Test Solution Project (#4 of 5)

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Objective

Students will design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Big Idea

Natural resources are precious and finite. It is important for students to be aware of environmental issues in their own backyard and imagine feasible solutions to problems that threaten them.

Learner Goals

Note: I recommend that you first check out this resource in order to get the most out of this lesson!

In high school I took several drafting classes and, for a while, I had hoped to become an architect. With respect to planning instruction and teaching, I feel that I can still live out the detailed approach to building something intricate and complex even though the product is a lesson rather than a certain "built environment".

The lesson-planning document that I uploaded to this section is a comprehensive overview of how I approach lesson planning. This template includes the "Big Three" aspects of the NGSS standards: Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices. Of course, there are many other worthy learning goals, skills, instructional strategies, and assessments that can be integrated into a class session. I don't feel compelled to check every box but, rather, use it as a guide to consider various options and tailor the lesson in light of these.

With regard to this particular lesson...

Students will propose two different strategies for improving the condition of an environmental problem in Washington State (both wildlife and human inhabitants) and explain methods used to test (evaluate) how well either solution might work.

I hope you get some value from my work!

Anticipatory Set ("Hook")

5 minutes

Link to Day #3...

 

SMART Goal Setting (Tracker)Based on peer feedback from the PQP session the day before, students will determine the rework or enhancements to be done today and document it in the SMART Goal Tracker.

Instructional Input/Student Activities

45 minutes

Teaching Challenge: How do I support students to persevere and grapple with complex tasks?

Teaching Challenge: How do I develop routines and procedures to support students to work independently in the science classroom?

Complete Necessary Revisions: Today is the last in-class day to complete any rework based on feedback from the PQP process. It is imperative that the final (individual) product is finished since tomorrow is the due date. All activity and no insight makes for zero progress!

Based on a comparison of the duties assigned to each team's Test Solution Project roles, I determined that Role #3 (Management History & Effects) would also be the team's editor to achieve an equitable work load across the board.  This includes assembling the research of other team members and completing the final edited product. It is to this individual that the other members are ultimately accountable so as to not imposition them.
As stated before, even though I am playing a decidedly more passive role I spend as much time as possible (which is influenced by the needs and questions of students) supporting the work down the final stretch.
Keep calm and carry on, padauans!

Closure: What did we learn? Where do we go from here?

5 minutes

Every moment matters...

SMART Goal Tracker: How far along the process (0%-100%) did I (student) come today? It is imperative for both my students and me to keep our "eyes on the prize". What tasks not completed in class then become homework! HOORAY!

 

Note: Link here to see a given student (whom I call "Student A") recording her progress by the end of class on day #4.

Lesson Extension & Follow-Up Activities

Link to Day #5...

Each member is to complete their necessary research in order to submit to the team Editor for final editing and submission to instructor by the due date. Any work not completed toward completing the day's SMART Goal needs to be done at home.