West Virginia Department of Education
Project Design Template
Project Title: Oh Deer! Do we have a problem?
Author: Robin Anglin Sizemore
Project Idea: Students will work in teams to research a possible deer problem from the position of a particular group in their community and/or state. After receiving a request from their headquarters or local agency (representing different points of view- animal rights group, city council, farmers, hunters, natural resource managers, insurance companies, home owners, or environmentalists), student teams will research a possible deer population issue, present their findings, and make a recommendation to a Governor’s Council. Parts of their research will include using technology to access and analyze the relationships between populations within communities, determining energy transfer and carrying capacity within ecosystems, and using technology to gather and present information.
Bold orange text indicates that documents are included below the PBL outline.
Entry Event: Each student-team will receive a letter from the headquarters of an organization representing a different point of view- animal rights group, city council, farmers, hunters, department of natural resources, insurance groups, home owners, or environmentalists. It will explain that a possible deer population problem in West Virginia has been brought to the attention of Governor Manny Promises and that a council has been formed to investigate the matter. The letters will solicit research assistance from the special interest groups, a concept understanding and fact finding presentation, and recommendation for the Governor’s Council. The letters will also require that explanations of the underlying environmental issues related to the deer population be provided to the council members who may not be educated on these particular topics: Animal Rights Entry Letter, City Council Entry Letter, Farmer’s Entry Letter, Homeowner’s Entry Letter, Insurance Companies’ Entry Letter, NRO Entry, Environmental Group’s Entry Letter, WVDNR Entry Letter, see entry letters beginning on page 6.
Content Standards:
|Standards Directly Taught or Learned |Identified Learning Targets |Evidence of Success in Achieving Identified Learning Target |
|Through Discovery | | |
|S.10.LS.8 use mathematical representations|using online resources to access information |Students incorporate information from the C-K12 Flow of Energy into their|
|to support claims for the cycling of |and understand the cycling of energy and |recommendation for the Governor’s Council. |
|matter and flow of energy among organisms |matter in an ecosystem |Annenberg Learner Interactive Labs Ecosystems // Section 3: Energy Flow |
|in an ecosystem. | |Through Ecosystems |
| | |Content Presentation Rubric. |
| | | |
|S.10.LS.10 use mathematical and/or |using online resources to access information, |In the SEPUP Fishery Simulation, students investigate how various factors|
|computational representations to support |create representations of complex |influence the sustainability of the Avril Gulf tuna population. |
|explanations of factors that affect |relationships in ecosystems. | |
|carrying capacity of ecosystems at | |Students incorporate information from the SEPUP Fishery Simulation into |
|different scales. | |their recommendation for the Governor’s Council. Content Presentation |
| | |Rubric |
|S.10.LS.11 use mathematical |using online resources to access information, |Annenberg Learner Interactive Labs Ecology Lab Food Web Challenge- |
|representations to support and revise |understand science concepts, identify |Students get a sense for the interrelationships between the trophic |
|explanations based on evidence about |problems, and propose solutions. |levels and see how big they can make a food web and still have all of the|
|factors affecting biodiversity and | |species they add survive through the end of the simulation run. Keeping |
|populations in ecosystems of different | |the ideas of succession and the competitive exclusion principle in mind, |
|scales. | |students must think of the many factors that may go into sustaining an |
| | |ecosystem. They must consider, “Is there any way we can all get along |
| | |and live side by side?” |
| | | |
| | |YouTube- How Wolves Change Rivers |
| | |Students will use online resources and simulations to understand the PBL |
| | |science concepts. Content Presentation Rubric |
|S.10.LS. 12 Evaluate the claims, evidence,| |Student will compile information form online resource and interviews to |
|and reasoning that the complex | |understand science concepts, identify problems, and propose solutions. |
|interactions in ecosystems maintain | |Content Presentation Rubric |
|relatively consistent numbers and types of| | |
|organisms in stable conditions, but | | |
|changing conditions may result in a new | | |
|ecosystem. | | |
|TCS.9-12.4 Explore real-world issues and |using online resources to access information, |Students will use online resources and simulations to understand the PBL |
|problems and actively pursue an |understand science concepts, identify |science concepts. Interview an Expert Rubric, Content Presentation |
|understanding of them and solutions for |problems, and propose solutions. |Rubric |
|them. | | |
|S.9-10.L.11 write arguments focused on |collecting and evaluating information and |Students will work in teams to research the history related to the PBL |
|discipline-specific content: |evidence from multiple sources and predict |problem, gather and analyze data, and present a possible solution to the |
|introduce precise claim(s), distinguish |consequences to proposed solutions. |problem from their group’s/organization’s point of view. Content |
|the claim(s) from alternate or opposing | |Presentation Rubric |
|claims and create an organization that |using technology tools to organize and present| |
|establishes clear relationships among the |information. | |
|claim(s), counterclaims, reasons and | | |
|evidence. | | |
|develop claim(s) and counterclaims fairly,| | |
|supplying data and evidence for each while| | |
|pointing out the strengths and limitations| | |
|of both claim(s) and counterclaims in a | | |
|discipline-appropriate form and in a | | |
|manner that anticipates the audience’s | | |
|knowledge level and concerns. | | |
|use words, phrases and clauses to link the| | |
|major sections of the text, create | | |
|cohesion, and clarify the relationships | | |
|between claim(s) and reasons, between | | |
|reasons and evidence and between claim(s) | | |
|and counterclaims. | | |
|establish and maintain a formal style and | | |
|objective tone while attending to the | | |
|norms and conventions of the discipline in| | |
|which they are writing. | | |
|provide a concluding statement or section | | |
|that follows from or supports the argument| | |
|presented. | | |
Performance Objectives:
Know
Vocabulary- food chain, food web, trophic level, organism, population, community, biome, biodiversity, ecosystem, succession, clear cutting, limiting factor, carrying capacity, biotic, abiotic, biogeochemical cycles, competition, predation, symbiosis, commensalism, mutualism, parasitism, GPS, GIS, satellite, radio wave, latitude, longitude, altitude, coordinates, spreadsheet,
Examples of food chains, food webs, and energy pyramids that are common to the local ecosystem
Do
Complete task charts as they reflect on goals accomplished and organize for upcoming tasks
Contact and interview community members regarding a possible population problem
Contact and interview an expert to learn more about topics related to this course of study
Provide a video and written summary of the interview with the expert
Identify, describe, and explain the interdependence and interrelationships of organisms within a local ecosystem
Calculate the energy transfer from one trophic level to another within an energy pyramid
Create spreadsheets, graphs, and maps to organize and illustrate information
Participate in a peer review, critically and tactfully analyze presentations, ask questions and make recommendations based on criteria from a rubric
Create and use a multimedia presentation to present data, explain conclusions, and make a recommendation
Driving Question: How can humans and animals coexist on planet Earth?
Assessment Plan:
| |Final presentation for the Governor’s Council |
|Major Group Products | |
|Major Individual Projects | |
Assessment and Reflection:
|Rubric(s) I will use: (Check all that apply.) |Collaboration |X |Written Communication |X |
| |Collaboration Rubric | |Interview an Expert Rubric | |
| |Content Presentation Rubric | | | |
| |Critical Thinking & Problem Solving |X |Content Knowledge |X |
| | | |Content Presentation Rubric | |
| |Oral Communication |X |Other |X |
| |Interview an Expert Rubric Presentation Rubric | |Survey a Group Rubric | |
|Other classroom assessments for learning: (Check all |Quizzes/ tests/BPOs |X |Practice presentations |X |
|that apply) |Tribond Vocabulary Development | |Critical Friends Directions | |
| |Self-Evaluation |X |Notes/Labs/Activities | |
| |Final Self Reflection | | | |
| |Practice Presentation Self-Evaluation | | | |
| |Peer evaluation |X |Checklists/observations |X |
| |Critical Friends Note Taking Guide | |Assignment Checklist | |
| | | |Contract Requirements Checklist | |
| |Online tests and exams | |Concept maps | |
|Reflections: (Check all that apply) |Survey |X |Focus Group |X |
| |Survey of Interests | |Group Contract | |
| |Discussion |X |Task Management Chart |X |
| |Interview an Expert Rubric | |Story Board template | |
| | | |Task Management for Groups | |
| | | |Task Management for Teams | |
| |Journal Writing/ Learning Log |X |Other |X |
| | | |Final Self Reflection for Oh Deer | |
Map the Project: Students will work in small groups to research a possible deer population problem. They will research the interdependence and interrelationships of organisms as well as succession and limiting factors within their local ecosystem. They will contact members of the community, prepare for interviews, ask questions, and conduct surveys, then they will use spreadsheets, graphs, maps, and computer programs to organize the information they collect. They will base their conclusions on the data they collect and create and use a multimedia presentation to make their recommendation to the Governor’s Council. See Manage the Process Document beginning on page 39.
