Transformation 2013 PBL 5E Planning Form Guide Design Challenge Title: The Polar Ice Cap Meltdown Author(s): Marlene Ramirez; edited by Transformation 2013 T-STEM Center School: Por Vida Academy Charter High School Subject: Integrated Physics and Chemistry Abstract: What is causing the earth to get warmer, anthropogenic (human-originating) global warming or is it just part of a natural climate cycle? If the rising temperature affects glaciers and icebergs, could the polar ice caps be in danger of melting and causing the oceans to rise and flood our coastal cities? Students write an APA style research paper presenting their findings about global warming.
MEETING THE NEEDS OF STEM EDUCATION THROUGH PROBLEM BASED LEARNING Š 2008 Transformation 2013
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Begin with the End in Mind The theme or “big ideas� for this PBL: What is causing the earth to get warmer, anthropogenic (human-originating) global warming or is it just part of a natural climate cycle? If the rising temperature affects glaciers and icebergs, could the polar ice caps be in danger of melting and causing the oceans to rise and flood our coastal cities? TEKS/SEs that students will learn in the PBL: (3)The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information. (6) The student knows the impact of energy transformations in everyday life. The student is expected to: (D) investigate and compare economic and environmental impacts of using various energy sources such as solar cells. (H) analyze the effects of heating and cooling processes in systems such as weather. (8) The student knows that changes in matter affect everyday life. The student is expected to: (E) research and describe the environmental and economic impact of the endproducts of chemical reactions. Key performance indicators students will develop in this PBL: 1. Write a scientific research paper in APA style. 2. Use scientific evidence to make a judgment about a controversial issue. 3. Students demonstrate understanding of contributing factors to global warming. 21st century skills that students will practice in this PBL: www.21stcenturyskills.org 1. Understanding the interconnections among systems. 2. Identifying and asking significant questions that clarify various points of view and lead to better solutions.
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STEM career connections and real world applications of content learned in this PBL:
Glaciologist; global warming
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The Problem What is causing the earth to get warmer, anthropogenic (human-originating) global warming or is it just part of a natural climate cycle? If the rising temperature affects glaciers and icebergs, could the polar ice caps be in danger of melting and causing the oceans to rise and flood our coastal cities? You are a glaciologist and despite what you may have been told, it has NOT been proven that human-caused global warming is occurring. The best explanation for the evidence is that whatever global warming trend exists is mostly the result of natural influences like variations in the climate system and variations in solar radiation. You have been assigned to research and determine if global warming is in fact anthropogenic or just part of a natural climate cycle. The suggestions that human activities will cause significant changes in global temperature and sea level in the next century are flawed predictions which haven't been confirmed by observations. It will be your responsibility to confirm these suggestions. Based on what we know now, in the next 100 years a rise in sea level of 0.1 meters (4 inches) would not be surprising; those predicting changes of 0.5-2 meters (1.5-7 feet) are using flawed models. If all the icecaps in the world were to melt, would they cause the oceans to rise and if so, how would they affect the coastal cities, and what are some ways you could prevent this from happening?
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Map the PBL Already Learned
Performance Indicators
Taught before the project
Taught during the project
1. Write a scientific research paper in APA style
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2. Use scientific evidence to make a judgment about a
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controversial issue. 3. Students demonstrate understanding of contributing factors to global warming.
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4. 5. 6. 7. 8. 9.
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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale. This is a great way to evaluate who your leaders are and how well your class can work in teams. The only supplies you need are newspapers and masking tape. Directions: 1. Divide your students into teams of 3-4 students. 2. Give each team a couple of stacks of newspapers and a roll of masking tape. 3. Tell them a story about a massive flood that is on its way due to glacier melt and rising sea levels. 4. Tell them that they are going to have to build a boat that will fit all 3-4 members inside and these are the only supplies that are available. 5. Allow students 3 minutes to talk and discuss their plan (you can allow them 5 minutes if you think that is not long enough but 3 really challenges them). Use a timer. 6. After the timer goes off they are not allowed to talk at all!!! They are to build their boat in complete silence for 5 minutes (again, you can extend the time if you need to by a couple of minutes). 7. It is really hard for students to complete the task without talking but a great way to work on team building and communication skills! 8. Have teams stand up and as a team and discuss the plan and activity. Stress the importance of teamwork and collaboration.
