Heather Grove, Roselly Tejada, Jonathan Greene, Kathleen Frank, Roseann Iacone
Problem Based Lesson #2
22
Teacher: Heather Grove, Roselly Tejada, Jonathan Greene, Kathleen Ventura, and Roseann Iacone
Primary Subject Area: Science
Outside Subject Area: Language Arts, Mathematics, and Technology
Class: General Science
Class Level: Regular
Grade Level: 3rd-5th Grade
Class Time: Seven 35-minutes periods
PBL Title: SGA Consultants Address Excessive Noise in Elementary School Cafeterias
Description of Student Roles and Problem Situation: Students will form a Student Government Association to address the excessive noise level in Elementary School Cafeterias. The SGA will consult a Sound Engineer, Materials Engineer, Designer, an Architect, and a Parent of a current student to research past and possible solutions in order to propose possible solutions to the high noise level inside elementary school cafeterias. These consultants will present their proposals to the Student Government Association (SGA).
Adaptations for ESOL Student:
I can help to find articles/videos in their home language about sound energy, sound absorption, architecture, and contemporary design. I will provide extra information about the job functions of a Sound Engineer, Materials Engineer, Designer, and an Architect sound expert. I will translate all documents for student into home language. Helping them find articles/examples of sound energy and absorption, architecture, and design in their home region.
Adaptations for ESE Student:
I will have the student working with a team of varied ability students. The ESE students can ask for information to be read to them orally. They will also be given a highlighter to help them keep track of the important information. I can provide different assessment options for this student: graphic organizer, pictures, PowerPoint, paper slide videos.
Adaptations for Non-Western Culture Student:
In a one-on-one conversation, I will determine the learner’s prior knowledge of the subject area through direct questioning, and picture cue cards. Information obtained will include knowledge of sound energy, absorption, architecture, design that will dampen noise in a room. While group discussions are underway I will observe to see if the non-Western student is participating and adding information/opinions into group.
Resources:
Decibel Comparison Chart: https://www.chem.purdue.edu/chemsafety/Training/PPETrain/dblevels.htm
Professional Organizations:
Audio Engineering Society (Professional Organization)
http://www.aes.org/
Articles:
Bands are Loud! Teens should protect their ears. (use for meet the problem)
https://newsela.com/articles/music-earplugs/id/9036/
**Taking care of your ears.
http://kidshealth.org/kid/stay_healthy/body/ear_care.html?tracking=K_RelatedArticle
**Can Loud Music Hurt my Ears?
http://kidshealth.org/kid/talk/qa/rock_music.html?tracking=K_RelatedArticle
The Science of Soundproofing
http://www.explainthatstuff.com/soundproofing.html
Bright Hub Engineering; Sound Proof Construction Techniques:
http://www.brighthubengineering.com/building-construction-design/64431-sound-proof-construction-techniques/
Videos:
So You Want to be a Sound Engineer
https://youtu.be/s03xC-y8GkM
The Fundamentals of Sound
https://youtu.be/gAQ79rHFRfE
What Are The Best Sound Absorbing Materials? https://youtube/6L3Y6UnWe6M
How to soundproof a room: Sound Absorption vs. Sound Blocking
https://youtu.be/cncqLyG1GrA
StudyJams
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm
Books:
Wendy Pfeffer (1998). Sounds All Around (Let's-Read-and-Find-Out Science 1). Harper Collins.
Ian F. Mahaney (2007). Sound Waves (Energy in Action. Rosen Classroom.
STEM Areas
Science: Science concepts are incorporated throughout the lesson. In order to solve the problem, students must understand how sound is generated, behaves as Energy, is reflected and absorbed. In coming up with their solutions the students will need to prove how their solution effectively reduces sound energy.
Technology: Students will utilize computers, laptops and iPads for their research period. They will use to find and record how sound affects hearing, and one material that is effective in reducing sound. Also, students will use technology (iPads or smart phones) to determine the actual decibel level in their school cafeteria using a free downloaded app (Decibel 10th). After they use the app they will need to research how the decibel level of their cafeteria relates to other decibel levels in real life.
