Student/Teacher Learning Guide

Use This Project Learning Guide to help plan how you will scaffold the knowledge and skills students need in order to complete each of your project's major products and the presentation, and how they will be assessed at each checkpoint.
 
 Final Product (s)
Learning Outcomes/Targets
21st Century Learning

See Common Core and Idaho State Standards addressed in this PBL on the Overview Page.
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
 Journal: An ongoing part of the project

Communicate Clearly
  •  Articulate thoughts and ideas effectively using  written communication skills in the form of a journal.

Make Judgments and Decisions

  • Reflect critically on learning experiences and processes.
  •  This is an ongoing documentation of questions and reflections throughout the course of the project and specifically the zoo trip (entry event) with details about animal habitats.
  • Students will write in their journals for 5 minutes at the end of each lesson session to summarize where they are in the project process.
  • Teacher will ask students to reflect on at least 3 things students learned at the zoo about animal habitats.  Teacher will ask students to include "who, what, when, where, how" to their journal about the zoo trip.  This activity is a continuing process scaffolding previous principles taught about recording details.
  • Teacher will wander the room and informally assess that each student is writing in the journal daily.
Graphic Organizer

Research (on specified Zoo websites for animal traits and habitat)

Checklist
 Think Creatively
  • Use a wide range of idea creation techniques.
  • Create new and worthwhile ideas.
  • Elaborate, refine, analyze and evaluate ideas in order to improve and maximize creative efforts.

Reason Effectively

  • Use various types of reasoning as appropriate to the situation.

Use Systems Thinking

  • Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems (how an animal's appearance can help it survive: camouflage).

Make Judgments and Decisions

  • Reflect critically on learning experiences and processes.

Access and Evaluate Information

  • Access information efficiently and effectively.

Make Judgments and Decisions

  • Reflect critically on learning experiences and processes.
  •  Students will begin the project individually and use the "Ultimate Animal graphic organizer" to begin the process of researching which traits might best be used for creating the ultimate animal (using the specified zoo websites).
  • As best traits are identified, students can answer the remaining questions  on the graphic organizer.
  • All graphic organizer boxes must be filled in before moving on to the visual representation of the animal.
  • Students will use the checklist as a means of self-evaluation to ensure all questions are answered.
  • Students will be assigned to groups (ideally in groups of 4).
  • Groups will review the graphic organizers and identify which best traits they will ultimately use in creating their animal.
  •  The teacher will give students a list of pre-specified zoo websites to visit in helping with research.
  • Teacher will instruct students to use the graphic organizer to list any "traits" they think are best to help their ultimate animal out-last all others.
  • The teacher will have student narrow the traits down to only one for each category.
  • The teacher will have each group turn in the checklist and graphic organizer before allowing the group to move on to creating the visual representation of the animal.
Visual Aid for Presentation
 Think Creatively
  • Use a wide range of idea creation techniques.
  • Create new and worthwhile ideas.
  • Elaborate, refine, analyze and evaluate ideas in order to improve and maximize creative efforts.
Implement Innovations
  • Act on creative ideas and construct a visual representation of the animal and the habitat.
Work Creatively with Others
  • Develop, implement and communicate new ideas to others.
  • Be open and responsive to new ideas.
  • Demonstrate originality and inventiveness in work.

Reason Effectively

  • Use various types of reasoning  as appropriate to the situation.
Apply Technology Effectively
  • Use technology as a tool to research, organize, evaluate and communicate information.
  • Use digital technologies, communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.
  •  Each group will visit Switchzoo.com to experiment with various animal shapes and parts prior to deciding how the animal should look.
  • Each group will decide how they want to visually display and present their animal to the class.
  • The visual representation should try and visually showcase the appearance and habitat as best as possible.
  • This is to be done AFTER the graphic organizer and checklist have been completed and signed off by the teacher.
  •  The teacher will give each group an option to create a diorama, a Google Slides (or PowerPoint) slideshow or an artistic sketch (either hand-drawn or through the use of Photoshop, to showcase their animal for the oral presentation.
  • This is to be done as a group with little to no input from the teacher...student's creation only.
  • The teacher should request donation items to be made to the classroom (shoeboxes, rocks, etc.) to help students if they choose to do a diorama.
  • The teacher should have other artistic items available for students that choose either sketches or dioramas as their visual representation.
Collaboration Collaborate with Others
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
Think Creatively
  • Use a wide range of idea creation techniques.
  • Create new and worthwhile ideas.
  • Elaborate, refine, analyze and evaluate ideas in order to improve and maximize creative efforts.
Work Creatively with Others
  • Develop, implement and communicate new ideas to others.
  • Be open and responsive to new ideas.
  • Demonstrate originality and inventiveness in work.

