PBL Title: Scientists Explore Why Sinkholes Are Eating Florida

Profile Sheet

PBL Lesson Plan

PBL Title: Scientists Explore Why Sinkholes are Eating Florida

Names:

Trisha Borgen

Jody Chisholm

Alan Geppert

Robin Scott

Angela Will(Painter)

Primary Topic: Science

Primary STEM Area: Science

Outside Subject Areas: Language Arts, Mathematics, Speaking and Listening, Technology, Music

Grade Level: 4th-6th

Class Time: 5-6 60-minutes class times

Description of Student Roles and Problem Situation:

The students will assume the roles of geologists, meteorologists, hydrologists, environmentalists and paleontologists. A group of local developers in Florida are concerned about the increased incidents of sinkholes, because of the possibility of damage to properties and danger to human life. They will produce a visual presentation which will be shared at the Florida Land Development Board monthly meeting. The visual presentation will explain their research that developed their student created solutions.

3 Resources with sufficient bibliographic information that the reader could easily locate/order these resources:

(video of a study done on sinkholes)

STEM Areas:

Science: Science concepts are incorporated throughout the lesson. In order to solve the problem, students will need to work through the scientific inquiry process to create two possible solutions for the issue of sinkholes in Florida. In order to recognize the importance and relevance of sinkholes to our environment, students will need to have an understanding of land, erosion, and

Technology: Students will use technology to research sinkholes and possible solutions. They will also use technology to create a visual presentation. Some technology may be used in the presentation, as needed.

Engineering: Based on the chosen solutions of the group, students have the option to create a model for their presentation to share at the meeting.

Mathematics: Students will plan out a budget based on their solution. This will incorporate adding, subtracting, multiplying, and dividing money and decimals in order to stay within their given budget.

Florida Standards and Specific Learning Outcomes:

Learning Outcome #1:

After researching the causes and effects of sinkholes, students will propose viable methods to prevent or control sinkholes, scoring at least a Proficient on the Written Report Rubric.

Learning Outcome #2:

After researching the water cycle, students will explain the impact of the water cycle on the environment scoring at least Proficient on the Written Report Rubric.

Learning Outcome #3:

Working in groups, students will determine how weathering and erosion affect sinkholes scoring at least Proficient on the Written Report Rubric.

Supporting Standards:

SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations; experiments requiring the identification of variables; collecting and organizing data; interpreting data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions.

SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others

SC.5.E.7.1: Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

SC.4.E.6.4: Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

ISTE 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
2. Communicate information and ideas effectively to multiple audiences using a variety of media formats
3. Contribute to project teams to produce original works or solve problems

ISTE 3: Students apply digital tools to gather, evaluate, and use information.

1. Plan strategies to guide inquiry
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Process data and report results

LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

LAFS.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve the problem efficiently.

LAFS.5.RI.3.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Learning Outcome #4:

Working in groups, students will create an accuratebudget to research the problem of sinkholes.

Supporting Standards:

MAFS.5.NBT.2.7: Add, subtract, multiply, and divide decimals to the 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.

Mathematical Practice 5.MP.8. Look for and express regularity in repeated reasoning.

Fifth graders use repeated reasoning to understand algorithms and make generalizations about patterns. Students connect place value and their prior work with operations to understand algorithms to fluently multiply multi-digit numbers and perform all operations with decimals to hundredths. Students explore operations with fractions with visual models and begin to formulate generalizations.

Learning Outcome #5: Using technology, students will justify their solutions earning at least an Adequate on the Oral Presentation Rubric.

Supporting Standards:

LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led)with diverse partners on Grade 5 topics and texts building on others ideas and expressing their own clearly: a. come to discussions prepared, having read or studied required material; explicitly draw on that preparation of other information known about the topic to explore ideas under discussion c. pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others; d. review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

MU.3.S.3.5: Notate simple rhythmic and melodic patterns using traditional notation.

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.