Engineering: Students will use technology to research and compare past solutions to high noise levels in public places. They will need to understand why previous solutions failed in decreasing noise pollution in public places. Once the teams of SGA consultants have researched past solutions, they will use iPads, laptops, desktops and online resources such as Edmodo and Google Drive in order to collaborate and create a new solution for this problem.
Mathematics: Students will use place value number sense to compare decibel and energy levels. Students will analyze data in order to present their decibel level information.
STANDARDS AND LEARNING OUTCOMES
NGSSS in Science:
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. (Also assesses SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.1, and SC.4.P.10.3.)
LO#1: Working in groups to investigate using an iPad decibel app they will accurately analyze and record the decibel levels of the cafeteria throughout the day.
SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change. (Also assesses SC.3.P.10.2, SC.4.P.10.2, and SC.4.P.10.4.)
LO#2: Working in groups with chosen solution, each student will explain how sound is produced when a force causes an object or substance to vibrate with at least 2 accurate scientific facts.
National Science Education Standards:
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
LO#3: Working in groups, the student will recommend his best solution with 4 accurate justifications.
MAFS:
MAFS.5.NBT.2.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
LO #4: Working in groups, students will calculate the decibel levels of the cafeteria and a real-world situation scoring at least satisfactory on the report rubric.
Mathematical Practices:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
LO #5: After researching the problem, the student will recommend his best solution with 4 accurate facts.
LAFS:
LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
LO #6: After reading 2 resources, the student will explain at least 2 accurate facts from each resource.
LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
LO #7: Using the provided resources, the student will write an informative report scoring at least satisfactory on the report rubric.
Technology:
ISTE Standards 3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
LO #8: Using technology resources, the student will explain how sound affects hearing scoring at least satisfactory on the report rubric.
LO #9: Using technology resources, the student explain one solution to reduce the decibel level citing at least 3 accurate scientific facts.
Meet the Problem Documents:
Students will receive a memo from Joseph Schneider, principal of Liberty Park Elementary, (see below) as well as one article related to hearing loss of teenagers. The article is titled Bands are Loud! Teen musicians should protect their ears (www.Newsela.com)
Memo:
Monday, September 21, 2015
Student Government Association,
Liberty Park Elementary
6601 Constitution Way
Greenacres, FL 33413
Dear Liberty Park Elementary Student Government Association;
Thank you for volunteering to form SGA Consulting. It is wonderful to have such a diverse group of Architects, Sound Engineers, Materials Engineers, Designers and concerned Students involved in this effort. As you know our Cafeteria seats 350 students during a lunch session. I have recently been contacted by the Student Government Association of Liberty Park Elementary with concerns of the excessive level of noise in the Cafeteria. These complaints have come from Students, Parents, Teachers, and Support Staff. The complaints center on the excessive noise in the Cafeteria and its effects on student health and ability to concentrate in class after lunch. According to American Academy of Otolaryngology, that 28 million Americans, including at least 1,000 children have noise-induced hearing loss. The academy stated that the number of children with hearing loss keeps increasing due to environmental factors such as: iPods, noisy cafeterias and sporting events and that this overexposure to noise can cause temporary and eventually permanent damage. This is why we are asking you to form the SGA consultants group to help us build a safer school environment for our students.
Please assemble your team of above stated members including a Parent of a current student that would be interested and knowledgeable on this topic to investigate solutions to reduce the excessive noise in the Cafeteria. The plan should include a budget of no more than $10,000 and be completed within one school year. The plan should also take into account Fire Safety, aesthetics, and should be adapted to fit the existing design of the Cafeteria.
I have been asked by Student Government to make a presentation to the School Government Association on October 6, 2015, at 5:30 pm. Before this meeting, I would like to meet with you on October 1 at 3:30 pm in my office in order that you provide me your possible solutions to address this problem.
