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Julene Reed: Polar Bears in a Changing ClimateDocument Transcript
Lesson on Challenge Based Learning
Title: Polar Bears in a Changing Climate
Author: Julene Reed
Grade Levels: 6–12, but can be adapted to other grades as well
Note: Below is an overview of this Challenge Based Learning lesson focusing on
polar bears and climate change. A more thorough and detailed description of this
lesson along with concrete examples is available on the "Polar Bears, Climate
Change, and Challenge Based Learning" section of the "Polar Bears in a Changing
Climate" website that is available on the Apple Learning Interchange.
Essential Questions (these are samples for this specific topic; many others are
• What causes climate change?
• How is our changing climate affecting polar bears?
• What can be done to reduce CO2 emissions and stop climate change?
• Gain an understanding of climate change, its causes, and its effects globally
• Understand and identify the negative effects of climate change on the earth
and its inhabitants, in general
• Understand and identify the negative effects of climate change on polar
• Identify actions that can be taken locally to reduce CO2 emissions and stop
• Implement strategies and actions in the local community and collaborate
globally on projects to reduce CO2
• Publish and share solutions with media and technology to increase the
sphere of influence and inspire others to action
• Reflect on the project process, solutions, and what was learned
• "Polar Bears in a Changing Climate" – Apple Learning Interchange CBL
• Video explaining Challenge Based Learning – Bill McClain, Environmental
• Challenge Based Learning on Apple Learning Interchange (include links to
white papers and other research)
• SweetSearch - A Search Engine for Students
• Polar Bears International Website
• EPA Website, Google Search
Procedures – The lesson resources in the "Polar Bears in a Changing Climate"
published exhibit provide detailed clarification of Challenge Based Learning as well
as concrete lesson examples to model this lesson. Below is a chart of the CBL
CBL Framework Chart (on the ALI website)
Note: Throughout the implementation of a CBL lesson/project, students proceed
through the Challenge Based Learning framework including Key Components and
Process which include an "Essential Question, The Challenge, Guiding Questions,
Guiding Activities and Resources, and Solutions"
In a CBL project, the teacher is a facilitator. The students are self–directed in their
learning process with the teacher learning along with them and guiding them as
needed. Assessment is an ongoing and dynamic process throughout a CBL project,
referring to a rubric (example below) and reflecting throughout the project
During the lesson/project, students:
• Select a "Big Idea" related to a real–world problem and form an "Essential
• Identify a "Challenge" related to the above, developing a beginning plan for
• Share what they know about the topic in collaborative groups and identify
what they need to research in order to develop a solution or plan of action
that addresses the problem of climate change
• Brainstorm a list of questions & keywords to research (Students can use these
in yolink searches that include searches conducted using SweetSearch.)
• Use yolink to narrow search results by looking for specific keywords within
the search results
• Append their results to a Google Doc where they collaboratively share their
work with project partners and the teacher who can then provide ongoing
• Utilize EasyBib to record sources for reference and citations
• Continually review information and access other resources as they work
collaboratively to determine solutions
• Discuss an action plan – a project they can implement – and develop a
solution that is action–oriented
• Implement the project, taking action both locally and in the larger community
• Utilize technology as part of their action/solution (i.e., create a public service
announcement, publish and distribute posters or pamphlets, publish to a
website, create a podcast, etc.)
• Share their project with other student groups by presenting their project and
solutions to their peers
• Reflect either orally or in writing on the overall process and what was learned
The Project - Planning Actions and Implementing Solutions
• Organize information
• Draw conclusions from information gathered from the multiple sources
• Brainstorm solutions and actions that can be taken to make a difference in
relation to the problem of climate change
• Develop project solutions that include:
◦ Actions to implement locally (home, school, community)
◦ Collaborations with other schools or organizations globally to design
solutions and take action
◦ Publishing of projects in different media such as PSA's, posters, etc.
• Share with other project groups, presenting solutions and actions
• Reflection – this can be done either orally or in a written reflection document
Assessment: CBL Rubric from Iowa Public Television
Iowa Pathways and Iowa Public Television have created a rubric that can be utilized
for Challenge Based Learning investigations. One may want to adapt this rubric to
include the assessment of related action-oriented activities involving technology.
NETS Standards for Students Addressed:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. apply existing knowledge to generate new ideas, product, or
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
a. interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with
learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
tools and resources.
a. identify and define authentic problems and significant questions for
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informal
d. use multiple processes and diverse perspectives to explore alternative
5. Digital Citizenship
Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information
b. exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts,
systems, and operations.
a. understand and use technology systems.
b. select and use applications effectively and productively.
NETS Standards for Teachers Addressed:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity,
and innovation in both face-to-face and virtual environments.
a. promote, support, and model creative and innovative thinking and
b. engage students in exploring real-world issues and solving authentic
problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify
students’ conceptual understanding and thinking, planning, and creative
d. model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tools and resources to maximize
content learning in context and to develop the knowledge, skills, and
attitudes identified in the NETS•S.
a. design or adapt relevant learning experiences that incorporate digital tools
and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all
students to pursue their individual curiosities and become active participants
in setting their own educational goals, managing their own learning, and
assessing their own progress
c. customize and personalize learning activities to address students’ diverse
learning styles, working strategies, and abilities using digital tools and
d. provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use
resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an
innovative professional in a global and digital society.
a. demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using
digital tools and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students,
parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to
locate, analyze, evaluate, and use information resources to support
research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in
an evolving digital culture and exhibit legal and ethical behavior in their
a. advocate, model, and teach safe, legal, and ethical use of digital
information and technology, including respect for copyright, intellectual
property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered
strategies and providing equitable access to appropriate digital tools and
c. promote and model digital etiquette and responsible social interactions
related to the use of technology and information d. develop and model
cultural understanding and global awareness by engaging with colleagues
and students of other cultures using digital-age communication and
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