Project Design Template

Project Title: The Next Avatar

Project Idea:

After receiving a request from a movie studio, students will work in design teams to create a model of a unique organism and design its environment that will star in their next big sci-fi movie.  As a team the students will investigate how organisms are classified, what types of behaviors or adaptations allow them to survive, and the elements necessary in an environment to allow that organism to prosper.  Teams will then create the model of their organism and design its environment to be presented to the movie studio. 

Entry Event:

As a class, students will receive the Letter for the Next Avatar from the Hypothesis Productions Studio that is in the process of making a new sci-fi movie.  The studio wants their next big film to be targeted to the middle school audience and has asked for the team’s help in designing the next big star in their film.  The studio is asking for a 3-D model of the organism and a design for its environment on the planet that it comes from.  The studio asks for a presentation from each team explaining the adaptations and behaviors of the organism that will allow it to survive and reproduce in the designed environment.  The best presentation of the combination of organism and its environment will be chosen to be in their next film production.  The teacher will explain what is expected of the students after they read the letter and discuss any beginning questions.  The students will then be asked to form teams and complete a contract before any activities asked of them can be completed.

Content Standards: S.HS.ENV.8 create food web diagrams to explain how adding and/or removing a species from an ecosystem may

affect other organisms and the entire ecosystem.S.HS.ENV.9 evaluate the leading causes of species decline and premature extinction:

habitat destruction and degradation invasive species pollution human population growth over exploitation.

S.HS.ENV.10 analyze biological diversity as it relates to the stability of an ecosystem.S.HS.ENV.11 relate habitat changes to plant and animal populations and climate influences:

variations in habitat size fragmentation fluctuation in conditions of abiotic factors albedo surface temperature.

Standards Directly Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

S.HS.ENV.8

S.HS.ENV.9

S.HS.ENV.10

S.HS.ENV.11

Students will create and use dichotomous key. Students will consider peer review of investigation results and incorporate valued recommendations. Students will conduct an investigation into the characteristics of organisms that make them unique. 

Students will use and learn about and use a dichotomous key by using The Next Avatar Hotlist. Students will create a dichotomous key using the Dichotomous Key Rubric and assess and provide feedback for another group’s key using peer review. Students will design a dichotomous key following their investigation in the Dichotomous Key Activity. 

Students will know vocabulary including; adaptation, evolution, seed dispersal, asexual and sexual reproduction. Students will describe and explain adaptations and behaviors of organisms used for survival. Students will analyze behaviors of organisms that lead to species of continuity.

Students will know vocabulary including; vertebrate, invertebrate, amphibian, reptile, mammal, marsupial, kingdoms, dichotomous key, angiosperm, gymnosperm, perennial, annual. Students will classify organisms into groups. Students will create and use a dichotomous key

Know vocabulary including; biome, producers, consumers, apex predators, and decomposers. Students will design an environment in which an organism can survive. Students will create a food web.

Students will communicate their designs, results of their research, and conclusions to a panel using technology.

Students will investigate various organisms during the Observing Organisms Lab.

Students will record their observations in their science notebooks during the Observing Organisms Lab. Students will analyze their observations of organisms to recognize behaviors that lead to species continuity during the Observing Organisms Lab and assessed during the final presentation using the Content Presentation Rubric.

Students will use then learn how to create a dichotomous key using The Next Avatar Hotlist. Students will create a dichotomous key using the Dichotomous Key Rubric and assess and provide feedback for another group’s key. Students will complete the Classification Activity using their science notebooks.

Students will create a food web during the Food Web Bulletin Board Activity, be graded using the Food Web Bulletin Board Rubric, and record observations in their Science Notebook. Students will create a model of an organism and the environment in which it can survive and present their creations following the Content Presentation Rubric and Presentation Rubric as guidelines.

Students will communicate the results of their research and conclusions using their design of a model of an organism and the environment in which it can survive following the Content Presentation Rubric and Presentation Rubric as guidelines. 

Performance Objectives: Know

Taxonomy classificationRoles of an herbivore, carnivore and omnivoreHow energy flows through a food web/chainSurvival behaviors/techniques of organismsCharacteristics of ecosystems

DoUse and create a dichotomous keyObserve and record observations of organismsCreate a unique model of an organismDesign a unique environmentCreate a multimedia presentation to convey model and environment designs

Contribute to a group presentation

Driving Question: How do organisms play unique and important roles in their environment?

Assessment Plan:

Major Group Products Dichotomous Key Activity Food Web Bulletin Board Activity  Presentation Rubric

Major Individual Products Observing Organisms LabScience Notebook

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration x Written CommunicationCritical Thinking & Problem Solving Content Knowledge xOral Communication x Other

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation x Notes xPeer evaluation x Checklists/observations xOnline tests and exams Concept maps

Reflections: Survey Focus Group xDiscussion Task Management ChartJournal Writing/ Learning Log x Other

Map the Product: Following the activities in class, students will create a multimedia presentation to communicate the results of their research as a model of an organism and the environment in which it can survive. The model must be a 3D product, but the environment can be electronic or hand drawn.  Students will use a combination of software to complete the project that may include but not limited to photo editing, presentation software, movie maker, etc.

