CURRICULUM
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Successful Middle School Science Project Based Learning Action: a Team Effort A collaborative article by Joel Bourque, Karen Chan, Ken Rohrs, Geoff Moulton, Ian Wylie, Luann Fragale, Mason Gordon, Barbara LeMond, Dean Lea, and Maureen McCann As a teacher librarian in a dynamic international middle school, my heart beats wildly when I attend curriculum-planning meetings, and a unit of inquiry is the hot topic of discussion. While teaching at Hong Kong International School, I have witnessed an increase in student learning during many types of inquiry projects across the curriculum. Over the past three years, our science teachers have remained tenaciously wedded to the idea of refining Project Based Learning (PBL) projects to increase student learning. Success resulted because our science teachers were responsive to reviewing each year’s projects and then working as a team to improve the projects the following year. The other key ingredient that enhanced student learning was the collaborative nature of the projects that invited more players to join the science team to assist in student learning support. Grade 7 and 8 science teachers truly created the magic recipe for optimizing learning for their students this year. Grade 7 students focused on human body systems, and the grade 8 students focused on energy transfers. What follows is a big picture description of what happened in our MS during an academic quarter, including our students’ reflections on their learning during the PBL unit. Background Students worked in groups to brainstorm then create working models of specific human body systems that relate to a student’s personal health in 12 EARCOS Triannual Journal
grade 7. In grade 8, students designed and construct energy transfer machines that could effectively transfer energy and be related to a real world “problem.” Science teachers supplied most building materials like tubing, wires, fasteners, and hot glue guns, but students were encouraged to use a majority of recycled materials. Student learning during project work sessions happened in the science classroom under the supervision of the teacher who acted as facilitator. Students chose their group members and their specific topic.
