have them switch.

4. Have students complete the Collaboration Rubric.


• The Collaboration Rubric is for gauging individual participation in and contribution to the group project work. This helps avoid negative group dynamics and reduces the possibility of unbalanced participation.

• On the Collaboration Rubric, each student evaluates him/herself and his/her group member.

• Use this rubric to adjust individual grades for the project.

• Stress to students that although they are given a project grade, this grade can be impacted by individual participation within the group.


PBL: HOW MANY PEOPLE COULD EARTH SUPPORT NOW AND 100 YEARS FROM NOW?

Group directions

Group Name

Group Members

Project QuestionHow many people could Earth support now and in 100 years? What conditions would be neces-sary to support those numbers?

TaskIn pairs, you and your partner must determine, based on sound scientific evidence and reason-ing, how many people Earth could support today and how many people Earth could support 100 years from today. To complete this project, you must accomplish the following: Describe the conditions that have to be present for Earth to support those numbers of people; define what is meant by “support”; consider how current trends in the following categories are important (see Resources for helpful links):

•Water availability •Human lifespan •Food, agriculture, and land use •Education •War and conflict •Disease and medicine •Natural disaster •Social structures, family, and lifestyle

Final deliverables are due on:

Deliverables A. Infographic B. Narrative of each condition C. Structured poster session presentation


A. Infographic The infographic will demonstrate your assertions about how many people Earth can support

now and will be able to support 100 years from now. It will also display data and data visualizations that provide evidence for your assertions. Your infographic must describe the conditions that have to be present for Earth to support those numbers of people now and 100 years from now. It must also define what is mean by “support.” In addition, your info-graphic will include attention to the following:

•Topic: The topic of the infographic is specific in nature and is intended to inform or convince the viewer.

•Type: The type of infographic chosen (for example, timeline or informational) highly supports the content being presented.

• Objects: The objects included in the infographic are relevant and support the topic of the infographic.

•Data visualizations: The data visualizations present accurate data and are easy to understand.

•Style: Fonts, colors, and organization are aesthetically pleasing and appropriate to the content, and enhance the viewer’s understanding of the information in the infographic.

•Citations: Full bibliographic citations for all sources used are included.

B. Narrative of each condition Each student in your pair will be responsible for writing a narrative that describes the con-

ditions required for Earth to support your calculated numbers of people. One student will write the narrative for now and one student will write the narrative for 100 years from now. Draw from your infographic and collaborate on ideas for each narrative. Your narrative should include the following elements:

•Exposition and development: The text sets up a story by introducing the event or con-flict, characters, and setting. The story is developed using pacing, description, and reflection.

•Organization and cohesion: The text follows a logical sequence of events.

•Style and conventions: The text uses sensory language and details to create a vivid picture of the events, setting, and characters.

• Conclusion: The text provides a conclusion that follows from the course of the narrative. The conclusion provides a reflection on or resolution of the events.

C. Structured poster session presentation and “elevator pitch” You will present your infographic as part of a structured poster session. A structured

poster session is a particular presentation format that starts with participants giving an “elevator pitch” about their work. An elevator pitch is a quick and concise summary of your work that you could deliver over the course of an elevator ride (that is, 30 seconds to two minutes). This pitch will include:

•Numbers: Your final calculations of how many people Earth can support now and will be able to support 100 years from now.


•Definition: A statement describing what is meant by “support.”

•Summary: An explanation of how you calculated those numbers and the necessary condi-tions for them to be logically supported.

• Insights: Two major insights that came from this work. For example, insights might be interesting and surprising things you learned, reflections on your place or impact on Earth now and in the future, or a way your thinking or behavior has changed as a result of the project.

Following elevator pitches from all pairs in your class, your teacher will allow for time for both you and your partner to discuss your infographic with others in the poster session. You will also have time to explore other students’ posters. In addition, if your teacher has invited guests, they will be able to explore the infographics as well.

Timeline and CheckpointsAs a pair, use the template below to plan how you’ll complete all the deliverables by each due date. Your teacher will sign off on each checkpoint. Successful completion of each checkpoint will be factored into your final grade. You and your partner will receive the same grade for the infographic and poster session. Each individual will also receive points for his/her narrative.

1. Draft number calculations — now and in 100 years (show your work) Date due: 2. Draft infographic, including numbers, conditions, and evidence Date due: 3. A draft of each narrative Date due:

Resources2

Remember to use claim testers (logic, evidence, authority, intuition) to validate each source.

Data (these examples will help you ask your own questions to get data to support your work) 1. Food Consumption Patterns — Wolfram Alpha

http://blog.wolframalpha.com/2010/03/29/food-for-thought-consumption-patterns-from- around-the-world

2. Health Indicators — Wolfram Alpha http://blog.wolframalpha.com/2010/05/24/computing-worldwide-health-indicators/

3. More Heath Indicator Examples — Wolfram Alpha http://www.wolframalpha.com/input/?i=health+indicator+examples

4. Education Statistics — Wolfram Alpha http://blog.wolframalpha.com/2011/09/07/exploring-international-education-statistics/

5. Population Data — Wolfram Alpha http://blog.wolframalpha.com/2011/04/18/new-age-pyramids-enhance-population-data/

6. Energy Examples — Wolfram Alpha http://www.wolframalpha.com/input/?i=energy+examples

2 You may draw from any Big History Project resources, the resources provided here, or any resources that you find in your own research.


