Ancient Civilization Building:
A Design­Based Learning
Approach to Science and Math Math
Backwards Thinking tm Design Process Design
Design ­­ Based Learning Pathways The school Principal, Dr. Chavez, stops in while GATE, RSP, and regular students are transforming themselves into objects to assume the identity of that object and compare and contrast themselves to one another. Margaret Strand 6 th Grade Chaparral Middle School
Design­Based Learning Process Process
The Design­Based Learning Design Process incorporates Backwards Thinking tm. This is the concept of starting with the solution before researching the problem. Then applying that research and feedback to modifying the solution. State the challenge Set the Criteria Present Proposals Give it a try Receive Feedback Make Modification Research Ideas Home
Design­ Based Learning
§ § What is Design
What is Design ­­ Based Learning? § § What principles are Design Based Learning founded on? § § Who practices Design
Who practices Design ­­ Based Learning and where? Home
What is D B L?
§ § Design
Design ­­ Based Learning is a methodology for delivering curriculum across all grade levels. § § Design
Design ­­ Based Learning follows the Backwards Thinking tm design process that involves encountering a problem, identifying a challenge, setting criteria, meeting the challenge in a 3
challenge in a 3 ­­ dimensional way, researching, presenting ideas, getting feedback, and making modifications. § § Design
Design ­­ Based Learning is a constructivist student
student ­­ centered approach to learning. Home Previous Pg
Foundations for Design­
Based Learning
§ § Constructivism § § Bloom
Bloom ’’ s Taxonomy § § Backwards Thinking § § Inquiry Based Instruction § § Student
Student ­­ Centered Approach § § Multi
Multi ­­ disciplinary Planning § § Decentralized Teaching § § Flexible Grouping § § Social Learning § § Discovery Learning § § Moral Intelligence Home Previous Pg
Who & Where
§ § Design
Design ­­ Based Learning is a methodology for all types of learners at any socio
for all types of learners at any socio ­ economic level or age § § DBL can be practiced in any classroom for any subject. § § DBL is best implemented as a year
DBL is best implemented as a year ­­ long simulation, divided into pathways which tells a story. Home Previous Pg
Pathways
Pathways are the major design challenges, given in a specific sequence, that make up the ‘Building an Ancient Civilization’ story. § § Designing a Community of Learners § § Designing an Instant Civilization § § Designing Parcels § § Designing Basic Necessities § § Designing Division of Labor § § Designing Organization § § Designing Culture § § Designing Trade § § Designing Communication § § Designing a Legacy Home
Long Range Curriculum Plan
The Long Range Curriculum Plan is an overview of the years curriculum.
s
curriculum. In it there are all of the year’
year’s
design challenges, pathways, and powerful ideas that accompanies it. Under the challenge headings
are the lessons/standards that will be taught. taught.
Home
Problem: We need to create a Community of Learners.
Challenge: Designing a way to transform into a
body object. object.
If the students design a way to transform themselves into a 3­ ­D body object to learn to present themselves as the D body object to learn to present themselves as the If the students design a way to transform themselves into a 3 object, interview each other as the object, and group themselves with like objects then students can categorize object, interview each other as the object, and group themselves with like objects then students can categorize themselves and other objects such as rocks and minerals as objects based on physical and character traits. themselves and other objects such as rocks and minerals as objec ts based on physical and character traits. Criteria A group of GATE, RSP, and regular students are
designing object transformations. This GATE student has
transformed into a
Banana because she is
“soft and sweet on the
inside and has a
protective covering
on the outside” just
like a banana.
Don’ t Wants Don ’t Wants Needs 2D Front only Messy False Representation Crowding 3D NBS Cover yourself Front and back Include all details Recognizable from across the room Best symbolic object At least 1 physical trait At least 2 character traits Take your time Home Previous pg
Problem: How does a civilization begin, grow, and evolve?
Challenge: Designing an Instant Civilization. .
If students build a 3‐d Instant Civilization to learn the specific elements of a civilization, present their designs to the group, and
compute differences in bar graph form of what needs of the civilization have been met on their landform, then they will be able
to evaluate the success of their instant civilization and deduce that it is impossible for a civilization to be designed instantly.
Criteria Students present their ideas, listen to proposals from peers,
tally results against criteria, and evaluate whether all needs
have been met.
Don’ t Wants Don ’t Wants Needs Arguing Poverty Homelessness Crime Pollution 3­ d 3 ­d NBS Commercial Residential Protection Movement industrial Places to learn Places to live and die Movement system Culture Scale Nature Home Previous pg
Problem: We need to assess our natural resources.
Challenge: Designing parcels. parcels.
If students design a way to divide the landform into parcels to learn the importance of measuring, mapping, gridding, documenting location, and using coordinate graphing on the landform then students apply this idea to understanding longitude, latitude, and other mapping techniques. Don
Don ’’ t Wants This group of a special day class student, gifted and talented student, and average students work hard on assessing their piece of land. Crooked lines Obtuse angles Acute angles > 12 cm Criteria Needs Parallel lines Start on Perimeter Horizontal lines Vertical lines
Vertical lines ­ 90 degree angles, 12cm apart Pin grid lines at elevation changes A heterogeneous group of students collaborate on determining the distance between lines. Home Previous pg
Problem: We have evolved past our nomadic life style.
