Lora Proia
Canton Middle School
7th Grade Science
This learning activity was developed as part of the requirements for the Aurora
University/District u-46 graduate credit course Design Problem Based Learning:
OEDC 6047, summer 2006, under the guidance of instructor Richard Levine
Goals and Curriculum Fit
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11.A.3a Formulate hypotheses that can be tested by collecting
data.
11.A.3c Collect and record data accurately using consistent
measuring and recording techniques and media.
11.A.3e Use data manipulation tools and quantitative (e.g.,
mean, mode, simple equa-tions) and representational methods
(e.g., simulations, image processing) to analyze measurements.
11.A.3f Interpret and represent results of analysis to produce
findings.
11.A.3g Report and display the process and results of a
scientific investigation.
11.B.3a Identify an actual design problem and establish criteria
criteria
for determining the success of a solution.
11.B.3b Sketch, propose and compare design solutions to the
problem considering available materials, tools, cost effectiveness
effectiveness
and safety.
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11.B.3c Select the most appropriate design and build a
prototype or simulation.
11.B.3d Test the prototype using available materials,
instruments and technology and record the data.
11.B.3e Evaluate the test results based on established criteria,
criteria,
note sources of error and recommend improvements.
11.B.3f Using available technology, report the relative success of
the design based on the test results and criteria.
12.A.3c Compare and contrast how different forms and
structures reflect different functions (e.g., similarities and
differences among animals that fly, walk or swim; structures of
plant cells and animal cells). 12.B.3a Identify and classify biotic
biotic
and abiotic factors in an environment that affect population
density, habitat and placement of organisms in an energy
pyramid.
12.B.3b Compare and assess features of organisms for their
adaptive, competitive and survival potential (e.g., appendages,
reproductive rates, camouflage, defensive structures).
Problem
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Animals live in ecosystems within Biomes but
many zoo’s are mostly, if not all segregated
throughout.
Zoo’s ecosystem or habitat is not natural of
environment.
How can the ecosystems be improved at
Brookfield Zoo?
The students will design a new ecosystem for
individual animals at Brookfield Zoo and make a
model of that ecosystem.
Identifying, Representing and
Describing the Problem
Essential Questions:
What biome is your animal a part of?
What ecosystem is your animal a part of?
What types of plants and animals are found in your ecosystem?
What are your enemies?
What are the biotic and abiotic factors in your ecosystem?
What do you like?
What do you depend on?
What is your food source?
Where do you sleep?
Who are your enemies?
Who do you prey on?
What is the climate like where you live?
What do you have a symbiotic relationship with?
What populations are around you?
Identifying, Representing and
Describing the Problem
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Essential Questions continued:
Zoo
What is a zoo?
What problems are facing zoo’s today with natural habitats.
What are the positives and negatives to animals cohabitating.
How have zoo’s improved over the years? What changes have been
made for the animals?
Name some zoo’s and the set up for the animals (cages vs. natural
habitat).
Compare and Contrast the natural habitat vs. Zoo for your animal.
Create a list of interview question about your animal and habitat to
be used on the field trip to Brookfield Zoo for example: Why
doesn’t the Africa exhibit have natural trees? Is there a reason why
there isn’t any grass in the exhibit?
Time Line
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This project will take about 5 weeks to complete.
First week will consist of introduction to lesson, brainstorming, and
exercising prior knowledge related to animals and their
environments, introduction of technology to be used for project and
starting research.
Week Two will be dedicated to research and data collection of their
animal and its environment. Students will collected information by:
viewing United Streaming Videos on animals and zoo’s, internet
search, library, & interviews with experts.
Week three field trip to zoo, compare and contrast of natural
ecosystem of animal to that of Brookfield Zoo. Record and Analyze
data. Work on Proposal of new ecosystem for zoo animal.
Week four conference with teacher and work on Models.
Week Five Presentation to class.
Target Audience
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Students will present their findings to the
following:
Bookfield Zoo
Teacher
Canton Middle School Students
Products
• The students will make a model of a new
ecosystem for an animal at the Brookfield
Zoo.
• The whole class will put together individual
ecosystems to create a large zoo.
Bloom’s Taxonomy
Knowledge:
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Name animal and what ecosystem it belongs to.
List various biotic and abiotic factors in the animals ecosystem.
Comprehension:
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Locate and Describe ecosystem of specific animal in the wild.
Restate what should be in the animals habitat at the Brookfield Zoo.
Summarize the problems facing zoo’s in recreating natural ecosystems for each animal living there.
Discuss with other students research found about zoo’s, ecosystems, and animals.
Blooms Taxonomy Continued
Application:
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Students will use information gathered to create a model of a new
ecosystem for an animal at the Brookfield Zoo.
Analysis:
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Students will need to compare and contrast animals in their natural
habitat vs. the Brookfield Zoo.
Students will identify the problems and create a new environment
and explain why they chose the elements that are in their model for
their animal including the benefits to the animal.
Blooms taxonomy Continued
Synthesis:
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Students will design their own habitat for an animal.
The class as a whole will combine all the models to make one large model of a zoo.
Students will collaborate with other students through brainstorming, project planning,
and designing zoo elements.
Evaluation:
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Final model created by the students.
Checkpoints
Rubrics
Quiz
Presentation
Technologies
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The students will gather information through the
internet and watching United streaming Videos.
Students will record information and rearrange
information in applications such as Word, Excel,
Or Power Point.
Complete graphic organizer in Inspiration for
data collection and arranging outline.
Create Proposal of animal ecosystem in Word.
Present model of their ecosystem to their class.
Roles of Students
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Students will work in pairs as researchers and
developers of an ecosystem for an animal found
at Brookfield Zoo.
The students will decide for themselves how
they will break up their roles.
The students will be interviewers.
The class will put together individual ecosystems
to create a replica of the new Brookfield Zoo
acting as engineers for the project.
Students as Problem Solvers
ƒ Students will decide what should go into
their ecosystem for the animal chosen.
ƒ As a class the students will decide how the
zoo should be designed.
ƒ Students will have to decide what is
positive or negative about the animals
environment and develop solutions for the
negatives.
Managing Student Groups
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The students will determine their
roles with guidance from the
teacher.
The students will have check
points throughout the project to
make sure they are on task and
going to finish in time.
Checkpoints
Students progress will be evaluated by
KWL Chart of their animal.
z Compare and Contrast sheet of animal in
natural ecosystem vs. zoo.
z Answers to essential questions.
z Inspiration graphic organizer of data.
z Proposal of new ecosystem.
z Final product of model.
z
Working with Others Outside
the Classroom
• Students will work with other students to plan
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and put together the replica of the zoo.
Students will be interviewing experts at the zoo
about their animal and the animals zoo habitat.
Students may include skills from parents to
create replica and gather materials.
Students may obtain help from parents or
teacher to obtain data safely from experts via
phone, e-mail, or personal interviews.
Conceptual/Language
Readiness
ƒ The students will have watched videos
on ecosystems, biomes, and zoo’s.
ƒ Students will have been exposed to
animals and zoo’s.
ƒ Students will have completed
brainstorming and introduction of
problems with ecosystems and a zoos.
Technical Readiness
ƒ The students will have used the internet
for research
ƒ Students will have prior knowledge in
what software is available to them and
how to use them.
ƒ The students will have used Inspiration to
organize data.
Research Skill Readiness
ƒ The students will have researched
papers in various subjects.
ƒ The students will have knowledge as to
approaching a research project.
ƒ The students will have worked in groups
to complete research.
ƒ Students will be familiar with note cards.
Assessing Students and
Evaluating Products
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The students become active learners by creating rubrics, brainstorming,
creating, and problem solving with other students.
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Students will help create rubric for final project and presentation.
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Checklist of essential questions will be provided to students for clear
expectations for objective assessment.
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Students will be able to use class create rubric to continually guide them as
they work.
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Students will be evaluated by other students and teacher using rubric for
final project.
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Students will be evaluated by their proposal completed in Word.