Product: Multimedia presentation with research, conclusion, and recommendation for deer population issue
|Knowledge and Skills Needed |Already Have Learned |Taught Before the Project |Taught During the Project |
|1. creating, administering, and analyzing a survey | | |X |
|2. interviewing an expert | | |X |
|6. interdependence of organisms |X |X |X |
|7. interrelationships of organisms |X |X |X |
|8. determining carrying capacity and limiting factors | | |X |
|9. GIS maps- incorporating and interpreting data | | |X |
Resources:
School-based Individuals:
School staff and students may be included in surveys created and conducted by the teams as they determine the frequency and locations of “deer incidences” and attitudes of various groups/organizations represented in the PBL.
Presentation panel members may include experts from various biology and environmental fields of study for the content rubric, as well as individuals with pubic speaking experience for the presentation rubric. See Content Presentation Rubric and Presentation Rubric information under ENTRY EVENT in the Manage the Process.
Technology:
Technology teachers or tech-savvy students may serve as tutors for programs and equipment such as:
* Excel spreadsheets- for data collection and graph creation.
* Skype- for interviews audio and/or video conferencing for the Interview an Expert activity.
* Survey Monkey , Wufoo, or similar online survey programs for completing survey for group information.
* Video cams and media programs that might be used to create multimedia presentations.
Web sites-
* West Virginia Department of Natural Resources-
* North American Whitetail Analyzing Whitetail Habitat site provides information about deer population and carrying capacity.
* C-K12 Flow of Energy
* Annenberg Learner Interactive Labs Ecosystems // Section 3: Energy Flow Through Ecosystems
* SEPUP Fishery Simulation,
* Annenberg Learner Interactive Labs Ecology Lab
* YouTube- How Wolves Change Rivers
Community:
Each group/team of students is to contact and survey people/organizations to gain an understanding of the ideas of the group they are representing for the PBL. Those groups might include, but are not limited to:
* Animal Rights Groups
* City council members
* Community members who have experienced property damage due to deer eating gardens or landscaping vegetation or may have “hit a deer” while driving
* Department of Natural Resources-
* Environmental Organizations
* Green House owners/managers
* Hunters
* Insurance Companies- contact information for local agents can be found online, in the phone book, or by asking parents
* Local Farmers- students may visit a farm or farmers’ market
Materials:
Computers with internet access, word processing programs, media presentation programs, and spreadsheet and graphing capabilities
Printers (and ink) for the computers
Mini cam for the computer if doing a Skype interview (recommended but not required if interviews are audio only)
Video cameras to include videos in presentations or to record interviews (not required)
Other audio recording equipment for recording interviews
Manage the Process: See Manage the Process documents below.
Student will access online resources, interview experts, and watch a video to gain an understanding of the science concepts related to the PBL. They will prepare to make and defend their recommendation to the Governor’s council.
Project Evaluation: This part of the process is not where “teachers” evaluate the students; it’s where students and teachers evaluate the PBL learning process? Students are to think about their learning. Think of this as metacognition; we want the students to think about their thinking and their learning. Use the attached document and encourage students to provide details about the PBL process. Self Reflection for Oh Deer PBL
Teacher Reflections- After the conclusion of the Oh Deer! Do We Have a Problem PBL, educators are to take a few moments to reflect on the PBL experience and feedback they get from their students.
Animals Have Rights
When Animals Lose Their Rights, What’s Left?
To: Animal Rights Members
From: Mr. O. Possum
Date: September 10, 2009
Re: Deer population of WV
It has been suggested that West Virginia has a state wide deer population problem. Governor Manny Promises has organized a council to consider the matter and plan a course of action. I am concerned about the recommendations that might be made by such a group that has limited experience and might be unduly influenced by outside agencies with their own agendas. I am also concerned about the impact such a policy will have on our furry friends.
Therefore, I am requesting that our organization gather information and prepare a presentation regarding the matter. It is important to remember that the Governor’s Council members might have little understanding or appreciation of the necessary role that wildlife plays in our environment. It will be necessary to provide background information for them. Consider the following as you investigate the matter and prepare to make your recommendations:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
• What are the expected short term and long term consequences of your recommendation?
The Governor’s Council has scheduled September 29, to consider the matter. Agencies and public interest groups may use a three to five-minute visual presentation to present their findings and make recommendations; a time for questions will follow each presentation. Your ideas may be used to impact a change in the current policy, so the information and data must be accurate. And, it must be presented in an easy to follow and understand manner. It might be necessary for the Governor’s Council to contact your sources and do a follow-up on your research; please provide the information that will allow them to do this.
For those who cannot speak for themselves,
Mr. O. Possum
Mr. Otis Possum
President
Animal Rights Organization
RRt 3 Box 123 ( Smalltown, WV 23456 ( Phone: 304.111.2222 ( OPossum@Rights&
Small Town West Virginia
To: City Council Members
From: Mayor Polly Tician
Date: September 10, 2009
Re: Deer population of WV
It has been suggested that West Virginia has a state wide deer population problem. Governor Manny Promises has organized a council to consider the matter and plan a course of action. I am concerned that the recommendations made by such a group might be unduly influenced by other towns and cities. Policies or laws might be created that have negative impacts on our fair town and its constituents. Need I remind you that the elections are just a short time away?
Therefore, I am requesting the council members of Small Town gather information and prepare a presentation regarding the matter. It is important to remember that the Governor’s Council members might have little knowledge about the number and kinds of accidents caused by wildlife and the litigation that follows. It will be necessary to provide background information to them. Consider the following as you investigate the matter and prepare to make your recommendations:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
• What are the expected short term and long term consequences of your recommendation?
The Governor’s Council has scheduled September 29, to consider the matter. Agencies and public interest groups may use a three to five-minute visual presentation to present their findings and make recommendations; a time for questions will follow each presentation. Your ideas may be used to impact a change in the current policy, so the information and data must be accurate. And, it must be presented in an easy to follow and understand manner. It might be necessary for the Governor’s Council to contact your sources and do a follow-up on your research; please provide the information that will allow them to do this.
Polly Tician
Polly Tician
Mayor of Small Town
RRt 3 Box 123 ( Smalltown, WV 23456 ( Phone: 304.111.2222 ( PollyTician@
Green Piece
Saving the World One Piece at a Time
To: Environmentalists of West Virginia
From: Green Piece
Date: September 10, 2009
Re: Deer population of WV
It has been suggested that West Virginia has a state wide deer population problem. Governor Manny Promises has organized a council to consider the matter and plan a course of action. We are concerned about the recommendations that might be made by such a group that has limited experience and might be unduly influenced by outside agencies with their own agendas. We are also concerned that such state polices could impact other states and their policies.
Therefore, we are requesting that your organization gather information and prepare a presentation regarding the matter. It is important to remember that the Governor’s Council members might have little understanding or appreciation of the necessary role that wildlife plays in our environment. It will be necessary to provide background information for them. Consider the following as you investigate the matter and prepare to make your recommendations:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
• What are the expected short term and long term consequences of your recommendation?
The Governor’s Council has scheduled September 29, to consider the matter. Agencies and public interest groups may use a three to five-minute visual presentation to present their findings and make recommendations; a time for questions will follow each presentation. Your ideas may be used to impact a change in the current policy, so the information and data must be accurate. And, it must be presented in an easy to follow and understand manner. It might be necessary for the Governor’s Council to contact your sources and do a follow-up on your research; please provide the information that will allow them to do this.
For the good of the cause,
N. Viron Mentalist
N. Viron Mentalist
President
Green Piece
RRt 3 Box 123 ( Smalltown, WV 23456 ( Phone: 304.111.2222 ( NVironMentalist@
Farmers Associations of America
Feeding American and the World
To: WV Farmers Coalition
From: Farmers Associations of America
Date: September 10, 2009
Re: Deer population of WV
It has been suggested that West Virginia has a state wide deer population problem. Governor Manny Promises has organized a council to consider the matter and plan a course of action. We are concerned about the recommendations that might be made by such a group that has limited agricultural experience and might be unduly influenced by outside agencies with hidden agendas. We are also concerned about how such state polices could impact other states and their policies.
Therefore, we are requesting that your coalition gather information and prepare a presentation regarding the matter. It is important to remember that the Governor’s Council members might have little or no information about the farmer’s economic hardship that is caused by wildlife. It will be necessary to provide background information to them. Consider the following as you investigate the matter and prepare to make your recommendations:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
• What are the expected short term and long term consequences of your recommendation?
The Governor’s Council has scheduled September 29, to consider the matter. Agencies and public interest groups may use a three to five-minute visual presentation to present their findings and make recommendations; a time for questions will follow each presentation. Your ideas may be used to impact a change in the current policy, so the information and data must be accurate. And, it must be presented in an easy to follow and understand manner. It might be necessary for the Governor’s Council to contact your sources and do a follow-up on your research; please provide the information that will allow them to do this.
Famers across America are counting on you,
Sharon Crops
Sharon Crops
President
Farmers Associations of America
RRt 3 Box 123 ( Smalltown, WV 23456 ( Phone: 304.111.2222 ( SharinCrops@
Home Owners Organization for the Preservation of Local Autonomy
To: Local Home Owners
From: HOOPLA
Date: September 10, 2009
Re: Deer population of WV
It has been suggested that West Virginia has a state wide deer population problem. Governor Manny Promises has organized a council to consider the matter and plan a course of action. At HOOPLA, we are concerned about the recommendations that might be made by groups outside our local area. And we are concerned that the council might have hidden agendas or would be influenced those who have their own agendas.
Therefore, it is suggested that we gather information and prepare a presentation regarding the matter. It is important to remember that the Governor’s Council members might have little or no experience or education about wildlife in residential areas, so it will be necessary to provide background information for them. We must consider the following as we investigate the matter and prepare to make our recommendations:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
• What are the expected short term and long term consequences of your recommendation?
The Governor’s Council has scheduled September 29, to consider the matter. Agencies and public interest groups may use a three to five-minute visual presentation to present their findings and make recommendations; a time for questions will follow each presentation. Our ideas may be used to impact a change in the current policy, so the information and data must be accurate. And, it must be presented in an easy to follow and understand manner. It might be necessary for the Governor’s Council to contact our sources and do a follow-up on our research; we must provide the information that will allow them to do this.
Your Neighbor,
D. Joneses
D. Jones
President
Home Owners Organization for the Preservation of Local Autonomy
RRt 3 Box 123 ( Smalltown, WV 23456 ( Phone: 304.111.2222 (
[pic].
To: Mountaineer Insurance Association
From: Insurance Associations In America
Date: September 10, 2009
Re: Deer population of WV
It has been suggested that West Virginia has a state wide deer population problem. Governor Manny Promises has organized a council to consider the matter and plan a course of action. We are concerned about the recommendations that might be made by such a group that has limited experience and might be unduly influenced by outside agencies or have their own hidden agendas. We are also concerned about how such state polices could impact other states and their policies.
Therefore, we are requesting that your association gather information and prepare a presentation regarding the matter. It is important to remember that the Governor’s Council members might have little knowledge about the number and kinds of accidents caused by wildlife and the litigation that follows. It will be necessary to provide background information to them. Consider the following as you investigate the matter and prepare to make your recommendations:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
• What are the expected short term and long term consequences of your recommendation?
The Governor’s Council has scheduled September 29, to consider the matter. Agencies and public interest groups may use a three to five-minute visual presentation to present their findings and make recommendations; a time for questions will follow each presentation. Your ideas may be used to impact a change in the current policy, so the information and data must be accurate. And, it must be presented in an easy to follow and understand manner. It might be necessary for the Governor’s Council to contact your sources and do a follow-up on your research; please provide the information that will allow them to do this.
Famers across America are counting on you,
Justin Case
Justin Case
President
Insurance Associations In America
RRt 3 Box 123 ( Smalltown, WV 23456 ( Phone: 304.111.2222 ( JustinCase@
West Virginia Chapter of the NRO
To: Local Associations of West Virginia Hunters
From: West Virginia Chapter of the NRO
Date: September 10, 2009
Re: Deer population of WV
It has been suggested that West Virginia has a state wide deer population problem. Governor Manny Promises has organized a council to consider the matter and plan a course of action. We at the National Rifle Organization are concerned about the recommendations that might be made by such a group that has limited outdoor experience, has hidden agendas, or might be unduly influenced by those who do.
Therefore, it is necessary for your association to gather information and prepare a presentation regarding the matter. It is important to remember that the Governor’s Council members might have little or no experience or education about hunting or wildlife management. It will be necessary to provide background information to them. Consider the following as you investigate the matter and prepare to make your recommendations:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
• What are the expected short term and long term consequences of your recommendation?
The Governor’s Council has scheduled September 29, to consider the matter. Agencies and public interest groups may use a three to five-minute visual presentation to present their findings and make recommendations; a time for questions will follow each presentation. Your ideas may be used to impact a change in the current policy, so the information and data must be accurate. And, it must be presented in an easy to follow and understand manner. It might be necessary for the Governor’s Council to contact your sources and do a follow-up on your research; please provide the information that will allow them to do this.
The folks on the national level are counting on you,
Ben Huntin
Ben Huntin
President
West Virginia Chapter of the NRO
RRt 3 Box 123 ( Smalltown, WV 23456 ( Phone: 304.111.2222 ( BenHuntin@
Name: _____________________________________________ Collaboration Rubric for Oh Deer Date: ____________ Class Period: __________
| |Below Standard, the student |At Standard, the student |Above Standard |
|Leaders|plays a passive role, |plays an active role in generating new ideas. |In addition to the At Standard criteria, students: |
|hip |generates few new ideas |takes initiative in getting tasks organized. |thoughtfully organizes and divides the work between group members. |
| |tends to only do what they are told to do by others. |delegates responsibilities when required. |monitors progress toward group goal. |
| | |keeps group/class on task and on schedule. |adapts easily to changes in the task or group. |
| | |understands and articulates goals of class/group. | |
| | |accepts responsibilities for his or her actions and the actions of the group. | |
| |0……………………………………………..6.9 |7.0………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
|Coopera|does not willingly follow directions. |follows directions from group leaders, group members and adults who take the |In addition to meeting the criteria for At Standard, the student: |
|tion |vocalizes intense opposition to group or classroom goals. |lead or offer assistance. |encourages cooperation through words and actions. |
| |does not comply with group, classroom and community rules. |expresses the ability in words and deeds to adapt to the goals of the group, |creates or initiates procedures (or activities) that encourage |
| | |even when those goals may be different than their own. |cooperation. |
| | |complies with group, classroom and community rules. |willingly switches roles in group or classroom as required by the |
| | | |situation. |
| |0…………………….……………………..6.9 |7.0………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
|Attitud|does not display positive attitude in words, expression or |displays positive attitude toward individual and group tasks in words, |In addition to meeting the criteria for At Standard, the student: |
|e & |body language |expression and body language |models appropriate speech, behavior, clothing, etc. even at the risk |
|Demeano|does not provide positive feedback. |provides positive feedback to peers and adults |of breaking peer norms. |
|r |does not dress, act or respond appropriately to the task at|dresses, acts and responds appropriately to the task at hand. |goes out of their way to encourage positive behavior and attitude. |
| |hand. | | |
| |0……………………………………………..6.9 |7.0………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
|Facilit|is passive in the face of individual or group conflict. |seeks to resolve conflicts between individuals or groups by listening to both |In addition to meeting the criteria for At Standard, the student: |
|ation &|encourages discord. |sides. |serves as facilitator or mediator between groups or individuals. |
|Mediati|does not seek or encourage facilitation or mediation of |encourages peers and adults to listen to each other. |volunteers to find resources or schedule meetings between individuals |
|on |conflict. |never attempts to cause conflict by false reporting. |or groups in conflict. |
| | |only engages in private side conversations when attempting to reduce discord. |alone or in concert with other students or adults, initiates |
| | |is willing to accept facilitation or mediation in the event they are involved |activities that further harmony between individuals or groups. |
| | |in a conflict. | |
| |0……………………………………………..6.9 |7.0………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
|Empathy|does not express empathy for the feelings of others. |expresses empathy for the feelings of others through words, body language or |In addition to meeting the criteria for At Standard, the student: |
| |displays a lack of awareness or disregard for diversity. |deeds. |engages in action that makes the emotional comfort of others a primary|
| |is locked into one view of issue(s). |displays awareness of diversity and the needs of different |concern. |
| | |ethnic/social/religious groups. |attempts to broaden group activities to be more inclusive. |
| | |demonstrates ability to look at issues from multiple points of view. | |
| |0……………………………………………..6.9 |7.0………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
Comments:
Names: ___________________________________________________________________________________________ Date: ____________________
Content Presentation Rubric for _______________________________________________Group Class Period: ______________
| |Novice |Mastery |Distinguished |
|CONTENT |The student/team is unable to: |The student/team: |In addition to meeting the Mastery criteria the student/team: |
|TO BE |describe biogeochemical and limiting factors in the |describes biogeochemical and limiting factors in the |relates the concepts to previously learned concepts. |
|ADDRESSED |environment. |environment. |makes connections/applications of the ideas to other curricula |
|DURING |explain interrelationships of organisms. |explains interrelationships of organisms. |areas. |
|PRESENTATION |explain succession. |explains succession. |describes global applications for the concepts. |
| |explain changes that have occurred in the local area. |explains changes that have occurred in the local area. |cites all sources correctly. |
| |make a recommendation/s that aligns to the ideas of the |makes a recommendation/s that aligns to the ideas of the | |
| |organization/group they represent. |organization/group they represent. | |
| |made multiple errors when the sources were cited. |cites most sources correctly. | |
| |0……………………….……………………..41 | |54………………………………………………..60 |
| | |42…………………………………………………..53 | |
|EVIDENCE |The student/team is unable to use technology to: |The student/team uses technology to: |In addition to meeting the Mastery criteria |
|& |contact agencies to gather information. |contact agencies to gather information. |the student/team: |
|USE |survey group to determine points of view. |survey group to determine points of view. |recognizes/describes/articulates the limitations of the tool/s |
|OF TECHNOLOGY |use spreadsheets to analyze data. |use spreadsheets to analyze data. |that were used for the activity. |
|DURING |graph data/create flow chart. |graph data/create flow chart. |considers /describes/articulates solutions to problems |
|PRESENTATION |incorporate GIS maps to explain the research. |incorporate GIS maps to explain the research. |encountered while using the technology during the lab/activity. |
| |0……………………….………………………….13 | |18…………………………..……………………..20 |
| | |14…………………………….……………………..17 | |
|GROUP |Some team members: |All team members: |In addition to meeting the Mastery criteria |
|WORK |contribute to the oral presentation. |contribute to the oral presentation. |team members are able to recognize/describe/articulate: |
| |provide appropriate oral responses to audience questions, |provide appropriate oral responses to audience questions, |challenges to the group effort while completing the task. |
| |concerns, comments. |concerns, comments. |solutions that were used to address the challenges to the group |
| | | |effort. |
| | | |18…………………………..……………………..20 |
| | | | |
| |0……………………….……………………….13 |14……………………….…………………………..17 | |
COMMENTS:
Names: _________________________________________________________________________ Date: _______________
Interview an Expert Rubric for Oh Deer Class Period: _________
Directions- Use a word processing program to write interview questions; be sure that everyone on the team has an active (speaking) part in the interview. Print and submit the interview questions to the teacher at least two days in advance of the interview; complete this rubric and staple it to the top of the interview questions paper. When the preparations are approved, complete the interview, and submit the final report. Staple this rubric to the top of the report, include the initial questions.
| |Above Mastery |Mastery |Below Mastery |Novice |
|Prep |Before the interview, students prepared and |Before the interview, students prepared and |Before the interview, students prepared and |Before the interview, students prepared and |
| |submitted several in-depth AND factual questions |submitted a couple of in-depth questions and |submitted several factual questions to ask. |submitted several factual questions to ask. |
| |to ask. Preparations were approved by the |several factual questions to ask. Preparations |Preparations were approved by the teacher. |Preparations were approved by the teacher. |
| |teacher. |were approved by the teacher. | | |
| | |Initialed here- ______________ |Initialed here- ______________ |Initialed here- ______________ |
| |Initialed here- _____________ |4 points |3 or 2 points |1 point |
| |5 points | | | |
|Setting Up the |The students introduced themselves, explained why|The students introduced themselves, explained why|The students introduced themselves, explained why|The students introduced themselves, explained why|
|Interview |they wanted to interview the person, and asked at|they wanted to interview the person, and asked |they wanted to interview the person, and asked |they wanted to interview the person, and asked |
| |least 7 appropriate questions. |5-6 appropriate questions. |less than 3-4 appropriate questions. |fewer than 3 appropriate questions. |
| |5 points |4 points |3 or 2 points |1 point |
|Report Writing |The report is well organized and contains |The report is well organized and contains |The report contains accurate quotations and facts|The report is lacking facts and quotations from |
| |accurate quotations and facts taken from the |accurate facts taken from the interview. |taken from the interview. |the interview OR the quotes and facts are not |
| |interview. | | |accurately reported. |
| | |4 points | |1 point |
| |5 points | |3 or 2 points | |
|Format for |Typed, double spaced, Arial 12-point font. 1” |Typed, double spaced, Arial 12-point font. some |Specific directions for typing were not followed.|Report was not typed, several incomplete |
|Questions |margins, complete sentences are used |incomplete sentences |some incomplete sentences |sentences |
|and |5 points | | | |
|Report | |4 points |3 or 2 points |1 point |
|Knowledge Gained |Student can accurately answer several questions |Student can accurately answer a few questions |Student can accurately answer a few questions |Student cannot accurately answer questions about |
| |about the person who was interviewed and can tell|about the person who was interviewed and can tell|about the person who was interviewed. |the person who was interviewed. |
| |how this interview relates to the material being |how this interview relates to the material being | | |
| |studied in class. |studied in class. | | |
| |5 points |4 points |3 or 2 points |1 point |
Created by Mrs. Pereira Modified by ranglin for Oh Deer PBL
Names: ____________________________________________________________________________ Date: _____________________
Presentation Rubric for Oh Deer _____________________________________________ Group Class Period: _____________
| |Below Standard |At Standard |Above Standard |
|Physica|Student(s) |Student(s) |In addition to the At Standard criteria, students: |
|l |do not dress appropriately. |dress appropriately for the presentation. |dress to enhance the purpose of the presentation. |
|Attribu|do not maintain proper body language. |maintain proper body language. |use body language to enhance the purpose of the presentation. |
|tes |eat or drink during presentation |do not eat or drink during presentation |use physical space & movements to enhance the purpose of the |
| |fidget, hide behind or play with objects, etc. |refrain from fidgeting, hiding behind or playing with objects, etc. |presentation. |
| |do not face audience. |face audience. | |
| |0………………………………………………..6.9 |7.0…………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
|Oral & |Student(s): |Student(s): |In addition to the At Standard criteria, student(s): |
|Verbal |use oral fillers (uh, ok, etc.) |use minimum of oral fillers (uh, ok, etc.) |modify pronunciation of words to enhance presentation. |
|Skills |pronounces words incorrectly. |pronounce words correctly & in Standard English. |modulate volume & tone to enhance presentation. |
| |do not speak loudly & clearly. |speak loudly & clearly. |modulate pace to enhance presentation. |
| |uses tone & pace that obscures communication. |speak at a pace & in a tone that allows clear communication to the audience. |use slang, jargon or technical language to enhance presentation. |
| |reads from notes. |possess notes but do not read from them. |speak from memory & make only passing reference to notes or cards. |
| |Text contains errors. |Text is free of spelling, usage or mechanical errors. | |
| |0………………………………………………..6.9 |7.0…………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
|Organiz|Student(s): |Student(s): |In addition to At Standard criteria, student(s): |
|ation &|do not begin & end on time. |begin & end on time. (5 to 7 minutes for the presentation, this does not |provide written notes, brochures, overviews, etc. |
|Structu|do not provide preview/review. |include the time for Q & A from panel members) |create an opening that is engaging (provides a hook for audience) & a |
|re |do not provide clear & definable opening & closing. |provide preview & review of main ideas. |closing that re-enforces key understandings. |
| |do not have all required materials ready. |provide clear & definable opening & closing. |demonstrate planning for technical & contextual problems. |
| |have not practiced presentation. |have all required materials ready for use. | |
| |do not demonstrate flexibility. |have practiced order of presentation. | |
| |Responsibility is not shared among team members. |demonstrate flexibility in the face of technical or contextual problems. | |
| | |Responsibility is shared among team members. | |
| |0………………………………………………..6.9 |7.0…………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
|Technic|Technical features of display boards, multimedia, websites,|Technical features of display boards, multimedia, websites, audio, video, etc.|In addition to meeting the At Standard criteria, technical features: |
|al |audio, video, etc., distract audience from the content & |do not distract audience from the content & purpose of the presentation. |of display boards, multimedia, websites, audio, video, etc. greatly |
|Aspects|purpose of presentation. |Technical features demonstrate care in creation, including editing, |enhance the purpose of the presentation. |
| |Technical features do not demonstrate care in creation, |proofreading, finishing. |demonstrate creativity, thorough research & careful planning. |
| |including editing, proofreading, finishing. | | |
| |0………………………………………………..6.9 |7.0…………………………………………………………….……8.9 |9.0…………………………………………………………10.0 |
Presentations must be live performances and may not be recorded in advance. public speaking- noun- the act, art, or process of making effective speeches before an audience.
