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Background
In
problem-based learning the student assumes the role of an active
problem solver and decision maker. Through inquiry and investigation
the student develops possible solutions to a relevant problem. The
teacher becomes a facilitator of learning—a cognitive coach
rather than an imparter of knowledge.
Background:
Zoos provide people with information about how to care for and
protect animals. Zoos are essential for protecting animals that
are threatened or endangered. They are constantly trying to increase
the population of these animals. They try to showcase animals
in environments very similar to their natural habitats. Zoos attempt
to provide a well-balanced diet and an appropriate habitats for
each animal.
Student
Relevance: Studies show that people who have pets live longer.
In recent years, animals have been introduced into nursing homes
and into hospitals to help relieve stress and provide companionship.
Animal care teaches responsibility. It teaches children how to
co –exist with animals in their environment. Most children
have had a pet in which they had to care for and love. Most children
enjoy learning about animals, especially unique animals. Their
love for animals results in actively searching for knowledge of
habitats, food sources, and communities using the world wide web.
This activity will put them in the role as a zoologist, which
may be a future career. This lesson will put them in a situation
which many employees face daily.
Scenario
Problem-based
learning begins with the introduction of an ill-structured problem.
This scenario is based on desired curriculum outcomes, learner characteristics,
and a compelling, problematic situation that mirrors a real-world
case. The problem, on which all learning centers, is complex and
requires inquiry, information gathering, and reflection. It has
no fixed solution.
The
Scenario: Your group has just been contacted by the Pittsburgh Zoo. The zoo
has been notified that within four weeks they will receive a shipment
of ten new animals. The zoo has limited space, but because of their
contract, they must accept all of the animals. You have been hired
as part of a consulting team to help the zoo determine what to do
with the new animals. The zoo board expects a presentation from
each group in two weeks.
Standards
National
Content Standards:
Students
develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
- Students
employ technology in the development of strategies for solving
problems in the real world.
West
Virginia Content Standards and Objectives:
- SC.5.2.1
cooperate and collaborate to ask questions, find answers, solve
problems, conduct investigations to further an appreciation of
scientific discovery.
-
SC.5.4.6 explain how the different characteristics of plants and
animals help them to survive in different niches and environments
including adaptations, natural selection, extinction
National
Educational Technology Standards for Students:
Technology
used to gather data enhances accuracy and allows scientists to analyze
and quantify results of investigations
-
C1. Structure and function in living systems
-
C4. Populations and ecosystems
Problem-Based
Learning Model
-
What is problem-based learning?
Problem-based
learning uses problems as a starting point for acquiring new knowledge.
- What does problem-based learning do?
It
promotes the development of problem-solving strategies, disciplinary
knowledge, and critical thinking skills.
-
Why does problem-based learning work?
It
requires students to become inquiring, active learners who seek
out information that will support their possible solutions. The
learning is relevant, embedded rather than dependent upon recall,
and applicable to new situations.
-
How does problem-based learning work?
The
problem-based learning process consists of steps that may be conducted
concurrently or be repeated. Here’s a simplified model:
-
Read
and analyze the scenario.
-
List
what is known.
-
Develop
a problem statement.
-
List what new knowledge is needed.
-
Develop
a plan for acquiring the needed knowledge.
-
Gather
and analyze information.
-
Develop
and analyze possible recommendations, solutions, or hypotheses.
-
Present
and support the findings.
Additional
information about problem-based learning is available at the following
web sites:
Access additional information via either the Problem-Based Learning
icon or the Facilitating, Planning, and Assessing icon.
Implementation
Plan
Day
1
-
Ask the children what animal has a cat on one end and a dog on the
other end. They will come up with cartoon character, CatDog from
Nickelodeon. Have them brainstorm as a class what they know about
this cartoon character. Hopefully, the children will realize that
even though cats and dogs are known historically as enemies, that
these animals are able to co-exist with each other and still remain
friends.
-
Tell the children that you received a letter from the Pittsburgh
Zoo asking the class for help. Tell them that the zoo will receive
a shipment of ten different animals in two weeks and they need help.
The zoo is running out of space and they do not have enough room
for each of new animals. The zoo has hired the fifth grade class
as consultants to come up with a plan for the animals.
-
Pair the students in small groups of two or three. Give each group
the list of the
new
animals . This list will also include a name of a zoo that may
be helpful. Have each group discuss (documents/newanimals.doc) ways to solve the zoo’s
problem. Have each group come up with possible ways to research
the animals and their habitats.
Day
2
-
Have the group make a list of all the known and unknown information.
Have each group make a list of ways to attempt to solve the problem.
Some possible solutions could be using the internet to do a web
search, contacting zoos or wildlife organizations, or using the
library.
Days
3 -6
-
After each group designs a plan of action, have them submit the
proposal. After their plan is accepted, allow each group to research
their possible solutions. This may take the children several class
periods to record and analyze their findings. The instructor should
see the groups debating their possible solutions.
Days
7-10
-
Each group will need to prepare a report of some kind to present
to the board of directors at the zoo. The reports can be approached
using any kind of media the group chooses. The report must be visual.
Connections
to the Learning Cycle - the 5 E's.
Engagement
-
A
discussion about a familiar cartoon character is used to draw
students into the lesson.
-
The
students brainstorm about this cartoon character.
Exploration
-
The
students use classroom set of encyclopedias and the computer to
research the animals. Students
will explore zoo websites using computers. They will also use
encyclopedias from the library and the classroom Encyclopedia
Britannica.
Explanation
-
Students
explain the direction their group will be taking by handing in
an approved rough draft to the teacher.
-
Each
group briefly presents to the class their progress
Elaboration
-
The
students make an oral presentation using Microsoft® PowerPoint®
or some other media to present their findings and recommendations
for the zoo.
Evaluation
- Presentations
graded using rubrics
Products
Each group
presents their findings and recommendations to the zoo using Microsoft® Word or Microsoft® PowerPoint® or some other form of media.
Assessment
Problem-based
learning students gain information in ways similar to how they’ll
recall and apply it to future situations. Assessing learning involves
demonstrating understanding, not merely acquisition. (Glick and
Holyoak, 1983).
Plan
Each
group will be given a copy of the rubric before they begin their
report.
This will help each group know what criteria their group will
need to meet.
Tool
Resources
Sites:
Materials:
- List of
new
animals (documents/newanimals.doc)
- Encyclopedias
- Computer
with XP, PowerPoint®, and Microsoft® Word
- Posterboard
- Digital cameras
- Paper, pen,
and paper
Lesson
Source
Julie Henning
heyjude1973@comcast.com
References:
Finkle, S. L., & Torp, L. L. (1995). Introductory documents.
(Available from the Center for Problem-Based Learning, Illinois
Math and Science Academy, 1500 West Sullivan Road, Aurora, IL 600506-1000.)
Glick, M. L., & Holyoak, K. J. (1983). Schema induction and
analogical transfer. Cognitive Psychology, 15, 1-38.
Stepien, W. J., Gallagher, S. A., & Workman (1993). Problem-based
learning: As authentic as it gets. Educational Leadership, 50(7),
25-29.
Stepien, W. J., Gallagher, S. A., & Workman (1993). Problem-based
learning for traditional and interdisciplinary classrooms. Journal
for the Education of the Gifted, 16(4), 338-345.
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