Thank you again for your assistance,
Joseph Schneider
Principal at Liberty Park Elementary
Summary of the other Meet the Problem document:
Summary of Bands are Loud! Teen musicians should protect their ears from (www.Newsela.com)
This article explains the problem of teenage hearing loss. Teachers can adjust the Lexile level of the article to meet the needs of students. It gives specific facts about the reality of hearing loss in teenagers, why it is so dangerous, and the conversions that doctors are having about teenage hearing loss. It is interesting so students will be eager to learn more about specific concern for their health and the dangers it is causing for their future.
Sample Problem Statement:
How can we as the SGA consult a Sound Engineer, Materials Engineer, Designer, an Architect, and a Parent determine possible solutions to address the excessive noise in Elementary school cafeterias, in such a way that
● we meet the deadline and budget for the Student Government Association
● we can provide proof of why the excessive noise is happening in the cafeteria.
● we provide new solutions to Student Government Association.
● we explain possible solutions in such a way the members of the SGA would understand
Know/Need to Know Board:
Know / Need to Know1. 1,000 children have noise induced hearing loss.
2. Excessive levels of noise can cause headaches, hearing loss, and lack of concentration.
3. Budget:$10,000
4. Make a presentation with solutions to Mr. Joseph Schneider, Principal at Liberty Park Elementary
5. Deadline: October 1, 2015 at 3:30pm.
6. Complaints are being filed by the concerned student body and parents.
7. The number of children with hearing loss keeps increasing due to environmental factors.
8. The plan should also take into account Fire Safety, aesthetics, and should be adapted to fit the existing design of the Cafeteria. / 1. How does sound travel?
2. What are decibels?
3. What is the loudest sound level of the cafeteria?
4.What is the average sound level of the cafeteria?
5. At what level will sound affect hearing impairment?
6.How does the noise pollution affect student academics in class after eating in cafeteria? .
7. What is the minimum noise level for hearing loss?
8. What are the effects of noise level being too high leading to adulthood?
9. How are decibel levels calculated?
10. How is sound produced?
Capstone Performance Description:
The capstone performance for the problem contains 2 parts: an individual report on solutions for the noise control in the cafeteria and an oral presentation on the best solution for the problem. Individual students will be assessed on both of these parts via two different rubrics: an individual report rubric and an oral presentation rubric. The students will be given 2 class periods to work on their individual reports and 3 days to work on their group presentation.
This written report will need to be completed within a week of the Introduction to the Problem. Within the written report each student will refer and write an informative essay from the starred articles listed above, and in the written report, each student will write at least two solutions of eliminating or reducing noise within the cafeteria within the proposal. After all students share their ideas by reading their reports to the members of their groups, the team will choose the best solution to report in their presentation. As a group they need to prove why they chose this solution over the others with at least four justifications (one must come from each member of the group). After the groups have decided on their chosen solution, they will have a week to produce their presentation. In the oral presentation, SGA consultants (preferably 4) will create a solution to the problem of high noise level in school cafeterias. In their oral presentation, each student must be able to justify the group’s best solution with at least two accurate scientific facts. In addition to members of the SGA, all students will be present during the oral presentations. Members of the SGA will ask each student at least one question.
Student autonomy is incorporated as the students individually create their own solutions to present during the group presentation. This will be done by planning and completing an informative essay about reducing noise in the cafeteria, its causes and effects. Metacognition is encouraged as each student will complete a “reflection” questionnaire after the individual and group presentation.
Questions that may be included on the reflection questionnaire are the following:
1. What kinds of resources have been the most helpful to you during the research process? Why?
2. What, if anything, about your goals and strategies need to change?
3. What did you find the most difficult throughout the research process?
4. What have you learned about the process of measuring the noise level?
5. How did you work in your group?
6. Where could you use what you have learned in this research of this problem and solutions?
7. How might you use what you have learned in another subject?
8. Did you have a plan and stick to it?
9. Why is being able to reason/organize/evaluate important?
Two Alternative Solutions; “Best” Solution Analysis: