7.x unit 7 - pbl
TRANSCRIPT
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 1
TEACHING MATERIALS
PROJECT BASED LEARNINGHow many people could Earth support now and 100 years from now?
PROJECT BASED LEARNING AND THE BIG HISTORY PROJECT 1
TEACHER DIRECTIONS 4
GROUP DIRECTIONS 11
SAMPLE INFOGRAPHICS 16
PROJECT CHECKLIST 19
NARRATIVE WRITING RUBRIC 20
PRESENTATION RUBRIC 21
INFOGRAPHIC SCORE SHEET 22
COLLABORATION RUBRIC 23
SAMPLE PEER-REVIEW PROCESSES 24
FEEDBACK TABLE 27
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 2
TEACHING MATERIALS
PROJECT BASED LEARNING AND THE BIG HISTORY PROJECTUsing a Project Based Learning (PBL) approach, Big History Project students invent a species, ask how many people the Earth could support now and 100 years from now, and anticipate the next threshold of increasing complexity.
Why PBL & BHP?The goals of the Big History Project include: inciting wonderment in students about the world they inhabit; encouraging them to consider what it means to be human; and instilling in them an interest in lifelong learning about the Universe. PBL embedded in BHP allows students to dive deeply and creatively for solutions to driving questions related to complex interdisciplinary issues. Combining PBL and BHP creates meaningful student-driven learning experiences.
What is Project Based Learning?PBL is a method of instruction that has students take part in an extended inquiry around a complex question, problem, or challenge. For more information on the PBL method, please see the Buck Institute for Education (BIE) website at http://www.bie.org/. We recommend reading about the “Essential Elements” of PBL, as well as digging into a model PBL lesson from the “Project Search” source on the site’s Home page. You can also view videos of example projects and learn how PBL has been integrated into schools at http://www.bie.org/videos/cat/what_is_pbl.
What are the essential elements of PBL1? • Focusing on significant content • Developing 21st-century skills • Engaging students in in-depth inquiry • Organizing tasks around a driving question • Establishing a desire to know • Incorporating revision and reflection • Including a public audience
What are the benefits of PBL for your students?PBL allows for more student voice, choice, and agency than are seen in many curricula. Research has repeatedly shown that when students are given this autonomy, engagement and learning increase. In PBL, learning is made personally relevant when students are given license to be creative with the project outcome and drive their own progress toward that outcome.
1 Adapted from the Buck Institute for Education.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 3
TEACHING MATERIALS
Where are the projects in the BHP units? • In Unit 5, LIFE, students respond to the prompt “Invent a species” by inventing a species
that could adapt and evolve from the current tree of life.
• In Unit 7, AGRICULTURE & CIVILIZATION, students calculate and support their answer to the question “How many people could Earth support now and 100 years from now?” They also write narratives describing the conditions needed to support their calculations.
• In Unit 10, THE FUTURE, students predict and describe the next threshold of increasing complexity the world will cross.
What does it take to facilitate a BHP PBL project? • Each project requires about two weeks (including in-class and out-of-class work time).
• You will need five to seven instructional days for the project. This includes kick off, project introduction and mini-activities, checkpoints, and a culmination day. However, if your students have difficulty meeting outside of class you’ll need to provide additional in-class work time.
• Students will need to spend an additional five to 15 hours outside of class to produce quality projects.
• Be prepared to:
- Prioritize project-related homework for the duration of the project.
- Devote extra class time for student group work.
- Support students in learning project-management skills, such as planning, setting group norms and expectations, adhering to deadlines, and sharing work equally.
- Invite family, community members, other teachers, and administrators to view the student projects and attend the culminating presentations.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 4
TEACHING MATERIALS
TEACHER DIRECTIONS
Introduction
Project QuestionHow many people could Earth support now and 100 years from now? What conditions would be necessary to support those numbers?
Project ObjectiveYour students will work in pairs to determine, based on sound scientific evidence and reasoning, how many people Earth could support today and how many people Earth could support 100 years from today. Your students must also describe the conditions that would have to be present for Earth to support those numbers of people. In their projects, students must define what they mean by “support.”
Student DeliverablesA. An infographicB. A narrative of each conditionC. A poster session presentation
PacingThis is intended to be a unit that lasts approximately two weeks or 10 school days. However, the project provides a structure that is loose enough to be made shorter or longer. We do suggest a particular instructional sequence, which is outlined below. The instructional sequence gives ideas for facilitating the major checkpoints in the project. You can decide whether or not students are given in-class time to work between checkpoints.
StandardsWriting 9/10
• CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
• CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 5
TEACHING MATERIALS
Speaking and listening 9/10
• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 – 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organ- ization, development, substance, and style are appropriate to purpose, audience, and task.
• CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 6
TEACHING MATERIALS
Instructional Sequence
I. PROJECT KICKOFF (DAY 1)
Advanced Preparation- Prepare to show the following three videos to your class:
• HOW IT HAPPENED: The Terrible Pandemic of 1918 Spanish flu video clip: http://www.youtube.com/watch?v=0Mq5LH06p2E (watch 15:13–17:50)
• Tsunami video: http://www.bbc.co.uk/news/world-asia-pacific-12725646
• After Earth movie trailer: http://www.youtube.com/watch?v=CZIt20emgLY
- Print copies of the sample infographics.
- Post the question “What conditions contributed to the disasters depicted in these videos?”
- Form student working pairs or use another method to pair up students for the project.
Sequence1. Tell students that you are beginning a project about people on Earth. Let them know
that they’ll work in pairs. They’ll be tasked with the following: exploring a big question;producing multiple artifacts; guiding their own investigations; getting creative; andhaving fun.
2. To kick off, ask students to think about the conditions that contributed to the disasters that they’ll see in the videos. Play the The Terrible Pandemic of 1918 Spanish flu and tsunami videos for your students.
3. Have a five-minute class discussion reflecting on the conditions that supported thesedisasters.
4. For the next video, have students think about what conditions might be presentin an After Earth-like setting (e.g., what would happen if humans left Earth and thenreturned 1,000 years later). Play the After Earth movie trailer.
5. Have a short class discussion about the conditions that led to the world that WillSmith’s character finds.
6. Ask students to get into their pairs for the project.
7. Introduce the project’s driving question: How many people could Earth supportnow and 100 years from now? What conditions would be necessary to support thosenumbers?
8. In pairs, have students spend the rest of class brainstorming ideas about the projectquestion.
9. Stop class five minutes before the end for students to share their initial ideas aboutthe numbers of people Earth could support now and 100 years from now.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 7
TEACHING MATERIALS
II. GROUP FORMATION AND PROJECT DIRECTIONS (DAY 2)
Advanced Preparation - A copy of the How Many People Group Directions document for each student.
- Copies of each rubric: • Infographic Score Sheet • Writing Rubric • Collaboration Rubric
- Copies of the sample infographics.
- Decide on checkpoint due dates as well as final presentation date.
- We highly recommend inviting family members, friends, or other classes to the final presentations. If you have contacts with experts in any of these fields you might also invite them to the final presentations to act as “judges.”
Sequence 1. Before students get started on the project, have them think about the videos they watched
in the previous class. Split the class into six groups. Give two groups the Life Cycles of Stars infographic; give two groups the Tree of Life infographic; and give two groups the Agriculture & Civilization infographic.
2. Ask groups to inspect the infographics and to be ready to explain how the infographics address the following components:
a. Topic: The topic of the infographic is specific in nature and is intended to inform or convince the viewer.
b. Type: The type of infographic chosen (e.g., timeline or informational) highly supports the content being presented.
c. Objects: The objects included in the infographic are relevant and support the topic of the infographic.
d. Data visualizations: The data visualizations present accurate data and are easy to understand.
e. Style: Fonts, colors, and organization are aesthetically pleasing, appropriate to the content, and enhance the viewer’s understanding of the information in the infographic.
f. Citations: Full bibliographic citations for all sources used are included.
3. Assign each group three of the above criteria that they will briefly present to the class. Each group will then present those criteria in the context of explaining their infographic to the class.
