SCT '08-'09 Grade 11
From Pblwiki
Contents |
Team Members
| Name | Subject |
|---|---|
| Chris Sego | English |
| Jerry Niehaus | Chemistry |
| Corri Burgess | Geographic Information Systems |
Projects
SCT_Environmental_Project_Grade_11_'08-'09
Students will research and create solutions through a "proposal" for an ecological dilemma with a local "client" or company. The final result of the project will be presenting their proposal to the client and the client will decide whether or not to fund the proposal. Some groups may be competing for the same client. This will show students "real-world" applications and how to professionally present a project proposal with a viable solution to an environmental problem.
Curriculum Map
Click here to view our time line for this project
Blog
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?
While launching the project, we have had some scheduling difficulties. Initially, our goal was to have one GIS student and one advanced science student per team. Because this project is housed in advisory, there is not an equal amount of advanced science and GIS students. Due to the fact that one advisory houses all the advanced science students, there is not an equal distribution. When creating the project we were not aware of this scheduling conflict. In regards to the GIS class, some studnts are taking it first term and some second term, this also creates inequality in the pacing of the project and the availability to research and record data accurately. We are hoping that by the formal showcase date, all students will be able to have some data collected for their research proposal.
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
We basically told the students that this is similar to a real life scenario. All groups are never equal and sometimes students (researchers) need to look outside the box in order to find viable solutions. Depend on the strengths of your other group members, ask the client specific questions about their needs and expectations, and use knowledgable adults to assist you when needed. As 11th graders, they are expected to think critically, be able to ask coherant questions, research effectively, and work with professional clients outside of the school setting.
3. What revisions have you made to the project since the Summer Institute?
This project was planned for our 11th grade students. Originally we planned to begin the project almost immediately upon school starting; however, our schedule was offset by the training prep given to 11th graders for the PSAT. For this reason, we have only just started the project at this time.
While a major part of the project will take place during classroom time as originally planned, we have placed an increased emphasis on teams working together in their Advisory Period Class. In addition, our school has an after school grant project that encourages students to seek out help outside of classroom time. We have enlisted all science teachers to volunteer after school time on Tuesdays and Thursday to help with this project.
We are currently in the middle of kicking the project of with some team building work. All of the curriculum for this part of the project has been written in the last month.
4. Summer Institute participants: What is it like working with your PBL team?
Although a few of the team members were initially reluctant to take on what appeared to be a significantly more difficult project as compared to previous years, they have since stepped up to the bat and are smiling when we meet them in the hallways. I think that the team members are feeling more comfortable mainly because the curriculum and timeline for the project is well developed and easy to follow. This means that there is a minimum of work that they need to do.
Our biggest problem is scheduling time for meetings. Some group members are frustrated by large numbers of meetings that are required in a small school setting such as ours. The team leaders have met this problem head on by using emailing as a primary method of communication.
4. Solo participants: How have you made any of your campus colleagues aware of the project?
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
The Culminating Event/Public Exhibition has not changed. The student groups/companies will present their Research Proposal to their respective client. One client may have 2 or 3 groups/companies competing for their business. The client will listen and evaluate each presentation and choose the most viable option that best addresses their Environmental Dilemma.
Groups/companies that have excelled in this project may be asked to either present their project or at the very least display their maps at the International User Conference for GIS Professionals in July 2008.
6. What has been the students’ response to the project?
The project has only just begun. In the upcoming weeks we will be better able to judge the student's response.
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
2nd Quarter Update
1. What are your doing to address the diverse needs of your classrooms of diverse students?
One of the things we have done is group students by individual strengths and potential weaknesses. Through diverse learning styles and strengths, the students are able to compliment one another through their various skills. One may be more proficient in data collection and research and another may be more proficient in analyzing data and proposal writing.
2. What do students say have been the most difficult parts of the project?
Because this is our first grade level project with actual "clients," students are finding it difficult communicating and meeting with the clients, and understanding the expectations and needs of the clients. They are beginning to understand how difficult communication can be in a real business climate. This is an outstanding skill for students to begin to understand; not everything is perfect or smooth in an actual industry setting.
3. What are the students doing that demonstrates to you that they are also having fun while working on this project?
Students are beginning to see, through the scientific process, how they can become actively involved in researching an eco-dilemma and providing plausible solutions to an actual company. We hope that the end result will be constructive criticism/appreciation from the client about how the students assisted them in arriving at various solutions to their dilemmas.
4. Of the 6 A’s, which one has been the most difficult to incorporate into the project?
Active exploration seems to be the most difficult "A" to incorporate into the project. Because the project is data driven, some groups are finding limited data availble for their eco-dilemma. Data is also being collected through GIS units and the students are then creating maps that they will analyze. Because of the lack of information, some groups are having challenges with GIS data collection. Students are learning of alternate methods of data collection and research information based upon clients' needs.
4A. What are you doing to solve the difficulties encountered with incorporating that particular A?
This challenge is prompting students to find other ways to gather information and data related to what their client expects and needs. Because students are now having to "look outside of the box" and research in a variety of ways, they are beginning to understand how the scientific method can be applied through alternate data resources.
Please upload four, recent project-related photos. Include captions.
Final Update
Teacher Reflection It will be necessary to get feedback from all parties participating in this project: students, staff and clients. Ideally, it would be great to have a roundtable discussion, including representative from each group, possibly in a Critical Friends style format? We would like to evaluate not only what worked well but what improvements we would need to make for the project in the future. Surveying all of the participants would be a great way to see both the positive and negative trends in the project. It will also give each participant a voice.
