Reflection: Student Grouping Going, Going, Gone! (5 day project-based lesson) - Section 2: Explore (Day 1)


Working in pairs or small groups for this project is always an option, and may be a great one for your classroom. However, I chose not to offer the opportunity for this particular lesson. My students work cooperatively in many facets throughout this unit, as well as in a variety of other activities each and every day. While it can have many great benefits, I feel as though this lesson requires a certain amount of personal accountability and personal choice that will be lost if students choose to work with partners. A PSA is often a work based on passion. Many will have certain species in mind that they are passionate or knowledgeable about, and will want to focus on that particular animal. Others choose to direct that passion toward their partner, which causes a lot of them to select a species they know little about, simply because they want to work with a particular person. If they don't feel a certain amount of passion in this project, it reflects in the tone, mood, and style of their PSA. In addition, because the tool we are using to create the PSA is not collaborative in nature and takes very little know-how to use, it is almost certain that one partner will end up doing very little, or nothing at all.

  Working Independently vs. Collaboratively
  Student Grouping: Working Independently vs. Collaboratively
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Going, Going, Gone! (5 day project-based lesson)

Unit 2: Zoology
Lesson 13 of 17

Objective: SWBAT differentiate between threatened, endangered, and extinct species and create a public service announcement that describes why an animal is threatened or endangered, as well as suggestions to prevent extinction.

Big Idea: The rapid decrease in population among many species means that we must put forth more effort to ensure that these species do not go extinct. Why not get our students involved?!

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