In this problem-based learning module, students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and health. Are students aware of their calorie intake and how it affects their overall health? Students will investigate the calories consumed in a typical day and how much physical activity is needed to stay healthy and fit. Students/teams will be encouraged to use the internet for research purposes in their design phase. Students will utilize various online platforms to design an infographic that can be shared with relevant individuals in the community and others in the school building
This problem-based learning module is designed to master the Ohio Learning standard of Science in Earth and Space Science number 2, Cycles and Patterns of Earth and the Moon. Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. Students will be exploring the various factors affecting the climate patterns we experience due to thermal energy. Students will work independently as well as with a partner. The final product is expected to be presented to their peers and teachers. This blended module includes teacher-led instruction, student-led stations, real world data analysis and technology integrated investigations.
In this problem-based learning module, students will explore the importance of sleep and the impact sleep has on their lives. During the launch phase students can choose to record sleep data via downloaded apps or in a sleep diary. Days 2 through 4 have students explore the concept and necessity of living organisms need to sleep. On day 2 the participants will take a series of cognitive test for baseline data. Through station rotation and a jigsaw activity learners will become familiar with circadian rhythm and sleeping disorders. Finally, days 5-7 have the students produce a video or infographic to communicate the importance of sleep and its relationship to performance both physically and academically.
In this problem-based learning unit, the Class will discuss what it means to be empathetic. Then, situations in which empathy is necessary will be role played. Students will then roll 2 dice, one die will determine their audience and the other die will determine the task they are to create a solution to. Sample audience and tasks include creating a tool to access an out of reach object for a child, vision impaired, or person in a wheelchair. Students will hand draw prototypes and then utilize a free online 3D modeling application to design their solutions for sharing.
Throughout this problem-based learning module students will address real world skills. Students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and surroundings. Students/teams will be encouraged to use the internet for research purposes in their design phase. What components should be included for a modern, updated classroom? Students will utilize various online platforms to design an ideal, modern, contemporary “dream classroom”. Students will incorporate components that would meet the needs of all learners and a classroom that would be able to integrate technology. These classrooms can be shared with relevant individuals in the community and others in the school building.
Throughout this problem-based learning module students will address real world skills. Students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and surroundings. Students/teams will be encouraged to use the internet for research purposes in their design phase. What components should be included for a modern, updated classroom? Students will utilize various online platforms to design an ideal, modern, 21st century “dream classroom”. Students will incorporate components that would meet the needs of all learners and a classroom that would be able to integrate technology. These classrooms can be shared with relevant individuals in the community and others in the school building.
In this problem-based learning module, students will be given the chance to plan their idea of the perfect party. They are given a budget of $2,500, this is the maximum amount of money they can use. The goal is for students to plan a party that they think people would want to attend and would enjoy being a part of. The students will need to come up with categories of what their party will need (food/drink, decorations, entertainment, location, etc). These will then be the stations students will move at their own pace through to complete the party planning. At each station they will need to identify what they are doing to have/do for the party and how much it will cost. They will then have to figure out the unit cost (cost per person) for that category. The final station should allow for students to find the total cost of their part and total unit cost per person for the party. If the total cost exceeds $2,500 students should make adjustments as needed.Students will then create an advertisement (commercial, flyer, poster etc.) to promote their party as the “PARTY OF THE YEAR!”Students will then present these advertisements to school staff, parents, administrators etc. to vote on the party they would want to throw for their own child. They should take into consideration cost per person, entertainment, and enjoyment of the party.
In this problem-based learning module, students will investigate the importance of genetic diversity will be explored by examining several case studies revealing consequences that can occur in individuals within a limited gene pool and how a variety of genes can lead to the survival of a species. Students will be able to create and interpret information from pedigree charts.
During this problem-based blended learning module students will be designing their dream bedroom as well as creating a scale drawing of the items they chose to be in their bedroom. The launch activity introduces the students to Scale City, which is a video that explores scale models in the real world. Students are then given dimensions for a fictional bedroom to furnish with items of their choosing. Price is not considered in this module, but a budget could be introduced as an extension of the module. Students will then spend time researching items that they would want to place in their bedroom with the area constraints given. Students will have the opportunity to provide each other peer feedback on their bedroom designs. Once students have a rough idea of their bedroom design, they will spend some time creating a scale drawing of their bedroom on graph paper. This will give students the opportunity to use a scale factor to create a scale drawing. Students will again be provided feedback on their designs and be given time to reflect and redesign as needed. If students need extra time to practice using a scale factor and creating scale models, a station rotation lesson has been included as an optional resource.
