Green Schools PBL Instructional Design
Name of PBL: “Going Green Begins With Me”
Name of Author: Alicia Busillo and Linda Burns (also contributions attributed to fellow colleague Roe Croce)
Grade Level and Content Area: 4th grade/Science/Math/Art
LEED Categories: (1) Materials and Resources (2) Energy and Atmosphere
Background: Students will need prior knowledge of science skills on various topics such as: living things, nonliving things, ecosystems, environments, pollution, recycling, solar power, and hydroponics. Students will also need to have a basic awareness of the community in which they live and how their community and their families handle the concept of “Going Green.” Students will need to have basic concepts of how they can begin to improve the environment and the notion that one person can spark a positive change. All activities will be problem based or project based.
Relevance: Results from projects that will enable the students to learn and appreciate the environment include:
This project based learning curriculum is relevant to the students in the Pennsville School District because of an existing butterfly garden, as well as, the various ecosystems that surround them such as the Delaware River, farms, and wetlands. Also, the DuPont Chamber Workshops, chemical plant is located within minutes of their homes and schools. Generations of Pennsville citizens are concerned of how the chemicals released from these plants could harm their ecosystems. The concepts that will be addressed is the importance of a clean and healthy ecosystem and how to maintain and preserve organically the existing butterfly garden. The creation of energy saving resources will help open the students’ minds about green careers such as architects, botanists, and engineers. A representative from a local car company will visit the students to discuss and explain the importance of solar energy and how it generates cars in an eco-friendly manner to help assist the students on the path to making their own solar cars.
Objectives: In this cooperative learning experience, fourth grade partners will use hands-on activities to investigate and explore the interconnectedness of living things and our responsibility to preserve and protect them. The anticipated outcomes of this program are: (1) To identify characteristics of living and nonliving things, recognize their basic needs, various ecosystems in which they have their habitats, and the interdependence of living things. (2) To create environments that are eco-friendly for plant growth using sustained gardening, for monarch butterflies. (3) Production of energy through the use of natural products that are already found in our environment. (4) To recognize that the earth provides the available resources necessary to meet our basic needs and our responsibility to use these resources with the earth in mind.
The Scenario:
Scenario 1: Monarch butterfly populations have been decreasing. Fewer monarchs have been found in our geographic region in the past year. What can you as a citizen of Penn Beach Elementary School do to help increase the monarch population, starting here in the butterfly garden?
Scenario 2: The local car company has posed a contest to the fourth grade elementary students to create and design a car that runs off of renewable resources. Using K’NEX solar kits and recyclables create a car that will run. Upon completion, test your cars in the butterfly garden to see which one goes the farthest and the fastest.
Scenario 3: Birds need to perch on different size feeders. Design a bird feeder to help promote the various ecosystems that will be growing your monarch butterfly garden using, recyclable materials.
Implementation Time Frame: This is a working curriculum which can be implemented throughout the entire school year. Students and staff should always keep in mind the purpose of “Going Green” and saving our environment, and resusing resources to help promote “green buildings” and a “green life.” Some of the curriculum can also be incorporated throughout the school year through integration with science, math, social studies, and art.
National and State Curriculum Content Standards
New Jersey Core Curriculum Content Standards (NJ standards copied from www.oncoursesystems.com)
Fourth Grade Science Standards
How We Study the Earth
{SCI.3-4.5.8.D.1} Use maps to locate and identify physical features on the Earth.
Natural Systems and Interactions
{SCI.3-4.5.10.A.1} Differentiate between natural resources that are renewable and those that are not.
Diversity and Biological Evolution
{SCI.3-4.5.5.B.1} Develop a simple classification scheme for grouping organisms.
{SCI.3-4.5.5.B.2} Recognize that individuals vary within every species, including humans
Matter, Energy and Organization in Living Systems
{SCI.3-4.5.5.A.1} Identify the roles that organisms may serve in a food chain.
{SCI.3-4.5.5.A.2} Differentiate between the needs of plants and those of animals.
{SCI.3-4.5.5.A.3} Recognize that plants and animals are composed of different parts performing different functions and working together for the well being of the organism.
Patterns and Algebra
{SCI.3-4.5.3.C.1} Identify patterns when observing the natural and constructed world.
Data Analysis and Probability
{SCI.3-4.5.3.D.1} Use tables and graphs to represent and interpret data.