7. Climate Examples — Wolfram Alpha http://www.wolframalpha.com/examples/Climate.html

8. Socioeconomic Data Examples — Wolfram Alpha http://www.wolframalpha.com/examples/SocioeconomicData.html

Books1. The View From Lazy Point: A Natural Year in an Unnatural World, by Carl Safina2. The Future of Life, by Edward O. Wilson 3. How Many People Can the Earth Support? by Joel E. Cohen

Articles1. “How Many People Can the World Support? It Depends…”

http://www.huffingtonpost.com/carl-safina/population-growth_b_1499281.html

2. “How Many People Can Earth Support?” http://www.livescience.com/16493-people-planet-earth-support.html

3. “Freshwater Crisis” http://environment.nationalgeographic.com/environment/freshwater/freshwater-crisis/

4. “When Will Earth Run Out of Food?” http://www.livescience.com/33311-food-prices-global-hunger-skyrocket-2030-oxfam-warns.html

5. “How Are Humans Going to Become Extinct?” http://www.bbc.co.uk/news/business-22002530

Videos1. “Paul Gilding: The Earth Is Full”

http://www.ted.com/talks/paul_gilding_the_earth_is_full.html

2. “Yann Arthus-Bertrand Captures Fragile Earth in Wide-Angle” http://www.ted.com/talks/yann_arthus_bertrand_captures_fragile_earth_in_wide_angle.html

3. “John Doerr Sees Salvation and Profit in Greentech” http://www.ted.com/talks/john_doerr_sees_salvation_and_profit_in_greentech.html

4. “Alex Steffen: The Route to a Sustainable Future” http://www.ted.com/talks/alex_steffen_sees_a_sustainable_future.html

Podcasts1. “How Many People Can Earth Hold? Well…”

http://www.scientificamerican.com/podcast/episode.cfm?id=how-many-people-can-the-earth-hold-11-02-21

Scientific Journal Articles1. “How Many People Can Earth Support?”

http://www.jstor.org/discover/10.2307/3824523?uid=3739960&uid=2&uid=4&uid=3739256&sid=21102316384747


2. “How Many People Can Earth Feed?” http://www.jstor.org/discover/10.2307/2137520?uid=3739960&uid=2&uid=4&uid=3739256&sid=21102316384747

3. “Agricultural Sustainability and Intensive Production Practices” http://www.nature.com/nature/journal/v418/n6898/abs/nature01014.html

4. “Population Growth and Earth’s Human Carrying Capacity” http://ehsapes.pbworks.com/f/Population%2BGrowth%2B%26%2BEarth’s%2BHuman%2BCarrying%2BCapacity.pdf

5. “The Real Wealth of Nations: Mapping and Monetizing the Human Ecological Footprint” http://www.sciencedirect.com/science/article/pii/S1470160X11000616

6. “Policy: Sustainable Development Goals for People and Planet” http://www.nature.com/nature/journal/v495/n7441/full/495305a.html

7. “Depopulation in Some Rich Nations: Good News for Planet Earth?” http://muse.jhu.edu/login?auth=0&type=summary&url=/journals/yearbook_of_the_association_of_pacific_coast_geographers/v074/74.peters.html

Interviews1. Earthwatch interview with Edward O. Wilson

http://www.earthwatch.org/aboutus/research/voices_of_science/future_life_interview_e_wilson/

Resources for Infographics

Websites1. I Love Charts

http://ilovecharts.tumblr.com/

2. Pinterest boards of infographics http://pinterest.com/enolal/infographics/ http://pinterest.com/mattleopold/infographics/ http://pinterest.com/nroses/infographics/ http://pinterest.com/thisisdanni/infographics/ http://pinterest.com/mashable/infographics/

3. Tools for making infographics http://piktochart.com/ http://www.easel.ly/ http://infogr.am/ http://www.tableausoftware.com/public/how-it-works http://timeline.verite.co/ http://www.dipity.com/

4. Tips for designing infographics http://naldzgraphics.net/tips/infographics-designing-tips/

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Mat

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THE

LIFE

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STA

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C M Y CM

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BHP_LifeCycle of Stars_Poster_17x11in_04.13_CMYK.pdf 1 4/25/13 12:01 PM

BIG

HIS

TORY

PR

OJE

CT

/ PR

OJE

CT

BA

SED

LEA

RN

ING

(P

BL)

16


THE TREE OF LIFETAXONOMY

1600BCE

1500 1700 1800 1900 2000100020003000

A BRIEF HISTORY OF TAXONOMYTaxonomy is the science of naming and classifying different life forms. Oral traditions of taxonomy

predate writing and were first used when human ancestors described different food sources, predators,

and medicinal or poisonous plants. The advent of writing enabled more detailed, recorded taxonomies.

3000 BCEChinese Emperor Shen

Nung tests hundreds

of herbs for medicinal

value.

1500 BCEEgyptian wall paintings

and preserved scrolls

classify different plant

species by name.

384 - 322 BCEGreek philosopher

Aristotle launches the

western tradition of

taxonomy by classifying

plants and animals by their

size, habitat, and methods

of reproduction.

1516 - 1565Swiss scholar Conrad

von Gesner publishes a

five-volume compendium

of then-known life forms

in the 1550s.

1656 - 1708French botanist Joseph

Pitton de Tournefort

classifies about 9,000

species in 698 genera.

1707 - 1778Swedish botanist Carl

Linnaeus publishes The

System of Nature in 1735,

becoming the father of

modern taxonomy. Linnaeus

placed humans among the

primates and used binomial

nomenclature to classify us

as Homo sapiens.

1977American microbiologist Carl

Woese defines the Archaea

as separate domain of life,

introducing the three-domain

system used today.

BIOLOGICAL CLASSIFICATIONScientists refer to a specific life form using its

Genus and species classifications. This naming

technique is called binomial nomenclature.

DomainKingdomPhylumClassOrderFamilyGenusSpecies

Eukaryota

Animalia

Chordata

Mammalia

Proboscidea

Elephantidae

Elephas

Maximus

Elephas maximusGENUS

ASIAN ELEPHANT

SPECIES

HOMINIDS Great Apes

Caenorhabditis briggsae

Caenorhabditis elegans

Saccharom

yces cerevisiae

Eremothecium

gossypii

Schizosaccharom

yces pombe

Dictyostelium

discoideum

Arabidopsis thaliana

Oryza sativa

Cyanidioschyzon merolae

Plasmodium

falciparum

Cryptosporidium hom

inis

Thalassiosira pseudonana

Leishmania m

ajor

Giardia lamblia

Methanococcus jannaschii

Methanococcus m

aripaludi

Methanopyrus kandleri

Methanobacterium

thermautotrophicum

Pyrococcus abyssi

Pyrococcus horikoshii

Pyrococcus furiosus

Methanosarcina mazei

Methanosarcina acetivorans

Halobacterium sp. NRC−1

Archaeoglobus fulgidus

Thermoplasma acidophilum

Thermoplasma volcanium

Sulfolobus solfataricus

Sulfolobus tokodaiiAeropyrum pernix

Pyrobaculum aerophilum

Nanoarchaeum equitansShigella flexneri 2a 301

Shigella flexneri 2a 2457TEscherichia coli K12Escherichia coli O6Escherichia coli O157:H7Escherichia coli EDL933

