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PBL and Science
- 11. PBL and Biology
- 12. PBL and Biology
- 13. PBL and Biology
- 14. PBL and Biology
- 15. PBL and Biology
- 16. PBL and Biology
- 17. PBL and Biology
- 18. PBL and Biology
- 19. Example Project • Create your own ecosystem – Students will design their own ecosystem and include primary, secondary, and tertiary predators and producers and explain how they interact with each other. Students will present this information using poster board, power point, book (story), shoe box, or song.
- 20. Example Project Rubric Needs Improvement Basic Outstanding Project does not explain producers or primary, secondary or tertiary consumers or has examples from their ecosystem Project doesn’t explain producers or primary, secondary and tertiary consumers, but does use examples from their ecosystem Project explains producers or primary, secondary and tertiary consumers using examples from their ecosystem Project includes and 1 or no types of symbiotic relationships Project includes and 2 types of symbiotic relationships Project includes and explains at least 3 types of symbiotic relationships Project doesn’t explain food web or give examples Project gives examples of food web from their ecosystem Project explains food web and gives examples from their ecosystem Food web/ecosystem model is not easy to understand and is messy Food web/ecosystem is messy but understandable Food web/ecosystem is explained or demonstrated in a creative, yet clear and easy to understand manner
- 21. References • Edutopia (2014) 5 keys to Rigorous Project- Based Learning. Retrieved from: http:// • BIE (2015)What is Project Based Learning (PBL). Retrieved from: www.edutopia.org/video/five-keys-rigorous- project-based-learning
Editor's Notes
- So first of all, what is PBL? PBL stands for Project Based Learning and is A teaching method in which students gain knowledge and skills by investigating and responding to a complex question, problem, or challenge (AKA a project). There are 8 key things successful include.
- Students need to learn specific content or understand key concepts
- The project should encourage critical thinking, problem solving, communication collaboration and creativity skills
- Project should engage students and include a rigorous process of asking questions and researching answers
- Project includes an open ended question that students understand and find interesting
- Students understand the importance of the project and why they need to figure it out and complete the work
- The project should be flexible and allow students to make decisions such as when and how they work and how they present their project
- Students should have opportunities to evaluate other students and receive feedback
- Students should present their work, ideally in front of more than just their classmates and teacher
- Have a project that covers topics such as physiology, environment and evolution or cellular development, evolution, biology and chemistry or microbiology, structure, function, chemistry, symbiology and evolution
- Students use technology to monitor or observe changes in experiments and present the data they collected or that they design an experiment or create a theoretical situations and apply their knowledge of science to solving their own problem
- Have students ask themselves and answer a lot of questions about their project or experiment and be prepared to answer questions form the class such as the 5Ws (who, what where, et cetera) and even hypothesize possible senarios
- Science can have a stigma in that “cool kids” hate it, so its important to have a project that students find interesting, so its important to offer a variety of projects to pick from or a variety of ways they can present the information they have learned.
- This is like the objective- what is it you want students to know? Do you want them to be able to explain the water cycle and how it affects our lives or how animal cells work together to form tissues, which work together to form organs which work together to form organ systems?
- This was explained already in the “driving question”, but in order to create an individualized lesson, it is important to offer a variety of tasks. You can have students create 3D models of proteins or videotape their experiment. It is important to differentiate the project as much as possible so students don’t get bored doing the same thing everyone else is doing. Also allow students to work on their own time and by their own schedules- everyone works differently.
- If the project is going to take a long time to do, break it into steps and have students submits pieces of their project for guidance and evaluation. This way, you can monitor progress. If in group projects, allow students to evaluate each other’s efforts
- Have all of the students present at once , like with a science fair so students can explore other projects and parents can observe. Presenting in cmaller groups should make the studens less nervous
- As you can see this project hits a lot of the major points listed in the PBL success criteria such as significant content, in-depth inquiry, 21st century competencies in that the project allows for a lot of creativity, in presentation and design and requires students to explain a lot of information. 2. 21st Century Competencies 3. In-Depth Inquiry 4. Driving Question 5. Need to Know 6. Voice and Choice 7. Critique and Revision 8. Public Audience
- So here is an example rubric, which further outlines the key points they need to list in their project. This rubric guides them to deeper learning in that they will see how every organism and species and consumer level is important and how they all depend on each other and support the environment no matter where they are.