Product:The Multimedia Presentation

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the

Project1. Create and use a dichotomous key X2. Classify an organism using taxonomy X3. Create a food web/chain X X4. Create a multimedia presentation X X X5. Record observations in science notebook X X

Resources:

School-based Individuals:Technology specialist to help with websites and training students on softwareMedia specialist to help with finding sources of information other than websites

Technology:

Possible software/programs; movie maker, presentation software (PowerPoint or similar), photo editor, Paint (or other similar drawing software)

The Next Avatar Hotlist- list of websites for student use in each activity Classification Activity a great website that provides a lesson plan for teaching dichotomous keys to students with several examples Sites for citing sources/images to help with Food Web Bulletin Board Activity, Digitally Speaking PDF, Perdue University OWL  Student educators or “experts” who can teach others how to use software/programs

 Community:Art consultants who can give input on the creation of models and environments using mediaPossible trip to a local zoo to observe animals and plants not native to local environment

Materials:Computers with internet access, printer, groups of similar items for students to sort for making a dichotomous key, handouts for Dichotomous Key ActivityScience notebooks, pencil/pen, colored pencils for drawing, computers with internet access, live plants to observe, (possibly) live animals for Observing Organisms Lab Markers, computer with internet access, printer (preferably color), string, paper, wall space or separate bulletin boards for each class, handouts, resources for research other than computer for Food Web Bulletin Board Activity

Manage the Process: This project may take an estimated three to four weeks to complete. Following lessons on ecosystems and taxonomy classification, students will be presented with the Letter for the Next Avatar from a studio asking for their help.  The studio is creating a big sci-fi film and wants the students to create a model of a unique organism and the environment that it will live in as the star of their film.  As the letter advises, there are multiple activities that students must complete to be able to successfully create their organism and model. Following the entry event, students will then be assigned to teams and given two copies of the Collaboration Rubric, Final Presentation Rubric, Content Presentation Rubric, and the Group Contract.  Each document should be reviewed carefully by the teacher with the groups.  One copy of each will be completed and given to the teacher, and the other will be used by the student.  The second copy Group Contract should be kept in the group’s folder in the Project Center.  (The Project Center is where all handouts and extra copies for all activities will be kept along with the group’s folder of work.)  The contract will be used throughout the project to govern the behaviors of the students in their groups and provide consequences and rewards.  The Collaboration Rubric will be used by the teacher to give students collaboration points through the project as they are observed working together in their groups.  The Final Presentation Rubric and the Content Presentation Rubric will be used for the final multimedia presentation.           If the teacher or student has not used a science notebook before, reading the Science Notebooks 101 will be helpful.  This document explains a simple way to create and implement science notebooks that can be used for any type of project.  Students should be given the opportunity to create their notebooks for this PBL and given the Science Notebook Checklist so that they can organize their notebooks.  The checklist can be used by the teacher throughout the project to grade the students on their notebooks and provide feedback on the student’s reflections. Student groups should be instructed that whenever they finish with an activity before all groups are done or all members of the group are done, they should begin work on their final presentation.  A model will be created of their organism of their own design as well as the environment that it lives in.  As the groups progress through the activities they will be able to add more ideas and details to their models.  Their presentation must include some type of technology of their choice.  Days should be planned with the technology integration specialist or with the teacher to have short workshops for groups on how to use different types of technology to present their project.  Student “experts” can also be used to teach others how to use a program or device. Students will first become familiar with dichotomous keys.  This is related to taxonomy classification and is how scientists can identify organisms and even rocks.  The Next Avatar Hotlist provides a list of possible websites for this activity.  Students are required to print and complete at least one of the activities.  This Classification Activity provides a

great lesson plan to help teach students about dichotomous keys if internet access is not available on multiple computers.  Do not use the grading form on this site since it is more of a checklist.  A Dichotomous Key Rubric has been provided here as a better assessment tool. After being given the Dichotomous Key Rubric, students working in pairs or very small groups, will then be given a set of similar objects to use to create a dichotomous key for.  Objects can be household items such as beans, pasta, buttons, nuts and bolts, or animal or plant species pictures.  After completing their key, students will trade their key and objects with another group to evaluate the other group’s key.  Students should provide constructive feedback on the key.  Information could include what worked well and what the problems were, what the students liked and disliked about the key, ideas about how to improve the key, etc.  Each group that does an evaluation of a key should provide their names with the feedback.  Students will also evaluate their own keys after feedback is given from another group.  Students should include what they could do better next time to improve their key.  When students finish the dichotomous key activity, the teacher will use the Dichotomous Key Rubric evaluate them.  Students will also have a science notebook entry that they will be using to make notes and comments about the lab. In the next activity, Observing Organisms Lab, students will observe animals and plants in or out of their environments to identify and describe how each organism uses their adaptations/behaviors to enable them to survive.  There should be at least one computer available for students to use to visit streaming video of animals and plants in their natural environments using the sites on the Next Avatar Hotlist.  In advance, some indoor plants and animals should be ready for observation if students are not able to go outside or use the internet to view plants or animals.  If possible, a local zoo would be an excellent place to take students to observe animals.  Planning the trip ahead of time would, of course, be very important.  Students will be required to observe a variety of species from different biomes.  They must observe at least four plant species and four animal species and write their observations in their science notebooks.  This can be modified to require more or fewer per your class needs.  The last activity before their practice presentation is the Food Web Bulletin Board Activity.  This activity will require students to decide as a class which biome they will use then work individually to complete the activity.  Each class should pick a different biome so that different organisms will be displayed around the classroom to generate ideas for their final products.   Students should be familiar with the concepts of predators, prey, consumers, producers, decomposers, biomes, and energy transfers in a food chain or food web.  Using a KWL chart or a pretest to assess prior student knowledge for mastery of these concepts is recommended.  Some classes may remember from previous years, but others may need a quick review.  The Next Avatar Hotlist provides a few websites that students can use research different biomes and the organisms in them.  There are sites where students can find clipart to complete their Food Web Bulletin Board Activity on the hotlist.  During this activity, students will learn how to cite their clipart images correctly.   This is a skill that will also be required for the final presentation.  This activity will be graded using the Food Web Bulletin Board Rubric. As students complete the last activity they should be almost ready to do a practice presentation.  Each group will be given time to present and then provided feedback.  Students will use the Critical Friends Note Taking Guide to critique the presentations of the other groups.  Groups will use their Presentation Rubric and Content Rubric to help them make notes and provide positive criticism and suggestions.  An opportunity for a question and answer session for each presenting group should be given so that they can accurately make modifications to their presentation. Students will then use the Practice Presentation Self Evaluation to plan as to what they can change and their responses to the criticism.  The remaining time before the due date, the Friday before the presentations begin, will be used to fine tune the presentations and models.  All required activities and the final product will be completed by the due date.  Presentations will be given in front of a panel of experts that represents the movie studio.  All members must participate.  Groups should be prepared to answer any questions given by the experts based on the Content Presentation Rubric.  This rubric and the Presentation Rubric will be used by the panel to assess the student presentations.  