All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.
Science and Technology
{SCI.3-4.5.4.A.1} Distinguish between things that occur in nature and those that have been designed to solve human problems.
Nature of Technology
{SCI.3-4.5.4.B.1} Demonstrate how measuring instruments are used to gather information in order to design things that work properly.
Technological Design
{SCI.3-4.5.4.C.1} Describe a product or device in terms of the problem it solves or the need it meets.
Habits of Mind
{SCI.3-4.5.1.A.1} Raise questions about the world around them and be willing to seek answers through making careful observations and experimentation.
{SCI.3-4.5.1.A.2} Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later. {SCI.3-4.5.1.A.3} Recognize that when a science investigation is replicated, very similar results are expected.
{SCI.3-4.5.1.A.4} Know that when solving a problem it is important to plan and get ideas and help from other people.
Inquiry and Problem Solving
{SCI.3-4.5.1.B.1} Develop strategies and skills for information-gathering and problem-solving, using appropriate tools and technologies.
{SCI.3-4.5.1.B.2} Identify the evidence used in an explanation.
{SCI.3-4.5.1.C.2} Understand and practice safety procedures for conducting science investigations.
Fourth Grade Math Standards
{MA.4.4.4.A.1.a} Collect, generate, organize, and display data in response to questions, claims, or curiosity. Data collected from the school environment
{MA.4.4.4.A.2.a} Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data. Pictograph, bar graph, line plot, line graph, table
{MA.4.4.4.A.2.b} Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data. Average (mean), most frequent (mode), middle term (median)
Art Standards
{AR.3-4.1.5.B.2} Examine art as a reflection of societal values and beliefs.
{AR.3-4.1.5.A.2} Recognize arts resources that exist in communities.
{AR.3-4.1.4.B.3} Recognize the main subject or theme in a work of art.
{AR.3-4.1.4.B.2} Formulate positive analysis of arts performances by peers and respond positively to critique.
{AR.3-4.1.4.B.1} Observe the basic arts elements in performances and exhibitions.
{AR.3-4.1.4.A.2} Recognize the value of critiquing one's own work as well as the work of others.
{AR.3-4.1.3.D.2} Identify elements and principles of design in specific works of art.
{AR.3-4.1.2.D.4} Investigate careers in the world of visual arts.
{AR.3-4.1.2.D.3} Generate works of art based on selected themes.
{AR.3-4.1.2.D.2} Explore the use of paint, clay, charcoal, pastels, colored pencils, markers, and printing inks and select appropriate tools in the production of works of art.
{AR.3-4.1.2.D.1} Apply the basic principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement to a work of art.
{AR.3-4.1.1.B.2} Compare and contrast works of art that communicate significant cultural meanings.
{AR.3-4.1.1.A.3} Recognize works of art and art elements designed to imitate systems in nature.
{AR.3-4.1.1.A.2} Communicate ideas reflecting on the nature and meaning of art and beauty. {AR.3-4.1.1.A.1} Compose simple works of art in response to stylized characteristics observed in the dance, music, theater, and visual art of various cultures and time periods.
National Standards for Science (Copied from http://www.education-world.com/standards/national/index.shtml)
NS.K-4.2 PHYSICAL SCIENCE
As a result of the activities in grades K-4, all students should develop an understanding of
Properties of objects and materials
Position and motion of objects
Light, heat, electricity, and magnetism
NS.K-4.3 LIFE SCIENCE
As a result of activities in grades K-4, all students should develop understanding of
The charateristics of organisms
Life cycles of organisms
Organisms and environments
NS.K-4.6 PERSONAL AND SOCIAL PERSPECTIVES
As a result of activities in grades K-4, all students should develop understanding of
Personal health
Characteristics and changes in populations
Types of resources
Changes in environments
Science and technology in local challenges
NS.K-4.7 HISTORY OF NATURE AND SCIENCE:
As a result of activities in grades K-4, all students should develop understanding of
Science as a human endeavor
National Math Standards (Copied http://www.nctm.org/standards/focalpoints.aspx?id=332)
Data Analysis: Students continue to use tools from grade 3, solving problems by making frequency tables, bar graphs, picture graphs, and line plots. They apply their understanding of place value to develop and use stem-and-leaf plots.
