1. Problem Based Learning in the Middle School 1. Orchestrated immersion 2. Relaxed alertness 3. Active processing The three instructional techniques associated with brain-based learning:

2. Goals for PBL in the Middle School  Raise test scores  Meet QCC objectives  Cooperative learning  Apply principles of problem solving in their own lives  Metacognition  Create interest in science careers

3. Skills acquired through PBL Listen Brainstorm Communicate Predict Infer Analyze Assess Hypothesize Collaborate

4. Modifications for students with special needs: Break work into short segments Present cases orally and written Analyze cases for assumptions of prior knowledge Give worksheets and specifics when researching topics Provide websites for research on their level –Galileo: Juniorquest, Searchasaurous, Kidsclick

5. Year Plan: Major Units Life Science Cells Simple organisms Taxonomy AUGSEPTOCTNOVDECJANFEBMARAPRMAY Invertebrates Vertebrates Cellular processes Heredity Genetics Health Human Body Systems Plants Ecology

6. Life Science, Cells, Simple Organisms, Taxonomy AUGUSTSEPTEMBER Save the Pond: 6-7 days over several weeks Begin Composting Dissecting scopes Bioquest software Water testing kits Mosquito repellant Chicken wire Metal posts Worm bins

7. Invertebrates, Vertebrates, Cellular Processes OCTOBERDECEMBER Tybee Island Photojournalism Project Water Works Disposable cameras Photo processing Microscopes NOVEMBER Skin Cancer Case Emory Cancer Website

8. Cases: Heredity and Genetics JANUARY Sickle Cell Case: 6 day case (Small case on genetics)

9. Cases: Health and Human Body Systems FEBRUARYMARCH Sickle Cell Case: continuing from Heredity/ Genetics Heart Attack Case: 6 days

10. Cases: Plants & Ecology Medicinal Plant Mystery (3-day case) APRILMAY Garden: build, tend, study (multiple cases) PCB molecule story (cross-disciplinary case) dissecting microscopes tools, hose, seeds

11. SAVE THE POND

12. SAVE THE POND: THE CASE Scene 1 Group introductions Safety rules Intro to problem Scene 2 Pond assessment lab Scene 3 Create pond proposal Create pond strategy Begin rebuilding pond

13. SAVE THE POND: ASSESSMENT POND PROPOSAL: 1.Colored sketch of what new pond will look like and general written description 2.How will you address the following problems (include problems generated during observation and measurement lab) 3.List of organisms you need, cost of each organism, how many of each organism, and why you chose the type and number of organisms that you did. 4.Other supplies needed and pricing 5.Strategic plan – Detailed steps for restoring the pond 6.Plan for maintaining the pond throughout the year and during the summer

14. SAVE THE POND: LEARNING OBJECTIVES CONTENT SPECIFIC Establish basic safety rules for science Measure depth, width, length, volume, area, circumference, temperature, pH using proper techniques and tools Properly identify and convert units of measurements in the metric system Identify the characteristics of living things and the requirements for life Classify the living and nonliving things in and around the pond and further classify the living things by kingdom Define producer, consumer, and decomposer and correctly identify examples of each in the pond. Identify and apply the steps of the scientific method Understand function of and identify parts of a microscope; correctly use a microscope

15. SAVE THE POND: LEARNING OBJECTIVES STUDENT SPECIFIC Establish class and lab rules Introduce PBL format Become familiarized with and comfortable in a student driven situation Formulate working groups Develop group dynamics Collaborate Independent research Present research information Identify, locate, and use appropriate reference materials

16. RESOURCE LIST Dissecting Scopes Water testing kits Mosquito repellant Bioquest Pond Simulation Software (need to download onto computers) Computer projector Hose, watering cans Posts & chicken wire Rakes, leaf & rock Shovels, clippers Peat pots, potting soil Soil testing kit Seeds, plant food