Problem Based Learning
Landslide Search
Focal TEKS (Texas Essential Knowledge and Skills):
*Note: this unit was written for fifth grade, however, may be easily modified for several grades.
112.7. Science, Grade 5
(a) Introduction.
(1) In Grade 5, the study of science includes planning and implementing field and laboratory investigations using scientific methods, analyzing information, making informed decisions, and using tools such as nets and cameras to collect and record information. Students also use computers and information technology tools to support scientific investigations.
(2) As students learn science skills, they identify structures and functions of Earth systems including the crust, mantle, and core and the effect of weathering on landforms. Students learn that growth, erosion, and dissolving are examples of how some past events have affected present events.
(b) Knowledge and skills.
(11) Science concepts. The student knows that certain past events affect present and future events. The student is expected to:
(A) identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow.
Time: 2-3 one hour sessions for research and 1 hour for class presentations
Materials:
COW (classroom set of laptops- Computers On Wheels) with Internet access and Kidspiration or Inspiration software, SmartBoard with projector- also equipped with Kidspiration/Inspiration software, printed list of guiding task questions for each student
Procedure:
1. Read and discuss the Landslide Alert hook with the class. Be sure to visit each link and read the ABC News article. You may wish to take some time finding different landmarks (in addition to the King's Hill apartments) on the MSN Search site, such as your campus, neighborhood restaurants, students' homes, etc; using both the map and aerial views. This will allow students to compare different elevations and land features.
2. Have students restate and explain their perceptions of the task at hand. Be sure that the class understands that they will be acting as building instructors and use discussion time to clear-up any misconceptions of the overall objective (deciding if it is safe to build).
3. To access prior knowledge, record student responses on the board or other medium as the class offers facts they already know about landslides. Do not correct any misconceptions at this time.
4. Ask class what they need to know more about in order to complete their task. Have a student volunteer record these comments. Compare this list with the list from the assigned task.
5. Divide students into groups of 4 or 5 and have them conduct a web search to gather pertinent data to address the guiding questions, as well as any additional questions they listed. Members of each group should conduct their web search in a "divide and conquer" fashion. This requires a delegation of questions amongst the team. Each group member is resposible for researching, recording, then presenting their findings to their group. Students may use the websites in the Related Links list and/or others.
6. Once information has been located for each guiding question, team members should share their findings with the group. Groups then create a content web using Kidspiration or Inspiration software to highlight the key points. If students are not familiar with webbing, a mini-lesson may need to proceed the activity. The content web should contain only short phrases that capture the main ideas of the information found for each question. These software programs make it easy to convert the web to an outline form that will be submitted to the teacher for evaluation. Additionally, each group should be given the opportunity to present their content webs to the rest of the class via SmartBoard, for example.
7.** At the end of each day, reserve 5 minutes for students to respond in their journals. Entries can be informal, but should include a summary of what has been learned for that day, any "ah-ha's" that were discovered, and any questions or future plans.
8. A culminating discussion will be helpful in checking knowledge and determining if further research or explanation is necessary prior to moving on.
Pedagogical Methods:
To address the enduring knowledge as outlined in the TEKS above, several pedagogical methods will be utilized in this activity. Role-playing in this activity will be very effective in capturing the interest of students. Students feel important to take on an adult role (such as building inspectors) and feel that their learning will contribute to the real world around them. Brainstorming at the beginning of a new unit of study is a great tool to get students in the right frame of mind. It allows the teacher to judge the level of background knowledge present. By acknowledging each students' comment, whether factual or flawed, students overcome the fear of making mistakes while learning something new. Students are able to pose questions, which gives them ownership of the activity and a sense that they are in control of their own learning. Teachers may use this time to fire a series of Socratic questions to spark interest. Cooperative grouping gives students experience working as a team for a common goal. They are free to communicate with and learn from their peers. The use of technology adds to the real-world connection, as well as role-playing; preparing students for the work force while stumulating their creativity.
Assessment:
As an ongoing assessment, teachers will be able to read journal entries written by each student. This will serve as a part of the overall grade and will also be your key to determining which students need further development. In addition, each group's presentation of content webs will be assessed. It will give insight as to how much knowledge has been gained throughout the web search. It should be evident in students' explanations of content webs whether or not they have a grasp on the basic, neccesary concepts. Groups who have a good handle on the information should pass on, while others may need clarification in a small group setting with the facilitator (teacher). If necessary, have groups continue their search until you feel they are ready to proceed. These groups should not get a failing grade, but rather need to clarify their responses before they pass and begin making decisions as building inspectors.
Community Resources:
Contact local building inspectors, civil engineers, architects, or geologists. Schedule one (or more) of them to speak with your class about landslide features and causes, as well as their job roles in relation to landslides. If none are available you can often find experts online who will answer questions such as USGS Ask a Geologist.
Web Sites:
MSN Search
See Links Page for landslide content sites.
Bonham Elementary
EPISD
For further information or comments, please contact hclick@utep.edu .