4. T ell students that they’ll be making infographics as part of the project and need to be familiar with the criteria. Remind them of the project question and hand out the How Many People Group Directions document.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 8
TEACHING MATERIALS
5. Walk students through the handout. Give due dates and describe the project (have the Group Directions in hand to read from if needed). Inform students that each member of the pair will receive the same grade for the infographic and poster session, and each individual will also receive points for his/her narrative and collaboration (see: Collabora-tion Rubric).
6. Ask students if they have any questions about the project.
7. Use the rest of the class time for students to work and plan in pairs. Remind students that Checkpoint 1: Draft Number Calculations will occur in about two days.
III. CHECKPOINT 1: DRAFT NUMBER CALCULATIONS (~DAY 4)
Advanced Preparation - Make sure your class is aware of your checkpoint dates, especially if they’ve been moved
for any reason.
Sequence 1. On checkpoint days, remind students that the objective is to ensure that they are on
track and making progress. Allow students to work on their projects as you check in with each group.
2. Make sure to check in with all groups to field questions, gauge progress, and provide guidance and feedback as needed.
• If students have completed Checkpoint 1: Draft Number Calculations, sign off on one of their Group Directions documents.
• Consider having students ask another group to evaluate their draft calculations before you evaluate and approve their calculations yourself.
3. Remind students that Checkpoint 2: Draft Infographic, will occur in about two days. The draft infographic should include both numbers (for now and 100 years from now); the conditions needed to support those numbers; and evidence for why those numbers make sense.
IV. CHECKPOINT 2: DRAFT INFOGRAPHIC (~DAY 6)
Advanced Preparation - Make sure class is aware of your checkpoint dates, especially if they’ve been moved
for any reason.
- A copy of the Infographic Score Sheet for each pair.
Sequence 1. This should be a working class period but remind students that they should have a draft
infographic complete and ready to be approved.
2. As students are working, make sure to check in with each pair, walk through the Info-graphic Score Sheet with them to discuss their draft, and sign off on their draft or sug-gest revisions before signing off. The draft infographic should include both numbers (for now and 100 years from now); the conditions needed to support those numbers; and evidence for why those numbers make sense.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 9
TEACHING MATERIALS
• Consider having students ask another group to evaluate their draft infographic before you evaluate and approve their infographic yourself.
3. Remind students that their next checkpoint will be a complete draft of both narratives for peer review in about two days.
V. CHECKPOINT 3: DRAFT OF EACH NARRATIVE (~DAY 8)
Advanced Preparation - Make copies of the Narrative Writing Rubric and the Feedback Table for each student.
- Review the Sample Peer-Review Processes document and decide how you will facilitate peer review.
Sequence 1. Make sure students have two copies of the narrative draft to share during peer review.
2. Remind students of the importance and process of peer review: to respectfully give and gain feedback and constructive criticism on their project from other students. Students will use the Narrative Writing Rubric to evaluate another person’s draft narrative, and the Feedback Table to give written feedback, and then discuss. Remind students that if they don’t take peer review seriously, it will negatively impact their individual grades.
3. After the peer-review process, have the reviewer sign off on the writer’s checkpoint.
4. Remind students to revise their narratives following peer review and remind them that their infographics and elevator pitches must be ready to present.
VI. PRESENTATIONS
Advanced Preparation - Make two or three copies of the Infographic Score Sheet for each student.
- Make copies of the Collaboration Rubric for each student.
- Make copies of the Infographic Score Sheet (one for each group) for your teacher scoring.
- Predetermine the order of elevator pitches.
- Optional: Have a video camera or regular camera to document student presentations.
Sequence 1. Facilitate elevator pitch presentations according to class norms. Students should get
no more than two minutes per pair — set a timer.
2. Make a rule in which each person has to evaluate two or three infographics and com- plete the Presentation Rubric. Everyone must also ask the presenting pair a thoughtful question during the poster session and document that question on the back of the Presentation Rubric.
3. Have half of the class (one person per pair) spend 10 minutes visiting and evaluating the other infographics, while the other half (the second person of each pair) stays and explains the infographic. Then have them switch.
4. Have students complete the Collaboration Rubric.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 10
• The Collaboration Rubric is for gauging individual participation in and contribution to the group project work. This helps avoid negative group dynamics and reduces the possibility of unbalanced participation.
• On the Collaboration Rubric, each student evaluates him/herself and his/her group member.
• Use this rubric to adjust individual grades for the project.
• Stress to students that although they are given a project grade, this grade can be impacted by individual participation within the group.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 11
PBL: HOW MANY PEOPLE COULD EARTH SUPPORT NOW AND 100 YEARS FROM NOW?
Group directions
Group Name
Group Members
Project QuestionHow many people could Earth support now and in 100 years? What conditions would be neces-sary to support those numbers?
TaskIn pairs, you and your partner must determine, based on sound scientific evidence and reason-ing, how many people Earth could support today and how many people Earth could support 100 years from today. To complete this project, you must accomplish the following: Describe the conditions that have to be present for Earth to support those numbers of people; define what is meant by “support”; consider how current trends in the following categories are important (see Resources for helpful links):
•Water availability •Human lifespan •Food, agriculture, and land use •Education •War and conflict •Disease and medicine •Natural disaster •Social structures, family, and lifestyle
Final deliverables are due on:
Deliverables A. Infographic B. Narrative of each condition C. Structured poster session presentation
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 12
A. Infographic The infographic will demonstrate your assertions about how many people Earth can support
now and will be able to support 100 years from now. It will also display data and data visualizations that provide evidence for your assertions. Your infographic must describe the conditions that have to be present for Earth to support those numbers of people now and 100 years from now. It must also define what is mean by “support.” In addition, your info-graphic will include attention to the following:
•Topic: The topic of the infographic is specific in nature and is intended to inform or convince the viewer.
•Type: The type of infographic chosen (for example, timeline or informational) highly supports the content being presented.
• Objects: The objects included in the infographic are relevant and support the topic of the infographic.
•Data visualizations: The data visualizations present accurate data and are easy to understand.
•Style: Fonts, colors, and organization are aesthetically pleasing and appropriate to the content, and enhance the viewer’s understanding of the information in the infographic.
•Citations: Full bibliographic citations for all sources used are included.
B. Narrative of each condition Each student in your pair will be responsible for writing a narrative that describes the con-
ditions required for Earth to support your calculated numbers of people. One student will write the narrative for now and one student will write the narrative for 100 years from now. Draw from your infographic and collaborate on ideas for each narrative. Your narrative should include the following elements:
•Exposition and development: The text sets up a story by introducing the event or con-flict, characters, and setting. The story is developed using pacing, description, and reflection.
•Organization and cohesion: The text follows a logical sequence of events.
•Style and conventions: The text uses sensory language and details to create a vivid picture of the events, setting, and characters.
• Conclusion: The text provides a conclusion that follows from the course of the narrative. The conclusion provides a reflection on or resolution of the events.
C. Structured poster session presentation and “elevator pitch” You will present your infographic as part of a structured poster session. A structured
poster session is a particular presentation format that starts with participants giving an “elevator pitch” about their work. An elevator pitch is a quick and concise summary of your work that you could deliver over the course of an elevator ride (that is, 30 seconds to two minutes). This pitch will include:
•Numbers: Your final calculations of how many people Earth can support now and will be able to support 100 years from now.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 13
•Definition: A statement describing what is meant by “support.”
•Summary: An explanation of how you calculated those numbers and the necessary condi-tions for them to be logically supported.
• Insights: Two major insights that came from this work. For example, insights might be interesting and surprising things you learned, reflections on your place or impact on Earth now and in the future, or a way your thinking or behavior has changed as a result of the project.
Following elevator pitches from all pairs in your class, your teacher will allow for time for both you and your partner to discuss your infographic with others in the poster session. You will also have time to explore other students’ posters. In addition, if your teacher has invited guests, they will be able to explore the infographics as well.
