Design Problem Based Learning

Project Based Learning Instructional Components & Strategies for Facilitating Student Success

The Pet Project

Lisa A. Cummings, MA
First Grade Teacher Fox Meadow School School District U-46 South Elgin, Illinois October 2005

Goals and Curriculum Fit

Linked to U-46School Districts curriculum road map and the Illinois State Learning Standards.

Illinois Learning Standards for Literacy

Vocabulary
1.B. Comprehend unfamiliar words using context clues and prior knowledge. 2.A. Understand how literacy elements techniques are used to convey meaning.

Illinois Learning Standards for Literacy

Comprehension
1.C. Comprehend a broad range of reading materials 2.A. Understand how literacy elements and techniques are used to convey meaning 2.B. Read and interpret a variety of literacy works

Illinois Learning Standards for Literacy

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

Illinois Learning Standards for Literacy

Writing
3.A. Understand how to use correct grammar, spelling, and punctuation, capitalization, and structure. 3.B. Compose well organized and coherent writing for specific purposes and audiences 3.C. Communicate ideas in writing to address a variety of purposes.

Illinois Learning Standards for Mathematics

6.A. Demonstrate knowledge and use of numbers including numeration and operations. 6.B. Investigate, represent and solve problems using number facts, operations, and their properties, algorithms, and relationships.

Illinois Learning Standards for Mathematics

6.C. Compute and estimate using

mental mathematics, paper-and-pencil methods, calculators, and computers.

7.A. Estimate, make and use

measurements of objects, quantities.

Illinois Learning Standards for Mathematics

7.C. Select and use appropriate technology, instruments to solve problems. 8.B Interpret and describe numerical relationships using tables, graphs, and symbols.

Illinois Learning Standards for Mathematics

10.A Organize, describe and make predictions from existing data. 10.B. Formulate questions, design data collection methods, gather and analyze data and communicate feelings

Illinois Learning Standards for Science

11.A. Know and apply the concepts, principles, and processes of scientific inquiry. 11.B. - Know and apply the concepts, principles, and processes of technological design.

Illinois Learning Standards for Science

12.A. Know and apply concepts that explain how living things function, adapt, and change. 12.B. Know and apply concepts that describe how living things interact with each other and with their environment.

Illinois Learning Standards for Science

18.C. Understand how social systems form and develop over time.
Identify the basic needs of individuals and groups for survival.

Identifying, Representing and Describing the Problem

The students have been asked by their principal to select a classroom pet. The students must choose a pet that they will be able to take care of in their classroom. Students must research the cost of the materials needed for the animal, and learn about how to take care of the pet.

Dear Students, We have been asked by our principal to select and care for a classroom pet. However we must show that we can be responsible and properly care and maintain a healthy animal. Which pet should we choose for our classroom and how will we care for it? Sincerely, Miss Cummings

Essential Questions

What type of pet would be appropriate for our classroom? Where would we get the pet? What would it cost to buy a pet? Could we get a pet donated? How would we care for a pet? What would the pet need to survive?

Where would the pet stay on weekends and school breaks? What would the total cost be to care for the pet for one month, and the rest of the school year? How would we raise the money to pay for the pet? How will we prove that we can be responsible enough to care for the pet?

Interdisciplinary Considerations
Self-contained classroom Involvement of librarian Other classrooms with pets Parents

This unit was designed for a self-contained first grade classroom. Interdisciplinary aspects of the unit include mathematics, reading, social studies, writing, science, and research.

Involvement with other teachers may include:

Classrooms with pets Library Para-professional School principal

What will students learn from the involvement with others:

Ask questions How to care for a classroom pet How to select library materials How to use the internet or other electronic equipment

They will learn this from:

Interviews and observations Asking questions and looking for materials Listening and asking appropriate questions needed to understand the problem Receiving experience and instruction on the computer

Sample of Cross-Curricular Activities

Writing Write letters to local pet shops, animal shelter, veterinarians, animal clinics Write non-fiction books; informational reports about animals Write stories, poems, songs about pets and animals Keep journals, logs about pets habits at home Make an ABC animal book Write to the current White House pet Writing letters to a pet Writing journals of a visiting pet

Guided Reading
Read non-fiction books about pets and animals Locate facts about animals Use the table of contents in non-fiction materials Compare/Contract two similar animals Read fiction books (Arthurs Pet Business, by Marc Brown) Compare fiction/nonfiction materials

Independent Reading Book baskets would contain a variety of genre concerning pets and animals, animal care, etc Magazines, Zoo Books, Ranger Rick, National Wildlife Federation, Your Big Back Yard, Scholastic News, Weekly Reader, pamphlets, fiction and non-fiction books and related materials.

