Lora Proia

Canton Middle School

7th Grade Science

This learning activity was developed as part of the requirementsThis learning activity was developed as part of the requirements for the Aurora for the Aurora University/District uUniversity/District u--46 graduate credit course Design Problem Based Learning: 46 graduate credit course Design Problem Based Learning:

OEDC 6047, summer 2006, under the guidance of instructor RichardOEDC 6047, summer 2006, under the guidance of instructor Richard LevineLevine

Goals and Curriculum FitGoals and Curriculum Fit

11.A.3a 11.A.3a Formulate hypotheses that can be tested by collecting Formulate hypotheses that can be tested by collecting data.data.11.A.3c11.A.3c Collect and record data accurately using consistent Collect and record data accurately using consistent measuring and recording techniques and media.measuring and recording techniques and media.11.A.3e11.A.3e Use data manipulation tools and quantitative (e.g., Use data manipulation tools and quantitative (e.g., mean, mode, simple equa-tions) and representational methods mean, mode, simple equa-tions) and representational methods (e.g., simulations, image processing) to analyze measurements.(e.g., simulations, image processing) to analyze measurements.11.A.3f11.A.3f Interpret and represent results of analysis to produce Interpret and represent results of analysis to produce findings.findings.11.A.3g Report and display the process and results of a 11.A.3g Report and display the process and results of a scientific investigation.scientific investigation.11.B.3a Identify an actual design problem and establish criteri11.B.3a Identify an actual design problem and establish criteria a for determining the success of a solution.for determining the success of a solution.11.B.3b Sketch, propose and compare design solutions to the 11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveneproblem considering available materials, tools, cost effectiveness ss and safety.

11.B.3c Select the most appropriate design and build a 11.B.3c Select the most appropriate design and build a prototype or simulation. prototype or simulation. 11.B.3d Test the prototype using available materials, 11.B.3d Test the prototype using available materials, instruments and technology and record the data.instruments and technology and record the data.11.B.3e Evaluate the test results based on established criteria11.B.3e Evaluate the test results based on established criteria, , note sources of error and recommend improvements.note sources of error and recommend improvements.11.B.3f Using available technology, report the relative success11.B.3f Using available technology, report the relative success of of the design based on the test results and criteria.the design based on the test results and criteria.12.A.3c Compare and contrast how different forms and 12.A.3c Compare and contrast how different forms and structures reflect different functions (e.g., similarities and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of differences among animals that fly, walk or swim; structures of plant cells and animal cells). 12.B.3a Identify and classify biplant cells and animal cells). 12.B.3a Identify and classify biotic otic and abiotic factors in an environment that affect population and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy density, habitat and placement of organisms in an energy pyramid.pyramid.12.B.3b Compare and assess features of organisms for their 12.B.3b Compare and assess features of organisms for their

adaptive, competitive and survival potential (e.g., appendages, adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures).reproductive rates, camouflage, defensive structures).

and safety.

ProblemProblem

Animals live in ecosystems within Biomes but Animals live in ecosystems within Biomes but many zoo’s are mostly, if not all segregated many zoo’s are mostly, if not all segregated throughout. throughout. Zoo’s ecosystem or habitat is not natural of Zoo’s ecosystem or habitat is not natural of environment.environment.How can the ecosystems be improved at How can the ecosystems be improved at Brookfield Zoo?Brookfield Zoo?The students will design a new ecosystem for The students will design a new ecosystem for individual animals at Brookfield Zoo and make a individual animals at Brookfield Zoo and make a model of that ecosystem. model of that ecosystem.

Identifying, Representing and Identifying, Representing and Describing the ProblemDescribing the Problem

Essential Questions:Essential Questions:What biome is your animal a part of?What biome is your animal a part of?What ecosystem is your animal a part of?What ecosystem is your animal a part of?What types of plants and animals are found in your ecosystem?What types of plants and animals are found in your ecosystem?What are your enemies?What are your enemies?What are the biotic and abiotic factors in your ecosystem?What are the biotic and abiotic factors in your ecosystem?What do you like?What do you like?What do you depend on? What do you depend on? What is your food source?What is your food source?Where do you sleep?Where do you sleep?Who are your enemies?Who are your enemies?Who do you prey on?Who do you prey on?What is the climate like where you live?What is the climate like where you live?What do you have a symbiotic relationship with?What do you have a symbiotic relationship with?What populations are around you?What populations are around you?

