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Problem Based Learning in the Middle School
1. Orchestrated immersion2. Relaxed alertness3. Active processing
The three instructional techniques associatedwith brain-based learning:
Goals for PBL in the Middle School
Raise test scores Meet QCC objectives Cooperative learning Apply principles of problem solving in their
own lives Metacognition Create interest in science careers
Skills acquired through PBL
• Listen• Brainstorm• Communicate• Predict • Infer
• Analyze• Assess• Hypothesize• Collaborate
Modifications for students with special needs:
• Break work into short segments• Present cases orally and written• Analyze cases for assumptions of prior
knowledge• Give worksheets and specifics when
researching topics• Provide websites for research on their level
– Galileo: Juniorquest, Searchasaurous, Kidsclick
Year Plan: Major Units
Life Science
Cells
Simple organisms
Taxonomy
AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY
Invertebrates
Vertebrates
Cellular processes
Heredity
Genetics
Health
Human Body Systems
Plants
Ecology
Life Science, Cells , Simple Organisms, Taxonomy
AUGUST SEPTEMBER
Save the Pond: 6-7 days over several weeks
Begin Composting
•Dissecting scopes
•Bioquest software
•Water testing kits
•Mosquito repellant
•Chicken wire
•Metal posts
•Worm bins
Invertebrates, Vertebrates, Cellular Processes
OCTOBER DECEMBER
Tybee Island Photojournalism Project
Water Works
•Disposable cameras
•Photo processing
•Microscopes
NOVEMBER
Skin Cancer Case
•Emory Cancer Website
Cases: Heredity and Genetics
JANUARY
Sickle Cell Case: 6 day case
(Small case on genetics)
Cases: Health and Human Body Systems
FEBRUARY MARCH
Sickle Cell Case: continuing from Heredity/ Genetics
Heart Attack Case: 6 days
Cases: Plants & Ecology
Medicinal Plant Mystery
(3-day case)
APRIL MAY
Garden: build, tend, study
(multiple cases)
PCB molecule story
(cross-disciplinary case)
• dissecting microscopes
•dissecting microscopes
•tools, hose, seeds
SAVE THE POND
SAVE THE POND: THE CASE
Scene 1
•Group introductions
•Safety rules
•Intro to problem
Scene 2 Pond assessment lab
Scene 3 •Create pond proposal
•Create pond strategy
•Begin rebuilding pond
SAVE THE POND:ASSESSMENT
POND PROPOSAL:1. Colored sketch of what new pond will look like and general
written description2. How will you address the following problems (include
problems generated during observation and measurement lab)
3. List of organisms you need, cost of each organism, how many of each organism, and why you chose the type and number of organisms that you did.
4. Other supplies needed and pricing5. Strategic plan – Detailed steps for restoring the pond6. Plan for maintaining the pond throughout the year and
during the summer
SAVE THE POND:LEARNING OBJECTIVES
CONTENT SPECIFIC• Establish basic safety rules for science • Measure depth, width, length, volume, area, circumference,
temperature, pH using proper techniques and tools • Properly identify and convert units of measurements in the metric
system• Identify the characteristics of living things and the requirements for
life• Classify the living and nonliving things in and around the pond and
further classify the living things by kingdom• Define producer, consumer, and decomposer and correctly identify
examples of each in the pond. • Identify and apply the steps of the scientific method• Understand function of and identify parts of a microscope; correctly
use a microscope
SAVE THE POND:LEARNING OBJECTIVES
STUDENT SPECIFIC• Establish class and lab rules • Introduce PBL format• Become familiarized with and comfortable in a
student driven situation• Formulate working groups • Develop group dynamics• Collaborate • Independent research • Present research information • Identify, locate, and use appropriate reference
materials
RESOURCE LIST
• Dissecting Scopes• Water testing kits• Mosquito repellant• Bioquest Pond
Simulation Software (need to download onto computers)
• Computer projector
• Hose, watering cans• Posts & chicken
wire • Rakes, leaf & rock• Shovels, clippers• Peat pots, potting
soil• Soil testing kit• Seeds, plant food
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