Math Calculate the cost of items needed for the purchase of pet Calculate monies earned, collected, donated for pet purchase Look for the best price (working with money, greater/less numerals) Make charts and graphs of care schedule; favorite animals Calculate the daily, monthly expenses for caring of the animal using a calculator Compare/contrast sizes, lengths, weights of animals Animal sorts and classification, graphing sorts

Science
Observe animals likenesses/differences Study the habitat of an animal Care for another class classroom pet Animal sorts and classification Nutrition of animals and self Basic care (hygiene, food and water needs, medical needs, housing, etc of self and animals)

Social Studies
Wants/Needs Compare habits and homes of animals and people Participate in the e-Pal program Map and geography skills by studying where the animals live naturally

Field trips PetCo, South Elgin Seascape, South Elgin Petsmart, Geneva Anderson Animal Shelter, South Elgin Local pet shops

Timeline
Week One: Parents and visitors bring in pets to be observed by students. Students interview visitors. Week Two-Three: Students do research about the animal that they are interested. Week Four: Students present projects depicting their favorite animal. About 4-5 presentations would given per day until finished.

 Week Five: Voting of best possible classroom pet. Week Six: Presentation given to the principal of classroom decision which demonstrates that students have a chosen a pet and determined that they can care for the animal. Week Seven: Class field trip to the pet store to make purchase of animal and required supplies.

Other Participants
The ages of other classrooms involved will vary depending on agree to allow us to observe. The classroom locations are on two different floors of the school building. The students are all English speakers with some students who have English as a second language. The students are first graders and range in age from 6-8.

 Parents of students will bring in family pets to be observed. Volunteer from a local animal shelter will visit the classroom to discuss animal topics. Volunteer from local pet store will visit the classroom to discuss pet care.

Project Level

Project Level
Knowledge
Name an animal that you would like for a class pet. Tell in a story about your favorite animal.

Comprehension
Describe in a drawing a picture of a healthy pet. Discuss with a partner what animal we should choose for our pet. Estimate by taking a poll which animal is the most popular as a pet.

Application
Show in a diorama the habitat needed for a pet. Dramatize in a skit how to care for a pet. Calculate the cost of the food needed for a pet for one month and present the findings in a graph.

Analysis
Arrange in a graphic organizer the things that a pet will need. Compare on a Venn diagram the differences between two animals that would make a good pet. Explain in a flier some safety rules when working and playing with small animals.

Synthesis
Plan a care schedule for the animal you choose. Design a toy that a pet could play with. Justify reasons in an oral report for having a pet.

Evaluation
Summarize in a poem or song the requirements of a healthy pet. Recommend in a letter the reasons we should pick the pet you want. Explain in poster what is meant by responsible pet ownership.

Target Audience
Peers in the classroom Parents Principal Teacher

Products
Journal Entries Collage of collected animal photos, graphics, etc. Written Reports Collection of related animal/pet poems, songs, chants Trading cards showing researched animal facts Diorama depicting animal habitat Posters or pictures of animals Graphs/charts showing costs related to pet care Collection of pictures/photographs and drawings of suitable classroom pets Interview questions

Technologies
Gather Information
Nonfiction books Magazines Websites Interviews

Technologies
Record Information
Graphic Organizers Digital camera Drawings, student made books Journals

Technologies
Rearrange information
Writers Workshop Editing

Technologies
Make Product
Write an ABC book Write stories about pets and animals Write a poem, chant or song Design and build a toy for a specific animal Interview (video or audio) other pet owners Create a chart or graph Design a trading card with animal facts Make a collage

Technologies
Present the product
Oral presentation Recite poems, chants, songs Act out animal movements Demonstrate animal finger plays View video of interview Student made journals, books, and posters

Roles of Students
Independent work Cooperative Learning groups Individual Presentations

Strategies for Facilitating Student Success

I will model with my students problem solving skills including:
Locating information from research Deciding which information to use Make judgments about what to use in their reports Provide rubrics demonstrating required items in presentation product

Time Management
Anecdotal observations Time set aside for presentations Area set aside in classroom to display student made products Teacher designed rubrics

Students As Problem Solvers

Students will choose an animal to research. Students will choose the way that they would like to present their findings. Students will been given opportunities to select independent reading materials about pets and animals.

Management Student Groups

Teacher will determine student roles for cooperative learning groups. Written directions will be posted. Letters explaining project will be given to parents

Checkpoints
KWL about the chosen pet Project Checkpoint Chart Student and teacher conferences Student check-list Anecdotal Records Video documentation of cooperative work

Working with Others Outside the Classroom

Parents bringing family pets Pet store employee Other classrooms with pets Animal Shelter Volunteer Vet office/volunteer

Assessing Students and Evaluating Products

Writing Rubric Oral Presentation Rubric Collage-Poster Rubric Portfolio Rubric Portfolio Check List

Getting the Most Out of Technological Resources

Students will be able to read simple books about animals. Students will be taught reading strategies in order to pull out key information from nonfiction text. Students will have the assistance of parent volunteers in using the internet to locate animal and pet web-sites.

 Students will have had previous experiences in writing. Students will have had previous experiences giving oral presentations in a variety of ways. (Using multiple intelligence theories.) Student will have had previous opportunities working with independent projects and in cooperative learning groups.

Assessing Students and Evaluation Products

Students will be evaluated on several items. Students will create a portfolio of items. Student will collect approximately 5-10 items in their portfolio.

 All students will give a presentation. All students will be observed throughout the unit for skills in the area of independent work and cooperative work. Students will evaluate their own final project.

The End