Project Reflection and Evaluation: After all groups, have presented, the students and the teacher will use the Self Reflection on Learning document to reflect and evaluate themselves

Hypothesis Productions Studios 1234 Sunset Blvd.

Hollywood, CA 98765

Dear Design Teams,

Hypothesis Production Studios is planning another big science fiction film, and we would appreciate your assistance designing an organism to be featured in the movie. The organism can be based on a plant or animal, or even a combination of both. The setting will be a faraway planet, so teams must consider and create the environment in which their organism can live.

Each team will present 3-D models of their organism and images of the planet’s environment to a panel of Hypothesis Production Experts. Our studio must to be able to make the environment and the organism’s interactions and behaviors believable, so teams must be able to answer questions about their creations and give reasons for the design of the organism and the environment. Teams that can give the best answers to questions about their designs will be more likely to be chosen the winner and next star.

In order to get ideas for creating an organism and its environment, you will need an understanding of the organisms and environments in which they live on Earth. Understanding the role of an organism in a food web may help you get ideas for your own planet’s environment and role that your organism will play there. Observing behaviors of plants and animals in your area or on webcams may help you think of some observable characteristics and behaviors for your organism. Creating a dichotomous key will help you focus on characteristic differences. And, be sure to consider and identify key characteristics that enable your organisms’ species to survive in its environment.

Good luck with your creation, we look forward to your presentations of new ideas!

Sincerely,

Iwanna B. PresidentIwanna B. PresidentHypothesis Production Studios

Name: ________________________________________________________ Class: _________________________ Dichotomous Key Rubric Date: __________________

Novice Mastery Distinguished

GROUPWORK

Some team members: are on task during the activity contribute ideas/possible

solutions share in the decision-making

process are respectful to one another share the responsibility of

cleaning up after the activity

0……………………….………….12

All team members: use safe laboratory procedures are on task during the activity contribute ideas/possible

solutions share in the decision-making

process are respectful to one another share the responsibility of

cleaning up after the activity

11……………………….…………..18

In addition to meeting the Mastery criteriateam members are able to recognize/describe/articulate: challenges to the group effort

while completing the task solutions that were used to

address the challenges to the group effort

19…………..……………………..20

CONTENT

The student/team is unable to: describe the basic concept/s

of the activity complete the activity 1 correctly identify each object in the key2 use statements that will classify objects3 create a key that can easily be used by others

0……………….……………………..41

The student/team: describes the basic concept/s of

the activity completes the activity 1 correctly identify each object in the key with two or less errors2 used statements that easily classifies each object3 created a key that can be used by others

42………………………………………..54

In addition to meeting the Mastery criteria the student/team: relates the concepts to

previously learned concepts makes

connections/applications of this concept to other curricula areas

describes global applications for this concept

1 key is able to be used easily by other groups2 is able to create a diagram as well as a key55………………………………………..60

Organization, Mechanics,

and Vocabulary

The student/team is unable to: Use correct spelling, grammar,

or capitalization Organize the key Make appropriate comments

or suggestions for other groups

0.………………………….11

The student/team is able to: Use correct spelling, grammar

and capitalization with 2 or less errors

Organize the key Make appropriate comments or

suggestions for other groups

12…….……………………..18

In addition to meeting the Mastery criteriathe student/team: Uses exceptional scientific

vocabulary and descriptions No grammatical or spelling

errors are present Is very creative or humorous

19…………..……………………..20COMMENTS:

Rubric Modified from BIE by RAnglin and MFerguson

Name________________________________ Date___________ Observing Organisms Class_____

For this science notebook topic, you will observe at least four (4) different species of plants and four (4) different species of animals. Opportunities to observe live plants and animals during class will

enable you to see a variety of plants and animals from different ecosystems. Own your own time, you

may also use live online cams or do field work on the school grounds, a local park, or your own yard.

The Next Avatar Hotlist provides links to sites that give you live feeds. Remember and practice

Safety Rules for Class, Lab, and Field Studies.

Use the Observing Organisms Records page included in this document to guide you as you make

and record your observations. Additional copies of the records page will be provided, and the pages

will be inserted into your science notebook. The entries for each organism should include: species

name, common name, general description of the organism, its life cycle, habitat name and

description, and range (area in which it lives). Sample sheets have been provided. Some information

for the first 6 entries may be found online or in science journals, texts, or encyclopedias. The

information for entry 7 should come from your observations of the organisms. If using a video cam for

your observations, you may be limited to sight and sound observations, but if you are fortunate

enough to do this a field work, input from senses may be included. Reminder- practice Safety Rules

for Class, Lab, and Field Studies.

Observation should also include your thoughts while observing the organism and ideas that catch your attention during your research. Focus on the behaviors that plants and animals use to

survive- Why is this organism doing the behavior? What purpose does it serve? Why is organism

or appendage shaped like that? Do the colors have any purpose? Your observations may provide

ideas for the organism you are to create for the PBL. Also, list questions that you might want to

research later.

A stopwatch or watch with a second hand should be used to determine duration of the observations.