Salmonella typhiSalmonella enterica

Salmonella typhimurium

Yersinia pestis CO92

Yersinia pestis KIM

Yersinia pestis Medievalis

Photorhabdus luminescens

Buchnera aphidicola Sg

Buchnera aphidicola APS

Buchnera aphidicola Bp

Wigglesworthia brevipalpis

Blochmannia floridanus

Haemophilus influenzae

Pasteurella multocida

Haemophilus ducreyi

Vibrio vulnificus CMCP6

Vibrio vulnificus YJ016

Vibrio parahaemolyticus

Vibrio cholerae

Photobacterium profundum

Shewanella oneidensis

Pseudomonas syringae

Pseudomonas putida

Pseudomonas aeruginosa

Xanthomonas campestris

Xanthomonas axonopodis

Xylella fastidiosa 9a5c

Xylella fastid

iosa 700964

Coxiella

burnetii

Bordetel

la bronch

iseptic

a

Bordete

lla pa

rapert

ussis

Borde

tella

pertu

ssis

Ralston

ia so

lanac

earu

m

Neisse

ria m

ening

itidis

B

Neisse

ria m

ening

itidis

A

Chro

mobac

teriu

m viola

ceum

Nitros

omon

as eu

ropa

ea

Bruc

ella

meli

tens

isBr

ucel

la su

isRh

izob

ium

loti

Agro

bact

eriu

m tu

mef

acie

ns

Was

hU

Agro

bact

eriu

m tu

mef

acie

ns

C58

Cere

onRh

izob

ium

mel

iloti

Brad

yrhi

zobi

um ja

poni

cum

Rhod

opse

udom

onas

pal

ustr

isCa

ulob

acte

r cr

esce

ntus

Rick

etts

ia c

onor

iiRi

cket

tsia

pro

waz

ekii

Wol

bach

ia s

p. w

Mel

Hel

icob

acte

r py

lori

266

95H

elic

obac

ter

pylo

ri J

99

Hel

icob

acte

r he

patic

us

Wol

inel

la s

ucci

noge

nes

Cam

pylo

bact

er je

juni

Bde

llovi

brio

bac

teri

ovor

us

Geo

bact

er s

ulfu

rred

ucen

s

Des

ulfo

vibr

io v

ulga

ris

Ano

phel

es g

ambi

ae

Dro

soph

ila m

elan

ogas

ter

Taki

fugu

rub

ripe

s

Dan

io r

erio

Gal

lus

gallu

s

Rat

tus

norv

egic

us

Mus

mus

culu

s

Hom

o sa

pien

sPa

n tr

oglo

dyte

s

Ther

moa

naer

obac

ter

teng

cong

ensi

sCl

ostr

idiu

m a

ceto

buty

licum

Clos

trid

ium

teta

niCl

ostr

idiu

m p

erfr

inge

nsCa

ndid

atus

Phy

topl

asm

a as

teris

Myc

opla

sma

myc

oide

sM

ycop

lasm

a m

obile

Myc

opla

sma

pulm

onis

Urea

plas

ma

parv

umM

ycop

lasm

a pe

netra

ns

Myc

oplas

ma

gallis

sept

icum

Mycop

lasm

a pn

eum

oniae

Mycop

lasm

a gen

italiu

m

Staphy

lococ

cus e

pider

midis

Staphy

lococ

cus a

ureu

s MW2

Staphy

lococ

cus a

ureu

s N31

5

Staphy

lococ

cus a

ureu

s Mu5

0

Lister

ia inn

ocua

Lister

ia mon

ocyto

genes

F2365

Listeri

a monocyt

ogenes

EGD-e

Oceanobacillus ih

eyensis

Bacillus h

alodurans

Bacillus subtilis

Bacillus a

nthracis

Bacillus cereus ATCC 14579

Bacillus cereus ATCC 10987

Lactobacillus johnsonii

Lactobacillus plantarum

Enterococcus faecalis

Lactococcus lactis

Streptococcus pneumoniae

R6

Streptococcus pneumoniae

TIGR4

Streptococcus mutans

Streptococcus agalactiae II

Streptococcus agalactiae

Streptococcus pyogenes M1

Streptococcus pyogenes

MGAS8232

Streptococcus pyogenes

MGAS315

Streptococcus pyogenes SSI−1

Fibrobacter succinogenes

Chlorobium tepidum

Porphyromonas gingivalis

Bacteroides thetaiotaomicron

Chlamydia muridarum

Chlamydia trachomatis

Chlamydophila caviae

Chlamydophila pneumoniae TW183Chlamydophila pneumoniae J138Chlamydophila pneumoniae CWL02Chlamydophila pneumoniae AR39

Gemmata obscuriglobusRhodopirellula balticaLeptospira interrogans L1−130

Leptospira interrogans 56601

Borrelia burgdorferiTreponema pallidum

Treponema denticolaBifidobacterium longum

Tropheryma whipplei TW08/27

Tropheryma whipplei Twist

Streptomyces avermitilis

Streptomyces coelicolor

Corynebacterium diphtheriae

Corynebacterium efficiens

Corynebacterium glutamicum

ATCC 13032

Corynebacterium glutamicum

Mycobacterium paratuberculosis

Mycobacterium leprae

Mycobacterium

bovis

Mycobacterium

tuberculosis

CDC1551

Mycobacterium

tuberculosis

H37Rv

Fusobacterium nucleatum

Aquifex aeolicus

Thermotoga m

aritima

Dehalococcoides ethenogenes

Thermus therm

ophilus

Deinococcus radiodurans

Gloeobacter violaceus

Synechococcus elongatus

Nostoc sp. PCC 712

Synechocystis sp. P

CC6803

Prochlorococcus m

arinus

CCMP

1378

Prochlorococcus m

arinus

SS

12

Synechococcus sp. W

H8102

Prochlorococcus m

arinus

MIT9313

Acidobacterium

capsulatum

Solibacter usitatus

This phylogenetic tree of life uses genome sequencing data to

map the relationships between 191 different species in the three

domains of life: Eukaryota, Bacteria, and Archaea.

