Guy Duncan
Spring 2010 ESCI 580- TeachingMiddle School Earth System Science using PBL
Assignment: Mt. Pinatubo Cycle C- Individual Assignment- Teacher as Designer
Date Due: 03/14/2010
Problem-Based Learning Module C
Mr. Duncan’s 6th Grade Science Class
Scenario
We have examined in class what happens before, during and immediately after a volcanic event. Many of the effects of a volcanic eruption are “localized”, meaning they have an impact on an area surrounding the volcano and into neighboring areas but not further. Are there things that come from volcanoes that affect a much larger area, perhaps even the entire Earth? You are part of a team of scientists whose job it is to find out if there are “global” affects that result from a volcano eruption.Three other teams have looked at global affects to the land, the water, and the life on Earth. Your team will focus on “if” there are long term changes (changes that are longer than a few weeks) to the atmosphere, including the air and the climate (Remember; weather is what is happening now, climate is long term).Your team will report on any changes, and how these affect the Earth. Decide as a team if there is a lesson humans can learn from your findings.
What do you know?
The first thing your team will do is to brainstorm and list what you already know about what comes out of a volcano during an eruption. Choose a “recorder” to write down everyone’s ideas. Do not leave out anyone’s ideas during this part. Throughout, everyone’s ideas are to be respected. Remember, this is only brainstorming, not “facts”.
Next, take a plain piece of lined paper and fold it to make 3 equal columns (make 2 folds). Write “High up” at the top of the first column, write “In the Middle” at the top of the center column, and write “Low down” on the last column.In each column, divide up the things from your brainstorming list, based upon where in the atmosphere it will end up. Will it end up in the middle, down low or up high?
What is the evidence?
Look at what you have written down during your brainstorming session. On another sheet of paper, list everything you know so far about these things. Title that page “What We Know”. This page represents your groups’ prior knowledge.
List what you don’t know
On the back side of that same sheet of paper, list what you don’t know , what you want to know, and what you need to know in order to accomplish your team’s goal. Make a list of questions that you need the answer to in order to present your findings. Try to anticipate what kinds of questions your peers might ask you. These questions will guide your research as you prepare your argument.
List what needs to be done
Your team will find the answers to your questions through research. To do this you will divide the duties up among the team members. Decide what kind of research will be done, and who will do it. OR, you may decide which of the topics each person will research using as many of the research methods as possible. Possibilities include research online (internet resources), research in our library, contacting an expert (someone knowledgeable about the topic), and using our textbook (Prentice Hall, Earths Changing Surface). Before you begin gathering your information, complete the next step so everyone will be focused on what it is you are trying to find out.
Develop your Team Problem Statement
Research can quickly produce large amounts of information. Some information will prove to be useful, and some will be distracting from what you are trying to do. To help avoid the distractions, your team should have a focus. What is it that your team is trying to demonstrate? As a team, come up with a 1 or 2 sentence idea of what you are trying to do. This will help you sort through information to get what is important to you and your team. As Mr. D always says, “Begin with the end in mind”.
Go forth and gather your information
Gather information that you will use to prove your Team’s argument. Organize it in a way that makes sense. Make sure that your evidence comes from more than one place/source. Use data tables and graphs as part of your argument, just like a scientist would. Make sure you know about opposing arguments that might come up from your audience, and are prepared to answer your critics. REMEMBER- anyone can put anything on the internet, but that does not make it true or factual! When selecting a good resource, make sure it comes from a reliable source, for example- a University, a news organization, or an organization that puts together information from a reliable source.
Resources to start you investigation include:
- Use our textbook: Prentice-Hall, “Earths Changing Surface”
- down to the part about sulfur dioxide)
Present your findings
You will present your findings to our class. Make sure you have visuals to go along with your presentation.
Your presentation will be scored based upon the following Rubric:
To receive a score of “4”;
- Everyone on the team must have made equal contributions to the group effort as reported by individuals on the team using Mr. D’s point sharing system
- Your presentation included evidence from a 5 or more sources
- You evidence was relevant to your team problem statement with no distracters from the point you are trying to make
- Your evidence was presented in an order that makes sense to the listener
- Your presentation was loud enough and clear enough that the class could hear it
- You used a variety of appropriate visual aids in your presentation
- Visual aids were used at the appropriate time during your presentation
To receive a score of “3”;
- Everyone on the team must have made roughly equal contributions to the group effort as reported by individuals on the team using Mr. D’s point sharing system
- Your presentation included evidence from 4 or more sources
- You evidence was mostly relevant to your team problem statement
- Your evidence was presented in an order that mostly made sense to the listener
- Your presentation was loud enough and clear enough that the class could hear it
- You used 3 or more appropriate visual aids in your presentation
- Visual aids were used at the appropriate time during your presentation
To receive a score of “2”;
- Team members made unequal contributions to the group effort as reported by individuals on the team using Mr. D’s point sharing system
- Your presentation included evidence from 2 or 3 sources
- You evidence was mostly relevant to your team problem statement
- Your evidence was presented in an order that mostly made sense to the listener
- Your presentation was mostly loud enough and clear enough that the class could hear it
- You used 2 or more appropriate visual aids in your presentation
- Visual aids were not always used at the appropriate time during your presentation
To receive a score of “1”;
- Team members made unequal contributions to the group effort as reported by individuals on the team using Mr. D’s point sharing system
- Your presentation included evidence from 1 or 2 sources
- You evidence was somewhat relevant to your team problem statement
- Your evidence was presented in an order that did not always make sense to the listener
- Your presentation was sometimes loud enough and clear enough that the class could hear it
- You used 1 or more appropriate visual aids in your presentation
- Visual aids were not always used at the appropriate time during your presentation