PBL+Projects+-+Science


 * ===== **PBL Projects - Science** =====

Use this page to post descriptions of Science PBL projects. Use the format below to make sure the needed information is provided.

**Your name (s):** **Other Content area(s) (if applicable):** **Project title:** **Grade level:** **Project idea:** **Driving Question:** **Content:** **Student Product(s):**
 * 21st Century Skills to be taught and assessed:**


 * Post your description below this line or below someone else's description by clicking** **EDIT THIS PAGE** and then just clicking to place your insertion point to add your text!

Teacher(s): __Mary Drayer, Linda Gausman, Deborah Hartwell, Pamela Myers__ School: __Trotwood-Madison High School__ Grade level(s): __9-12__ Subjects: __Biology, Chemistry, Healthy & Safe Foods__
 * Project title: Beautiful, Edible Science **

All our food is made from elements on the periodic table. This food is made from the essential nutrients that are required for the survival of all living organisms. Food cooks through a series of chemical reactions. All food is not created equal. Some foods have a higher nutritional value. Healthy choices are learned, and valuable for a lifetime. With increasing childhood obesity, the students will be able to identify and understand healthy food choices to help themselves and their families increase their longevity in this portion distortion world.
 * Begin with the End in Mind **
 * Summarize the theme for this project. Why do this project? **

“Rants and Raves” [|Alton Brown__] “ [|__Discover Magazine__] -link, [|__BIE Good Eats__] [|__chocolate cookie recipe__] (peer) [|__Cookie project learning expedition__]
 * Hooks: **

LS. 11. Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement). Sci & Tech 1. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. Healthy Foods: Grade level 9-12
 * Identify the content standard that students will learn in this project ** (two to three per subject).
 * Ohio Content Standards: **
 * Biology: Grade level 10 **


 * Standard 1: Advocate a Healthy Lifestyle
 * b)Use problem solving to ensure an overall healthy body (2,4)
 * c) Create food patterns related to healthy lifestyle outcomes (3,4-d,e,5,6,7,
 * e) Determine nutrition information to guide food choices for a healthy lifestyle (1,2)

Pamela Myers will finish this section during her two day workshopIdentify the skills/ habits of mind that students will practice in this project (one to two per project).
 * Chemistry: Grade level 11 **

Content: Classroom Chemistry * Periodic Table, organic molecule
 * Biology: demonstrating the chemical content of the food / ingredient and nutrition panel of the food (peer)
 * Healthy Foods: changing the nutrition information to make healthy choices
 * Chemistry: actually cooking the food from the cookbook to (peer)
 * demonstrate/dialogue the chemical reactions of the cooking food

Nutrition Label and Panels for favorite food recipe Modifying the original recipe to create nutritious item for the individual student needs (peer) Chemical reactions while cooking the food choices Does the project meet the criteria for standards-focused PBL?Yes
 * Major Student Project:Ambitious Project: ** Student driven cookbook (peer)
 * Commercials (peer) * Biology
 * Healthy & Safe Foods
 * Chemistry

Are there macromolecules, good and/or bad, in my tummy? How can I (the student) make my macromolecules tasty and healthy for what (activities) I do?
 * Driving Question **

Step 1: Define the products for the project. What will you assess?Early in the Project: KNOWLEDGE AND SKILLS NEEDEDPrior Knowledge AssessmentOngoing AssessmentsFinal Assessment 1. Modify and post the recipe into a wiki 2.Google Docs copy and post daily work3.link:myplate.org (essential nutrients) 4.nutritional panel of favorite food-wiki 5.chemicals reactions in the cooking process- wiki 6.macromolecule structure of essential biological compounds 7.periodic table-cool tools web 2.0 8.mole conversions to metric/ english 9.macromolecules commercials 10. Mole conversions 11.Identify correct chemical compound of the food
 * Assessment **

□ Know/need to know lists □ Daily goal sheet □ Journals □ Briefs □ Task lists □ Problem logs□ Wikispaces□ Google Docs□ Google Presentation & Drawing□ Google Sites□ Google Spreadsheets & Forms□ Edmondo
 * What project tools will you use? **


 * Your name (s): **Sherry Karamol, Caine Kolinski, Nathan Ellis, and Thom Ziems


 * Other Content area(s) (if applicable): **Mathematics


 * Project title: **Is alternative energy a good alternative?


 * Grade level: **9-10


 * <span style="color: black; font-family: 'Arial','sans-serif';">Project idea: **<span style="color: black; font-family: 'Arial','sans-serif';">To research the functionality of existing alternative energy resources at Oregon Schools; To find out what it takes to run an electrical system and how alternative energies will effect it; Developing equations to relate power usage, power creation and wind and solar rates; Deciding on cost effectiveness of each form both current and alternative; (What should the future direction for schools to take?)


 * <span style="color: black; font-family: 'Arial','sans-serif';">Driving Question: **<span style="color: black; font-family: 'Arial','sans-serif';">How can we stay connected without the current froms of power?


 * <span style="color: black; font-family: 'Arial','sans-serif';">Content: **<span style="color: black; font-family: 'Arial','sans-serif';">Energy transformation, evaluating equations and systems of equations, graphing linear functions, sampling, measures of central tendencies, linear equations, environmental impacts

DL- What NETS-S and NETS-T will you be addressing? Can you detail some of the ideas you have for these presentations ?
 * 21st Century Skills to be taught and assessed:** Collaboration, Communications (Oral), Critical Thinking, Energy Related technologies, Various Apps related to the topics, and an exploration of web 2.0 tools.

D L- How will you make the presentations accessible to the public? Will you use a wiki to create a repository? A website? Do you have partnership ideas for real world relevance? Will students work be meaningful to the community and possbile insight change? --- Something to ponder.
 * <span style="color: black; font-family: 'Arial','sans-serif';">Student Product(s): **<span style="color: black; font-family: 'Arial','sans-serif';">Various public accessible presentations that result from a collaborations between students in Biology, Physical Science and Algebra 1. Within the groups, the physical science students will provide information dealing with energy sources and will collect data on efficiency of energy sources. The biology students will explore the environmental impacts that each energy resource has. The Algebra 1 classes will process the data collected by the physical science classes and present the information in the forms of graphs.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Your name (s):** Jared Askins (Piqua High School)

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Other Content area(s) (if applicable):** Social Studies and Math

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Project title: "Can You Protect This?"**

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Grade level:** 9th Physical Science

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Project idea:**
 * Students will look at current technology used for helmets for multiple athletic and recreational activities. Students will also be trying to find ways to improve this technology to lessen head injuries (trauma/concussions). Students will look at historical aspects of helmets of chosen activity. ||

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Driving Question:**

How could we design a more effective type of helmet used for recreational activities to help eliminate head trauma/concussions.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Content:**
 * Speed, acceleration, motion, potential/kinetic energy, types of friction, gravity, Newton's laws
 * Physical and chemical properties
 * Elements & Periodic table
 * Scientific Method
 * Science and Technology
 * Historical perspective
 * See Ohio Academic Content Standards: []

= = =<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Student Product(s):** =
 * 21st Century Skills to be taught and assessed:**
 * **Communication and Collaboration**
 * **Critical Thinking**
 * **Problem Solving**
 * **Use of Technology**

__** Major Group products: **__


 * Engineer and design 3-D visual model of a new type of helmet for recreational use.
 * Present idea to community/school with a Web 2.0 Cool tools.

__** Minor Group products: **__


 * Multiple labs throughout learning of content

Historical timeline of type of helmet chosen.