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5E Lesson Plan PBL Title: The Polar Ice Cap Meltdown TEKS/TAKS objectives: IPC 3A, 6DH, 8E Engage Activity Pose the following question to students; students should respond to the question in their journal: What is global warming, what causes it, and should we be alarmed? Show a video clip from An Inconvenient Truth, a documentary on Al Gore's campaign to make the issue of global warming a recognized problem worldwide. The movie trailer is available online at: http://www.imdb.com/title/tt0497116/trailers-screenplay-E30439-10-2 Provide student teams a set of pictures, definitions, and the following terms on index cards (see appendix 1): polar ice caps, glaciers, and icebergs. Students are required to match each picture, word, and definition. Students draw the picture, label and define term in their journal. Introduce problem to students (in teams of 3-4): Your team of well-respected glaciologists has been asked to compile information concerning global warming and the meltdown of glaciers for a research paper designed to address the issue of polar cap meltdown. Despite what the media has been promoting, it has NOT been proven that human-caused global warming is occurring. It has been suggested that human activities have and will continue to cause significant changes in global temperature and sea level in the next century. However, another possible explanation for the global warming trends is that it is mostly the result of natural influences like variations in the climate system and variations in solar radiation. You have been assigned to research and determine if global warming is in fact anthropogenic or just part of a natural climate cycle. And, if the rising temperature affects glaciers and icebergs,
could the polar ice caps be in danger of melting and causing the oceans to rise and flood our coastal cities? Your task: Write a jointly authored research paper explaining global warming trends, their causes, and possible outcomes. Be sure to cite significant research findings. State your findings based on the evidence as to role of both anthropogenic and natural climate cycle influences. Your paper will be submitted for publication in a well respected scientific journal.
Engage Activity Products and Artifacts Journal entries Engage Activity Materials/Equipment Computer with projector, internet, student journals, class set of matching activity cards
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Engage Activity Resources Movie trailer or clip from An Inconvenient Truth, matching activity set. Explore Activity Students meet in their teams for 10 minutes to brainstorm and create a list of questions they need answered on the topic of global warming and how to write a research paper. Provide students a copy of the research paper rubric (http://wwwhome.cr.duq.edu/~millerjeff/rubric.htm) and the following tips: Here are a few tips on how to incorporate the APA editorial style in your assignment. Be sure to refer to the APA Publication Manual for additional guidance. General Use a legible type 12 font with double spacing, typed. Set one inch margins on all sides. Use complete sentences. Try to avoid slang and contractions. Proof read the copy for grammatical mistakes, formatting, and spelling. Avoid using sexist language and excessive use of me, myself and personally speaking. Use past tense for abstract, introduction and method and use present tense for results and conclusion. Each team member should proofread the essay. Spell out abbreviations for the first time and then use the abbreviation throughout. For example “science, technology, engineering, math (STEM)” The numbers zero to nine are spelled out. The numbers 10 and above are written as numerals. Spell out any number if it is the first word in the sentence. Be consistent. Put a header on the first page which consists of the first two or three words of the title followed by the page number. It is used by the reviewers to identify the pages of the manuscript. It is placed in the upper right hand corner of all pages of the manuscript. The title should summarize the main idea of the paper in 10-12 words and it should be left oriented and all in caps. Put the abstract on page 2 and introduction on page 3. The format for writing the header is the same as that of the title page.