All life on Earth shares one common ancestor, and is thought to include between 10 million and

30 million different species.

http://itol.embl.de/

LUCALAST UNIVERSAL COMMON ANCESTOR

A single-celled organism living more than 3.5 BYA.

This domain includes all of the plants, animals, and fungi, and some

single-celled organisms. Eukaryotes are distinguished by their complex

cells, which contain a membrane-enclosed nucleus.

The creatures most familiar to us, animals, are members of the same kingdom.

FungiAmoebozoa

ArchaeplastidaPlantae

ChromalveolataExcavata

Animalia

EUKARYOTA HumansHomo sapiens

Our species, primates in the Animalia kingdom of the Eukaryota, is thought to have first evolved in Africa about 200,000 years ago. Genetically, our closest living relative is the chimpanzee.

Mosquito

Roundworm

RedJunglefowlPufferfish

Mouse

Chimpanzee

These single-celled prokaryotic organisms often

live in extreme environmental conditions. Once

considered to be Bacteria, these microorganisms

are now recognized as a separate domain of life.

ARCHAEA

Pyrococcus furiosus

This species of Archaea, found in extremely hot conditions near hydrothermal vents, thrives at temperatures between 158°F and 217°F (70°-100°C). In addition to its unique habitat, P. furiosus is also unusual for having enzymes containing tungsten, a very rare element in living organisms.

AnthraxBacillus anthracis

This deadly bacteria infected hundreds of thousands of people and animals every year until a vaccine was

developed by Louis Pasteur in 1881.

These single-celled prokaryotic organisms were among

the first life forms to appear on Earth. Often spherical,

rod-like, or spiral in shape, these microorganisms

function without a membrane-enclosed cell nucleus.

BACTERIA


The first agricultural communities to emerge in South America populated the regions around the Andes Mountains. Diverse geography and high altitude settlements sup-ported beans, potatoes, and a hearty protein-rich grain called quinoa. Alpaca and llamas were domesticated as work animals and for their wool, which was woven into textiles. By the beginning of the 16th century, the Incas had establisheda vast empire with trem-endous architecture such as Machu Picchu. Within a century, Spanish con-quistadors led by Francisco Pizarro had conquered the Inca civilization.

9000 BCE 3500 BCE6500 BCE6500 BCE6000 BCE 3000 BCE

Mesoamerica AndesPapuaNew Guinea

Yellow &Yangtze River Valleys

Indus River Valley

The Fertile Cresent

The Fertile Crescent is a wide swathe of land along the Tigris and Euphrates Rivers, stretching from the Persian Gulf to the Medi- terranean Sea, and even into the Nile River Valley by some definitions. Often called the “cradle of civil-ization,” the first crops flourished in the rich soils of these river valleys. Civilization first emerged in Mesopotamian cities like Babylon, Sumer, Ur, and Uruk in modern-day Iraq and in Jericho to the west. Egyptian civilization emerged in the Nile River Valley a bit later. By around 3200 BCE, civilizations in the Fertile Crescent were using the wheel and had developed the earliest known system of writing.

Agriculture emerged in the Indus River Valley when foraging Harappan com-munities settled in the lush lands between the Hima-layas and the Hindu Kush mountains in present-day Pakistan. Fertile soils and a steady water supply supported the cultivation of crops, and the river also provided transportation, enabling commerce. Even-tually cities like Harappa, Lothal, and Mohenjo-Daro became centers of trade. The Indus River Valley civilization is thought to be among the first to develop a standardized system of weights and measures, including the use of finely calibrated rulers as early as 2400 BCE.

The Yellow (or Huang He) River stretches nearly 3,000 miles across China while the Yangtze River is almost 4,000 miles long. Both rivers flow east from the Tibetan Plateau and the Himalayan Moun-tains. The first farmers in China cultivated grasses in the vast floodplainsand fertile river valleys formed by the Yangtze and the Yellow in eastern China. Chinese agricul-ture is known for itssericulture, the rearingof silkworms for theproduction of raw silk to make fine fabrics. Even-tually, demand for silk from China would help connect all of Afro-Eurasia in a system of trade routes called the Silk Roads.

The first human inhabit-ants of Papua New Guinea are thought to have arrived from Southeast Asia more than 40,000 years ago. The Pacific island receives plentiful rainfall and contains incredible biodiversity. Scientists estimate that between 5 and 10% of all of the planet’s species live on Papua New Guinea. Human communities on the island were equally diverse, some taking on agriculture and some sustaining themselves solely as foragers. The region's first farmers (in the Western Highlands) used terraces with com-plex irrigation systems and practiced crop rota-tion to increase their yields.

Domestication of wild teosinte (which became maize, and eventually corn) may have begun as early as 7000 BCE, but the first organized agricultural villages emerged thousands of years later. Several different civil-izations rose and fell in this region, including the Olmec, which flourished from about 1600 BCE to 400 BCE, the Maya, which flourished from about 250 CE to 900 CE, and the Aztec, which reached its height just before it was conquered by Spanish conquistadors in 1520. These Mesoamerican cultures developed complex irrigation systems and produced skilled astronomers and poets.

