Student Learning Guide for Climate Change PBL

Final Product (s)

Presentations, Performances, Products and/or Services

Learning Outcomes/Targets

Content & 21st Century Competencies needed by students to successfully complete products.

Checkpoints/Formative Assessments

to check for learning and ensure students are on track.

Instructional Strategies for All Learners

Provided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments.

Climate Data Jigsaw Report (Day 8)

HS-LS2-1.Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

HS-LS2-2.Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

9-10.B.1.1.2 Apply the concepts of order and organization to a given system. (648.01a)

9-10.B.1.2.1 Use observations and data as evidence on which to base scientific explanations. (648.02a)

9-10.B.1.2.3 Develop scientific explanations based on knowledge, logic and analysis. (648.02c)

9-10.B.1.3.2 Analyze changes that can occur in and among systems. (648.03b)

9-10.B.1.6.1 Identify questions and concepts that guide scientific investigations. (649.01a)

9-10.B.1.6.4 Formulate scientific explanations and models using logic and evidence. (649.01d)

9-10.B.1.6.5 Analyze alternative explanations and models. (649.01e)

9-10.B.1.6.6 Communicate and defend a scientific argument. (649.01f)

9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. (658.02a)

CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical,

CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Questioning by peers and instructor during oral presentation

Written component also shared and evaluated

Questions/ prompts provided in a shared document template to ensure critical information captured.

Phenology and Climate Budburst Data Collection

9-10.B.1.6.1 Identify questions and concepts that guide scientific investigations. (649.01a)

9-10.B.1.6.2 Utilize the components of scientific problem solving to design, conduct, and communicate results of investigations. (649.01b)

9-10.B.1.6.7 Explain the differences among observations, hypotheses, and theories. (649.01g)

9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. (658.02a)

Regularly review data collection sheets and student skills during data collection

Extensive instructor modeling for consistent data collection and reporting

Google Survey (Day 24)

9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. (658.02a)

CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Survey assessed for appropriate content, tone, ease of use prior to implementation.

Instructor involvement depends on student experience with tool. First time, class collaboration is helpful and engaging.

Final Multimedia Project

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7.Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

9-10.B.1.6.2 Utilize the components of scientific problem solving to design, conduct, and communicate results of investigations. (649.01b)

9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. (658.02a)

9-10.B.5.1.1 Analyze environmental issues such as water and air quality, hazardous waste, forest health, and agricultural production. (656.01a)

9-10.B.5.2.1 Explain how science advances technology. (655.01a)

9-10.B.5.2.2 Explain how technology advances science. (655.01a)

9-10.B.5.3.1 Describe the difference between renewable and nonrenewable resources. (656.03a)

CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others‟ ideas and expressing their own clearly and persuasively.

CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Regular team meetings with instructor with specific goals addressed at each and planned for next.

Peer review, Self-evaluation, and Instructor feedback on project rubric to guide revisions

Product samples for student review. Guided checklist and timeline organizer for planning phase

Team meetings provide feedback and foster reflection to help students work collaboratively and efficiently towards their goals.

Final knowledge/

attitude survey