Description of Student Roles and Problem Situation:

The students will assume the roles of geologists, meteorologists, hydrologists, environmentalists and paleontologists. A group of local developers in Florida are concerned about the increased incidents of sinkholes, because of the possibility of damage to properties and danger to human life. They will produce an oral presentation which will be shared at the Florida Land Development Board monthly meeting. During the oral presentations, students will explain their research that developed their student created solutions.

Meet the Problem Method:

Memorandum

To: Local Geologists, Meteorologists, Hydrologists, Environmentalists and Paleontologists

From: The Florida Land Development Board

Date: December 10, 2015

RE: Can something be done about the sinkholes in Florida?

As we have come to understand, sinkholes in Florida have become an increasing concern for land developers and homeowners. The Florida Land Development Board is taking a proactive approach to compile possible solutions to this problem.

The Florida Land Development Board will be holding their monthly meeting on January 30, 2016 at 5:00 p.m. at the Professional Land Developers Municipal Building. The Florida Land Development Board would like the group of chosen professionals to present their findings at this time. Please be prepared to present the two best possible solutions that would address the problem of sinkholes in Florida. A vote will be held to determine the proposal that will be implemented.

Your group will have $200,000 to use for research to discover possible solutions. Please keep an accurate record of all funds used for the research.

Sincerely,

The Florida Land Development Board

Problem Statement:

How can we, as a group of geologists, meteorologists, hydrologists, environmentalists and paleontologists attempt to solve the problem of sinkholes in Florida in such a way that:

Condition 1: we meet the deadline for the presentation within the budget proposal

Condition 2: we explain the solution in such a way that the land developers understand

Condition 3:we provide high quality evidence that supports our solutions

Condition 4:we create only positive environmental effects

Know/Need to Know Board:

Know Board: In addition to facts from The Florida Land Development Board memo, additional facts are located in the attached pamphlet Sinkholes, from the Southwest Florida Water Management District.

1. There is a budget of $200, 000.
2. Florida land developers are having a board meeting on January 30, 2016 at 5:00.
3. Land developers are concerned over the possibility of sinkholes developing.
4. Sinkholes can be depressions or collapses in the land surface.
5. Sinkholes may be shallow or deep, small or large, but all are a result of the same general geologic processes.
6. The essential factor of all sinkhole development is the dissolving of the underlying limestone by slightly acidic water.
7. The increased numbers of sinkholes can generally be attributed to changing or loading of the earth’s surface with developments such as retention ponds, buildings, changes in drainage patterns, and heavy traffic.

Need to Know Board: 10 questions that students would need to research/know in order to solve their stated problem; questions align with standards and learning outcomes:

1. What are the environmental effects that sinkholes can produce?
2. Can sinkholes be prevented?
3. Will the budget be sufficient to research the problem?
4. Does the time allotted support the possibility of finding a reasonable solution?
5. What kind of resources will be necessary to research and find solutions?
6. What solutions have already been presented?
7. What were the outcomes of the solutions that were presented?
8. What are the current building specs for land?
9. Is information related to current building specs available to general public?

10. Are there other scientist/professionals who would need to be consulted to better

understand sinkholes?

11. How does the water cycle affect the creation of sinkholes?

12. What is the impact of physical weathering or erosion on the development of sinkholes?

Capstone Performance:

Curriculum Alignment: Description of performance

The students take the roles of geologists, meteorologists, hydrologists, environmentalists and paleontologists who need to make some decisions regarding the possibility of sinkholes occurring and the effects to the environment in a particular area. They will work in groups to present the best possible solution to this problem. This solution will be presented to the Florida Land Development Board in the form of an oral and visual presentation. The student groups will use their choice of oral and visual presentation methods (PowerPoint, brochures, posters, video, lecture, music) in order to present successfully to their audience. The capstone performance for the problem consists of a group written report and a multimedia oral presentation. The students will be assessed using two different rubrics; a written report rubric and an oral presentation rubric.