Comments:
from a NovelApproachPBL rubric, modified by ranglin for Oh Deer PBL
Names: _________________________________________________________________________ Date: _______________
Survey a Group Rubric for _________________________________________________ group Class Period: _________
What program/method will your team use to create and complete a survey? _________________________________________
Directions- Print and submit the survey questions to the teacher at least two days in advance of when the survey begins; complete this rubric and staple it to the top of the survey questions paper. When the preparations are approved, complete the survey, organize and analyze the data. Staple this rubric to the top of the report; include graphs, charts, initial survey questions, and the data collected in a folder. Include the research information in the final presentation.
| |Above Mastery |Mastery |Below Mastery |Novice |
|Prep |Before the survey, students prepared and |Before the survey, students prepared and |Before the survey, students prepared and |Before the survey, students prepared and |
| |submitted several in-depth AND factual questions |submitted a couple of in-depth questions and |submitted several factual questions to determine |submitted several factual questions to determine |
| |to determine the beliefs/attitudes of the group |several factual questions to determine the |the beliefs/attitudes of the group they |the beliefs/attitudes of the group they |
| |they represent. Preparations were approved by |beliefs/attitudes of the group they represent. |represent. Preparations were approved by the |represent. Preparations were approved by the |
| |the teacher. |Preparations were approved by the teacher. |teacher. |teacher. |
| |Teacher Initialed here- ____________ |Teacher Initialed here- ____________ | | |
| |5 points |4 points |Teacher Initialed here- ____________ |Teacher Initialed here- ____________ |
| | | |3 or 2 points |1 point |
|Report Writing |The report is well organized and contains |The report is well organized and contains |The report contains accurate quotations and facts|The report is lacking facts and quotations from |
| |accurate quotations and facts taken from the |accurate facts taken from the survey. |taken from the survey. |the survey OR the quotes and facts are not |
| |survey. |4 points | |accurately reported. 1 point |
| |5 points | |3 or 2 points | |
|Graphs/ |Data from the survey is accurately depicted in |Data from the survey is accurately depicted in |Data from the survey is depicted in graphs and |The data is not accurately depicted in the graphs|
|Charts |graphs and charts and is easy to understand |graphs or charts. |charts. |or charts. |
| |5 points | | | |
| | |4 points |3 or 2 points |1 point |
|Report Format |Typed, double spaced, Arial 12-point font, 1” |Typed, double spaced, Arial 12-point font, some |Specific directions for typing were not followed,|Report was not typed, several incomplete |
| |margins, complete sentences are used |incomplete sentences |some incomplete sentences |sentences |
| |5 points | | | |
| | |4 points |3 or 2 points |1 point |
|Knowledge Gained|All team members can accurately answer several |All team members can accurately answer a few |Some team members can accurately answer a few |Some team members cannot accurately answer |
| |questions about the group that was surveyed and |questions about the group that was surveyed and |questions about the group that was surveyed. |questions about the group that was surveyed. |
| |can tell how this survey relates to the material |can tell how this survey relates to the material | | |
| |being studied in class. |being studied in class. | | |
| |5 points |4 points |3 or 2 points |1 point |
Comments:
by Mrs. Pereira modified by ranglin for Oh Deer PBL
Name: ____________________________________________________ Date: __________________
Assignment Checklist for Oh Deer! PBL Class Period: _____________
|ASSIGNMENTS |Due Date |Assignment |Possible Points |Points Earned |
| | |Type | | |
|Assignment Checklist | |Individual | | |
|Collaboration Rubric | |Team | | |
|Content Presentation with Rubric | |Team | | |
|Critical Friends Note Taking Guide | |Individual | | |
|Final Self Reflection | |Individual | | |
|Interview an Expert Rubric Prep (teacher approves plans) | |Team | | |
|Interview an Expert Summary Report (rubric) | |Team | | |
|Practice Presentation Self Evaluation | |Individual | | |
|Presentation for Oh Deer (rubric) | |Team | | |
|Project Evaluation | |Team | | |
|Quiz for Oh Deer | |Individual | | |
|Story Board template | |Team | | |
|Survey a Group prep (teacher approves plans) | |Team | | |
|Survey a Group Summary (rubric) | |Team | | |
|Survey of Interests | |Individual | | |
|Succession Timeline and Q & A | |Team | | |
|Team Contract | |Team | | |
|Task Management for Individuals (weekly) | |Individual | | |
|Task Management for Individuals (weekly) | |Individual | | |
|Task Management for Individuals (weekly) | |Individual | | |
|Task Management for Individuals (weekly) | |Individual | | |
|Task Management for Teams (weekly) | |Team | | |
|Task Management for Teams (weekly) | |Team | | |
|Task Management for Teams (weekly) | |Team | | |
|Task Management for Teams (weekly) | |Team | | |
|Tribond BPO | |Individual | | |
|Vocabulary Review Games | |Team | | |
| | | | | |
| | | | | |
| | | | | |
Soooooo many opportunities to earn points Ü
Some assignments will be worked on as a team, and you will be scored as a team. Some assignments require you to work independently for the points that you will earn. However, time spent working as a team will prepare you to do well on those individual assignments. So, use your time effectively :- )
Name: _____________________________________ Date: _____________
Contract Requirements Checklist Class Period: _______
Use this checklist to help you create your team’s contract. Contracts are due Friday; they must be signed by all group members. Each group must have the following clauses (criteria) in their contract.
1. Attendance
← How will you keep team members informed when they are absent?
← How will you ensure that your team members will be in class each day?
← How will you ensure that your team members will be on time each day?
← What are the consequences when a group member misses class?
← What are the consequences if a group member misses a presentation?
2. Member Dismissal
← Under what circumstances will you fire a member from your group?
← How will your group decide if a member should be fired?
← Firing is a last resort. What steps will you take to prevent the situation from reaching this point?
3. Work Division
← What process will you use to assign tasks to group members?
← How will you keep each member accountable for what is on their task list?
4. Leadership
← How will you designate a team leader?
← How will you reach consensus on who gets the leadership bonus?
5. Contact
← What contact information will you require of each other?
← Provide outside of school contact info – phone number, outside email, and any other important info.
6. Communication
← When and how often will your team members contact each other?
7. Signatures
← Provide a place for each team member to sign the contract.
← Provide a place for each team member to have a parent/guardian sign the contract.
created by RBoonechuoy, modified by ranglin for Oh Deer PBL
Names: _______________________________________________ Date: _________
Contract Sample 1 Basic for Group Class Period: _____
Our Contract
o We all promise to listen to each other’s ideas with respect.
o We all promise to do our assigned work to the best of our ability.
o We all promise to turn in our work on or before due dates.
o We all promise to ask for help if we need it.
o We all promise to share responsibility for our success and for our mistakes.
o We all promise to turn in work that is our own.
If someone in our group breaks one or more of our rules, the group has the right to call a meeting and ask the person to follow the rules. If the person still breaks one or more of our rules, we have the right to vote to fire that person.
Parents/guardians are to sign on the line that is under their child’s name.
|Group member’s Signature |Print Name |Date |
|Parent’s Signature | | |
|Group member’s Signature |Print Name |Date |
|Parent’s Signature | | |
|Group member’s Signature |Print Name |Date |
|Parent’s Signature | | |
|Group member’s Signature |Print Name |Date |
Parent’s Signature
Contract Sample #2 for Group PBL
Name 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: Signature
By 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 Leader
The 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 | | |
Members: _______________________________________________Date: ___________
______________________________________________________ Class Period: _____
Contract SAMPLE #3 for GROUP
Task List______________________________________________________________________
Everyone will be responsible for her own individual work, but group members should also provide help to any member in need.
Group Constitution
Forward: 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:
1. Organize group meetings.
2. Create and enforce a group agenda to govern group progress.
3. Organize any out of school project efforts.
4. Provide communication between group members in order to help individuals work towards the project goal.
If leaders 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;
viii. Incomplete or missing group work.
ix. Plagiarism or any form of cheating.
x. 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: Signature
By 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.
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 |
|Student’s Parent’s Signature | | |
|Student’s Signature |Print Name |Date |
|Parent’s Signature | | |
|Student’s Signature |Print Name |Date |
|Parent’s Signature | | |
By RBoonechuoy, modified by ranglin for Oh Deer PBL
Name: __________________________________________________ Date: ______________________
Survey of Interests for Oh Deer! Class Period: _____________
|Put an X in the column to indicate you interest or participation in the following activities and organizations. |
| |Tried it, loved |Have always |Sounds |No feelings 1 |Would not want |Tried it, hated |
| |it |wanted to try it|interesting |way or the other|to try this |it |
| | | |maybe I could try|about it | | |
| | | |it | | | |
|ACTIVITY |
|hiking or back packing | | | | | | |
|camping | | | | | | |
|canoeing or rafting or kayaking | | | | | | |
|swim or snorkel or scuba | | | | | | |
|hunting | | | | | | |
|fishing | | | | | | |
|gardening (much smaller than a farm) | | | | | | |
|farming | | | | | | |
|student council | | | | | | |
|DO YOU (or have you)… |
|have a driver’s license? | | | | | | |
|follow local or national elections? | | | | | | |
|own a dog, cat, other pet? | | | | | | |
|done home repairs (perhaps you helped a family member) | | | | | | |
|ARE YOU… |
|Imagine that you were going to have one of the following jobs/careers when you finish your education. Please circle one of the numbers to the right of each |
|occupation to indicate your preference. |
|(1 being the most preferred, 7 being the least preferred) |
|1 |2 |3 |4 |5 |6 |7 |be a farmer |
|1 |2 |3 |4 |5 |6 |7 |work for or be a politician |
|1 |2 |3 |4 |5 |6 |7 |be a insurance agent or work for an insurance company |
|1 |2 |3 |4 |5 |6 |7 |be a Ranger or work for the Dept of Natural Resources |
|1 |2 |3 |4 |5 |6 |7 |work for Green Peace |
|1 |2 |3 |4 |5 |6 |7 |work for People for the Ethical Treatment of Animals organization |
|1 |2 |3 |4 |5 |6 |7 |work for the Environmental Protection Agency |
|Use the indicators to the right to describe your evaluation of your skills on the following topics |
| |I’m pretty good at it |just so-so |Not good at it |
|creativity | | | |
|computers skills and programs | | | |
|leadership skills | | | |
|organization | | | |
|public speaking | | | |
|responsibility | | | |
|team player | | | |
created by ranglin for Oh Deer PBL
Names: ___________________________________________ Date: ___________
Storyboard Outline template for ________________________ group Class Period: ______
Use this format regardless of the platform you use: Web site, PowerPoint, Flash or Video. Place a thumbnail or a hand-drawn image in the space provided. Place a description or sample of the text/quote/chart in the space provided, number the Slide/screen/page, and include who will be presenting information for each slide.
Assessment and Due Date: This is due the Friday before the week of presentations. Every member of your group will lose 10 of the 20 points this is worth if it is turned in a day late.
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|Slide/screen/page # _______________ |Slide/screen/page # _______________ |
|Text/Quote/Chart |Text/Quote/Chart |
|Will be presented by: |Will be presented by: |
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|Slide/screen/page # _______________ |Slide/screen/page # _______________ |
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|Will be presented by: |Will be presented by: |
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|Slide/screen/page # _______________ |Slide/screen/page # _______________ |
|Text/Quote/Chart |Text/Quote/Chart |
|Will be presented by: |Will be presented by: |
Use additional pages for each team as needed.
Critical Friends Directions
Prior to teams presenting before the Governor’s Council, each group will have a chance to practice their presentation before a “Critical Friends” audience. This may be done one of two ways:
• 2 or 3 groups working together to watch and critique each teams’ presentation in their group
• each group presenting (one at a time) in front of the entire class.
An advantage for a small groups critiquing practice presentation for each team in their group is that it will require less class time. An advantage of each group presenting to the entire class is that the teacher may have input for every group.
Students may use a Critical Friends Note Guide to record their ideas during the presentations. Or, they may use a similar document that has been modified and attached to the Oh Deer PBL lesson. After each group’s presentation, students share details about each presentation for the topics listed below.
· Good Stuff- what they liked about the presentation.
· Wondering Stuff- their concerns and unanswered questions.
· Next Step- thoughts about resources and improvements.
A leader (the teacher would be the leader if the evaluation was being done in front of the entire class) will guide the group in a discussion as students tell about the "good stuff" they liked about the presentation. After that, the topic would be "wondering stuff", and finally the "next steps" would be discussed. Comments by the students might begin something like, “I liked the part when they…,” I was wondering why they chose to do…,” and “They might try adding or changing…” The comments are to promote thought on the part of the group that did the presentation. The group is not to interpret this as an opportunity to defend their ideas or decisions. They are not required make justifications or expected to answer questions. The presenting team should take notes during this part of the Critical Friends experience.
Remind students about the rubric they were provided for the assignment. The comments should reflect an understanding of the requirements of the assignment and should be helpful to the presenting group as they make adjustments before the final presentation.
After the Critical Friends evaluation, teams meet to discuss and possibly incorporate ideas from the comments that were made by their peers.
|Critical – in a Friendly way |
|Group |Report (7 minutes): |Group provides details on driving question, project overview, hook (getting the attention of |
| | |the audience) and student products. |
|Everyone |(2 minutes): |Clarifying the air: Audience asks short, clarifying questions. |
|Audience |(total 12 minutes) |Good stuff (4 minutes): Audience shares details of what they liked about project. |
| | |Wondering stuff (4 minutes): Audiences shares details of their concerns and unanswered |
| | |questions. |
| | |Next stuff (4 minutes): Audience shares their thoughts on resources and improvements. |
|Everyone |Reflection(3 minutes): |Audience and group talk. |
Table of information provided at
Name: _____________________________________________________ Date: ____________________________
Critical Friends Note-Taking Guide Class Period: _____________________
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|Presenter(s) |
|Project / Group Name |
|Description of project |Notes and questions |
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From , modified by ranglin for Oh Deer PBL
Name: _____________________________________ Dates: from ____________ to __________
Task Management for Individuals Class Period: _______________________
Project Name: _________________________________________________________________
|This week I had the following goals for project work… |
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|This week I accomplished… |
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|My next steps are… |
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|Something else I think is worth mentioning… |
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modified by ranglin for Oh Deer PBL
Name: _______________________________________________________________________ Task Management for Teams Dates: from ____________ to __________
Project Name: ______________________________ Class Period: _______________________
|Team goals for the project during this time period: |
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|Team accomplishments related to the project during this time period: |
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|The next steps for our team are: |
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|Our important concerns, problems or questions are… |
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modified by ranglin for Oh Deer PBL
Name: _______________________________________ Date: ________________
Practice Presentation Self Evaluation for Oh Deer Class Period: __________
Directions: Consider the Critical Friends comments and evaluations you team received, then complete this self-evaluation.
|Members of my group: |
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|Title of the presentation: |
|The most important idea I got from the Critical Friends evaluations was |
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|The most surprising information I got from the Critical Friends evaluations was |
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|The least surprising information I got from the Critical Friends evaluations was |
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|Which information from the Critical Friends evaluations do I agree with? |
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|Which information from the Critical Friends evaluations do I disagree with? |
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|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. |
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How I score my group on this presentation:
|Relevant Information |Technical Proficiency |Critical Thinking |Organization & Planning |
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|/25 |/25 |/25 |/25 |
rom , modified by ranglin for Oh Deer PBL
Name: ______________________________________________ Date: ________________
Energy Quiz for Oh Deer PBL Class Period: _________
|column A | |Column B |
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|100,000 units | | |
Calculate the amount of energy that would be transferred from the bottom trophic level of the energy pyramid to each of the levels above. Write the amounts on the lines in column A.
Write the names of the kinds of organisms that would occupy each level of the energy pyramid in column B.
Fill in the blank-
Organisms on the lowest trophic level are generally more ______________________________ than organisms at the highest level.
Use a Venn Diagram to organize the following terms in the box below -
commensalism, competition, mutualism, predation, symbiosis.
Oh Deer Energy Quiz Answer Key
|column A | |Column B |
| | |large carnivores or |
| | |tertiary consumers |
|100 units | | |
| | |small carnivores or |
| | |secondary consumers |
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|1,000 units | | |
| | |herbivores or |
| | |primary consumers |
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|10,000 units | | |
| | |producers |
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|100,000 units | | |
Calculate the amount of energy that would be transferred from the bottom trophic level of the energy pyramid to each of the levels above. Write the amounts on the lines in column A.
Write the names of the kinds of organisms that would occupy each level of the energy pyramid in column B.
Fill in the blank-
Organisms on the lowest trophic level are generally more _abundant or numerous _____________ than organisms at the highest level.
Use a Venn Diagram to organize the following terms in the box below -
commensalism, competition, mutualism, predation, symbiosis. Answers may vary somewhat.
Name: ________________________________________ Date: ______________________
Tribond BPO for Oh Deer Class Period: _______________
Determine what the three words in the column A have in common in the lists below. Write that word or phrase in column B.
| |Column A |Column B |
| |commensalism | |
| |competition | |
| |parasitism | |
| |butterflies and flowering plants | |
| |legumes and mychorrhizae | |
| |algae and fungi (lichen) | |
| |clown fish and anemone | |
| |barnacles and whales | |
| |hermit crabs and gastropod shells | |
| |acorns, squirrel, eagle | |
| |trees, caterpillars, robin bird | |
| |grass, rabbit, fox | |
Cut on dashed line
Name: ________________________________________ Date: ______________________
Tribond BPO for Oh Deer Class Period: _______________
Determine what the three words in the column A have in common in the lists below. Write that word or phrase in column B.
| |Column A |Column B |
|1. |acorns, squirrel, eagle | |
| |trees, caterpillars, robin bird | |
| |grass, rabbit, fox | |
|2. |clown fish and anemone | |
| |barnacles and whales | |
| |hermit crabs and gastropod shells | |
|3. |butterflies and flowering plants | |
| |legumes and mychorrhizae | |
| |algae and fungi (lichen) | |
|4. |butterflies and flowering plants | |
| |legumes and mychorrhizae | |
| |algae and fungi (lichen) | |
Created by ranglin for Oh Deer PBL
Tribond® Vocabulary Development
This classroom activity is similar to the Mattel Taboo game; see other links for the Tribond® game. The game requires students to determine the common bond from a list of three items. The words on the list and common bond that students are to determine would be related to a topic that is in the content being taught at the time. Students must be able to think about vocabulary words in ways that were not provided by the definitions, lab experiences, worksheets, or teacher descriptions.
Materials:
• Index cards
• Colored pencils (recommended but not required)
• Stop watch, watch with a second hand, or other timing device
Creating the cards:
This classroom variation begins by having the students create the cards that will be used during the game. One card may be created by each student as part of a daily vocabulary development activity. Student information can be written on the back of the index card. The collection of cards may be used with this game as a review of the information once enough cards have been added to the collection.
The teacher should assign a different vocabulary word to each student (if there are enough vocabulary words to make this possible) or assign each vocabulary word to only two or three students. This will allow all the vocabulary words to be used and reviewed. Other words, that were used in the previous content (chapters) which relate to or are used to explain ideas in the current program of study, may also be used. Students are to consider how the vocabulary word they have been assigned relates to other words, phrases or ideas. The words that are assigned to the students may be used as the target word (the common bond) or as one of the examples /descriptors of the target word (words that are related or share the common bond; they may simply be a list of examples). Students are to indicate the vocabulary word they are assigned by placing a check mark after that word on the card they create.
Each student is given an index card and is instructed to print the target word on the bottom line of the card. On the first three lines of the card, the student is to list three words that share that common bond. See the examples below:
|symbiosis √ |mutualism √ |
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|commensalism |butterflies and flowering plants |
|competition |legumes and mychorrhizae |
|parasitism |algae and fungi (lichen) |
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|commensalism √ |food chain √ |
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|clown fish and anemone |acorns, squirrel, eagle |
|barnacles and whales |trees, insects, birds |
|hermit crabs and gastropod shells |grass, rabbit, fox |
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|back of the card example |Sally Mander |
| |5th period Biology |
| |October 10, 2009 |
Once student have created and submitted their Tribond Cards, select some of the better examples and create a document that includes them on a Tribond BPO for Oh Deer.
Modified from the Mattel’s Tribond® game by Robin Anglin
More cards- The teacher may also create cards and add them to the collection. This will ensure that the concepts and connections that should to be covered during the review game will be covered in the review game.
Rules of the game:
Randomly select or assign teams; there are numerous ways to do this. You may put several students on a team so the number of teams in the class is more manageable. Assign each team a number; team 1, team 2, team 3, etc.
• Students should be organized and sitting with their team members.
• The teacher reads from the list of descriptors on a card. A reasonable amount time is allotted for teams to discuss and determine the bond between the words that were given. The recommended allotted time would vary depending on the grade and level of the students in the class.
• After the allotted time has passed, team 1 gets to guess the target word first; if their answer is correct, they earn a point. Points may be recorded on the board in the front of the class or the team may keep the card for the word they guess correctly. Simply count the cards at the end of the game; the team with the most cards wins.
• If team 1 does not guess the target word, team 2 gets to guess the target word. If they are not correct, team 3 get to guess, and so on…
• If the target word is not guessed, the card is returned to the deck, and new card is selected and read by the teacher.
• The team, whose member correctly guessed that last word, gets to attempt guess the target word first when the game continues with a new card.
o If this proves to be a problem because the same team continues to guess correctly and other teams do not get a turn, the rules of the game can be changed. Simply start with the next team (numerical order). After every correct answer is given and allow the next sequential team to begin that round with the new card. This will insure that all students (teams) get a turn.
Variations:
• Sometimes there is a little time left at the end of the class period, not enough time to start something new, but enough time to be used effectively. The teacher may use the Tribond cards at that time and students do not have to be separated into teams for this quick variation of the activity. The teacher simply reads from the cards and students call out (or are called upon to attempt) a guess.
• A teacher in a middle school or high school setting may teach the same class several times a day. Cards may be compiled from all those classes and students, teams, or classes from different periods may compete against each other and scores may be posted throughout the day.
Modified from the Mattel’s Tribond game by Robin Anglin
Name: ______________________________________________ Date: ________________
Final Self Reflection for Oh Deer 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 Name |
|Describe the project in a sentence or two. |
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|What is the most important thing you learned during this project? |
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|What do you wish you had spent more time on? |
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|What big idea(s) did this project help you understand? |
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|What do you wish you had done differently? |
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|What part of the project did you do your best work on? |
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|What was the most enjoyable part of this project? |
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|What was the least enjoyable part of this project? |
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|How could your teacher(s) change this project to make it better next time? |
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From , modified by ranglin for Oh Deer PBL
Managing the Process
PRIOR to the ENTRY EVENT
Eight different Entry Letters have been created to represent several different groups/organizations for this PBL. A Survey of Interests document has been created and should be given to the students several days before the PBL begins. (Don’t tell them what it is for; we don’t want them modifying their answers so they will be put on the same team as their friends.) The purpose of the survey is to determine a possible alignment (similar view point) between students and an organizational team they will represent during the PBL. If possible, put students on organizational teams that they have affiliations with, similar experiences as, are sympathetic to, or have expressed interest as a possible career choice; and if all else fails- put a student on the Home Owner’s Team. At the very least it is hoped that the survey will prevent a student from being put on a team that represents an organization whose beliefs are entirely contrary to the student’s. Depending on the size of the class, some or all of the entry letters may be used. Ideally three to four students should be on a team to allow collaboration among team members and ensure all students may contribute to the research and final presentation.
There may be several students with similarities which align them to the same special interest groups used in this PBL. If that happens, information at the bottom of the survey addresses other skills and experiences the students may have. The information may be used as deciding factors to help spread different kinds of talents or abilities among the teams.
ENTRY EVENT
Each student-team will receive a letter from the headquarters of an organization representing a point of view or issue of concern from a special interest group. It will explain that a possible deer population problem in West Virginia has been brought to the attention of the Governor and that a special council has been formed to investigate the matter. The letters will solicit research assistance from the special interest groups, a fact finding presentation, and recommendation for the Governor’s Council. The letters will also require that explanations of the underlying environmental issues related to the deer population be provided to the council members who may not be educated on the particular topics. Entry letters for the PBL include: Animal Rights Entry Letter, City Council Entry Letter, Farmer’s Entry Letter, Homeowner’s Entry Letter, Insurance Companies’ Entry Letter, NRO Entry, Environmental Group’s Entry Letter, WVDNR Entry Letter. (Note- No real organization names have been used in the PBL- organization names have been modified or created to represent differing ideas, beliefs, or goals of individuals within a community.)
The Content Presentation Rubric and the Presentation Rubric should be given to students when the PBL assignment is introduced. The Content Presentation Rubric focuses on the science concepts behind the PBL and should be scored by people with science backgrounds. The Presentation Rubric focuses on physical attributes of the speaker, oral and verbal skills, organization and structure of the presentation, and appropriate use of technical aspects of the multimedia. People who use public speaking as part of their job/carrier may be qualified to score this rubric. Both rubrics are to be used at the same time (by different panel members) for the final presentation. Due to the specificity required by both rubrics, it would be very difficult for one panel member to score both rubrics at the same time.
DIFFERENTIATION
Many teaching strategies are used to address the needs of the audio, visual, and kinesthetic learners. The lesson includes multiple individual (intrapersonal) as well as team (interpersonal) opportunities. Teams collaborate to make decisions and complete tasks or they may decide to distribute some tasks among individual members.
Information about students’ experiences and interests is used to select teams.
Teams have choices about the people and methods they will use to conduct an interview; they will also determine the method/program they will use to create the presentation for the Governor’s Council.
Assistance may be provided by teacher assistants or teachers of special education, and modifications may be made to documents and assignments as needed.
ESTABLISH EMOTIONAL SAFETY NORMS
When the school year begins, protocols for classroom behavior must be established to create a safe environment for students; teachers should model acceptable behaviors, see What are standards/norms? • Those behavioral standards that are ...
CONTRACTS
Once teams have been assigned, students should create a team contract. Give them the Contract Requirements Checklist and samples of contracts- see Contract Sample 1 Basic, Contract Sample 2, and Contract Sample 3. Time should be allowed for students to create, sign, and submit their contracts. Parents are to sign copies of the contrast also. Copies of the contracts should be placed at the Project Center, and the teacher should keep the originals on file. If there is a question about what to do if someone is not doing his/her share of the work, students and the teacher should refer to the team contract. In the event that someone is slacking, has too many absences, is not doing his/her share, etc., the students may request intervention and a probationary time may be allowed. In the event that a student is fired from a team (this must be stipulated and allowed for in the contract), they will have to abandon the work they have completed for the team (it would be proprietary) and begin working on their own. An extension of the deadline for the project should not be allowed. Be sure students understand this.
A Collaboration Rubric is used to record each student’s group work efforts and abilities. Two copies of the rubric should be given to the students at the beginning of the PBL. Students should keep one for themselves (in a safe place, referring to it as needed); they are to complete the proper heading on the top of the other and return it to the teacher. The teacher will use each student’s Collaboration Rubric to regularly and frequently to take “snap shots” of the student engaged in group work. Incidences (both positive and negative) should be recorded and dated on the rubric. You may use 1 Collaboration Rubric for the entire PBL process or use 1 per week.
