• Driving Question(s): Driving Question(s): What is impacting the survival of wildlife in our community? How can we help wildlife survive and thrive in our community?

• PBL Elements: Challenging Problem, Sustained Inquiry, Authenticity, Student Voice & Choice, Reflection, Public Product

Researching the same animal that they did their informative writing and diorama on, students dive into the TAKE ACTION portion of their project-based learning journey. Students ponder the following questions about their animal and then decide, as a team, how they would like to showcase their research and findings with our school community and their families. 

• Encountering: What should people do if they are close to this animal?

• Help: What are some ways people can support these animals?

• Environment: How are humans harming this animal's habitat? What can we do differently?

• Deterring: How can we keep these animals safe in their own areas and away from human spaces?

The campus exhibition included...

1. Each group of 3-4 students presented to a second-grade class on campus about their local animal and how we can take action to help them or keep them safe. This included: posters, public service announcements (PSAs), videos, skits, songs, picture books, and comic books.

2. The groups that chose to do a PSA not only presented to the second-graders, but also presented to the entire school during our morning announcements on the intercom. 

3. All Walker families were provided access to this website via ClassDojo, so that they could see what the third-grade classrooms have been working so hard on! 

4. Students' final writing, dioramas, and action projects were put on display during our Family Friday assembly. Families and Walker classrooms were invited to walk around the display and ask questions. 

Students were grouped by their local animal and shared their writing, dioramas, and projects with families and other Walker classrooms. This display will stay in the MPR for 1-2 weeks.