Name: __________________________________________ Date of Observation: ______________Observing Organisms Records Class Period: __________

1. Species- (scientific name italics and lower case if typed or underlined and lower case is hand written)

2. Common name

3. General description (use colors, shapes, measurements, etc.)

4. Habitat name and description

5. Range (area it lives in)

6. Life cycle (length of time and stages of life)

7. Live observations of behaviors

Time- (elapsed time- number of minutes)

Behaviors and description-

Thoughts-

Name: ___Ben Fishin____________________________ Date of Observation: ______________Observing Organisms Records Class Period: 1st__________

Species- (scientific name italics and lower case if typed or underlined and lower case is hand written)Danaus plexippusCommon nameMonarch butterflyGeneral description (use colors, shapes, measurements, etc.)medium sized butterfly, measuring about 3 inches from wingtip to wingtip. Its body is about one inch long. Its four wings are generally a field of yellow, orange or gold, with veins of black running through them. A band of black, thickest at the front, rings the wings, and the body is black as well. This black band is usually speckled with white spots, larger at the front and smaller at the back. http://bss.sfsu.edu/geog/bholzman/courses/fall99projects/monarch/monarch.htm Habitat name and descriptionThe Monarch can be found in a wide range of habitats such as fields, meadows, prairie remnants, urban and suburban parks, gardens, and roadsides. It overwinters in conifer groves.http://en.wikipedia.org/wiki/Monarch_(butterfly)#Habitat Adult monarchs feed on the nectar of many flowers, but they breed only where milkweeds are found. http://www.whatdobutterflieseat.info/what-do-monarch-butterflies-eat/Range (area it lives in)The monarch butterfly can be found in North America south of Hudson Bay down to South America. It is not found in the Pacific Northwest and Alaska. It has been established in Hawaii and Australia. http://www.nhptv.org/natureworks/monarch.htm Life cycle (length of time and stages of life) total life cycle- about 6 – 8 weeksEgg- about 4 daysLarva (caterpillar)- about 2 weeksChrysalis- about 10 daysAdult- about 2 – 6 weekshttps://monarchlab.org/biology-and-research/biology-and-natural-history/breeding-life-cycle/life-cycle/Live observations of behaviors Time- (elapsed time- number of minutes)- 15 minutes

Behaviors, description, purpose

Basking- raised body temperature with wings outstretched to absorb sun’s heatFlew from flower to flower; searched for and found food sourceNectaring- Extended proboscis into flowers to sip nectar from flowershttps://www.learner.org/jnorth/search/Monarch.html Thoughts-

The proboscis extends when in use and is somewhat retraced when the butterfly is not sipping nectar. This would keep the proboscis from being damaged when not in use.The caterpillar stage of the monarch butterfly feeds on milkweed plants. As land is developed and milkweed populations diminish, the monarch butterfly’s habitat is lost.

Names: __________________________________________________________________Date: ____________________

Content Presentation Rubric for The Next Avatar PBL Class Period: ______________Novice Mastery Distinguished

CONTENTTO BE

ADDRESSEDDURING

PRESENTATION

The student/team is unable to: create a unique organism. create a unique

environment/habitat. describe the characteristics of

organism including adaptations, niche, food source, communication methods and place in local food web.

explain interrelationships of organisms within their created environment.

describe the habitat/environment created for the organism.

made multiple errors when the sources were cited.

0……………………….……………………..41

The student/team: creates a unique organism. creates a unique

environment/habitat. describes the characteristics of

organism including adaptations, niche, food source, communication methods and place in local food web.

explains interrelationships of organisms within their created environment.

describes the habitat/environment created for the organism.

cites most sources correctly. analyzes the behaviors of their

organism that leads to species continuity.42……………………………………………..53

In addition to meeting the Mastery criteria the student/team: relates the concepts to previously

learned concepts. makes connections/applications of

the ideas to other curricula areas. describes global applications for

the concepts. creates and/or describes other

organisms in their created environment.

cites all sources correctly.

54………………………………………..60

EVIDENCE &

USEOF

TECHNOLOGYDURING

PRESENTATION

The student/team is unable to use technology to: use visual aids to display model

such as digital photos, presentation software, projector, document camera, etc.

observe organisms in their natural habitats.

use digital media to create or display habitat of organism.

0……………………….………….13

The student/team uses technology to: use visual aids to display model

such as digital photos, presentation software, projector, document camera, etc.

observe organisms in their natural habitats.

use digital media to create or display habitat of organism.

14………………….……………………..17

In addition to meeting the Mastery criteriathe student/team: recognizes/describes/articulates

the limitations of the tool/s that were used for the activity.

considers /describes/articulates solutions to problems encountered while using the technology during the lab/activity.

18……………….……………………..20

GROUPWORK

Some team members: contribute to the oral

presentation. provide appropriate oral

responses to audience questions, concerns, comments.

0……………………….………………….13

All team members: contribute to the oral presentation. provide appropriate oral responses

to audience questions, concerns, comments.

14………………….…………………………..17

In addition to meeting the Mastery criteriateam members are able to recognize/describe/articulate: challenges to the group effort

while completing the task. solutions that were used to

address the challenges to the group effort.

18……………………..……………………..20COMMENTS:

Rubric Modified from BIE by MFerguson for The Next Avatar PBL

Introduction

In this PBL project you will be asked to do multiple tasks in your groups to create your final project. As you learned in your letter from the movie studio they need your help in creating the star of their next science fiction film. Using the activities in class along with these sites on this Hotlist you will be able to complete your tasks. In order to create a species, you must first understand what it takes to be a successful species. The assignments in class will help you to discover what makes each species unique and how they survive so that you can get ideas for creating your own species.

You will come back to this site multiple times, so don’t forget how to find it!

Dichotomous Keys

Complete at least one of the dichotomous key activities listed below to help you learn about dichotomous keys.

Dichotomous Key Activity - Interactive simulations help you learn to use a dichotomous key

Dichotomous Key Guide - Great guidelines to follow when making and using a dichotomous key with an example given.