Students will be placed into groups of 3-5. Within these groups, each student is responsible for brainstorming, researching and creating a written report with visual aid(s) that contains their research of the best possible solution. In giving their report, each student will be playing the role of a geologist, meteorologist, hydrologist, environmentalist and/or paleontologist and present their solutions to the rest of the group. Each student must provide 2 possible solutions for building on land near possible sinkholes. The students must also provide 2 justifications for why they are recommending one solution over the other. Each person in the group will be provided 10-15 minutes per group to present. The team members will analyze each team member’s possible solutions in order to determine the best solution. They will then create a plan for how the solution will be implemented. Taking those 3-5 solutions, the group will decide on the “best” two solutions to the problem and will then provide at least four justifications for why they are recommending that solution.

Once the team of students has analyzed and chosen the “best” solution, they will create an oral/visual presentation. Each group member will contribute equally to the presentation. The group will discuss and decide on member responsibilities to ensure that the strengths of each team member are showcased. Each member in the group may decide on the design and content of his/her part of the presentation.

After the “best” solution has been determined, the student teams will be given time to further research additional facts about the chosen solution as well as to prepare for the presentation. Three sixty-minute sessions will be devoted to the students’ oral presentations.

One member of the group will present the group’s chosen best solution, and each member of the group will justify the group’s best solution with at least 2 accurate scientific facts. After all members of the group have presented, an additional 5 minutes will be set aside for questions to each student in the group.The presentation must be at least 3 and no more than 5 minutes long. Presentations will be assessed based on the Oral Presentation rubric.

In addition to all students in the class, the assistant principal, and another science teacher, members from the Florida Land Development Board will be present in the audience. All parents will be invited to attend the presentation. The room will be arranged where the team of students will be in the front of the room with a podium, a long table, and chairs. There will be a projector, screen, and computer access. An easel and other requested materials can be made accessible. The team of students can choose to sit or stand as needed.

Following all students’ oral presentations, students will be asked to complete a survey that requires that they reflect on the process of researching possible solutions to address the problem.

Questions that may be included on the reflection survey are the following:

- How did you decide what to include?

- Why did you write that/put that there?

- How did you start off?

- What did you find the most difficult bit? How did you tackle it?

- Did you use any images in your head to help you?

- What have you learned about (e.g. decision making)?

- How did you tackle sequencing/organizing the statements?

- How did you did you decide to leave information out?

- What connections have you made?

- Did you have a plan and did you have to change it?

Explanation of how this performance is real-world:

The effects of sinkholes and possible solutions to building near areas where sinkholes are prevalent is a current local issue that affects our communities. This is an area of concern that is frequently on the news.

Two Alternatives and “Best” Solution Analysis:

Solution #1

The geologists, meteorologists, hydrologists, environmentalists and paleontologists will discover that sinkholes are caused by underground erosion. Florida is in the tropical climate zone therefore Florida has year around rain fall. But with the change of seasons there are different amounts of rain affecting the groundwater. As the groundwater moves it cause the limestone to erode. As the limestone erodes away the surface gives away causing sinkholes. One way of preserving the land is to plant deep rooted trees and bushes that use a minimal amount of water to prevent the erosion and decreasing sinkholes.

Pros / Cons
Sinkholes will be prevented / Acquiring plants and getting them planted
More vegetation on land / Unable to build on areas with added vegetation
Plants will be sustainable with minimal maintenance / Erosion is unstoppable but can be slowed down
Year around solution not just seasonal / Plants will still use water

Solution #2

Thegeologists, meteorologists, hydrologists, environmentalists and paleontologists will discover that sinkholes are part of the Earth natural process and will not be able to environmentally stop the underground erosion. They are recommending that a team of engineers research structural solutions.

Pros / Cons
No invasion to Earth process / No or delayed solution
We were under budget / Sinkholes will continue to be an issue in Florida
Hope that engineers can find a solution / People will continue to build where a sinkhole could happen
This investigation has furthered research on sinkholes that will in hopefully impact future research. / Outsourcing to meet the problem- could put project over budget

Justification for Best Solution: