Design Problem Based Learning

ByGale Vician

Clinton Elementary SchoolSchool District U-46, IL

Goals and Curriculum Fit English Language Arts

• Goal 1. Read with understanding and fluency.

• Standard C. Comprehend a broad range of reading materials.

• Learning Level: Late Elem.• Benchmark3d. Summarize

and make generalizations from content and relate them to the purpose of the material.

• Goal 5. Use the language arts to acquire, assess and communicate information.

• Standard A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

• Learning Level Late Elem.• Benchmark 3a. Identify

appropriate resources to solve problems or answer questions through research.

Illinois Standards (cont).• Goal 5. Use the language arts

to acquire, assess and communicate information.

• Standard B. Analyze and evaluate information acquired from various sources.

• Learning Level Late Elem.

• Benchmark 3a. Choose and analyze information sources for individual, academic and functional purposes.

Illinois Standards (cont.)

• Goal 5. Use the language arts to acquire, assess, and communicate information.

• Standard C. Apply acquired information, concepts, and ideas to communicate in a variety of formats.

• Learning Level Late Elem.

• Benchmark 3c. Take notes, conduct interviews, organize and report information in oral, visual, and electronic formats.

Social Science

• Goal16. Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

• Standard A. Apply the skills of historical analysis and interpretation.

• Learning Level Late Elem.

• Benchmark 3b. Make inferences about historical events and eras using historical maps and other historical sources.

Illinois Standards (cont.)

Physical Development & Health• Goal22. Understand principals of health

promotion and the prevention and treatment of illness and injury.

• Standard A. Explain the basic principles of health promotion, illness prevention and safety.

• Learning Level Late Elem.• Benchmark 2a. Describe benefits of early

detection and treatment of illness.

Identifying, Representing, and Describing the Problem

The Black Death Plague

You are a researcher for England’s Institute of Disease Control (EIDC). The EIDC has ordered you to post a public announcement for the general public of England to inform them of the causes and symptoms of the Black Death Plague and your recommended prevention and cure.

Essential Questions(I am hoping my students will generate similar ones)

Doctor:

How is it started?What are the symptoms?What do they look like?How does the infection lead to disease?How long does it take before a person is contagious?How contagious is it?What happens to the body as the disease progresses?What are possible quarantine procedures?How can the disease be treated?

Essential Questions(I am hoping my students will generate similar ones)

Scientist:What is the Black Death Plague?How is it spread?How long does it last?What are the symptoms?How is the plague started?Where did it occur?How far did it spread?How many were effected?How many died?How can someone safeguard food or water from contamination?What kind of kit can be made for protection from the disease?What prevented measures can be taken?

Interdisciplinary Considerations

Three standards will be addressed:

1. English Language Arts

2. Social Sciences

3. Physical Development and Health

TIMELINE

Week 1: Introduction to the Black Death Plague,  Role discussions, Generate questions  for doctor and scientist, Research in the library and computer lab.

Week 2: Continue with research, Organize notes with a KWL chart (due middle of week), group discussions, complete Group LearningRubric for peer.

Week 3:  Resource compilation is due, Design a poster, Write notes on note cards for presentation, practice presentation – be an expert! 

Week 4: Oral Presentations to EIDC

Other Participants

This project is set up for the sixth grade classrooms

PROJECT LEVELBloom’s Taxonomy

Knowledge• Examine information

collected for project use

• Describe symptoms of the disease

• Identify causes • List possible cures• Tell classmates about

items on poster

Comprehension• Summarize notes in

own words• Describe symptoms• Compare and

contrast researcher roles

• Associate causes with preventions

• Describe preventive measures for disease

PROJECT LEVELBloom’s Taxonomy (cont.)

Application• Demonstrate quality

research when obtaining information

• Use information collected for report

• Demonstrate knowledge of researched area

• Illustrate poster

Analysis• Analyze information

collected• Explain causes• Explain symptoms of

the disease• Select recommended

cure • Select preventative

measures

PROJECT LEVELBloom’s Taxonomy (cont.)

Synthesis• Generalize information

collected for presentation• Plan/design poster• Prepare for classroom oral

presentation• Combine information with

peer for presentation

Evaluation• Assess peers with Group

Learning Rubric• Make judgments of causes• Recommend prevention

and cure from research• Explain symptoms of the

disease• Select important concepts

for poster

TARGET AUDIENCE

ENGLAND’S INSTITUTE OF DISEASE CONTROL

= CLASS PEERS

PRODUCTS

• Oral presentations

• Posters

TECHNOLOGIES

Gather Information• Websites, books

United Streaming Record Information• KWL chart• Notes in notebook• Resource listRearrange Information• Editing

Make the Product• Plan/design Poster• Note cards for

presentation

Present the Product• Oral presentations

ROLES OF STUDENTS

RESEARCHERS:

DOCTOR SCIENTIST

Strategies for Facilitating Success

As a teacher I will help students• obtain, analyze and integrate

knowledge • do authentic real world problems • use cooperative and collaborative

teamwork • create products to satisfy the

curriculum and standards

Time Management

Week 1: • Introduction to the Black Death Plague• Role discussion• Generate questions for each role• Research in Library and Computer Lab

2 days in Library and Computer Lab2 days in classroom for discussions

Time Management (cont.)

Week 2:• Work on research• Organize notes• KWL chart due Wednesday• Group discussions• Group Learning Rubric due by Friday

2 days for Library and Computer Lab2 days work during class

Time Management (cont.)

Week 3:• Resource compilation

is due on Tuesday• Group discussions• Poster design• Write notes on note cards for presentation• Practice presentation - Be an expert!

2 days to finish poster2 days to practice presentations

Time Management (cont.)

Week 4:

Oral Presentations to the EIDC.

Students as Problem SolversStudent Self-Management

What decision making authority or power will your students have?

The prompt and rubrics will define what parameters student oral presentations will take. They will be able to generate essential questions that will drive the research for each role that they select. They will be assessing each other with a group learning rubric. They will create a rubric for poster presentations.

CATEGORY 4 3 2 1

Graphics -Clarity Graphics are all in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.

Many graphics are not clear or are too small.

Graphics -Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Title Title can be read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content of the poster well.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Required Elements The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Posterrubricexample

Managing Student Groups

• Students will be working in pairs and deciding which role to take.

• The prompt is clear and the oral presentation rubric will be given to them with the prompt.

• A KWL chart and resource list will be collected to determine the quality and quantity of their notes.

• Students will fill out a group learning rubric to assess their co-operative learning skills.

Checkpoints• KWL chart

- due on Wednesday of the second week of the project

• Group Learning Rubric-due on Friday of the second week of the

project

• Resource list-due on Tuesday of the third week

Working With Others Outsidethe Classroom

Librarian to find additional sources of information.

No others will be utilized.

Assessing Students and Evaluating Products

Black Death Plague Rubric

Group Learning Rubric

KWL

Resource List.doc

Assessing Students and Evaluating Products

• All students will give an oral presentation• All students will be observed

throughout the unit for skills in theareas of independent andcooperative work.

• All students will evaluate their partner with the Learning Group rubric.

• All student pairs will produce a posterabout the Black Death Plague.