APPROXIMATE YEARAGRICULTURE BEGAN

AGRICULTURE & CIVILIZATION A CLOSER LOOK AT FARMING IN SOME OF THE EARLIEST AGRARIAN CIVILIZATIONS

Wheat RiceGENUS: TriticumNUMBER OF SPECIES: 101st DOMESTICATION: Southeastern Turkey

GENUS: OryzaNUMBER OF SPECIES: 231st DOMESTICATION: Eastern China

GENUS: ZeaNUMBER OF SPECIES: 11st DOMESTICATION: Mesoamerica

Maize

GLOBAL WHEAT PRODUCTIONWheat is grown in more countries and on more land than anyother cereal crop

NUTRITIONAL VALUE OF RICEAlmost half of the world’s population depend on rice as a primaryfood source

U.S. MAIZE (CORN) USAGEOf every 10 ears, 2 are eaten, 4 are used to feed livestock, and 4 areused to make ethanol

28% CARBOHYDRATES

3% PROTEIN

1% OTHER

68% WATER

HUMAN FOOD LIVESTOCK FEED ETHANOL PRODUCTION

cowsdogs goatssheep

barleyflaxwheat

chickpeaslentilspeas

barleyriceryewheat

cottonlentilspeas

chickensgoatssheep

milletricewheat

soybeans

chickensdogspigs

sugarcane

bananassagotaro yams

dogspigs

amaranth maize (corn) ramón (breadnut)

beans cacao chilies papaya squashtomatoes

dogsducksturkeys

quinoa

beans coca potatoes

alpacasguinea pigs llamas

C

M

Y

CM

MY

CY

CMY

K

BHP_Agriculture and Civilization_Poster_11x17in_04.13.pdf 1 4/25/13 12:28 PM


PBL: HOW MANY PEOPLE COULD EARTH SUPPORT NOW AND 100 YEARS FROM NOW?

Project Checklist

Project Component Notes Score Possible Score

Checkpoint: Draft number calculations

Checkpoint: Draft infographic

Checkpoint: Draft of each narrative

Infographic Score Sheet Total

Narrative

Presentation Score

Collaboration Score

Total Score

Nar

rativ

e W

ritin

g Ru

bric

Des

crip

tion

Bel

ow S

tand

ard

(1)

App

roac

hing

Sta

ndar

d (2

)A

t Sta

ndar

d (3

)A

bove

Sta

ndar

d (4

)

Expo

sitio

n &

D

evel

opm

ent

• P

rovi

des

a se

tting

that

is

uncl

ear

with

a v

ague

con

flict

, si

tuat

ion,

or

obse

rvat

ion.

•

Has

an

uncl

ear

poin

t of v

iew

an

d an

und

erde

velo

ped

narr

ator

and

/or

char

acte

rs.

• La

cks

narr

ativ

e te

chni

ques

an

d m

erel

y re

tells

eve

nts

and/

or e

xper

ienc

es.

• P

rovi

des

a se

tting

with

a v

ague

co

nflic

t, si

tuat

ion,

or

obse

rvat

ion.

•

Has

an

uncl

ear

poin

t of v

iew

.•

Use

s so

me

narr

ativ

e te

chni

ques

an

d m

erel

y re

tells

eve

nts

and/

or

expe

rien

ces.

• O

rien

ts th

e re

ader

by

setti

ng

out a

con

flict

, situ

atio

n, o

r ob

serv

atio

n.•

Esta

blis

hes

one

poin

t of v

iew

an

d in

trod

uces

a n

arra

tor

and/

or

dev

elop

ed c

hara

cter

s.•

Use

s na

rrat

ive

tech

niqu

es s

uch

as d

escr

iptio

n an

d re

flect

ion

th

at il

lust

rate

eve

nts

and/

or

char

acte

rs.

• En

gage

s an

d or

ient

s th

e re

ader

by

set

ting

out a

con

flict

, situ

atio

n,

or o

bser

vatio

n.•

Esta

blis

hes

one

or m

ultip

le p

oint

s of

vie

w a

nd in

trod

uces

a n

arra

tor

and/

or w

ell-

deve

lope

d ch

arac

ters

.•

Dem

onst

rate

s de

liber

ate

use

of

narr

ativ

e te

chni

ques

suc

h as

pac

ing,

de

scri

ptio

n, r

efle

ctio

n to

dev

elop

ex

peri

ence

s, e

vent

s, a

nd/o

r ch

arac

-te

rs.

Org

aniz

atio

n &

Coh

esio

n•

Lack

s a

sequ

ence

or

prog

res-

sion

of e

xper

ienc

es o

r

even

ts o

r pr

esen

ts a

n ill

ogic

al

sequ

ence

of e

vent

s.

• C

reat

es a

seq

uenc

e or

pro

gres

sion

of

exp

erie

nces

or

even

ts.

• C

reat

es a

logi

cal p

rogr

essi

on

of e

xper

ienc

es o

r ev

ents

usi

ng

som

e te

chni

ques

— s

uch

as

chro

nolo

gy, f

lash

back

, for

esha

d-ow

ing,

sus

pens

e, e

tc. —

to

sequ

ence

eve

nts

so th

at th

ey

build

on

one

anot

her

to c

reat

e a

cohe

rent

who

le.

• C

reat

es a

sm

ooth

pro

gres

sion

of

expe

rien

ces

or e

vent

s us

ing

a

vari

ety

of te

chni

ques

— s

uch

as

chro

nolo

gy, f

lash

back

, for

esha

dow

-in

g, s

uspe

nse,

etc

. — to

seq

uenc

e ev

ents

so

that

they

bui

ld o

n on

e an

othe

r to

cre

ate

a co

here

nt w

hole

.

Sty

le &

C

onve

ntio

ns•

Tells

onl

y ab

out e

xper

ienc

es,

even

ts, s

ettin

gs, a

nd/o

r ch

ar-

acte

rs.

• U

ses

wor

ds a

nd p

hras

es a

nd te

lling

de

tails

to c

onve

y ex

peri

ence

s,

even

ts, s

ettin

gs, a

nd/o

r ch

arac

ters

.

• U

ses

wor

ds a

nd p

hras

es, t

ellin

g de

tails

, and

sen

sory

lang

uage

to

con

vey

a vi

vid

pict

ure

of th

e ex

peri

ence

s, e

vent

s, s

ettin

g,

and/

or c

hara

cter

s.

• U

ses

prec

ise

wor

ds a

nd p

hras

es,

show

ing

deta

ils a

nd c

ontr

olle

d

sens

ory

lang

uage

and

moo

d to

co

nvey

a r

ealis

tic p

ictu

re o

f the

ex

peri

ence

s, e

vent

s, s

ettin

g, a

nd/

or c

hara

cter

s.