Notice the number of points in the Group Work category on several of the other rubrics. Being able to collaborate with one’s peers is a skill necessary for the work force. By requiring the group work and weighting it so heavily, even the brightest student will be compelled to work as a member of a team; especially if they want the “A”.
If a student refuses to be a member of a team, inform them that they will lose the opportunity to earn any of the collaboration points on all rubrics that include a collaboration category. (After all, they can’t collaborate by themselves :-)
The Task Management for Individuals and Task Management for Teams documents provide opportunities for students to reflect on their accomplishments during the week and consider what should be done next. Teams set goals, consider upcoming tasks, and distribute responsibilities among the members.
BONUS POINTS FOR TEAM LEADERSHIP (optional)
The teacher may decide to explain the leadership bonus point process at the beginning of the PBL (if he/she wants to inspire leadership), or they may decide to wait until the end of the PBL to make the bonus point announcement. After the Final Presentation or after the Project Evaluation, teams will meet one last time to determine who among their members exhibited the most leadership for the team during the PBL.
Organization
The Assignment Checklist that is provided for this PBL has the assignments listed in alphabetical order so you may find them easily. Once you determine which of these activities you will include in the PBL for your class, remove the others. Then you may arrange the ones you have selected in order of when the assignment is introduced to the class, when it is due, or leave it in alphabetical order. Choose the method that you think will work best for your students (or you).
IMPORTANT- It is important for students to note that several of the activities in this PBL will be going on simultaneously. Experiments will be started and students will begin other activities while “nature happens” and it is monitored over time. And, students will submit plans for surveys and interviews to the teacher and continue working on other requirements as they wait for documents to be approved and returned before they can continue with the next step for those activities. Collecting data for the surveys should be considered homework, and students should not expect to take class time to roam the school halls conducting the survey. It is the responsibility of each team to use their time wisely by starting, continuing, and finishing other activities while processes take the time required for them to occur. The Assignment Checklist is designed to help students manage these responsibilities and meet their deadlines. A classroom calendar would also be an effective tool.
ACESSING AND EVALUATING INFORMATION
Students will access websites and interview specialists to understand the complex interactions and systems in their ecosystem. The information learned with help them make a recommendation to the Governor’s Council.
STORY BOARD
Regardless of the platform student teams use, Web site, PowerPoint, Flash or Video, etc., a Story Board Template will be created on the template provided. Students will place a thumbnail or a hand-drawn image in the space provided as they organize information gathered during the PBL process. They will provide a description or sample of the text/quote/chart in the space provided, including who will be presenting (speaking) information for each slide. The story board will be due two days before the day of presentations. Every member of the group will lose 10 of the 20 points the document is worth if it is turned in late.
PUTTING IT ALL TOGETHER
A story board will be created by student teams as they organize information gathered during the PBL process.
They must prepare to inform the Governor’s council about the following topics:
• How can it be determined if a deer population problem exists?
• Is there a history of animal population issues in West Virginia? Nationally? When? What caused them? How were they resolved?
• Is the deer issue a natural occurrence? Or, is the issue related to human influences?
They will represent the group/organization they have been assigned as they propose a solution and make recommendations for the following:
• If it is determined that there is a deer problem, what will be the economic and social impacts?
• What actions (if any) do you recommend as a solution to the problem?
What are the expected short term and long term consequences of your recommendation?
GATHERING INFORMATION THROUGH SURVEYS & INTERVIEWS
The Survey a Group assignment should be started after the Biogeochemical Cycles investigation has been started; this will allow time for the students to actually create and conduct a survey and then organize and analyze the data. Once students have been introduced to the Oh Deer PBL, they will need to gather information about the group they represent. Each team’s presentation to the Governor’s Council is supposed to represent the point view of the group they have been assigned; students should conduct a survey to determine that point of view. Provide the Survey a Group Rubric to each of the teams. They should refer to it as they design and create the survey, determine the survey procedure they will use, and collect and analyze the data from the survey. Somewhere in the survey, they must collect information about the person who is providing the information so it can be determined that the person would actually represent a member of such an organization AND possibly contact them at a later date to ensure that the survey is legitimate. This is required by the “Participant information is available for a follow-up” part of the rubric. Survey plans are to be submitted to the teacher at least 2 days before the survey begins; when they are approved, students may proceed with the survey. The data will be gathered as the PBL research continues; it will be organized and analyzed in time to be added to the final presentation. Charts and graphs will be created to explain the points of view or attitudes about the problem of the special interest group the team represents. Data, charts, and graphs are to be incorporated it in the final presentation.
Students may use Survey Monkey , Wufoo, or similar online survey programs and Microsoft Office Excel for gathering and organizing survey information.
Teachers cannot be expected to know everything about everything, and students must be prepared to become lifelong learners. So, part of the preparation for the final presentation includes learning how to contact an expert to learn more about a topic. Give the Interview an Expert Rubric to each of the teams; they should refer to it as they make preparations for the interview. After reading the rubrics for the final presentation, beginning the biogeochemical cycles investigations, and seeing the Assignment Checklist of investigations and activities for the Oh Deer PBL, students should have an idea about the topic/s they will want to discuss with an expert. Students are to prepare several in-depth and factual questions to ask the expert, and each team member is to have an active/speaking part in the interview. The plans are to be submitted to the teacher at least 2 days before the interview. When the plans are approved, students may proceed with the interview.
Students may use a Polycom, Skype, or other method of interviewing an expert who may not be in the local area. (Other programs may be used if the students can justify their choice and the equipment is available.) Students will schedule the date for the interview and determine the method of recording the conversation. (A video recording may be used, but is not required- audio is required.) A summary report and recording of the interview will be submitted to the teacher after the interview. Information from the interview is to be incorporated in the final presentation.
FREQUENT AND FORMATIVE ASSESSMENTS
WHY USE BPOs (Bonus Point Opportunity)?
Frequent assessments can achieve many goals:
1. They encourage students to study frequently, not simply wait and “cram” the night before the test.
2. Teachers can determine if the students are “getting it”.
3. Teachers can re-teach as soon as they determine it is necessary.
However, there may be punitive consequences for students who do not catch on quickly. The damage done by frequent and numerous low quiz grades may not be overcome by successful test scores. A Bonus Point Opportunity accomplishes all the positive goals of frequent assessments without the negative effects. The BPO refers to a single bonus point for each opportunity; the points accumulated will help a student’s grade but they will not be enough to substitute for other requirements in the class.
“Must be present to win”- another positive effect of BPOs. Students must be present in class to take advantage of the Bonus Point Opportunities. This encourages attendance, and if students are absent, the points do not count against them.
Bonus Point Opportunities don’t have to be used as Exit Slips. Sometimes it’s a good idea to tell the students, “Tomorrow would be a good opportunity for a BPO. What kinds of things do you think might be on the BPO?” This conversation would serve as a good wrap-up for the class and encourage students to review for the next day’s BPO.
Tribond® BPO- See the Tribond® Vocabulary Development document for directions about creating Tribond® cards for the classroom and incorporating them in a BPO that would follow.
PEER REVIEW AND PRACTICE PRESENTATIONS
A few days prior to the final presentations, each team will do a practice presentation in front of their peers; the date for the practice will be on the calendar well in advance, and teams must be ready to present. Students will follow the Critical Friends Directions and use Critical Friends Note Taking Guide as they watch other teams present and participate in the peer review. They will be reminded of the rubric they were given at the beginning of the assignment, and their comments about the other teams’ presentations should reflect an understanding of the criteria on the rubric. Following the peer review, students will complete the Practice Presentation Self Evaluation for Oh Deer. Then teams may incorporate valued ideas and suggestions from the Critical Friends into their final presentations. The time remaining should be spent fine tuning and practicing for the presentation. No major changes should be made at this time. A copy of multimedia part of the presentation is due two days before the final presentation. The last final day before the presentation should be used to rehearse.
FINAL PRESENTATIONS
A panel of experts will be assembled to represent the Governor’s Council. The order of the team presentations will be determined by the teacher. This may be done by writing the name of each group (Animal Rights Group, City Council, Farmers, Homeowners, Insurance Companies, NRO, Environmentalists, WVDNR) on a slip of paper, placing them in a hat, and drawing names from the hat. Student teams will use a multimedia presentation to describe their research and data; they will present their findings and make a recommendation to a Governor’s Council. Parts of their presentation will include observations and analysis of the relationships between populations within communities, cycles and energy transfers within ecosystems, and explanations of maps and the procedures used to gather the information. They will answer questions about their research and recommendation. The Content Presentation Rubric and the Presentation Rubric will be used by the panel members.
The Presentation Rubric stipulates five to seven minutes for the presentation. This time does not include the question and answer time; student would not have control over the number and kinds of questions the panel members might ask.
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