Dichotomous Key Lab - On this site for the JASON Project, you can create your own free login or use one that your teacher has given you in class. If you are not in class doing this activity you will need to login, click on Operation: Resilient Planet, then click on Mission 1, finally, go to the Dichotomous Key Lab. Instructions can be found there and you will need materials to complete it with. You can substitute buttons, noodles, beans or anything similar for the nuts, bolts, and screws.

Observation Labs You will be observing some live specimens of plants and

animals in class. These sites will allow you to also observe plants and animals in their natural (or close to natural) environments. These sites require patience when you want to see animals in their own habitat!

Nautiluslive.org – This site is available from June through October of each year. You cannot depend on it showing you living organisms every day because sometimes they are searching for geological or archaeological sources.

The National Zoo – Choose from over 20 different live cameras from around The Smithsonian’s National Zoo. There is great

information about each type of animal that you can see on camera.

The San Diego Zoo – This zoo has 3 live cameras to choose from as well as videos that have been saved. San Diego is great to view in the evening at home since they are 3 hours

behind us and it is still daylight there.

National Geographic WildCam – Choose from cameras set up around the world by National Geographic to observe animals in their natural habitats. There are also videos from interesting observations on the cameras.

Biomes and Clip ArtAfter your class chooses a biome, use these sites along with

your text books to research them. Some of these sites can provide you with biome information and good pictures for you to print out. Other sites listed here are a good place to start looking for clip art or photos you could use to print per your instructions given in class after you research your biome.

World Biomes – This page is made by 6th grade students and their teachers and is updated every year. It is easy to read and gives great information on plants, animals, and other characteristics of each biome.

KDE – Kid’s Do Ecology’s World Biomes page give good descriptions of each biome with names of plants and animals that live there. There are also links to other pages for more information and pictures.

Clipart – This site has great illustrations and other images that will print easily. Many of the plants have real black and white photos.

Classroom Clipart - This site has over 12,000 animals and over 2,000 plants. Some are real pictures and other are illustrations.

ReferencesBanner created using www.flamingtext.com.

Central, L. (2010). “Dichotomous Key.” Retrieved October 12, 2010, from

http://www.lucidcentral.com/Keys173/WhatareKeys/DichotomousKeys/tabid/215/language/en-US/Default.aspx .

Kobe, M. (1999). “Composite Critter.” Retrieved October 12, 2010, from http://www.lnhs.org/hayhurst/ips/dichot/ .

Martin, P. (2010). “Savanna Scene.” Retrieved October 12, 2010, from http://survival.phillipmartin.info./savanna_scene2.htm .

McDermott, P. (n.d.). “Motion Picture Camera.” Retrieved October 12, 2010, from http://mactrain.org/contact.html .

Photosearch, P. (2010). “Magnifying Glass, Globe.” Retrieved October 12, 2010, from

http://www.fotosearch.com/UNC220/u17627515/ .

Developed by M. Ferguson

Food Web Bulletin Board Activity for Next Avatar PBL

This document contains text and images that may be cut apart, laminated, and used to construct an

interactive bulletin board. Images and Word Art from this document may be used by the teacher as examples

to begin the bulletin board; string may be used to show the direction of the flow of energy within the food web.

Students will then be asked to add to the food web by finding a picture of an organism from the selected biome

and placing it correctly on the bulletin board with its name, place in the food chain, and the citation of its

source. When all students for each class have created their food webs, remove one of the members from their

bulletin board and ask students to write a journal about how this removal of a species will affect their specific

food web. If multiple classes as taught in the same classroom, a different bulletin board may be created by

each class. The last page of the document is a worksheet for students with directions and a data table for

student to record information about the organism they select. Their data table may be cut from the document

and added to the bulletin board.

Piter, R. (n.d.) “Clipart picture of a red fox sitting.” Retrieved September 25, 2010 from, http://www.clipartguide.com/_pages/1386-0903-1623-3306.html .

Clipart, C. (2007). “Hare illustration.” Retrieved September 25, 2010 from, http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=Animals/Rab

bits&image=gsm2-141b.jpg&img=6&tt= .

Student Worksheet for the Food Web Bulletin Board Activity for Next Avatar PBL

Directions: The internet, textbooks, magazines, etc. may be used as resources for this investigation. The class will choose a biome and research the organisms that live there. The biome that is selected must be different from biomes that have already been selected by other class periods. Record the name of the biome that has been selected for research by your class in the space provided below.

Chosen Biome: ________________________________________________________________________________________Step 1- Each student will choose one organism to research from the selected biome; their organism must be different from other organisms selected by other class members. Students will also get a picture of the organism they select. Pictures may be clip art, drawings, photos, etc.

Step 2- Record the name of the organism and determine its place in the Food Web Bulletin Board. Use the data table at the bottom of this page to record information for the organism you selected, then cut along the dotted lines and add the image of the organism you selected and your data table to the bulletin board.

Name of the Organism

Its place/role in food web (producer, primary consumer, secondary consumer, predator, decomposer, scavenger)

Citation of your source-follow the directions on the “How to Cite Your Image” document to correctly cite your source.

- - - - - - - - - - - - - CUT ALONG DOTTED LINE - - - - - - - - - - - -

Your Name

Name of the Organism

Organism’s Place on the

Web

Citation Comments from teacher

- - - - - - - - - - - - CUT ALONG DOTTED LINE - - - - - - - - - - - - - - -

Step 3- Place your image and data table of information on the bulletin board. Use the string to create arrows to connect your image with other images in the food web. Make sure your arrow points in the direction the energy flows!

Examples have been provided on the bulletin. Review the Food Web Bulletin Board as it is constructed; consider the organism and their relationships to each other; questions will be asked about this later.