Identifying, Representing and Identifying, Representing and Describing the ProblemDescribing the Problem

Essential Questions continued:Essential Questions continued:ZooZooWhat is a zoo?What is a zoo?What problems are facing zoo’s today with natural habitats.What problems are facing zoo’s today with natural habitats.What are the positives and negatives to animals cohabitating.What are the positives and negatives to animals cohabitating.How have zoo’s improved over the years? What changes have been How have zoo’s improved over the years? What changes have been made for the animals? made for the animals? Name some zoo’s and the set up for the animals (cages vs. naturaName some zoo’s and the set up for the animals (cages vs. natural l habitat).habitat).Compare and Contrast the natural habitat vs. Zoo for your animalCompare and Contrast the natural habitat vs. Zoo for your animal..Create a list of interview question about your animal and habitaCreate a list of interview question about your animal and habitat to t to be used on the field trip to Brookfield Zoo for example: Why be used on the field trip to Brookfield Zoo for example: Why doesn’t the Africa exhibit have natural trees? Is there a reasodoesn’t the Africa exhibit have natural trees? Is there a reason why n why there isn’t any grass in the exhibit? there isn’t any grass in the exhibit?

Time LineTime Line

This project will take about 5 weeks to complete. This project will take about 5 weeks to complete. First week will consist of introduction to lesson, brainstormingFirst week will consist of introduction to lesson, brainstorming, and , and exercising prior knowledge related to animals and their exercising prior knowledge related to animals and their environments, introduction of technology to be used for project environments, introduction of technology to be used for project and and starting research. starting research. Week Two will be dedicated to research and data collection of thWeek Two will be dedicated to research and data collection of their eir animal and its environment. Students will collected informationanimal and its environment. Students will collected information by: by: viewing United Streaming Videos on animals and zoo’s, internet viewing United Streaming Videos on animals and zoo’s, internet search, library, & interviews with experts.search, library, & interviews with experts.Week three field trip to zoo, compare and contrast of natural Week three field trip to zoo, compare and contrast of natural ecosystem of animal to that of Brookfield Zoo. Record and Analyzecosystem of animal to that of Brookfield Zoo. Record and Analyze e data. Work on Proposal of new ecosystem for zoo animal. data. Work on Proposal of new ecosystem for zoo animal. Week four conference with teacher and work on Models.Week four conference with teacher and work on Models.Week Five Presentation to class.Week Five Presentation to class.

Target AudienceStudents will present their findings to the following:Bookfield ZooTeacher Canton Middle School Students

Products Products

• The students will make a model of a new ecosystem for an animal at the Brookfield Zoo.

• The whole class will put together individual ecosystems to create a large zoo.

Bloom’s Taxonomy Bloom’s Taxonomy Knowledge:Knowledge:

Name animal and what ecosystem it belongs to.Name animal and what ecosystem it belongs to.List various biotic and abiotic factors in the animals ecosystemList various biotic and abiotic factors in the animals ecosystem..

Comprehension:Comprehension:Locate and Describe ecosystem of specific animal in the wild.Locate and Describe ecosystem of specific animal in the wild.Restate what should be in the animals habitat at the Brookfield Restate what should be in the animals habitat at the Brookfield Zoo. Zoo. Summarize the problems facing zoo’s in recreating natural ecosysSummarize the problems facing zoo’s in recreating natural ecosystems for each animal living there.tems for each animal living there.Discuss with other students research found about zoo’s, ecosysteDiscuss with other students research found about zoo’s, ecosystems, and animals. ms, and animals.

Blooms Taxonomy ContinuedBlooms Taxonomy Continued

Application:Application:Students will use information gathered to create a model of a neStudents will use information gathered to create a model of a new w ecosystem for an animal at the Brookfield Zoo.ecosystem for an animal at the Brookfield Zoo.

Analysis:Analysis:Students will need to compare and contrast animals in their natuStudents will need to compare and contrast animals in their natural ral habitat vs. the Brookfield Zoo. habitat vs. the Brookfield Zoo.

Students will identify the problems and create a new environmentStudents will identify the problems and create a new environmentand explain why they chose the elements that are in their model and explain why they chose the elements that are in their model for for their animal including the benefits to the animal.their animal including the benefits to the animal.

Blooms taxonomy ContinuedBlooms taxonomy Continued

Synthesis:Synthesis:Students will design their own habitat for an animal. Students will design their own habitat for an animal. The class as a whole will combine all the models to make one larThe class as a whole will combine all the models to make one large model of a zoo. ge model of a zoo. Students will collaborate with other students through brainstormStudents will collaborate with other students through brainstorming, project planning, ing, project planning, and designing zoo elements.and designing zoo elements.