Explore Activity Products and Artifacts Group “need to know” list Explore Activity Materials/Equipment APA Publication Manual (http://www.apastyle.org/pubmanual.html), Research Paper rubric, APA tips Explore Activity Resources www.apastyle.org APA style tips: http://www.apastyle.org/previoustips.html
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Explain Activity Guided discussion: Facilitate a whole group discussion with the students prompting students to share the lists they created and discuss how they will accomplish the research (internet, journals, books, etc). Address how groups might assign the tasks related to accomplishing the goal. Have students create a list of tasks required, deadlines, and assign roles. Teams will submit these to the teacher for approval. Once approved, students begin their assigned tasks/research/writing. Students begin working on their team task lists. It is imperative that they are held accountable daily for accomplishing their assigned tasks. Provide students the resources necessary to complete their tasks. Explain Activity Products and Artifacts Group task list with deadlines Informal briefings journal entries Explain Activity Materials/Equipment Computers with internet access Explain Activity Resources none Elaborate Activity
Students conduct research and execute task list. Teacher provides support and guidance as needed. Students complete a research log, as journal entries, citing the source as a complete citation and notes describing what they learned. Elaborate Activity Products and Artifacts Research log in journal Elaborate Activity Materials/Equipment Computer with internet, global warming articles Elaborate Activity Resources APA citation style examples: http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm
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APA citation online generator: http://www.easybib.com/cite/form/book APA citation online generator: http://www.lib.ncsu.edu/lobo2/citationbuilder/journalcitation.php Evaluate Activity Student teams complete their research paper and using the rubric provided, score their paper. The teacher also scores the paper and any discrepancies between the teacher’s score the team score are discussed and modified if justified. If possible, enlist the support of the ELA (English Language Arts) teacher in the scoring of the paper. Be sure to block the identity of the authors to eliminate bias. Evaluate Activity Products and Artifacts Research paper Evaluate Activity Materials/Equipment Computer with word processing capabilities Evaluate Activity Resources Research paper rubric: http://www-home.cr.duq.edu/~millerjeff/rubric.htm
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Plan the Assessment Engage Artifact(s)/Product(s): Journal entries Complete sentences, paragraph addresses all three components of prompt Explore Artifact(s)/Product(s): Team “need to know” list Exhaustive list, takes into account all terms needing clarification, addresses APA style Explain Artifact(s)/Product(s): Group task list with deadlines All tasks are assigned to a team member, deadlines are realistic and within scope of time allotted for project Informal briefings journal entries Complete sentences, proper grammar and spelling, thoughts well organized Elaborate Artifact(s)/Product(s): Research log in journal Correct and complete citations provided, notes relating to reference provided Evaluate Artifact(s)/Product(s): Research paper Follows APA style, content well organized and addresses global warming trends, their causes, and possible outcomes
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Rubrics Journal Entry DIRECTIONS: Read each statement below. Indicate from the following rating scale that best reflects your assessment of the student's work. 1=Weak 2=Somewhat Weak 3=Average 4= Strong 5=Very Strong 1. The topic of the journal entry meets the requirements of the assignment. 1
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4. The organization of the journal entry is clear and easy to follow. 1
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5. The journal entry flows smoothly from one idea to another. 1
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6. The spelling, grammar, and punctuation in the journal are accurate. 1
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7. The journal entry is neatly handwritten. 1
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8. The effort put forth has demonstrated the full potential of the student's capability. 1
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Total Score: _____/40 x 100 = _______%
Need to Know List DIRECTIONS: Read each statement below. Indicate from the following rating scale that best reflects your assessment of the student's work. 1=Weak 2=Somewhat Weak 3=Average 4= Strong 5=Very Strong 1. The list generated is exhaustive and reflects the types of information required to be successful at the task. 1
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Task List DIRECTIONS: Read each statement below. Indicate from the following rating scale that best reflects your assessment of the student's work. 1=Weak 2=Somewhat Weak 3=Average 4= Strong 5=Very Strong 1. All tasks are assigned to a team member, the deadlines are realistic and within scope of time
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Research Log DIRECTIONS: Read each statement below. Indicate from the following rating scale that best reflects your assessment of the student's work. 1=Weak 2=Somewhat Weak 3=Average 4= Strong 5=Very Strong 1. A two column research log is provided in journal showing correct and complete citations in the LH column with corresponding notes in the RH column. 1
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Research Paper See rubric provided online at: http://www-home.cr.duq.edu/~millerjeff/rubric.htm
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Story Board
Week 1 Activities
Day 1 Team building activity: Build a Boat Engage Activity: Video clip and journal entry
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Day 2 Explore/Elaborate activities
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Day 3 Continue Elaborate – research/wr ite paper
Day 4 Continue Elaborate – research/wri te paper
Day 5 Evaluate
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Appendix 1 Teacher Instructions: Print enough sets of cards on cardstock so that students can work in pairs. Laminate cards to extend life and place in baggies or envelopes.
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