Name: ________________________________________ Date: ________________

Food Web Bulletin Board Rubric Class: _________________________

Novice Mastery Distinguished

INDIVIDUALWORK/

BEHAVIOR

The student is unable to: remain on task during the activity communicate ideas/possible

solutions be respectful to one another share the responsibility of cleaning

up after the activity complete the activity

0……………………….……………….12

The student: remains on task during the

activity communicates ideas/possible

solutions is respectful to one another shares the responsibility of

cleaning up after the activity completes the activity

11……………………………………..18

In addition to meeting the Mastery criteriaThe student is able to recognize/describe/articulate: challenges while completing the task solutions that were used to address

the challenges information that would be helpful to

others in the classroom

19………………..……………………..20

CONTENT

The student is unable to: describe the basic concept/s of the

activity complete the lab/activity 1 choose an appropriate image for biome2 name the organism correctly3 correctly name position and connect in food web

0………………………………………..41

The student: describes the basic concept/s of

the activity completes the lab/activity 1 chooses an appropriate image for biome2 names the organism correctly3 correctly names and connects its position in the food web

42……………………………………..54

In addition to meeting the Mastery criteria the student/team: relates the concepts to previously

learned concepts makes connections/applications of

this concept to other curricula areas describes global applications for this

concept1 includes scientific name, etc. of organism2 can explain importance of role in food web

55………………………………………..60

USEOF TECHNO-

LOGY

The student is unable to use technology to: collect data about biome organize &present information (find

and/or print images, save/resize images)

cite image correctly

0………………….………………………….11

The student uses technology to: collect data about biome organize & presents information

(find and/or print images, save/resize images)

cite image correctly with minor errors

12…………………………………..18

In addition to meeting the Mastery criteriathe student/team: recognizes/describes/articulates the

limitations of the tool/s that were used for the activity

considers /describes/articulates solutions to problems encountered while using the technology during the lab/activity

cites image correctly with no errors19……………………..……………………..20

COMMENTS:

Rubric Modified from BIE by RAnglin and MFerguson

Team Name: ____________________________________ Presentation Rubric for Next Avatar PBL Date: ______________

Below Standard At Standard Above StandardPh

ysic

al A

ttrib

utes

Student(s) do not dress appropriately. do not maintain proper body

language. eat or drink during presentation fidget, hide behind or play with

objects, etc. do not face audience.

Student(s) dress appropriately for the presentation. maintain proper body language. do not eat or drink during presentation refrain from fidgeting, hiding behind or

playing with objects, etc. face audience.

In addition to the At Standard criteria, students dress to enhance the purpose of the

presentation. use body language to enhance the

purpose of the presentation. use physical space & movements to

enhance the purpose of the presentation.0………………………………..30 31…………………………………….……40 41…………………………………………50

Ora

l & V

erba

lSk

ills

Student(s) use oral fillers (uh, ok, etc.) pronounces words incorrectly. do not speak loudly & clearly. uses tone & pace that obscures

communication. reads from notes.Text contains errors.

Student(s) use minimum of oral fillers (uh, ok, etc.) pronounce words correctly & in Standard

English. speak loudly & clearly. speak at a pace & in a tone that allows

clear communication to the audience. possess notes but do not read from them.Text is free of spelling, usage or mechanical errors.

In addition to the At Standard criteria, student(s) modify pronunciation of words to enhance

presentation. modulate volume & tone to enhance

presentation. modulate pace to enhance presentation. use slang, jargon or technical language to

enhance presentation. speak from memory & make only passing

reference to notes or cards. 0…………………………………….30 31…………………………………….……40 41………………………………………50

Org

aniz

atio

n &

Str

uctu

re

Student(s) do not begin & end on time. do not provide preview/review. do not provide clear & definable

opening & closing. do not have all required

materials ready. have not practiced presentation. do not demonstrate flexibility.Responsibility is not shared among team members.

Student(s) begin & end on time. provide preview & review of main ideas. provide clear & definable opening &

closing. have all required materials ready for use. have practiced order of presentation. demonstrate flexibility in the face of

technical or contextual problems.Responsibility is shared among team members.

In addition to At Standard criteria, student(s): provide written notes, brochures,

overviews, etc. create an opening that is engaging

(provides a hook for audience) & a closing that re-enforces key understandings.

demonstrate planning for technical & contextual problems.

0………………………………….30 31……………………………………….……40 41…………………………………………50

Tech

nica

l Asp

ects

Technical features of display boards, PowerPoints, websites, audio, video, etc., distract audience from the content & purpose of presentation.

Technical features do not demonstrate care in creation, including editing, proofreading, finishing.

Technical features of display boards, PowerPoints, websites, audio, video, etc. do not distract audience from the content & purpose of the presentation.

Technical features demonstrate care in creation, including editing, proofreading, finishing.

In addition to meeting the Advanced criteria, technical features of display boards, PowerPoints, websites,

audio, video, etc. greatly enhance the purpose of the presentation.

demonstrate creativity, thorough research & careful planning.

0………………………………..30 31……………………………………….……40 41…………………………………………50

Res

pons

e to

A

udie

nce

Student(s) do not provide appropriate oral

responses to audience questions, concerns, comments.

do not provide appropriate oral responses and/or demonstrate responses to panel.

Student(s) provide appropriate oral responses to

audience questions, concerns, comments. are able to provide appropriate oral

responses and/or demonstrate responses to panel.

In addition to At Standard criteria, student(s) incorporate audience questions,

comments & concerns into their presentation and demonstrate answers.

display willingness & ability to move away from their script/plan & modify presentation based on audience response.

0………………………………..30 31………………………………………….……40 41……………………………………………50

Created by WVDE Office of Instruction modified by MFerguson for The Next Avatar PBL

Name:_________________________________________ Date: ________________Self-Reflection for learning for The Next Avatar PBL Class Period: __________Spend a few minutes to analyze your performance on group and individual tasks, then use complete sentences to answer the questions below.