Reason Effectively

  • Use various types of reasoning  as appropriate to the situation.

Use Systems Thinking

  • Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
  •  Except for the journal reflections and early research portion, this entire PBL is to be done as small groups (ideally in groups of 4).
  • Students will be assigned to groups (ideally in groups of 4).
  • Groups will review the graphic organizers (see above) and identify which best traits they will ultimately use in creating their animal.
  •  The teacher will be available to help with negotiating (if necessary) and offer suggestions in times of conflict.
  • Teacher will ask students at the end of each day for a thumbs up/thumbs down if each student felt they individually contributed to the group.
  • Teacher will ask students at the end of each day for a thumbs up/thumbs down if each student felt the other group members contributed to the group.
  • Teacher will silently observe groups for dominant leaders and ask questions of other group members for input.
 5 Paragraph Essay
 Think Creatively
  • Elaborate, refine, analyze and evaluate ideas in order to improve and maximize creative efforts in writing.
Communicate Clearly
  • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade).
  • Articulate thoughts and ideas effectively in the form of a written essay.
  •  Students will practice and use previously-learned techniques for writing 5 paragraph essays and graphic organizer.
  • Students will construct a draft and peer-review the draft. 
  • Students will edit/revise/rewrite the 5 paragraph essay based on the rubric expectations.
  •  Teacher will review the rubric and expectations for the essay prior to writing.
  • Teacher will use the rubric for 5 paragraph essay grading.
  • Teacher will assist as necessary offering reminders on structure.
  • Teacher will review and sign off the final rough-draft copy before allowing students to write their final essay.
 Note Cards

Access and Evaluate Information

  • Access information efficiently and effectively.
  •  Students will write and answer the questions from the checklist-one question/answer per note-card.
  • Students will divide the note-cards equally among group members for use during the oral presentation.
  •  The teacher will instruct students to transfer their graphic organizer notes onto the note-cards.
  • The teacher will instruct the students to divide the note-cards equally to satisfy the "equal participation" portion of the oral presentation rubric. 
 Oral Presentation
 Communicate Clearly
  • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade).
  • Articulate thoughts and ideas effectively orally.

Reason Effectively

  • Use various types of reasoning  as appropriate to the situation.
  •  Students will use their note-cards and share with the class their information about their newly invented ultimate animal. 
  •  The teacher will give each student a copy of the rubric and discuss expectations prior to the presentations as well as answer any questions students might have.
  • The teacher will use the Ultimate Animal Oral presentation Rubric.
Published PBL to Edmodo
Communicate Clearly
  • Utilize multiple media and technologies.
Apply Technology Effectively
  • Use digital technologies, communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.
  •  At the conclusion of the project, each group will photograph their visual representation.
  • EVERY STUDENT will upload their group photo along with their OWN individual 5 paragraph essay to the class Edmodo site.
  •  The teacher will publish this to other schools/classrooms/parents for feedback and social-networking collaboration beyond the classroom.
  • Requirements include EVERY STUDENT will upload their group photo along with their OWN individual 5 paragraph essay to the class Edmodo site.
Peer Evaluation of Oral Presentations
Evaluate Information
  • Evaluate information efficiently and effectively.
  •  Students will use the peer evaluation checklist during group presentations to ensure that all necessary information is covered.
  •  The teacher will provide each student a copy of the peer evaluation checklist.  This will help students stay tuned in to each presentation and listen for key pieces of information. 
  • The teacher will have students review each group checklist prior to turning it in and vote on which animal he/she believes would outlive all the other.  The teacher must guide discussion and keep this portion under tight control while raising questions in comparing each group animal.
  • Winner of each classroom "ultimate animal" will go on to compete with other 3rd grade classrooms.

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