pbl activity
TRANSCRIPT
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PBL Activity Conservation
Patsy Kraj
November 17, 2010
Title
What Can I Do to Conserve?
Overview
Students will participate in a project based learning experience. The students will collaborate to gather
information and create a VoiceThread displaying their ideas for conservation. The groups will obtain input
from other students and create a graph to illustrate the results.
Goals / Objectives
Students will work in groups to explore conservation for water, soil, and air.
Students will create a VoiceThread presenting an idea for conservation of water, soil, and air.
Students will obtain feedback from other students and create a graph using Microsoft Excel.
Students will know how to create a graph.
Students will know different methods to conserve water, soil, and air.
Georgia Performance Standards
S6E5. Students will investigate the scientific view of how the earths surface is formed.
i. Explain the effects of human activity on the erosion of the earths surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science
and will exhibit these traits in their own efforts to understand how the world works.
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S6CS9. Students will investigate the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations are conducted for different reasons. They usually involve
collecting evidence, reasoning, devising hypotheses, and formulating explanations.
d. Scientists use technology and mathematics to enhance the process of scientific
inquiry.
M6D1. Students will pose questions, collect data, represent and analyze the data, and interpret results.
a. Formulate questions that can be answered by data. Students should collect data by using samples
from a larger population (surveys), or by conducting experiments.
b. Using data, construct frequency distributions, frequency tables, and graphs. c. Choose appropriate
graphs to be consistent with the nature of the data
Rationale
This activity is for a 6th grade science classroom at Carrollton Junior High School. This is part of a school
wide initiative to integrate project based learning into math and science classes as a means to develop
deeper learning and increase student achievement in the areas of math and science. This activity will
give teachers hands-on experience with project based learning methods.
Prerequisites
It is assumed that students know how to use Microsoft Excel and now how to use the World Wide Web.
This activity will increase students ability to use Excel and the World Wide Web.
Resources
Students will need a computer with Microsoft Excel, access to the Internet, and access to an email
address for VoiceThread.
Processes
1. Students will be given the handout and rubric for the activity. The teacher will briefly go over the
directions for the activity and students will be divided into groups of 3-4 students.
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2. The groups will participate in the track on TrackStar about conservation of water, air, and land.
3. The groups will discuss ways that they could realistically conserve for each water, air, and land. They
will choose one idea for each conservation area.
4. Together as a class, students will set up VoiceThread accounts, view the VoiceThread tutorial and view
sample VoiceThreads.
5. The groups will create a VoiceThread presenting their ideas of conservation for water, air, and land.
When the VoiceThread is complete, they will share it with other groups in the classroom. The groups will
respond to each others VoiceThreads with whether or not the conservation ideas were realistic and if
they would participate in the conservation efforts.
6. The groups will compile the data they receive in the VoiceThread and create a bar graph with
Microsoft Excel to illustrate the data. The graph will then be added to the end of the VoiceThread project
to be evaluated.
Feedback
The VoiceThread and graph will be evaluated with a rubric that the students will be given at the beginning
of the project. Teachers will use a survey evaluation as a means for reflecting on the experience.