Project NameDescribe the project in a sentence or two.

What is the most important thing you learned during this project?

What do you wish you had spent more time on?

What big idea(s) did this project help you understand?

What do you wish you had done differently?

What part of the project did you do your best work on?

What was the most enjoyable part of this project?

What was the least enjoyable part of this project?

How could your teacher(s) change this project to make it better next time?

Name: _______________________________________ Date: ________________Practice Presentation Self Evaluation for The Next Avatar PBL Class Period: __________

Directions: Consider the Critical Friends comments and evaluations your team received, then complete this self-evaluation.

Members of my group:

Title of the presentation:

The most important idea I got from the Critical Friends evaluations was

The most surprising information I got from the Critical Friends evaluations was

The least surprising information I got from the Critical Friends evaluations was

Which information from the Critical Friends evaluations do I agree with?

Which information from the Critical Friends evaluations do I disagree with?

Because of the feedback I received from my peers and because of my self-reflection, I will make the following changes for my final presentation. Provide specifics.

How I score my group on this presentation:

Relevant Information Technical Proficiency Critical Thinking Organization & Planning

/25 /25 /25 /25

Name: _____________________________________________________ Date: ____________________________Critical Friends Note-Taking Guide Class Period: _____________________

Presenter(s) Name of projectDescription of project Notes and questions

Good Stuff- what I liked about the presentation.

Wondering Stuff- my concerns and unanswered questions.

Next Step- thoughts/suggestions on resources and improvements.

Presenter(s) Name of projectDescription of project Notes and questions

Good Stuff- what I liked about the presentation.

Wondering Stuff- my concerns and unanswered questions.

Next Step- thoughts/suggestions on resources and improvements.

Presenter(s) Name of projectDescription of project Notes and questions

Good Stuff- what I liked about the presentation.

Wondering Stuff- my concerns and unanswered questions.

Next Step- thoughts/suggestions on resources and improvements.

Presenter(s) Name of projectDescription of project Notes and questions

Good Stuff- what I liked about the presentation.

Wondering Stuff- my concerns and unanswered questions.

Next Step- thoughts/suggestions on resources and improvements.

Name _______________________________ Date_________________ Class____________Science Notebook Checklist for Avatar PBL

Assignments Page #s Do NOT write in this column. It’s for teacher comments

Science Notebook Organization Table of Contents with topics and page numbers

Alpha Box as the last page with vocabulary words

Entries from Class and Group Activities Dichotomous Key

Observing Organisms Lab

o For each of 4 animal species

Species names

Common name

description

habitat description

range

life cycle

behavior observations

thoughts and conclusions

o For each of 4 plant species

Species names

Common name

description

habitat description

range

life cycle

behavior observations

thoughts and conclusions

Food Web Bulletin Board Activity

Self-Evaluation

Comments: Date__________________

Comments: Date__________________

Comments: Date__________________

Group Contract for PBLName 1___________________________________________ Class Period: ______

Name 2 __________________________________________

Name 3 __________________________________________

Name 4 __________________________________________

Project Name ________________________________________________________________

Dates of project/contract- from _______________________ to __________________________

Task List

Task 1 _____________________________________________________________________

Task 2 ______________________________________________________________________

Task 3 ______________________________________________________________________

Task 4_______________________________________________________________________

Group Constitution

This contract is a binding legal document and governs the group until the assigned project deadline. If the group separates, or a member is fired, the basic contract laws remain intact for both parties. However, being fired may cause work responsibilities to shift.

Article I: Absence Policy

a. If a group member will be absent on a day in which work is due, they must tell another group member a day in advance and have all work that they are responsible for turned in. All group members must stick to the provided agenda to have the assignments completed on time. If there will be an unexpected absence, the group member is to complete the work from home and email another group member to let them know they are gone for the day.

b. Group members will contact one another if they are absent for any amount of period during the time allotted for working on the projects.

Article II: Work Policy

a. Any member that is mentally or physically disabled and can prove that they cannot complete the work assigned to them alone they may acquire assistance from other group members to help complete it. This will only apply for work that is group work and not individual work, and work will only be finished by that group member, and the assisting group member will not write it.

b. Each group member will work to the best of their ability, making sure to complete the work is up to standards, and that they completed it with punctuality.

c. If a group member commits plagiarism, they are solely responsible and incur the punishment on their own.

Article III: Leadership

a. At the beginning of the project, a leader will be voted upon democratically. If a group member is absent at the time of voting, they waive their right to participate in voting. The person who wins the most votes becomes the leader. If there is an unclear outcome (same number of votes for different people), the group will have no leader until one can be chosen by a revote.

b. By being elected leader, the person must perform the following duties:

i. Organize group meetings.ii. Create and enforce a group agenda to govern group progress.iii. Organize any out of school project efforts.iv. Provide communication between group members in order to help individuals work

towards the project goal.

If they fail to perform these duties, or another person is also carrying them out, a revote may be taken to determine whether to obtain a new leader.

c. If a leader fulfills his or her duties, they will receive the 20 extra credit leadership points at the end of the project. The current group leader will receive these points, regardless of how long they lead the group for. If no leader has been assigned, a majority vote will decide who receives the leadership points.

Article IV: Work Ethics

a. If a group member does not complete work they were assigned, the punishment for the infringement will be of detriment solely to the group member at fault. No negative grading shall be given to any other group members.

b. At the end of the project, ‘hard workers’ will be designated by means of a democratic vote. The people voted as the top two will each receive the ten bonus points. If one candidate is voted as hard worker by a margin of 75%, they will receive 20 points. If there is a tie, the group will discuss and come to resolution or else no points will be granted to the disputed individuals.

