1. Integrating Science and Literacy in the Context of PBL
Jennifer L. Maeng, Ph.D.
November 3, 2016

2. Session Overview What is Problem-based Learning?
Modeling Inquiry and Literacy Integration in the Context of PBL
Debrief
What is inquiry?
Classroom applications

3. Learner Role
For this activity, you are a student in Mrs. Smith’s 6th grade class
The following news bulletin has just come in…

4. Headline News 4

5. https://www. washingtonpost 5

6. Shocking Photos 6

7. How is the James River ecosystem being impacted by the spill?
You are a member of the Virginia Department of Environmental Quality Emergency Response Team and have been called in to study the question:
How is the James River ecosystem being impacted by the spill?
The whole group is the Emergency Response Team, should we then have table groups as sub-teams from around the state to help with the problem? (Not unless we will have them do something different – vbr) MGL: My vote is for everyone to be on the same team. 7

8. Question Map
How is the Chesapeake Bay ecosystem being impacted by the spill?
What organisms are being affected?
How much oil is spilling out of the tanker? ?
How are they being affected?
How can they be cleaned?
How can it be stopped/contained?
Point out the various levels (1, 2, 3) to the teachers. Let them know that we will discuss question maps in much greater detail later 8

9. Background Research Read as a Class: Ducks Don’t Get Wet
Use the Anticipation Guide to prepare for further reading about ducks and their feathers.
Revisit the Anticipation Guide and check your thinking.
Read the first 11 pages of the book- Ducks Don’t Get Wet (after that it is mostly about bird identification) . Talk about what learned and pose the question where might we find more about this.
Introduce the anticipation guide. Explain how they work. Read each statement, decide if true or false. Then, read. Then, go back to statements and review them and cite evidence from the readings… encourage article name and paragraph number.
Give each person one of the three articles. Each group will need at least one of each article.
Discuss the anticipation guide. There seems to be differences in how the oil and preening impact the feather waterproofing. Some think the oil creates the waterproofing. Others think the oil keeps the feathers supple so that the barbules and smaller components can align correctly to create the barrier to the water. This is to our advantage as we can compare our findings to the readings. 9

10. Exploration of Duck Feathers
Your group will have 5 minutes to explore how to clean duck feathers
Provided materials are:
Duck feather
Detergent
Water
Oil 10

11. What is the best way to clean oil off
Investigate!
What is the best way to clean oil off
duck feathers?
NOTE: Remind teachers that they need to identify the IV, DV, control, constants. Instructors may need to quickly review what these are if teachers have questions. 11

12. 4-Question Strategy
Q1 How do oily duck feathers act? Q2 What materials are readily available for conducting experiments on oily duck feathers? Q3 How can I change the set of oily duck feathers materials to affect the action? Q4 How can I measure or describe the response of oily duck feathers to the change?

13. Materials available:
Measuring instruments (graduated cylinders, beakers, etc…)
Various detergents
Various temperatures of water
Paper towels
Droppers
Cloths

14. 4-Question Strategy
Q1 How do oily duck feathers act? Q2 What materials are readily available for conducting experiments on oily duck feathers? Q3 How can I change the set of oily duck feathers materials to affect the action? Q4 How can I measure or describe the response of oily duck feathers to the change?

15. Experimental Design Diagram
Research Question: What is the impact of (Q#3) on the oily duck feathers?
Hypothesis: (Relate Q3 to Q4)
Independent Variable: (Selected from Q#3)
Levels of Independent Variable (including the control)
Repeated Trials (# of times each I.V. level will be tested)
Dependent Variable: (Selected from Q #4)
Constants: (All factors from Q #3 that you didn’t choose)

16. Share Findings What are your results?
IV, DV, Hypothesis, Results, Hypothesis Supported
Did any issues come up as you conducted the experiment? If so, what were they and how did you address them?
What else do we need to know in order to solve the overarching problem? 16

17. Debrief – As a Learner
What characteristics of this activity helped you learn?
Did the activity give you information that would help you solve the overarching question? Why or why not?
NOTE: Have teachers discuss for a few minutes in their table groups and then do a whole group share out.

18. Debrief – As a teacher Problem-based learning:
Students solving a problem with multiple solutions over time like a scientist in a real-world context
The problem and context must be meaningful to students

19. Debrief – As a teacher What is inquiry?
The ways in which scientists study the natural world and propose explanations based on evidence derived from their work.
The activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.
From the National Science Education Standards (NRC, 1996, p. 23)

20. Debrief – As a teacher What is inquiry?
An active learning process in which students answer research questions through data analysis in a manner consistent with how scientists do their work (e.g. Bell, Smetana, & Binns, 2008)
Was this inquiry? Why or why not?

21. Debrief – As a Teacher Was this inquiry? Why or why not?
Have you taught science this way?
If yes, which aspects have you used in your own teaching?
If no, can you imagine doing so? Why or why not?
NOTE: Have teachers discuss for a few minutes in their table groups and then do a whole group share out.