Con

clus

ion

• M

ay p

rovi

de a

con

clus

ion

to

the

even

ts o

f the

nar

rativ

e.•

Pro

vide

s a

conc

lusi

on th

at fo

llow

s fr

om w

hat i

s ex

peri

ence

d, o

bser

ved,

or

res

olve

d ov

er th

e co

urse

of t

he

narr

ativ

e.

• P

rovi

des

a co

nclu

sion

that

fol-

low

s fr

om a

nd r

efle

cts

on w

hat

is e

xper

ienc

ed, o

bser

ved,

or

reso

lved

ove

r th

e co

urse

of t

he

narr

ativ

e.

• B

uild

s to

a c

oncl

usio

n th

at lo

gica

lly

follo

ws

from

and

ref

lect

s on

wha

t is

expe

rien

ced,

obs

erve

d, o

r re

solv

ed

over

the

cour

se o

f the

nar

rativ

e.

BIG

HIS

TORY

PR

OJE

CT

/ PR

OJE

CT

BA

SED

LEA

RN

ING

(P

BL)

20

Pres

enta

tion

Rubr

ic

Des

crip

tion

Bel

ow S

tand

ard

(1)

App

roac

hing

Sta

ndar

d (2

)A

t Sta

ndar

d (3

)A

bove

Sta

ndar

d (4

)

Expl

anat

ion

of Id

eas

&

Info

rmat

ion

• D

oes

not p

rese

nt in

form

atio

n,

argu

men

ts, i

deas

, or

findi

ngs

clea

rly,

con

cise

ly, o

r lo

gica

lly.

• La

cks

supp

ortin

g ev

iden

ce.

• H

as a

line

of r

easo

ning

that

is

diff

icul

t to

follo

w.

• U

ses

info

rmat

ion

that

is n

ot in

lin

e w

ith th

e ov

eral

l pur

pose

.•

Doe

s no

t con

side

r al

tern

ate

pers

pect

ives

.

• P

rese

nts

info

rmat

ion,

arg

umen

ts,

idea

s, o

r fin

ding

s in

way

s th

at a

re n

ot

alw

ays

clea

r, c

onci

se, o

r lo

gica

l.•

Arg

umen

t is

supp

orte

d by

par

tial

evid

ence

.•

Has

a li

ne o

f rea

soni

ng th

at is

so

met

imes

diff

icul

t to

follo

w.

• U

ses

info

rmat

ion

that

is o

nly

so

met

imes

in li

ne w

ith th

e ov

eral

l pu

rpos

e.•

Atte

mpt

s to

con

side

r an

d ad

dres

s al

tern

ativ

e pe

rspe

ctiv

es b

ut d

oes

no

t do

so c

ompl

etel

y.

• P

rese

nts

info

rmat

ion,

ar

gum

ents

, ide

as, o

r fin

ding

s cl

earl

y, c

onci

sely

, or

logi

cally

. •

Is w

ell-

supp

orte

d by

ev

iden

ce.

• H

as a

line

of r

easo

ning

that

is

eas

y to

follo

w.

• C

lear

ly a

nd c

ompl

etel

y

addr

esse

s al

tern

ativ

e or

op

posi

ng p

ersp

ectiv

es.

• D

oes

an e

xcep

tiona

l job

pre

sent

ing

info

rmat

ion,

arg

umen

ts, i

deas

, or

find

ings

cle

arly

, con

cise

ly, a

nd

logi

cally

. •

Is w

ell-

supp

orte

d w

ith r

elev

ant,

an

d in

tere

stin

g ev

iden

ce.

• Th

e lin

e of

rea

soni

ng is

logi

cal,

easy

to

follo

w, w

ell c

raft

ed, a

nd u

ses

info

rmat

ion

that

is in

line

with

the

over

all p

urpo

se.

• C

lear

ly a

nd c

ompl

etel

y ad

dres

ses

rele

vant

alte

rnat

ive

or o

ppos

ing

pers

pect

ives

.

Org

aniz

atio

n•

Doe

s no

t mee

t the

pr

esen

tatio

n gu

idel

ines

.•

Doe

s no

t hav

e a

prop

er

intr

oduc

tion

or c

oncl

usio

n.•

Doe

s no

t use

tim

e al

lotte

d (i.

e., t

oo lo

ng o

r to

o sh

ort)

.

• M

eets

mos

t req

uire

men

ts fo

r th

e

pres

enta

tion

guid

elin

es.

• H

as a

pro

per

intr

oduc

tion

and

co

nclu

sion

, but

they

are

not

cle

ar

or in

tere

stin

g.•

Use

s th

e tim

e al

lotte

d, b

ut d

oes

no

t div

ide

up th

at ti

me

logi

cally

(i.

e., u

ses

too

little

or

too

muc

h

time

on a

topi

c or

idea

).

• M

eets

all

pres

enta

tion

guid

elin

es.

• H

ad a

pro

per

intr

oduc

tion

that

is c

lear

and

logi

cal.

• U

ses

the

time

allo

tted

wel

l an

d ha

s or

gani

zed

the

time

appr

opri

atel

y.

• M

eets

all

pres

enta

tion

guid

elin

es

and

is p

artic

ular

ly in

tere

stin

g an

d th

ough

tful

ly o

rgan

ized

.•

Has

an

intr

oduc

tion

that

hoo

ks

the

audi

ence

and

a c

oncl

usio

n

that

inci

tes

ques

tions

and

furt

her

inte

rest

.•

Org

aniz

es a

nd u

ses

times

ef

fect

ivel

y.

Eyes

, Bod

y,

and

Voic

e•

Doe

s no

t loo

k at

the

audi

ence

or

mak

e ey

e co

ntac

t.•

Lack

s po

ise

(app

ears

ner

vous

, fid

gety

, slo

uchy

).•

Spe

aks

in a

way

that

is h

ard

to u

nder

stan

d.