Evaluation:Evaluation:Final model created by the students. Final model created by the students. CheckpointsCheckpointsRubricsRubricsQuizQuizPresentationPresentation

TechnologiesTechnologies

The students will gather information through the The students will gather information through the internet and watching United streaming Videos.internet and watching United streaming Videos.Students will record information and rearrange Students will record information and rearrange information in applications such as Word, Excel, information in applications such as Word, Excel, Or Power Point.Or Power Point.Complete graphic organizer in Inspiration for Complete graphic organizer in Inspiration for data collection and arranging outline.data collection and arranging outline.Create Proposal of animal ecosystem in Word. Create Proposal of animal ecosystem in Word. Present model of their ecosystem to their class.Present model of their ecosystem to their class.

Roles of Students Roles of Students

Students will work in pairs as researchers and Students will work in pairs as researchers and developers of an ecosystem for an animal found developers of an ecosystem for an animal found at Brookfield Zoo. at Brookfield Zoo. The students will decide for themselves how The students will decide for themselves how they will break up their roles. they will break up their roles. The students will be interviewers.The students will be interviewers.The class will put together individual ecosystems The class will put together individual ecosystems to create a replica of the new Brookfield Zoo to create a replica of the new Brookfield Zoo acting as engineers for the project. acting as engineers for the project.

Students as Problem SolversStudents as Problem SolversStudents will decide what should go into Students will decide what should go into their ecosystem for the animal chosen.their ecosystem for the animal chosen.As a class the students will decide how the As a class the students will decide how the zoo should be designed.zoo should be designed.Students will have to decide what is Students will have to decide what is positive or negative about the animals positive or negative about the animals environment and develop solutions for the environment and develop solutions for the negatives. negatives.

Managing Student GroupsManaging Student Groups

The students will determine their The students will determine their roles with guidance from the roles with guidance from the teacher. teacher. The students will have check The students will have check points throughout the project to points throughout the project to make sure they are on task and make sure they are on task and going to finish in time.going to finish in time.

CheckpointsCheckpoints

Students progress will be evaluated by Students progress will be evaluated by KWL Chart of their animal.KWL Chart of their animal.Compare and Contrast sheet of animal in Compare and Contrast sheet of animal in natural ecosystem vs. zoo.natural ecosystem vs. zoo.Answers to essential questions.Answers to essential questions.Inspiration graphic organizer of data.Inspiration graphic organizer of data.Proposal of new ecosystem.Proposal of new ecosystem.Final product of model.Final product of model.

Working with Others Outside Working with Others Outside the Classroom the Classroom •• Students will work with other students to plan Students will work with other students to plan

and put together the replica of the zoo.and put together the replica of the zoo.•• Students will be interviewing experts at the zoo Students will be interviewing experts at the zoo

about their animal and the animals zoo habitat.about their animal and the animals zoo habitat.•• Students may include skills from parents to Students may include skills from parents to

create replica and gather materials.create replica and gather materials.•• Students may obtain help from parents or Students may obtain help from parents or

teacher to obtain data safely from experts via teacher to obtain data safely from experts via phone, ephone, e--mail, or personal interviews. mail, or personal interviews.

Conceptual/Language Conceptual/Language ReadinessReadiness

The students will have watched videos The students will have watched videos on ecosystems, biomes, and zoo’s.on ecosystems, biomes, and zoo’s.Students will have been exposed to Students will have been exposed to animals and zoo’s.animals and zoo’s.Students will have completed Students will have completed brainstorming and introduction of brainstorming and introduction of problems with ecosystems and a zoos. problems with ecosystems and a zoos.

Technical ReadinessTechnical Readiness

The students will have used the internet The students will have used the internet for researchfor researchStudents will have prior knowledge in Students will have prior knowledge in what software is available to them and what software is available to them and how to use them.how to use them.The students will have used Inspiration to The students will have used Inspiration to organize data.organize data.

Research Skill ReadinessResearch Skill Readiness

The students will have researched The students will have researched papers in various subjects.papers in various subjects.The students will have knowledge as to The students will have knowledge as to approaching a research project. approaching a research project. The students will have worked in groups The students will have worked in groups to complete research.to complete research.Students will be familiar with note cards.Students will be familiar with note cards.

Assessing Students and Assessing Students and Evaluating ProductsEvaluating Products

The students become active learners by creating rubrics, brainstThe students become active learners by creating rubrics, brainstorming, orming, creating, and problem solving with other students. creating, and problem solving with other students.

Students will help create rubric for final project and presentatStudents will help create rubric for final project and presentation.ion.

Checklist of essential questions will be provided to students foChecklist of essential questions will be provided to students for clear r clear expectations for objective assessment.expectations for objective assessment.

Students will be able to use class create rubric to continually Students will be able to use class create rubric to continually guide them as guide them as they work. they work.

Students will be evaluated by other students and teacher using rStudents will be evaluated by other students and teacher using rubric for ubric for final project.final project.

Students will be evaluated by their proposal completed in Word.Students will be evaluated by their proposal completed in Word.