Timeline and CheckpointsAs a pair, use the template below to plan how you’ll complete all the deliverables by each due date. Your teacher will sign off on each checkpoint. Successful completion of each checkpoint will be factored into your final grade. You and your partner will receive the same grade for the infographic and poster session. Each individual will also receive points for his/her narrative.
1. Draft number calculations — now and in 100 years (show your work) Date due: 2. Draft infographic, including numbers, conditions, and evidence Date due: 3. A draft of each narrative Date due:
Resources2
Remember to use claim testers (logic, evidence, authority, intuition) to validate each source.
Data (these examples will help you ask your own questions to get data to support your work) 1. Food Consumption Patterns — Wolfram Alpha
http://blog.wolframalpha.com/2010/03/29/food-for-thought-consumption-patterns-from- around-the-world
2. Health Indicators — Wolfram Alpha http://blog.wolframalpha.com/2010/05/24/computing-worldwide-health-indicators/
3. More Heath Indicator Examples — Wolfram Alpha http://www.wolframalpha.com/input/?i=health+indicator+examples
4. Education Statistics — Wolfram Alpha http://blog.wolframalpha.com/2011/09/07/exploring-international-education-statistics/
5. Population Data — Wolfram Alpha http://blog.wolframalpha.com/2011/04/18/new-age-pyramids-enhance-population-data/
6. Energy Examples — Wolfram Alpha http://www.wolframalpha.com/input/?i=energy+examples
2 You may draw from any Big History Project resources, the resources provided here, or any resources that you find in your own research.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 14
7. Climate Examples — Wolfram Alpha http://www.wolframalpha.com/examples/Climate.html
8. Socioeconomic Data Examples — Wolfram Alpha http://www.wolframalpha.com/examples/SocioeconomicData.html
Books1. The View From Lazy Point: A Natural Year in an Unnatural World, by Carl Safina2. The Future of Life, by Edward O. Wilson 3. How Many People Can the Earth Support? by Joel E. Cohen
Articles1. “How Many People Can the World Support? It Depends…”
http://www.huffingtonpost.com/carl-safina/population-growth_b_1499281.html
2. “How Many People Can Earth Support?” http://www.livescience.com/16493-people-planet-earth-support.html
3. “Freshwater Crisis” http://environment.nationalgeographic.com/environment/freshwater/freshwater-crisis/
4. “When Will Earth Run Out of Food?” http://www.livescience.com/33311-food-prices-global-hunger-skyrocket-2030-oxfam-warns.html
5. “How Are Humans Going to Become Extinct?” http://www.bbc.co.uk/news/business-22002530
Videos1. “Paul Gilding: The Earth Is Full”
http://www.ted.com/talks/paul_gilding_the_earth_is_full.html
2. “Yann Arthus-Bertrand Captures Fragile Earth in Wide-Angle” http://www.ted.com/talks/yann_arthus_bertrand_captures_fragile_earth_in_wide_angle.html
3. “John Doerr Sees Salvation and Profit in Greentech” http://www.ted.com/talks/john_doerr_sees_salvation_and_profit_in_greentech.html
4. “Alex Steffen: The Route to a Sustainable Future” http://www.ted.com/talks/alex_steffen_sees_a_sustainable_future.html
Podcasts1. “How Many People Can Earth Hold? Well…”
http://www.scientificamerican.com/podcast/episode.cfm?id=how-many-people-can-the-earth-hold-11-02-21
Scientific Journal Articles1. “How Many People Can Earth Support?”
http://www.jstor.org/discover/10.2307/3824523?uid=3739960&uid=2&uid=4&uid=3739256&sid=21102316384747
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 15
2. “How Many People Can Earth Feed?” http://www.jstor.org/discover/10.2307/2137520?uid=3739960&uid=2&uid=4&uid=3739256&sid=21102316384747
3. “Agricultural Sustainability and Intensive Production Practices” http://www.nature.com/nature/journal/v418/n6898/abs/nature01014.html
4. “Population Growth and Earth’s Human Carrying Capacity” http://ehsapes.pbworks.com/f/Population%2BGrowth%2B%26%2BEarth’s%2BHuman%2BCarrying%2BCapacity.pdf
5. “The Real Wealth of Nations: Mapping and Monetizing the Human Ecological Footprint” http://www.sciencedirect.com/science/article/pii/S1470160X11000616
6. “Policy: Sustainable Development Goals for People and Planet” http://www.nature.com/nature/journal/v495/n7441/full/495305a.html
7. “Depopulation in Some Rich Nations: Good News for Planet Earth?” http://muse.jhu.edu/login?auth=0&type=summary&url=/journals/yearbook_of_the_association_of_pacific_coast_geographers/v074/74.peters.html
Interviews1. Earthwatch interview with Edward O. Wilson
http://www.earthwatch.org/aboutus/research/voices_of_science/future_life_interview_e_wilson/
Resources for Infographics
Websites1. I Love Charts
http://ilovecharts.tumblr.com/
2. Pinterest boards of infographics http://pinterest.com/enolal/infographics/ http://pinterest.com/mattleopold/infographics/ http://pinterest.com/nroses/infographics/ http://pinterest.com/thisisdanni/infographics/ http://pinterest.com/mashable/infographics/
3. Tools for making infographics http://piktochart.com/ http://www.easel.ly/ http://infogr.am/ http://www.tableausoftware.com/public/how-it-works http://timeline.verite.co/ http://www.dipity.com/
4. Tips for designing infographics http://naldzgraphics.net/tips/infographics-designing-tips/
Hig
h-m
ass
star
s liv
e fo
r on
e m
illio
n to
tens
of m
illio
ns o
f yea
rs
whi
le lo
w-m
ass
star
s, li
ke o
ur S
un, l
ive
for
tens
of m
illio
ns to
trill
ions
of y
ears
.
MA
SS
TIM
E
Com
posi
tion
is >
98%
hyd
roge
n an
d he
lium
. 1/
3 of
the
hydr
ogen
is c
onve
rted
to h
eliu
m.
MA
IN S
EQU
ENC
E
Mas
sive
sta
rs a
re c
apab
le o
f pro
duci
ng
heav
ier
elem
ents
, lik
e ir
on, t
hrou
gh fu
sion
.
GIA
NT/
SU
PERG
IAN
T
Out
er la
yers
of h
ydro
gen
and
heliu
m a
re
ejec
ted
alon
g w
ith s
ome
heav
ier
elem
ents
.
SU
PER
NO
VA
A s
tar's
cor
e co
llaps
es in
to e
xtre
mel
yde
nse
mat
ter.
Even
ligh
t can
not e
scap
eth
e gr
avita
tiona
l pul
l.
BLA
CK
HO
LE
A s
tar's
cor
e co
llaps
es in
to a
den
sem
ass
of n
eutr
ons.
NEU
TRO
N S
TAR
Com
posi
tion
is >
98%
hyd
roge
n an
d he
lium
. 1/
3 of
the
hydr
ogen
is c
onve
rted
to h
eliu
m.
MA
IN S
EQU
ENC
E
Expe
ndin
g hy
drog
en in
thei
r co
res,
thes
e st
ars
exte
nd th
eir
oute
r la
yers
and
can
gro
w
to >
100
tim
es th
eir
mai
n se
quen
ce s
ize.
RED
GIA
NT
The
oute
r la
yers
of g
as a
re e
ject
ed w
hile
the
star
's co
re c
ontr
acts
into
a w
hite
dw
arf.
PLA
NET
ARY
NEB
ULA
This
sta
r co
re is
typi
cally
com
pose
d of
ca
rbon
and
oxy
gen.
Neo
n, m
agne
sium
, an
d he
lium
are
pos
sibl
e.
WH
ITE
DW
AR
F
A h
ypot
hetic
al r
emna
nt o
f a c
oole
d w
hite
dw
arf,
the
Uni
vers
e's e
xist
ence
is
too
shor
t to
prov
e its
exi
sten
ce.