This resource allow teachers and parents to plan for and use Philosophical Inquiry in the classroom or in a small group setting. When we encourage students to think deeply and to express their thinking we see that it helps them to interact better as learning in general classroom discussions.
* Research & Write about a problem in the world, including solutions or ways to alleviate the problem
* Use Multiple Sources for the research
* Collect & Organize relevant important information using the note-taking and question worksheets
* Summarize & Explain the problems and concerns,
the causes and effects, and any proposed solutions
* Apply Skills of analysis, evaluation, summarizing, synthesis, reasoning, persuasion, and other writing skills
During this problem-based learning unit, students will explore dystopian societies of past and in short stories in order to identify dystopian elements in today’s society. In turn, students will have a choice between multiple product outputs in which they will apply what they have learned to modern day life and provide ideas of how to improve our society by combating these dystopian elements.*Students will need some prior knowledge of Nazi Germany, Civil Rights America in 1930’s, Present Day China, and Sierra Leone in order to make connections to why these societies have dystopian elements.
In this problem-based, blended learning mondule, students will investigate what is the single - most defining trait that makes us human? Is it our highly developed speech, our imagination, creativity, or our upright walking posture? Humans have mastered fire, developed tools, art, music, recorded our history, and accomplished a countless number of other things. In this module, students will explore genetics concepts regarding inheritance, natural selection, biology of the human brain, and our hominid evolution over the last two hundred thousand years. Students will utilize guided research, and independent work to formulate an argumentative essay, and substantiating their claim with evidence from their research. When the argumentative essay is completed, students will create a project from a choice board that demonstrates their understanding of one of the concepts of our humanity.
This problem-based learning module is students will be collecting their personal health numbers in a station rotation format. After choosing their health numbers to compare, the students will create a scatter plot and line of best fit using class data. Students will do a gallery walk to compare their health numbers with their peers. The students will then create a presentation for a health fair to bring awareness to health numbers based on their personal findings and facts.
In this problem-based learning module students will connect these standards to their personal life by completing a random sample from their environment in the area of careers to investigate to see if their own career is environmentally challenged. Students will work independently as well as with a partner. Students will also complete a reflection in the form of a final product to make an inference and draw a conclusion about the population of their area in relation to careers. The final product will be presented to their peers and teachers, but also can be exhibited to their families. This blended module includes teacher-led instruction, student-led stations, partner comparisons and technology integrated investigations.
In this problem-based learning module, students will raise awareness about the amount of excess food wasted each day in America’s schools highlights the consumptive mindset that our county has. Each day in third world countries, as well as our own, children go without the proper nutrition needed to focus on other activities. This module will raise student awareness about the amount of food taken from the service line and then placed in waste receptacles. Students will gather and analyze data regarding wasted food in an attempt to design a solution to reduce food waste. Sation rotation will allow to conduct research into the global problems associated with the lack of food and malnutrition. Mathematical skills will be required to calculate rates and percentages of consumption which will be used for analysis.
After researching and learning about the possible devastation that would ensue if the Supervolcano at Yellowstone National Park were to erupt, students will work together in this problem-based learning module to use the information to create a news report to inform American citizens of the effects that would ensure in the event of an eruption. When creating the news report, students will be asked to think of a way to capture their audience attention about the topic while still explaining the science behind what is happening at this site. Students will also take the role of a number of different characters (i.e. experts in the field, scientists, concerned citizens, news caster etc.), and show at least one powerful image to aid in telling the story. After the Launch of the activity, students will take time to explore a variety of resources about this topic that will aid them in answering the “need to know” questions needed to create their News. These items should be shared with the students electronically in a collective folder, and students will be asked to gather the information at their own pace.Once students have completed their news story, students will present their final products to an authentic audience consisting of district Administration, and building staff members.