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Learning Experience Design

This document outlines a learning experience design for a 2nd grade life sciences unit. Students will take on roles advising their town on building an indoor water park on a local wetland. They will research how this may impact wildlife and consider benefits. The unit will have students collaborate, develop self-directed learning, appreciate different views, and communicate recommendations. A rubric assesses appropriate content, presentation skills, problem-solving, and group work. Resources include experts, technology, and field trips. Events include knowledge checks, problem definition, information gathering and sharing, and presenting a solution.

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mgerbrick
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172 views

Learning Experience Design

This document outlines a learning experience design for a 2nd grade life sciences unit. Students will take on roles advising their town on building an indoor water park on a local wetland. They will research how this may impact wildlife and consider benefits. The unit will have students collaborate, develop self-directed learning, appreciate different views, and communicate recommendations. A rubric assesses appropriate content, presentation skills, problem-solving, and group work. Resources include experts, technology, and field trips. Events include knowledge checks, problem definition, information gathering and sharing, and presenting a solution.

Uploaded by

mgerbrick
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Learning Experience Design

Unit Focus: 2nd Grade Life Sciences

Embedded Problem: A local developer asks students to advise them on issues related to
building an indoor water park on a wetland in their hometown.

Overarching Questions:
What are the dangers of this project for the local wildlife?
How will this affect the local environment?
What are the benefits of having a local indoor water park?

Contact Information:
Stephanie Quinn and Michelle Gerbrick
330-562-3175
105 Hurd Road
Aurora, Oh 44202

Learner Characteristics:
• Not independent – not willing to take risks
• Reliant on teacher help, don’t like to try on their own
• Easily excited and interested
• Shorter attention span, need to change up the plan often to keep them
engaged
• Work hard on topics that they are interested in

Learner Outcomes
• Work collaboratively in groups
• Develop self-directed learning strategies
• Appreciate the views and outcomes of others
• Interpret data
• Read for knowledge, gather info
• Communicate orally and/or in written form/digital tools
• Understanding of Life Sciences – Habitats and basic needs

Curriculum Outcomes:

Life Science
Science and Technology
Scientific Inquiry
Data Analysis and Probability
PROBLEM MAP

Role and Situation

Role: In this scenario the children will be playing themselves, a typical 7-8 year old in a
small town that may be getting an indoor water park. The city has asked for their advice
dealing with opposing views.

Situation: Aurora, OH will possibly be getting an indoor water park. The plan is to build
it on a section of land that is a wetland home to several endangered species. The
developer wants the students to examine the wetland environment and find out how the
water park will affect the local wetland habitat.
Anticipated Problem Statement

How can we, as 2nd graders, advise the city as to how an indoor water park would be
possible

In such a way that:


• the wetland is preserved
• both parties are happy
• the animals survive
• the town gets a water park

MEET THE PROBLEM DOCUMENT – http://craddockpbl.wikispaces.com

Anticipated Need to Know Questions

• What is a Wetland? Can you build here? Why is it important?


• Where is 4 Corners?
• What is a Massasouga?
• Are they allowed to build here?
• What does endangered mean?
• What is a species?
• How much money/jobs will it bring?
• Are there other animals here?
• What is City Council?
• Where else could this be built?

Performance Assessment

As students collaboratively develop and deliver a presentation of their recommendations


to the city and developer, they will:

• Present their information to a city employee (TBD)


• Consider the concerns on both sides of the situation
• Communicate their plans/ideas effectively
• Determine the relevant information and come up with a valid way to present
• Use elements of a good presentation and public speaking skills
• Use appropriate listening skills while others are presenting
• Determine whether their solution fits the problem
Performance Assessment Rubric

Component Exceeds Meets Expectations Does not Meet


Expectations Expectations
Appropriateness to
Content
Science Content
Presentation Skills
(clarity, volume, eye
contact, body
language)
Problem Solving
Fit of Solution to
Problem
Group Work

Resources

People/Places:
• City Planner
• Arborist
• Developer
• Naturalist

Materials and Technology:


• Google Earth
• Computers: WIKI page
• Copies of needed papers (Meet the Problem Document, charts/tables, etc.)
• Chart Paper
• Reference books/library

Embedded Instruction Events:


• K/NK
• WIKI Site – ODNR Site visit
• Deforestation Demo
• Food web dependency demo
• Food web game
Unit Timeline

PBL Event Time Frame


Meet the Problem – Kalahari Video, letter, animal pictures 25 minutes
Know/Need to Know #1 30 minutes
Define the Problem Statement #1 30 minutes
Plan for and Information Gathering #1 60 minutes
Information Sharing #1 30 minutes
Information Gathering #2 45 minutes
Information Sharing #2 30 minutes
Know/Need to Know #2
Information Gathering #3 60 minutes
Information sharing #3 60 minutes
Know/Need to Know #3
Refine Problem Statement #2 15 minutes
Information Gathering #4 30 minutes
Revisit K/NK and Problem Statement 45 minutes
Concept Maps
Information Gathering
Information Sharing #4 15 minutes
Determine the Best-Fit Solution 60 minutes
Prepare for Presentation 60 minutes
Fine – Tune Presentation 60 minutes
Present the Solution 60 minutes
Debrief the Problem 45 minutes

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