BLA
CK
DW
AR
F
10–1
50 s
olar
mas
ses
90%
of l
ifesp
anS
pica
, The
ta O
rion
is C
sign
ifica
nt lo
ss o
f mas
s10
% o
f life
span
Bet
elge
use,
Rig
el
All
but 1
0% o
f the
ori
gina
l mas
s is
eje
cted
seco
nds
Cas
siop
eia
A, K
eple
r's S
uper
nova
3 so
lar
mas
ses
or la
rger
1070
yea
rsC
ygnu
s X-
1, S
agitt
ariu
s A
1.4–3
sol
ar m
asse
s10
33–1
045 y
ears
Cir
cinu
s X-
1, Th
e M
ouse
.08–
10 s
olar
mas
ses
90%
of l
ifesp
anS
un, A
ltair
99%
of o
rigi
nal m
ass
10%
of l
ifesp
anA
ldeb
aran
, Arc
turu
s
All
but 5
-15%
of t
he o
rigi
nal m
ass
is e
ject
edte
ns o
f tho
usan
ds o
f yea
rsM
27, N
GC
40
5–15
% o
f ori
gina
l mas
s10
15–1
025 y
ears
Mir
a B
, Sir
ius
B
< 1.4
sol
ar m
asse
s10
33–1
045 y
ears
HIG
HM
AS
S S
TAR
S
OR
LOW
MA
SS
STA
RS
BO
RN
IN N
EBU
LAE
Gas
clo
uds
colla
pse
and
mat
ter
accu
mul
ates
on a
pro
tost
ar.
RET
UR
N T
O N
EBU
LAE
Mat
ter
expe
lled
from
sta
rsca
n ev
entu
ally
acc
umul
ate
into
ne
w s
tar-
form
ing
nebu
lae.
THE
LIFE
CYC
LES
OF
STA
RS
C M Y CM
MY
CY
CMY K
BHP_LifeCycle of Stars_Poster_17x11in_04.13_CMYK.pdf 1 4/25/13 12:01 PM
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
16
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 17
THE TREE OF LIFETAXONOMY
1600BCE
1500 1700 1800 1900 2000100020003000
A BRIEF HISTORY OF TAXONOMYTaxonomy is the science of naming and classifying different life forms. Oral traditions of taxonomy
predate writing and were first used when human ancestors described different food sources, predators,
and medicinal or poisonous plants. The advent of writing enabled more detailed, recorded taxonomies.
3000 BCEChinese Emperor Shen
Nung tests hundreds
of herbs for medicinal
value.
1500 BCEEgyptian wall paintings
and preserved scrolls
classify different plant
species by name.
384 - 322 BCEGreek philosopher
Aristotle launches the
western tradition of
taxonomy by classifying
plants and animals by their
size, habitat, and methods
of reproduction.
1516 - 1565Swiss scholar Conrad
von Gesner publishes a
five-volume compendium
of then-known life forms
in the 1550s.
1656 - 1708French botanist Joseph
Pitton de Tournefort
classifies about 9,000
species in 698 genera.
1707 - 1778Swedish botanist Carl
Linnaeus publishes The
System of Nature in 1735,
becoming the father of
modern taxonomy. Linnaeus
placed humans among the
primates and used binomial
nomenclature to classify us
as Homo sapiens.
1977American microbiologist Carl
Woese defines the Archaea
as separate domain of life,
introducing the three-domain
system used today.
BIOLOGICAL CLASSIFICATIONScientists refer to a specific life form using its
Genus and species classifications. This naming
technique is called binomial nomenclature.
DomainKingdomPhylumClassOrderFamilyGenusSpecies
Eukaryota
Animalia
Chordata
Mammalia
Proboscidea
Elephantidae
Elephas
Maximus
Elephas maximusGENUS
ASIAN ELEPHANT
SPECIES
HOMINIDS Great Apes
Caenorhabditis briggsae
Caenorhabditis elegans
Saccharom
yces cerevisiae
Eremothecium
gossypii
Schizosaccharom
yces pombe
Dictyostelium
discoideum
Arabidopsis thaliana
Oryza sativa
Cyanidioschyzon merolae
Plasmodium
falciparum
Cryptosporidium hom
inis
Thalassiosira pseudonana
Leishmania m
ajor
Giardia lamblia
Methanococcus jannaschii
Methanococcus m
aripaludi
Methanopyrus kandleri
Methanobacterium
thermautotrophicum
Pyrococcus abyssi
Pyrococcus horikoshii
Pyrococcus furiosus
Methanosarcina mazei
Methanosarcina acetivorans
Halobacterium sp. NRC−1
Archaeoglobus fulgidus
Thermoplasma acidophilum
Thermoplasma volcanium
Sulfolobus solfataricus
Sulfolobus tokodaiiAeropyrum pernix
Pyrobaculum aerophilum
Nanoarchaeum equitansShigella flexneri 2a 301
Shigella flexneri 2a 2457TEscherichia coli K12Escherichia coli O6Escherichia coli O157:H7Escherichia coli EDL933
Salmonella typhiSalmonella enterica
Salmonella typhimurium
Yersinia pestis CO92
Yersinia pestis KIM
Yersinia pestis Medievalis
Photorhabdus luminescens
Buchnera aphidicola Sg
Buchnera aphidicola APS
Buchnera aphidicola Bp
Wigglesworthia brevipalpis
Blochmannia floridanus
Haemophilus influenzae
Pasteurella multocida
Haemophilus ducreyi
Vibrio vulnificus CMCP6
Vibrio vulnificus YJ016
Vibrio parahaemolyticus
Vibrio cholerae
Photobacterium profundum
Shewanella oneidensis
Pseudomonas syringae
Pseudomonas putida
Pseudomonas aeruginosa
Xanthomonas campestris
Xanthomonas axonopodis
Xylella fastidiosa 9a5c
Xylella fastid
iosa 700964
Coxiella
burnetii
Bordetel
la bronch
iseptic
a
Bordete
lla pa
rapert
ussis
Borde
tella
pertu
ssis
Ralston
ia so
lanac
earu
m
Neisse
ria m
ening
itidis
B
Neisse
ria m
ening
itidis
A
Chro
mobac
teriu
m viola
ceum
Nitros
omon
as eu
ropa
ea
Bruc
ella
meli
tens
isBr
ucel
la su
isRh
izob
ium
loti
Agro
bact
eriu
m tu
mef
acie
ns
Was
hU
Agro
bact
eriu
m tu
mef
acie
ns
C58
Cere
onRh
izob
ium
mel
iloti
Brad
yrhi
zobi
um ja
poni
cum
Rhod
opse
udom
onas
pal
ustr
isCa
ulob
acte
r cr
esce
ntus
Rick
etts
ia c
onor
iiRi
cket
tsia
pro
waz
ekii
Wol
bach
ia s
p. w
Mel
Hel
icob
acte
r py
lori
266
95H
elic
obac
ter
pylo
ri J
99
Hel
icob
acte
r he
patic
us
Wol
inel
la s
ucci
noge
nes
Cam
pylo
bact
er je
juni
Bde
llovi
brio
bac
teri
ovor
us
Geo
bact
er s
ulfu
rred
ucen
s
Des
ulfo
vibr
io v
ulga
ris
Ano
phel
es g
ambi
ae
Dro
soph
ila m
elan
ogas
ter
Taki
fugu
rub
ripe
s
Dan
io r
erio
Gal
lus
gallu
s
Rat
tus
norv
egic
us
Mus
mus
culu
s
Hom
o sa
pien
sPa
n tr
oglo
dyte
s
Ther
moa
naer
obac
ter
teng
cong
ensi
sCl
ostr
idiu
m a
ceto
buty
licum
Clos
trid
ium
teta
niCl
ostr
idiu
m p
erfr
inge
nsCa
ndid
atus
Phy
topl
asm
a as
teris
Myc
opla
sma
myc
oide
sM
ycop
lasm
a m
obile
Myc
opla
sma
pulm
onis
Urea
plas
ma
parv
umM
ycop
lasm
a pe
netra
ns
Myc
oplas
ma
gallis
sept
icum
Mycop
lasm
a pn
eum
oniae
Mycop
lasm
a gen
italiu
m
Staphy
lococ
cus e
pider
midis
Staphy
lococ
cus a
ureu
s MW2
Staphy
lococ
cus a
ureu
s N31
5
Staphy
lococ
cus a
ureu
s Mu5
0
Lister
ia inn
ocua
Lister
ia mon
ocyto
genes
F2365
Listeri
a monocyt
ogenes
EGD-e
Oceanobacillus ih
eyensis
Bacillus h
alodurans
Bacillus subtilis
Bacillus a
nthracis
Bacillus cereus ATCC 14579
Bacillus cereus ATCC 10987
Lactobacillus johnsonii
Lactobacillus plantarum
Enterococcus faecalis
Lactococcus lactis
Streptococcus pneumoniae
R6
Streptococcus pneumoniae
TIGR4
Streptococcus mutans
Streptococcus agalactiae II
Streptococcus agalactiae
Streptococcus pyogenes M1
Streptococcus pyogenes
MGAS8232
Streptococcus pyogenes
MGAS315
Streptococcus pyogenes SSI−1
Fibrobacter succinogenes
Chlorobium tepidum
Porphyromonas gingivalis
Bacteroides thetaiotaomicron
Chlamydia muridarum
Chlamydia trachomatis
Chlamydophila caviae
Chlamydophila pneumoniae TW183Chlamydophila pneumoniae J138Chlamydophila pneumoniae CWL02Chlamydophila pneumoniae AR39
Gemmata obscuriglobusRhodopirellula balticaLeptospira interrogans L1−130
Leptospira interrogans 56601
Borrelia burgdorferiTreponema pallidum
Treponema denticolaBifidobacterium longum
Tropheryma whipplei TW08/27
Tropheryma whipplei Twist
Streptomyces avermitilis
Streptomyces coelicolor
Corynebacterium diphtheriae
Corynebacterium efficiens
Corynebacterium glutamicum
ATCC 13032
Corynebacterium glutamicum
Mycobacterium paratuberculosis
Mycobacterium leprae
Mycobacterium
bovis
Mycobacterium
tuberculosis
CDC1551
Mycobacterium
tuberculosis
H37Rv
Fusobacterium nucleatum
Aquifex aeolicus
Thermotoga m
aritima
Dehalococcoides ethenogenes
Thermus therm
ophilus
Deinococcus radiodurans
Gloeobacter violaceus
Synechococcus elongatus
Nostoc sp. PCC 712
Synechocystis sp. P
CC6803
Prochlorococcus m
arinus
CCMP
1378
Prochlorococcus m
arinus
SS
12
Synechococcus sp. W
H8102
Prochlorococcus m
arinus
MIT9313
Acidobacterium
capsulatum
Solibacter usitatus
This phylogenetic tree of life uses genome sequencing data to
map the relationships between 191 different species in the three
domains of life: Eukaryota, Bacteria, and Archaea.
All life on Earth shares one common ancestor, and is thought to include between 10 million and
30 million different species.
http://itol.embl.de/
LUCALAST UNIVERSAL COMMON ANCESTOR
A single-celled organism living more than 3.5 BYA.
This domain includes all of the plants, animals, and fungi, and some
single-celled organisms. Eukaryotes are distinguished by their complex
cells, which contain a membrane-enclosed nucleus.
The creatures most familiar to us, animals, are members of the same kingdom.
FungiAmoebozoa
ArchaeplastidaPlantae
ChromalveolataExcavata
Animalia
EUKARYOTA HumansHomo sapiens
Our species, primates in the Animalia kingdom of the Eukaryota, is thought to have first evolved in Africa about 200,000 years ago. Genetically, our closest living relative is the chimpanzee.
Mosquito
Roundworm
RedJunglefowlPufferfish
Mouse
Chimpanzee
These single-celled prokaryotic organisms often
live in extreme environmental conditions. Once
considered to be Bacteria, these microorganisms
are now recognized as a separate domain of life.
ARCHAEA
Pyrococcus furiosus
This species of Archaea, found in extremely hot conditions near hydrothermal vents, thrives at temperatures between 158°F and 217°F (70°-100°C). In addition to its unique habitat, P. furiosus is also unusual for having enzymes containing tungsten, a very rare element in living organisms.
AnthraxBacillus anthracis
This deadly bacteria infected hundreds of thousands of people and animals every year until a vaccine was
developed by Louis Pasteur in 1881.
These single-celled prokaryotic organisms were among
the first life forms to appear on Earth. Often spherical,
rod-like, or spiral in shape, these microorganisms
function without a membrane-enclosed cell nucleus.
BACTERIA
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 18
The first agricultural communities to emerge in South America populated the regions around the Andes Mountains. Diverse geography and high altitude settlements sup-ported beans, potatoes, and a hearty protein-rich grain called quinoa. Alpaca and llamas were domesticated as work animals and for their wool, which was woven into textiles. By the beginning of the 16th century, the Incas had establisheda vast empire with trem-endous architecture such as Machu Picchu. Within a century, Spanish con-quistadors led by Francisco Pizarro had conquered the Inca civilization.
9000 BCE 3500 BCE6500 BCE6500 BCE6000 BCE 3000 BCE
Mesoamerica AndesPapuaNew Guinea
Yellow &Yangtze River Valleys
Indus River Valley
The Fertile Cresent
The Fertile Crescent is a wide swathe of land along the Tigris and Euphrates Rivers, stretching from the Persian Gulf to the Medi- terranean Sea, and even into the Nile River Valley by some definitions. Often called the “cradle of civil-ization,” the first crops flourished in the rich soils of these river valleys. Civilization first emerged in Mesopotamian cities like Babylon, Sumer, Ur, and Uruk in modern-day Iraq and in Jericho to the west. Egyptian civilization emerged in the Nile River Valley a bit later. By around 3200 BCE, civilizations in the Fertile Crescent were using the wheel and had developed the earliest known system of writing.
Agriculture emerged in the Indus River Valley when foraging Harappan com-munities settled in the lush lands between the Hima-layas and the Hindu Kush mountains in present-day Pakistan. Fertile soils and a steady water supply supported the cultivation of crops, and the river also provided transportation, enabling commerce. Even-tually cities like Harappa, Lothal, and Mohenjo-Daro became centers of trade. The Indus River Valley civilization is thought to be among the first to develop a standardized system of weights and measures, including the use of finely calibrated rulers as early as 2400 BCE.
The Yellow (or Huang He) River stretches nearly 3,000 miles across China while the Yangtze River is almost 4,000 miles long. Both rivers flow east from the Tibetan Plateau and the Himalayan Moun-tains. The first farmers in China cultivated grasses in the vast floodplainsand fertile river valleys formed by the Yangtze and the Yellow in eastern China. Chinese agricul-ture is known for itssericulture, the rearingof silkworms for theproduction of raw silk to make fine fabrics. Even-tually, demand for silk from China would help connect all of Afro-Eurasia in a system of trade routes called the Silk Roads.
The first human inhabit-ants of Papua New Guinea are thought to have arrived from Southeast Asia more than 40,000 years ago. The Pacific island receives plentiful rainfall and contains incredible biodiversity. Scientists estimate that between 5 and 10% of all of the planet’s species live on Papua New Guinea. Human communities on the island were equally diverse, some taking on agriculture and some sustaining themselves solely as foragers. The region's first farmers (in the Western Highlands) used terraces with com-plex irrigation systems and practiced crop rota-tion to increase their yields.
Domestication of wild teosinte (which became maize, and eventually corn) may have begun as early as 7000 BCE, but the first organized agri- cultural villages emerged thousands of years later. Several different civil-izations rose and fell in this region, including the Olmec, which flourished from about 1600 BCE to 400 BCE, the Maya, which flourished from about 250 CE to 900 CE, and the Aztec, which reached its height just before it was conquered by Spanish conquistadors in 1520. These Mesoamerican cultures developed com- plex irrigation systems and produced skilled astronomers and poets.
APPROXIMATE YEARAGRICULTURE BEGAN
AGRICULTURE & CIVILIZATION A CLOSER LOOK AT FARMING IN SOME OF THE EARLIEST AGRARIAN CIVILIZATIONS
Wheat RiceGENUS: TriticumNUMBER OF SPECIES: 101st DOMESTICATION: Southeastern Turkey
GENUS: OryzaNUMBER OF SPECIES: 231st DOMESTICATION: Eastern China
GENUS: ZeaNUMBER OF SPECIES: 11st DOMESTICATION: Mesoamerica
Maize
GLOBAL WHEAT PRODUCTIONWheat is grown in more countries and on more land than anyother cereal crop
NUTRITIONAL VALUE OF RICEAlmost half of the world’s population depend on rice as a primaryfood source
U.S. MAIZE (CORN) USAGEOf every 10 ears, 2 are eaten, 4 are used to feed livestock, and 4 areused to make ethanol
28% CARBOHYDRATES
3% PROTEIN
1% OTHER
68% WATER
HUMAN FOOD LIVESTOCK FEED ETHANOL PRODUCTION
cowsdogs goatssheep
barleyflaxwheat
chickpeaslentilspeas
barleyriceryewheat
cottonlentilspeas
chickensgoatssheep
milletricewheat
soybeans
chickensdogspigs
sugarcane
bananassagotaro yams
dogspigs
amaranth maize (corn) ramón (breadnut)
beans cacao chilies papaya squashtomatoes
dogsducksturkeys
quinoa
beans coca potatoes
alpacasguinea pigs llamas
C
M
Y
CM
MY
CY
CMY
K
BHP_Agriculture and Civilization_Poster_11x17in_04.13.pdf 1 4/25/13 12:28 PM
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 19
PBL: HOW MANY PEOPLE COULD EARTH SUPPORT NOW AND 100 YEARS FROM NOW?
Project Checklist
Project Component Notes Score Possible Score
Checkpoint: Draft number calculations
Checkpoint: Draft infographic
Checkpoint: Draft of each narrative
Infographic Score Sheet Total
Narrative
Presentation Score
Collaboration Score
Total Score
Nar
rativ
e W
ritin
g Ru
bric
Des
crip
tion
Bel
ow S
tand
ard
(1)
App
roac
hing
Sta
ndar
d (2
)A
t Sta
ndar
d (3
)A
bove
Sta
ndar
d (4
)
Expo
sitio
n &
D
evel
opm
ent
• P
rovi
des
a se
tting
that
is
uncl
ear
with
a v
ague
con
flict
, si
tuat
ion,
or
obse
rvat
ion.
•
Has
an
uncl
ear
poin
t of v
iew
an
d an
und
erde
velo
ped
narr
ator
and
/or
char
acte
rs.
• La
cks
narr
ativ
e te
chni
ques
an
d m
erel
y re
tells
eve
nts
and/
or e
xper
ienc
es.
• P
rovi
des
a se
tting
with
a v
ague
co
nflic
t, si
tuat
ion,
or
obse
rvat
ion.
•
Has
an
uncl
ear
poin
t of v
iew
.•
Use
s so
me
narr
ativ
e te
chni
ques
an
d m
erel
y re
tells
eve
nts
and/
or
expe
rien
ces.
• O
rien
ts th
e re
ader
by
setti
ng
out a
con
flict
, situ
atio
n, o
r ob
serv
atio
n.•
Esta
blis
hes
one
poin
t of v
iew
an
d in
trod
uces
a n
arra
tor
and/
or
dev
elop
ed c
hara
cter
s.•
Use
s na
rrat
ive
tech
niqu
es s
uch
as d
escr
iptio
n an
d re
flect
ion
th
at il
lust
rate
eve
nts
and/
or
char
acte
rs.
• En
gage
s an
d or
ient
s th
e re
ader
by
set
ting
out a
con
flict
, situ
atio
n,
or o
bser
vatio
n.•
Esta
blis
hes
one
or m
ultip
le p
oint
s of
vie
w a
nd in
trod
uces
a n
arra
tor
and/
or w
ell-
deve
lope
d ch
arac
ters
.•
Dem
onst
rate
s de
liber
ate
use
of
narr
ativ
e te
chni
ques
suc
h as
pac
ing,
de
scri
ptio
n, r
efle
ctio
n to
dev
elop
ex
peri
ence
s, e
vent
s, a
nd/o
r ch
arac
-te
rs.
Org
aniz
atio
n &
Coh
esio
n•
Lack
s a
sequ
ence
or
prog
res-
sion
of e
xper
ienc
es o
r
even
ts o
r pr
esen
ts a
n ill
ogic
al
sequ
ence
of e
vent
s.
• C
reat
es a
seq
uenc
e or
pro
gres
sion
of
exp
erie
nces
or
even
ts.
• C
reat
es a
logi
cal p
rogr
essi
on
of e
xper
ienc
es o
r ev
ents
usi
ng
som
e te
chni
ques
— s
uch
as
chro
nolo
gy, f
lash
back
, for
esha
d-ow
ing,
sus
pens
e, e
tc. —
to
sequ
ence
eve
nts
so th
at th
ey
build
on
one
anot
her
to c
reat
e a
cohe
rent
who
le.
• C
reat
es a
sm
ooth
pro
gres
sion
of
expe
rien
ces
or e
vent
s us
ing
a
vari
ety
of te
chni
ques
— s
uch
as
chro
nolo
gy, f
lash
back
, for
esha
dow
-in
g, s
uspe
nse,
etc
. — to
seq
uenc
e ev
ents
so
that
they
bui
ld o
n on
e an
othe
r to
cre
ate
a co
here
nt w
hole
.
Sty
le &
C
onve
ntio
ns•
Tells
onl
y ab
out e
xper
ienc
es,
even
ts, s
ettin
gs, a
nd/o
r ch
ar-
acte
rs.
• U
ses
wor
ds a
nd p
hras
es a
nd te
lling
de
tails
to c
onve
y ex
peri
ence
s,
even
ts, s
ettin
gs, a
nd/o
r ch
arac
ters
.
• U
ses
wor
ds a
nd p
hras
es, t
ellin
g de
tails
, and
sen
sory
lang
uage
to
con
vey
a vi
vid
pict
ure
of th
e ex
peri
ence
s, e
vent
s, s
ettin
g,
and/
or c
hara
cter
s.
• U
ses
prec
ise
wor
ds a
nd p
hras
es,
show
ing
deta
ils a
nd c
ontr
olle
d
sens
ory
lang
uage
and
moo
d to
co
nvey
a r
ealis
tic p
ictu
re o
f the
ex
peri
ence
s, e
vent
s, s
ettin
g, a
nd/
or c
hara
cter
s.
Con
clus
ion
• M
ay p
rovi
de a
con
clus
ion
to
the
even
ts o
f the
nar
rativ
e.•
Pro
vide
s a
conc
lusi
on th
at fo
llow
s fr
om w
hat i
s ex
peri
ence
d, o
bser
ved,
or
res
olve
d ov
er th
e co
urse
of t
he
narr
ativ
e.
• P
rovi
des
a co
nclu
sion
that
fol-
low
s fr
om a
nd r
efle
cts
on w
hat
is e
xper
ienc
ed, o
bser
ved,
or
reso
lved
ove
r th
e co
urse
of t
he
narr
ativ
e.
• B
uild
s to
a c
oncl
usio
n th
at lo
gica
lly
follo
ws
from
and
ref
lect
s on
wha
t is
expe
rien
ced,
obs
erve
d, o
r re
solv
ed
over
the
cour
se o
f the
nar
rativ
e.
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
20
Pres
enta
tion
Rubr
ic
Des
crip
tion
Bel
ow S
tand
ard
(1)
App
roac
hing
Sta
ndar
d (2
)A
t Sta
ndar
d (3
)A
bove
Sta
ndar
d (4
)
Expl
anat
ion
of Id
eas
&
Info
rmat
ion
• D
oes
not p
rese
nt in
form
atio
n,
argu
men
ts, i
deas
, or
findi
ngs
clea
rly,
con
cise
ly, o
r lo
gica
lly.
• La
cks
supp
ortin
g ev
iden
ce.
• H
as a
line
of r
easo
ning
that
is
diff
icul
t to
follo
w.
• U
ses
info
rmat
ion
that
is n
ot in
lin
e w
ith th
e ov
eral
l pur
pose
.•
Doe
s no
t con
side
r al
tern
ate
pers
pect
ives
.
• P
rese
nts
info
rmat
ion,
arg
umen
ts,
idea
s, o
r fin
ding
s in
way
s th
at a
re n
ot
alw
ays
clea
r, c
onci
se, o
r lo
gica
l.•
Arg
umen
t is
supp
orte
d by
par
tial
evid
ence
.•
Has
a li
ne o
f rea
soni
ng th
at is
so
met
imes
diff
icul
t to
follo
w.
• U
ses
info
rmat
ion
that
is o
nly
so
met
imes
in li
ne w
ith th
e ov
eral
l pu
rpos
e.•
Atte
mpt
s to
con
side
r an
d ad
dres
s al
tern
ativ
e pe
rspe
ctiv
es b
ut d
oes
no
t do
so c
ompl
etel
y.
• P
rese
nts
info
rmat
ion,
ar
gum
ents
, ide
as, o
r fin
ding
s cl
earl
y, c
onci
sely
, or
logi
cally
. •
Is w
ell-
supp
orte
d by
ev
iden
ce.
• H
as a
line
of r
easo
ning
that
is
eas
y to
follo
w.
• C
lear
ly a
nd c
ompl
etel
y
addr
esse
s al
tern
ativ
e or
op
posi
ng p
ersp
ectiv
es.
• D
oes
an e
xcep
tiona
l job
pre
sent
ing
info
rmat
ion,
arg
umen
ts, i
deas
, or
find
ings
cle
arly
, con
cise
ly, a
nd
logi
cally
. •
Is w
ell-
supp
orte
d w
ith r
elev
ant,
an
d in
tere
stin
g ev
iden
ce.
• Th
e lin
e of
rea
soni
ng is
logi
cal,
easy
to
follo
w, w
ell c
raft
ed, a
nd u
ses
info
rmat
ion
that
is in
line
with
the
over
all p
urpo
se.
• C
lear
ly a
nd c
ompl
etel
y ad
dres
ses
rele
vant
alte
rnat
ive
or o
ppos
ing
pers
pect
ives
.
Org
aniz
atio
n•
Doe
s no
t mee
t the
pr
esen
tatio
n gu
idel
ines
.•
Doe
s no
t hav
e a
prop
er
intr
oduc
tion
or c
oncl
usio
n.•
Doe
s no
t use
tim
e al
lotte
d (i.
e., t
oo lo
ng o
r to
o sh
ort)
.
• M
eets
mos
t req
uire
men
ts fo
r th
e
pres
enta
tion
guid
elin
es.
• H
as a
pro
per
intr
oduc
tion
and
co
nclu
sion
, but
they
are
not
cle
ar
or in
tere
stin
g.•
Use
s th
e tim
e al
lotte
d, b
ut d
oes
no
t div
ide
up th
at ti
me
logi
cally
(i.
e., u
ses
too
little
or
too
muc
h
time
on a
topi
c or
idea
).
• M
eets
all
pres
enta
tion
guid
elin
es.
• H
ad a
pro
per
intr
oduc
tion
that
is c
lear
and
logi
cal.
• U
ses
the
time
allo
tted
wel
l an
d ha
s or
gani
zed
the
time
appr
opri
atel
y.
• M
eets
all
pres
enta
tion
guid
elin
es
and
is p
artic
ular
ly in
tere
stin
g an
d th
ough
tful
ly o
rgan
ized
.•
Has
an
intr
oduc
tion
that
hoo
ks
the
audi
ence
and
a c
oncl
usio
n
that
inci
tes
ques
tions
and
furt
her
inte
rest
.•
Org
aniz
es a
nd u
ses
times
ef
fect
ivel
y.
Eyes
, Bod
y,
and
Voic
e•
Doe
s no
t loo
k at
the
audi
ence
or
mak
e ey
e co
ntac
t.•
Lack
s po
ise
(app
ears
ner
vous
, fid
gety
, slo
uchy
).•
Spe
aks
in a
way
that
is h
ard
to u
nder
stan
d.
• M
akes
infr
eque
nt e
ye c
onta
ct w
ith
the
audi
ence
.•
Sho
ws
som
e po
ise
(lim
ited
fidge
ting,
ne
rvou
snes
s, e
tc.).
• S
peak
s cl
earl
y m
ost o
f the
tim
e,
but m
ay b
e di
ffic
ult t
o un
ders
tand
or
hea
r at
tim
es.
• Ke
eps
eye
cont
act w
ith th
e
audi
ence
mos
t of t
he ti
me
—
only
gla
nces
at n
otes
or
slid
es.
• S
how
s po
ise
and
conf
iden
ce.
• S
peak
s cl
earl
y an
d is
eas
y to
un
ders
tand
.
• Ke
eps
eye
cont
act w
ith th
e au
dien
ce th
roug
hout
. •
Sho
w e
xcep
tiona
l poi
se a
nd
conf
iden
ce.
• S
peak
s cl
earl
y, a
nd is
inte
rest
ing
to
list
en to
.
Resp
onse
to
Aud
ienc
e Q
uest
ions
• D
oes
not d
irec
tly a
ddre
ss
the
ques
tions
, goe
s of
f top
ic.
• A
nsw
ers
audi
ence
que
stio
ns, b
ut
not a
lway
s co
mpl
etel
y an
d cl
earl
y.•
Ans
wer
s qu
estio
ns c
lear
ly
and
com
plet
ely.
• Fr
eely
adm
its n
ot k
now
ing
the
answ
er to
a q
uest
ion.
• A
nsw
ers
clea
rly
and
com
plet
ely
an
d pr
ovid
es r
elev
ant d
etai
ls.
• A
dmits
not
kno
win
g th
e an
swer
to
a q
uest
ion,
and
pro
vide
s id
eas
fo
r fin
ding
ans
wer
s.
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
21
Info
grap
hic
Scor
e Sh
eet
Info
grap
hic
Com
pone
ntD
escr
iptio
nN
otes
Sco
rePo
ssib
le
Sco
re
Topi
cTh
e to
pic
of th
e in
fogr
aphi
c is
spe
cific
in n
atur
e an
d is
inte
nded
to in
form
or
conv
ince
the
view
er.
Type
The
type
of i
nfog
raph
ic c
hose
n (e
.g.,
timel
ine
or
info
rmat
iona
l) hi
ghly
sup
port
s th
e co
nten
t bei
ng
pres
ente
d.
Obj
ects
The
obje
cts
incl
uded
in th
e in
fogr
aphi
c ar
e re
le-
vant
and
sup
port
the
topi
c of
the
info
grap
hic.
Dat
a
Visu
aliz
atio
nsTh
e da
ta v
isua
lizat
ions
pre
sent
acc
urat
e da
ta a
nd
are
easy
to u
nder
stan
d.
Sty
leFo
nts,
col
ors,
and
org
aniz
atio
n ar
e ae
sthe
tical
ly
plea
sing
and
app
ropr
iate
to th
e co
nten
t, an
d th
ey
enha
nce
the
view
er’s
und
erst
andi
ng o
f the
info
r-
mat
ion
pres
ente
d.
Cita
tions
Full
bibl
iogr
aphi
c ci
tatio
ns fo
r al
l sou
rces
use
d ar
e in
clud
ed.
Sub
tota
l
Elev
ator
P
itch
Num
bers
: How
man
y pe
ople
Ear
th c
an s
uppo
rt
now
and
100
yea
rs fr
om n
ow.
Def
initi
on o
f “su
ppor
t.”
Sum
mar
y: H
ow n
umbe
rs a
nd
defin
ition
of “
supp
ort”
wer
e de
rive
d.
Insi
ghts
: Tw
o m
ajor
insi
ghts
that
ca
me
from
this
wor
k.