Article V: Member Dismissal

a. The following conducts will result in a group member being able to be dismissed;v. Incomplete or missing group work.vi. Plagiarism or any form of cheating.vii. If group member decides to leave under his or her own will.

b. Any group member leaving under their own will be able to submit all their own work, while the other group members may not. Any group member fired for breaking any of the conducts under Article V-a (i-iii). will have their work taken from their possession to be used at the discretion of the original group, but not for the individual being fired. In addition, any fired member may not use any work completed by other group members, subject to punishment under Article 2-c.

c. If a group member leaves under the stipulation of Article V-a (iv), they retain all the work they have already provided for the group. The original group cannot use this work or it is subject to punishment under Article 2-c.

Article VI: SignatureBy signing this contract the following group members abide to the articles above. If any member fails to abide by the articles of this contract, they may be fired from the group given at least a 50% vote in favor of firing the individual.

Project LeaderThe group has elected __________________________ as the project leader under Article III.

Parents/guardians are to sign on the line that is under their child’s name.

Student’s Signature Print Name Date

Parent’s Signature

Student’s Signature Print Name Date

Parent’s Signature

Student’s Signature Print Name Date

Parent’s Signature

Student’s Signature Print Name Date

Parent’s Signature

SCIENCE NOTEBOOKS

Organizing the Science Notebook-

Science Notebooks can be fashioned out of several sheets of notebook paper covered by construction paper or computer paper, and bound by staples. The cover of the books may be created on a computer, then printed, assembled around, and stapled to the notebook paper. This will provide a similar cover for each book with places to list important information, see example below.

SCIENCE NOTEBOOKabout

___________________________________

Name-_________________________Date started-____________________Class Period- ____________________Teacher’s Name- _________________

When students are given the Science Notebooks, they should complete the information on the cover and number the first several (not all) pages inside the book. If mistakes are made during the numbering process (perhaps some pages are skipped), then the entire book will not have to be renumbered. Numbers can be added to other pages as needed.

The first page of the Science Notebook should be dedicated to the Table of Contents. As each investigation is completed, students are to return to this first page, determine a name for the investigation they just completed, add it to the Table of Contents list, and write the page number where information about the investigation begins in their book, see example below.

Table of Contents

Biomes page 2Making and Using Maps page 12

During the process students are encouraged to use new words, perhaps those from a word wall, in their notebook entries. An Alpha Box index is created in the back of the book and added to during the investigation. The new words should be written in the appropriate alpha box and the page where the word is found should be included, see example below.

A Bbiome ………..page 5BioGeoChemical…page 24

Ccarrying capacity…page 20

D

Eecosystem………page 6

F GGPS………………page 14 GIS………………..page 15

H

I J K L

Mmutualism…page 9

N O P

Q R Ssymbiotic………page 8

T

U V W XYZ

The boxes for the alpha boxes can be larger (with fewer words on a page) if the teacher wants to provide more space for more words or for large writing, see example below.

Mmutualism…page 9

N O P

Q R Ssymbiotic………page 8

T

U V W XYZ

Difference between journals, logs, and notebooks- When students journal information about their learning, it includes reflections about an activity. Data is not necessarily included. Logs contain science data, but may be missing information about what the student is thinking or learning about the science.Notebooks are used to record both the data and student’s thinking during an investigation.

Getting Started- Prior to an investigation, the teacher should consider the following-

1. What are the content goals of the lesson? Investigations should match the objectives (CSOs) for the science class.

2. What process skills are being used/taught during the lesson? Limit the number of processes in the lower grades, more processes may be included in the middle

school and upper grades if/once students have experience using those skills. 3. What are the different ways students might represent the information?

Writing, drawing, data tables, graphs, adding pictures from other sources…

Step by Step Summary-1. Prior to the investigation, students record their thinking on the topic and begin planning.2. During the investigation, students record data, ideas, new words; they may draw pictures or diagrams; they may

include photos. 3. As the investigation continues, students may add information to their books. 4. Students share their ideas with a new person (someone who was not in their group during the investigation.) 5. Students may record additional information that was brought to their attention during the share time. 6. Words are added to the Index.7. Topics are added to the Table of Contents.

The Science Notebook process uses a seamless transition to and inclusion of vocabulary. Experiential learning occurs because words are learned as they are used. Word Walls and flash cards with bold print can be easily incorporated in the process. Word attack skills, mnemonic devices, and prefix, suffix, and root word meanings can all so be included when the words are used during the investigation. Students can include these ideas in their notebooks.

After an investigation and students have shared the information from their Science Notebooks with a new person, guide the class in a discussion about what was learned. Focus on the new words and important ideas that were used in the investigation. Have students place their fingers where the new words were included in their entries. If the new words were not listed, give students an opportunity to add them to their entries. When all students have included the new words in their notebooks, student should turn to the Alpha Box index in the back of their books.

Managing the Notebook Process-

Pages with diagrams or places for graphs can be printed and provided to students to paste into their notebooks. This will allow accurate diagrams for labeling/descriptions and less time will be spent creating a graph for student data. (FOSS has a website with ½ size pages that go with their labs.)

When the Science Notebooks are collected for assessment, have student open the books to page where information about a particular investigation began. (This will not be the same page number for each student’s book, some students write more than others, some students write larger than others.) The books should remain open as they are collected and stacked. Much time will be saved when assessing the books because the teacher will not have to open each book and thumb through the pages looking for the lesson to be reviewed. Post-it-Notes may also be used to indicate the page where a lesson begins. Select the process that works best for you.

Multiple investigations for lessons can be included in a single notebook, be sure to provide enough pages for this. A new Science Notebook should be given to the students when the lesson (unit of study) changes. Notebooks can be assembled well in advance by aides or parent volunteers if they are available.

Science Notebooks can be used as evidence of success for learning. Students may use them as they tell parents what they have learned as part of a homework assignment. Parents can have their own homework assignment that may include writing what they learned from the science notebook. Students may also use the notebooks as a guide as they tell their parents what they have learned during a parent-teacher conference.