• M

akes

infr

eque

nt e

ye c

onta

ct w

ith

the

audi

ence

.•

Sho

ws

som

e po

ise

(lim

ited

fidge

ting,

ne

rvou

snes

s, e

tc.).

• S

peak

s cl

earl

y m

ost o

f the

tim

e,

but m

ay b

e di

ffic

ult t

o un

ders

tand

or

hea

r at

tim

es.

• Ke

eps

eye

cont

act w

ith th

e

audi

ence

mos

t of t

he ti

me

—

only

gla

nces

at n

otes

or

slid

es.

• S

how

s po

ise

and

conf

iden

ce.

• S

peak

s cl

earl

y an

d is

eas

y to

un

ders

tand

.

• Ke

eps

eye

cont

act w

ith th

e au

dien

ce th

roug

hout

. •

Sho

w e

xcep

tiona

l poi

se a

nd

conf

iden

ce.

• S

peak

s cl

earl

y, a

nd is

inte

rest

ing

to

list

en to

.

Resp

onse

to

Aud

ienc

e Q

uest

ions

• D

oes

not d

irec

tly a

ddre

ss

the

ques

tions

, goe

s of

f top

ic.

• A

nsw

ers

audi

ence

que

stio

ns, b

ut

not a

lway

s co

mpl

etel

y an

d cl

earl

y.•

Ans

wer

s qu

estio

ns c

lear

ly

and

com

plet

ely.

• Fr

eely

adm

its n

ot k

now

ing

the

answ

er to

a q

uest

ion.

• A

nsw

ers

clea

rly

and

com

plet

ely

an

d pr

ovid

es r

elev

ant d

etai

ls.

• A

dmits

not

kno

win

g th

e an

swer

to

a q

uest

ion,

and

pro

vide

s id

eas

fo

r fin

ding

ans

wer

s.

BIG

HIS

TORY

PR

OJE

CT

/ PR

OJE

CT

BA

SED

LEA

RN

ING

(P

BL)

21

Info

grap

hic

Scor

e Sh

eet

Info

grap

hic

Com

pone

ntD

escr

iptio

nN

otes

Sco

rePo

ssib

le

Sco

re

Topi

cTh

e to

pic

of th

e in

fogr

aphi

c is

spe

cific

in n

atur

e an

d is

inte

nded

to in

form

or

conv

ince

the

view

er.

Type

The

type

of i

nfog

raph

ic c

hose

n (e

.g.,

timel

ine

or

info

rmat

iona

l) hi

ghly

sup

port

s th

e co

nten

t bei

ng

pres

ente

d.

Obj

ects

The

obje

cts

incl

uded

in th

e in

fogr

aphi

c ar

e re

le-

vant

and

sup

port

the

topi

c of

the

info

grap

hic.

Dat

a

Visu

aliz

atio

nsTh

e da

ta v

isua

lizat

ions

pre

sent

acc

urat

e da

ta a

nd

are

easy

to u

nder

stan

d.

Sty

leFo

nts,

col

ors,

and

org

aniz

atio

n ar

e ae

sthe

tical

ly

plea

sing

and

app

ropr

iate

to th

e co

nten

t, an

d th

ey

enha

nce

the

view

er’s

und

erst

andi

ng o

f the

info

r-

mat

ion

pres

ente

d.

Cita

tions

Full

bibl

iogr

aphi

c ci

tatio

ns fo

r al

l sou

rces

use

d ar

e in

clud

ed.

Sub

tota

l

Elev

ator

P

itch

Num

bers

: How

man

y pe

ople

Ear

th c

an s

uppo

rt

now

and

100

yea

rs fr

om n

ow.

Def

initi

on o

f “su

ppor

t.”

Sum

mar

y: H

ow n

umbe

rs a

nd

defin

ition

of “

supp

ort”

wer

e de

rive

d.

Insi

ghts

: Tw

o m

ajor

insi

ghts

that

ca

me

from

this

wor

k.

Elev

ator

Pitc

h To

tal

Tota

l Sco

re

BIG

HIS

TORY

PR

OJE

CT

/ PR

OJE

CT

BA

SED

LEA

RN

ING

(P

BL)

22

Colla

bora

tion

Rubr

icD

irec

tions

: Giv

e yo

urse

lf an

d ea

ch m

embe

r of

you

r gr

oup

a sc

ore

from

the

Col

labo

ratio

n R

ubri

c. Y

our

teac

her

will

use

thes

e sc

ores

as

part

of e

ach

grou

p m

embe

r’s in

divi

dual

sc

ore

for

the

proj

ect.

If yo

u ne

ed m

ore

row

s fo

r ad

ditio

nal g

roup

mem

bers

, use

the

back

of t

his

shee

t.

Bel

ow S

tand

ard

(1)

App

roac

hing

Sta

ndar

d (2

)A

t Sta

ndar

d (3

)A

bove

Sta

ndar

d (4

)

This

gro

up m

embe

r do

es n

ot c

ompl

ete

proj

ect t

asks

or

does

not

com

plet

e ta

sks

on ti

me.

He/

she

does

not

hel

p th

e gr

oup

solv

e pr

oble

ms,

giv

e us

eful

feed

-ba

ck, o

r us

e fe

edba

ck fr

om o

ther

s. T

he

grou

p m

embe

r do

es n

ot s

how

res

pect

fo

r gr

oup

mat

es (e

.g.,

inte

rrup

ting,

ig

nori

ng id

eas,

bei

ng u

nkin

d).

This

gro

up m

embe

r is

som

etim

es p

re-

pare

d to

wor

k w

ith th

e gr

oup.

Thi

s gr

oup

mem

ber

does

pro

ject

task

s w

hen

rem

inde

d an

d so

met

imes

com

plet

es

task

s on

tim

e. H

e/sh

e so

met

imes

off

ers

to h

elp

othe

rs, s

omet

imes

sha

res

idea

s,

and

is u

sual

ly p

olite

and

kin

d to

gro

up

mat

es.

