Conservation of Resources with PBL

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by Jenna Ottina2 views·Updated Jan 25, 2021
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  1. hello and welcome to my presentation of utilizing problem based
  2. learning and project based learning models in the classroom.
  3. Today's learning object is through the subject of earth science.
  4. Students will be learning about non renewable and renewable resource
  5. is in both learning models.
  6. Students will identify non renewable resource is that could be
  7. replenished to the practice of reduce, reuse and recycle in
  8. the presentation students we have learned the differences between renewable
  9. and non renewable resource is and recognize their importance in
  10. our world.
  11. For that reason is important to reduce the wasteful use
  12. of resource is the Environmental Protection Agency or EPA has
  13. requested a big shift to reduce, reuse and recycle the
  14. three R's more frequently because of wasteful use of water,
  15. gas, oil and coal and groups.
  16. You will visit the links below to research more about
  17. ways to use the three R's.
  18. Together, you will discuss and explain different ways to reduce
  19. the use of these.
  20. Resource is, in the typical household develop a plan and
  21. their presentation off possible solutions to use thes resource is
  22. more adequately.
  23. This rubric outlines how groups will be assessed through their
  24. critical thinking and application of knowledge as well as how
  25. they communicate and collaborate.
  26. As a group, please refer to the rubric with any
  27. questions you may have.
  28. Hello, students say, we'll be looking deeper at how to
  29. minimize the waste of energy.
  30. Usage in our homes is important that each household thinks
  31. about ways we can reduce the use of non renewable
  32. resource is Think about your own household and the steps
  33. that you can take to limit the use of wasteful
  34. energy usage.
  35. Present to your family about the importance of reducing energy
  36. usage and persuade them to follow your plan.
  37. Be sure to research evidence to support your thinking and
  38. think of important factors to the members of your household.
  39. How you how you will be assessed for this project
  40. can be found on this rubric.
  41. Please be sure to use it as a guide while
  42. you conduct your research and create your project.
  43. Fellow colleagues Wagner, 2014 1 stated active learning techniques motivate
  44. students and maintain their attention by requiring them to engage
  45. in course content Beyond simple listening to lectures.
  46. Both problem based and project is learning.
  47. Provide the rich learning environment in which students become active
  48. learners in their education process.
  49. These models provide many similarities and differences through through the
  50. process and product.
  51. In our problem based learning, students work and were guided
  52. by the research links provided to conduct their solutions.
  53. This project will be assigned for two class periods as
  54. a form of assessment and Onley earth science.
  55. On the other hand, the Project based Learning Project can
  56. be assigned to students to work individually, but we'll work
  57. with peers to edit and discuss their findings.
  58. This will lead to three weeks of work on this
  59. project. If all and all students will have different results,
  60. they have the freedom to conduct models, presentations or other
  61. forms of multimedia toe, identify their learning.
  62. Educators will also be able to assess their mastery in
  63. earth science topics as well as persuasive writing, informational literacy,
  64. graphing and technology skills.
  65. Overall, both of these active learning activities provide students with
  66. real world problems for them to solve where their teacher
  67. can work as a facilitator rather than a leader of
  68. their learning, while we see stronger examples at times in
  69. the project based learning model.
  70. Both models also allowed for the four seas of 21st
  71. century skills to be addressed, problem based and project based
  72. learning challenges students to think critically, communicate and collaborate with
  73. peers and helped to foster creativity as they continue to
  74. build on their prior knowledge and work towards becoming active
  75. learners.