Challenge: Designing Protection Protection
If the students on simulate life as the ancient settlers and work together to build a life­size, NBS, 3­d place of protection to learn to find the natural resources available in specific biomes and use those resources for tools then they can assess the geographic limitations in specific regions in the world. Criteria Students have assessed their environments and completed their tasks for designing protection. Students work collaboratively to construct their designs. Don
Don ’’ t Wants Needs Arguing Fighting Wandering Plastic metal 3
3 ­­ d Sturdy Materials found in nature Work with landform Scale Work in designated area Fit >2 pple
pple . Home Previous pg
Problem: There is too much to do and not enough time to do it.
Challenge: Designing a way to asses individual
time. time.
If students design a way to asses their individual time to learn to show a visual display of information then they can organize that information in a concise manner and interpret graphic displays of information across curricular areas. Don
Don ’’ t Wants Hard to read Stress Confusion Color pencils Too small This group of advanced Math students are presenting their Solutions for how to asses their day as a Ancient Landform member Another advanced Math group’s solution to this challenge. Challenge (2) Criteria Needs 2
2 ­­ d NBS Graphic display of information Efficiency Display time & activity Color coded Proportionally correct Title Key Lots of Info Home Previous pg
Challenge (2) ­ Design Places and Spaces. Spaces.
If students build a 3­ d multifunctional place and space to live, work and play to learn to recognize responsibilities that must be me n to recognize responsibilities that must be me If students build a 3 ­d multifunctional place and space to live, work and play to lear in order to survive and flourish then students compare and contrast their improvements to adaptations of organism order in order to survive and flourish then students compare and contr ast their improvements to adaptations of organism order Criteria Two special resources student proudly display their designs of their ideal place and space. Don
Don ’’ t Wants Needs Arguing Fighting Wandering Plastic metal 3
3 ­­ d Sturdy Materials found in nature Work with landform Scale Work in designated area Fit at least 2 people Home Previous pg
Problem: Our landform has experienced a natural disaster
and is in chaos.
Challenge: Designing Organization Organization
If students design a 3­d, NBS, symbolic representation of organization to learn to construct procedures of how to organize themselves and determine a decision­making process in order to avoid chaos, then they can analyze and evaluate how straying from those procedures is similar to the organization of nature and how a change in the environment can result in a natural disaster. Criteria Students work as a team to analyze the damage to their landforms, and collaborate on how to best Clean them off. Students present their models of organization and receive feedback from their landform members. Don
Don ’’ t Wants Needs Messy Hurried Arguing NBS Work in Teams Include all members Display in 3
Display in 3 ­­ d color & size have meaning Defined roles Decision Making process Distribution Method Home
Problem: The inhabitants want to evolve into a more complex
society.
Challenge: Designing Culture Culture
If students design culture to learn to demonstrate different aspects of their civilization such as personal adornment, recreation, food, dance, or art then they can formulate the influence of natural resources in the environment on a society and its evolution of its life style. Criteria A gifted student proudly displays his version of Grecian clay pottery. The visual on this side represents the natural disaster that occurred on the Sea Side Landform. Don
Don ’’ t Wants Needs Messy Hurried Arguing NBS Needs Symbolic Natural Resources Details have meaning Participant friendly Eco
Eco ­ friendly Home Previous pg
Problem: The citizens want to exchange goods and services.
Challenge: Designing a Way to Trade Goods Goods
If students design economy to learn to distinguish value of commodities and document the exchange of those commodities to show credit and debit using positive and negative integers then they can postulate theories on supply and demand. Criteria
Math students evaluate what their time and talent are worth. Don
Don ’’ t Wants Needs Too little Abs Plastic Living things paper NBS 3
3 ­­ d Occur naturally as a resource Availability Symbolic representation Easy to make and distribute Home Previous pg
Problem: The landform members want to document trade and
evolution.
Challenge: Design a way to Communicate Communicate
If students design a 3­d, NBS way to Communicate to learn to identify a variety of ways to communicate such as art, poetry, dance, written word, or sign language then they recognize how the same concepts can be portrayed in multiple ways and compare that to how percentages, decimals, and fractions can represent the same amounts Criteria Don
Don ’’ t Wants Needs Confusion ABS arguing NBS User friendly Distinguishing characteristics Easily replicated An RSP student teaches other landform members his method of non­verbal communication. Home
Problem: How should our Ancient Civilization be remembered?
Challenge: Designing a Legacy Legacy
If students design a 3­dimensional, NBS legacy for their landform to learn to compile the important elements that have caused change in their landform society, then they can reflect on the major changes in their civilization and compare them to how the . Criteria earth shows evidence of major change and evaluate the history of both the civilization and the earth
Don
Don ’’ t Wants Needs Confusion Messy Rushed Incomplete NBS 3
3 ­­ d Shows pathways Scale= 3
Scale= 3 ”” =4
=4 ’ Symbolic Home Previous pg