This

gro

up m

embe

r co

mpl

etes

task

s w

ithou

t bei

ng r

emin

ded

and

uses

feed

-ba

ck fr

om o

ther

s. H

e/sh

e he

lps

the

grou

p so

lve

prob

lem

s an

d st

ay o

rga-

nize

d, a

nd li

sten

s ca

refu

lly to

gro

up

mat

es. T

his

pers

on is

pol

ite a

nd k

ind.

This

gro

up m

embe

r do

es m

ore

than

w

hat i

s re

quir

ed a

nd a

sks

for

feed

back

to

impr

ove

his/

her

wor

k. H

e/sh

e st

eps

in to

hel

p ot

her

grou

p m

embe

rs w

hen

they

are

abs

ent o

r ne

ed h

elp,

and

he/

she

enco

urag

es g

roup

mat

es to

sha

re

idea

s by

rec

ogni

zing

and

pro

mot

ing

ever

yone

’s s

tren

gths

.

Nam

eS

core

Why

did

you

cho

ose

this

sco

re?

Your

Nam

e:

Gro

up M

embe

r’s N

ame:

Gro

up M

embe

r’s N

ame:

Gro

up M

embe

r’s N

ame:

Ada

pted

from

the

Buc

k In

stitu

te C

olla

bora

tion

Rub

ric.

BIG

HIS

TORY

PR

OJE

CT

/ PR

OJE

CT

BA

SED

LEA

RN

ING

(P

BL)

23


SAMPLE PEER-REVIEW PROCESSESPeer review is a useful tool in the classroom and serves multiple purposes for learning. It can help both you and your students. For you, it helps ensure that you receive a high-quality final product. In addition, peer review helps ensure that you cover CCSS.ELA-Literacy.W.9-10.51. For your students, it will help them better understand the writing and revision process, as well as orient them to their product requirements.

As you introduce the peer-review process, remind students of the roles that they take as a part of this process:

• Writer — as a writer, peer review is a low-risk way to find out how well your writing is working. Are you conveying your message? Are you supporting your assertions with scientific evidence? Are you crafting a clear and cogent argument?

• Reviewer — as a reviewer, you have the opportunity to see what someone else is doing in the context of your assignment. Not only does this help remind you of and orient you to the required elements of your assignment, it also helps you critically and constructively evaluate how a writer might improve his or her writing skills.

DirectionsThere are multiple ways to conduct a peer review. If you have class norms established around peer review, feel free to use those. Here are two alternative suggestions:

• Group peer review, which we suggest using in the context of the “Invent a Species” project

• Individual peer review, which is better suited for smaller group or individual writing projects, such as the “How many people could Earth support now and 100 years from now?” project

Remember, these can be altered to fit the needs of your class. There are also a multitude of suggestions online. Two useful search terms are “Peer-Review Processes” and “Writing Workshop Peer Review.”

1 CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)


I. Group Peer Review

Advanced Preparation • Make sure each group provides enough copies of its draft to share with another group

of students.

• Copies of the Writing Rubric.

• Copies of the Feedback Table (at the end of this document).

• Post the directions somewhere in the room that is highly visible to students.

Process 1. Explain to students that you are going to peer-review one another’s work. Remind them

of the importance of their roles.

2. Hand out the Feedback Table and the Writing Rubric and remind students that they will be using both documents to evaluate one another’s work. They will write constructive feedback on the table and they will use the Writing Rubric as a checklist.

3. If needed, have a discussion about respectful evaluation and constructive criticism.

4. Then, pair up the groups.

5. Post the following directions in your classroom and review with the students. It’s helpful if you set a timer to monitor their process and direct them when to move. This will take about 20 to 25 minutes.

a. Groups A and B work silently to assess each other’s drafts using the Writing Rubric while taking notes on the Feedback table (5 minutes).

b. Group A shares its feedback. Each person in Group A should share one thing he/ she liked and one thing that could use improvement (3 minutes).

c. Group B asks Group A short clarifying questions about its feedback (3 minutes).

d. Groups discuss together what Group B might do to improve its final product (5 minutes).

e. Group B shares its feedback. Each person in Group B should share one thing he/ she liked and one thing that could use improvement (3 minutes).

f. Group A asks Group B short clarifying questions about its feedback (3 minutes).

g. Groups discuss together what Group A might do to improve its final product (5 minutes).

h. Groups exchange rubrics.

6. Give the groups the rest of the class period to plan and decide what feedback they’ll incorporate from the peer review.

II. Individual Peer Review Advanced Preparation • Make sure each student brings an extra copy of his or her draft to share with a group

of students.

• Copies of the Writing Rubric.

• Copies of the Feedback Table (at the end of this document).

• Post the directions somewhere in the room that is highly visible to students.

• If you’re working on the “How many people could Earth support now and 100 years from now?” project, decide in advance if you will keep student pairs together or split them up. Students will likely gain more if they peer-review someone who isn’t their partner.

Process 1. Silent work

a. In pairs, each reads the other’s draft through once, without taking notes or thinking about the rubrics.

b. Each student writes a two- to three-sentence summary of the other student’s writing. If the piece is difficult to summarize, knowing this will be helpful to the writer. A well-written piece is fairly easy to summarize.

c. Then, each student uses the Writing Rubric and the Feedback Table to start providing more pointed feedback. Do not copyedit. This process is intended to focus on the overall ideas and main points in the writing. Be positive AND constructive.

2. Discussion

a. Student A shares his/her feedback. He/she should share at least two things he/she liked and two things that could use improvement (3 minutes).

b. Student B asks Student A short clarifying questions about the feedback (3 minutes).

c. The pair discuss what Student B might do to improve his/her final product (5 minutes).

d. Student B shares his/her feedback. He/she should share at least two things he/ she liked and two things that could use improvement (3 minutes).

e. Student A asks Student B short clarifying questions about his/her feedback (3 minutes).

f. The pair discuss what Student A might do to improve his/her final product (5 minutes).

g. Students A and B exchange rubrics

3. Reconvene in project pairs

a. If you split up pairs, have them come together to share the feedback they received from the peer reviewers.

b. Give students the rest of the class period to decide what feedback they will use and what changes they’ll make to their written and project work.



PBL: FEEDBACK TABLEWhat did you like? What do you think could be improved?

What questions came up? What ideas did you have?