National Art Standards (Copied from http://www.education-world.com/standards/national/index.shtml)
NA-VA.K-4.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES
Achievement Standard:
Students know the differences between materials, techniques, and processes
Students describe how different materials, techniques, and processes cause different responses
Students use different media, techniques, and processes to communicate ideas, experiences, and stories
Students use art materials and tools in a safe and responsible manner
NA-VA.K-4.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS
Achievement Standard:
Students know the differences among visual characteristics and purposes of art in order to convey ideas
Students describe how different expressive features and organizational principles cause different responses
Students use visual structures and functions of art to communicate ideas
NA-VA.K-4.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS
Achievement Standard:
Students understand there are various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks
Students understand there are different responses to specific artworks
NA-VA.K-4.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES
Achievement Standard:
Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
Students identify connections between the visual arts and other disciplines in the curriculum
21st Century Skills: Students will need to work together collaboratively in teams to hypothesize, predict, evaluate, create, synthesize, and enjoy the concepts of going green and saving our environment one step at a time. Through working in groups students will gain an appreciation of sharing their personal beliefs, as well as an appreciation of their peer’s opinions. This will help them to get ready for the working world of green collar professionals, as well as understanding the diversity of our world and the various ways we can work together to save our world. Students will need to solve problems through active hands-on participation and trial and error of their ideas. Students will also need to be able to interpert data and basic elements as the foundation for creative thinking. Students will glean knowledge and apply it to the creative process of solving the given objectives. Students will also have skills using technology such as reasoning and decifring a valid website, creating power point presentations, and taking the elements of art and applying it to a technology as an art media. Through these problem based activites students will gain an appreciation and confidence of themselves as an individual as well as a group for green collar jobs and work place readiness.
Green Collar Careers: These problem based learning activities relate to the following green collar career jobs: Solar power manufacturers, architects, biologists, botantist, educators, designers, construction workers, artists, car manufacturers, and engineers. Through completing these various activities students will be able to have a deeper understanding of becoming eco-friendly in their careers.
Product(s): “How will they show what they know?” Suggested activities include the following:
Students will be able to complete the following tasks as part of their evaluation in measuring their success of the above stated objectives of the project: (1) Work cooperatively to organize tasks, by planting various ecosystems, gathering materials, and observing. Students will chart plant growth and construct line/bar graphs on the project and will use this information to analyze the importance of conversing space for our living creatures in their own habitats. Students will be able to maintain a sustainable garden for monarch butterflies that promotes the proliferation of the monarch butterfly. (2) Students will research various ecosystems found in our earth and will construct power point presentations on the following: type of ecosystem, living things found there, nonliving things found there, the roles of the living and nonliving things in that particular ecosystem, how the living/nonliving things are interdependent on another, and future possibilities to protect these ecosystems. Students will be evaluated on a teacher made rubric of integrating technology, as well as accurate information. (3) Students will be able to work together to form common goals of preserving and conserving in our environment to help our world remain as beautiful place where living things grow and develop by conducting and analyzing experiments that promote reusing energy. Students will use various household items to determine alternative ways to get energy through using a clock. Students will complete a t-chart analyzing the various products they use and will come up with a hypothesis for why and how these items can be converted into energy. (4) Students will recognize the strength and need of solar power through construction of solar cars. Students will complete a data analysis of velocity, speed, and time when building their solar models.
All of the above evaluations/assessments will help students to achieve a sense of responsibility of our environment and to see the importance of how and why we can protect our earth. The following activities and outcomes of this project address these standards.
Intended Audience: Penn Beach School Community as well as the Pennsville, New Jersey civic community.
Assessment: Various assessments include constructing a sustainable garden, constructing a eco-friendly car, t-charts, rubrics, power point presentations, plant growth charts, bar graphs, line graphs, observation charts/illustrations, data analysis, reflection journals, publish quarterly school newspaper on our eco-friendly mission, design and construct clay plaques for the various plants in the butterfly garden, be able to use recyclable items to design and construction bird feeders for the garden to promote the ecosystem, using pre-made tiles students will create a 4 by 8 foot mosaic depicting the monarch butterfly in flight to instill an appreciation for art in the environment and the beauty of nature in our ecosystems. Links to create your own rubric based on school/student/teacher/state needs http://www.teach-nology.com/web_tools/rubrics/ and http://www.rubrics4teachers.com/.