Elev
ator
Pitc
h To
tal
Tota
l Sco
re
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
22
Colla
bora
tion
Rubr
icD
irec
tions
: Giv
e yo
urse
lf an
d ea
ch m
embe
r of
you
r gr
oup
a sc
ore
from
the
Col
labo
ratio
n R
ubri
c. Y
our
teac
her
will
use
thes
e sc
ores
as
part
of e
ach
grou
p m
embe
r’s in
divi
dual
sc
ore
for
the
proj
ect.
If yo
u ne
ed m
ore
row
s fo
r ad
ditio
nal g
roup
mem
bers
, use
the
back
of t
his
shee
t.
Bel
ow S
tand
ard
(1)
App
roac
hing
Sta
ndar
d (2
)A
t Sta
ndar
d (3
)A
bove
Sta
ndar
d (4
)
This
gro
up m
embe
r do
es n
ot c
ompl
ete
proj
ect t
asks
or
does
not
com
plet
e ta
sks
on ti
me.
He/
she
does
not
hel
p th
e gr
oup
solv
e pr
oble
ms,
giv
e us
eful
feed
-ba
ck, o
r us
e fe
edba
ck fr
om o
ther
s. T
he
grou
p m
embe
r do
es n
ot s
how
res
pect
fo
r gr
oup
mat
es (e
.g.,
inte
rrup
ting,
ig
nori
ng id
eas,
bei
ng u
nkin
d).
This
gro
up m
embe
r is
som
etim
es p
re-
pare
d to
wor
k w
ith th
e gr
oup.
Thi
s gr
oup
mem
ber
does
pro
ject
task
s w
hen
rem
inde
d an
d so
met
imes
com
plet
es
task
s on
tim
e. H
e/sh
e so
met
imes
off
ers
to h
elp
othe
rs, s
omet
imes
sha
res
idea
s,
and
is u
sual
ly p
olite
and
kin
d to
gro
up
mat
es.
This
gro
up m
embe
r co
mpl
etes
task
s w
ithou
t bei
ng r
emin
ded
and
uses
feed
-ba
ck fr
om o
ther
s. H
e/sh
e he
lps
the
grou
p so
lve
prob
lem
s an
d st
ay o
rga-
nize
d, a
nd li
sten
s ca
refu
lly to
gro
up
mat
es. T
his
pers
on is
pol
ite a
nd k
ind.
This
gro
up m
embe
r do
es m
ore
than
w
hat i
s re
quir
ed a
nd a
sks
for
feed
back
to
impr
ove
his/
her
wor
k. H
e/sh
e st
eps
in to
hel
p ot
her
grou
p m
embe
rs w
hen
they
are
abs
ent o
r ne
ed h
elp,
and
he/
she
enco
urag
es g
roup
mat
es to
sha
re
idea
s by
rec
ogni
zing
and
pro
mot
ing
ever
yone
’s s
tren
gths
.
Nam
eS
core
Why
did
you
cho
ose
this
sco
re?
Your
Nam
e:
Gro
up M
embe
r’s N
ame:
Gro
up M
embe
r’s N
ame:
Gro
up M
embe
r’s N
ame:
Ada
pted
from
the
Buc
k In
stitu
te C
olla
bora
tion
Rub
ric.
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
23
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 24
SAMPLE PEER-REVIEW PROCESSESPeer review is a useful tool in the classroom and serves multiple purposes for learning. It can help both you and your students. For you, it helps ensure that you receive a high-quality final product. In addition, peer review helps ensure that you cover CCSS.ELA-Literacy.W.9-10.51. For your students, it will help them better understand the writing and revision process, as well as orient them to their product requirements.
As you introduce the peer-review process, remind students of the roles that they take as a part of this process:
• Writer — as a writer, peer review is a low-risk way to find out how well your writing is working. Are you conveying your message? Are you supporting your assertions with scientific evidence? Are you crafting a clear and cogent argument?
• Reviewer — as a reviewer, you have the opportunity to see what someone else is doing in the context of your assignment. Not only does this help remind you of and orient you to the required elements of your assignment, it also helps you critically and constructively evaluate how a writer might improve his or her writing skills.
DirectionsThere are multiple ways to conduct a peer review. If you have class norms established around peer review, feel free to use those. Here are two alternative suggestions:
• Group peer review, which we suggest using in the context of the “Invent a Species” project
• Individual peer review, which is better suited for smaller group or individual writing projects, such as the “How many people could Earth support now and 100 years from now?” project
Remember, these can be altered to fit the needs of your class. There are also a multitude of suggestions online. Two useful search terms are “Peer-Review Processes” and “Writing Workshop Peer Review.”
1 CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 25
I. Group Peer Review
Advanced Preparation • Make sure each group provides enough copies of its draft to share with another group
of students.
• Copies of the Writing Rubric.
• Copies of the Feedback Table (at the end of this document).
• Post the directions somewhere in the room that is highly visible to students.
Process 1. Explain to students that you are going to peer-review one another’s work. Remind them
of the importance of their roles.
2. Hand out the Feedback Table and the Writing Rubric and remind students that they will be using both documents to evaluate one another’s work. They will write constructive feedback on the table and they will use the Writing Rubric as a checklist.
3. If needed, have a discussion about respectful evaluation and constructive criticism.
4. Then, pair up the groups.
5. Post the following directions in your classroom and review with the students. It’s helpful if you set a timer to monitor their process and direct them when to move. This will take about 20 to 25 minutes.
a. Groups A and B work silently to assess each other’s drafts using the Writing Rubric while taking notes on the Feedback table (5 minutes).
b. Group A shares its feedback. Each person in Group A should share one thing he/ she liked and one thing that could use improvement (3 minutes).
c. Group B asks Group A short clarifying questions about its feedback (3 minutes).
d. Groups discuss together what Group B might do to improve its final product (5 minutes).
e. Group B shares its feedback. Each person in Group B should share one thing he/ she liked and one thing that could use improvement (3 minutes).
f. Group A asks Group B short clarifying questions about its feedback (3 minutes).
g. Groups discuss together what Group A might do to improve its final product (5 minutes).
h. Groups exchange rubrics.
6. Give the groups the rest of the class period to plan and decide what feedback they’ll incorporate from the peer review.
II. Individual Peer Review Advanced Preparation • Make sure each student brings an extra copy of his or her draft to share with a group
of students.
• Copies of the Writing Rubric.
• Copies of the Feedback Table (at the end of this document).
• Post the directions somewhere in the room that is highly visible to students.
• If you’re working on the “How many people could Earth support now and 100 years from now?” project, decide in advance if you will keep student pairs together or split them up. Students will likely gain more if they peer-review someone who isn’t their partner.
Process 1. Silent work
a. In pairs, each reads the other’s draft through once, without taking notes or thinking about the rubrics.
b. Each student writes a two- to three-sentence summary of the other student’s writing. If the piece is difficult to summarize, knowing this will be helpful to the writer. A well-written piece is fairly easy to summarize.
c. Then, each student uses the Writing Rubric and the Feedback Table to start providing more pointed feedback. Do not copyedit. This process is intended to focus on the overall ideas and main points in the writing. Be positive AND constructive.
2. Discussion
a. Student A shares his/her feedback. He/she should share at least two things he/she liked and two things that could use improvement (3 minutes).
b. Student B asks Student A short clarifying questions about the feedback (3 minutes).
c. The pair discuss what Student B might do to improve his/her final product (5 minutes).
d. Student B shares his/her feedback. He/she should share at least two things he/ she liked and two things that could use improvement (3 minutes).
e. Student A asks Student B short clarifying questions about his/her feedback (3 minutes).
f. The pair discuss what Student A might do to improve his/her final product (5 minutes).
g. Students A and B exchange rubrics
3. Reconvene in project pairs
a. If you split up pairs, have them come together to share the feedback they received from the peer reviewers.
b. Give students the rest of the class period to decide what feedback they will use and what changes they’ll make to their written and project work.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 26
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 27
PBL: FEEDBACK TABLEWhat did you like? What do you think could be improved?
What questions came up? What ideas did you have?