Project-Based Instruction

1. The Theme of the Project-Based Unit: The umbrella that the project based unit is under is Environmental Science. The main theme of the unit is energ ! including lessons on photos nthesis! the carbon c cle! and the principles of energ and matter being conversed. "t the end of the unit! students #ill complete a project on a #a to po#er a cit on rene#able! or non-fossil fuel energ . $nce the students come up #ith an energ solution! the #ill have to give a presentation to the cit officials and create a brochure to convince the public of the cit to use their energ solution. %. The "pplication of the Project to &eal 'orld E(periences: $ne of the main problems that ever one in the #orld is facing no# and even more so in the future is finding alternative energ sources that are both abundant and have less of an impact on our planet. This ma)es the project relevant and important to students. "lso! having students thin) of solutions to problems outside of the e(pected ans#ers allo#s for creativit and problem solving s)ills. The act of students ta)ing )no#ledge and s)ills that the have learned from the lessons of class! to #or)ing together #ith other students to come up #ith a solution together! present their findings to an audience and then have to convince the public to use their option are all t pical s)ills that adults in the career fields need to have to be successful. *inall ! #hile the students are righting their brochure and ma)ing their presentation for their energ solution! the #ill have to ta)e into account realistic limitations! such as the budget! ho# long the energ #ill be able to sustain the cit ! #hether it is possible to run out of the ne# energ source! and #hether it #ill have an other negative impacts. +. The ,ocation of the *ield Trip Site The field trip site is in $rlando! *lorida near the Universit of -entral *lorida! at the *lorida Solar Energ -enter. The *lorida Solar Energ -enter.s /*SE-0 goal is to research and develop ne# energ technolog that support *lorida and the nation.s econom and environment! as #ell as educating the public on the results of their research. 1. The Educational &esources that are -urrentl Provided at the Site *lorida Solar Energ -enter has developed several environment and energ curriculum that teachers are able to use. The curricula units follo# the Sunshine State Education Standards. Several e(amples of different curriculum that are developed include: an a#areness for alternative energ sources! h drogen science energ units! and solar energ units. *SE- also annuall hosts the 2Energ 'hi3 $l mpics4 #here on the first Saturda in 5a ! students meets at *SE- to participate in rene#able energ themed events. 6ifferent competitions include Energ 7nnovations! Solar Energ -oo)-off! and the 8 drogen -hallenge. The *SE- has curriculum activit units that align #ith their curriculums and the Sunshine State Standards in science and mathematics. The also have librar lending materials to loan *lorida teachers. 9. The Potential Educational &esources Embedded at the Site that Support the Unit: 7ndicate ho# the site could provide opportunities for students to appl ! demonstrate! or investigate the occurrence of their project in the real #orld.

Project-Based Instruction

PB7 *ield E(perience

The site #ould allo# students to see other people #ho dedicate their lives to finding solutions for the same problem that the are facing in their project- to find an alternative energ source that does not rel on fossil fuels. "lso! touring the *lorida Solar Energ -enter #ill allo# students to see real life e(amples of alternative energ such as solar po#er! h drogen and fuel cell po#er! and photovoltaics. The *SE- also has multiple t pes of scientific research for students to see and e(perience including laborator research! computer simulation research! field research! and surve research. *inall ! students #ill be able to see on a large scale the products that #ere a result of all of this research. *lorida Solar Energ -enter has green buildings! energ raters that allo# people to evaluate a building.s energ efficienc and e(pected energ costs! and indoor air :ualit testers. 7t is e(tremel important for students to reali3e that at this level their research and e(perimenting is theoretical! it doesn.t have to be. The can ta)e their ideas and appl them to create something that it e(tremel important to our #orld toda . 7dentif the classroom lessons that #ould be needed prior to and after the field trip. Before: S-.;.E.<.% 7nvestigate and appl ho# the c cling of #ater bet#een the atmosphere and h drosphere has an effect on #eather patterns and climate. S-.;.E.<.1 6ifferentiate and sho# interaction among the geosphere! h drosphere! cr osphere! atmosphere! and biosphere. S-.;.E.<.9 E(plain ho# energ provided b the sun influences global patterns of atmospheric movement and the temperature differences bet#een air! #ater! and land. S-.;.E.<.= 6escribe ho# the composition and structure of the atmosphere protects life and insulates the planet. S-.<.P.11.+ -ite evidence to e(plain that energ cannot be created nor destro ed! onl changed from one form to another. "fter: S-.<.E.;.; 7dentif the impact that humans have had on Earth! such as deforestation! urbani3ation! desertification! erosion! air and #ater :ualit ! changing the flo# of #ater. S-.>.,.1>.1 6escribe and investigate the process of photos nthesis! such as the roles of light! carbon dio(ide! #ater and chloroph ll? production of food? release of o( gen. S-.>.,.1>.% 6escribe and investigate ho# cellular respiration brea)s do#n food to provide energ and releases carbon dio(ide. S-.>.@.1.% E(plain ho# political! social! and economic concerns can affect science! and vice versa. S-.>.,.1>.+ -onstruct a scientific model of the carbon c cle to sho# ho# matter and energ are continuousl transferred #ithin and bet#een organisms and their ph sical environment. S-.>.,.1>.1 -ite evidence that living s stems follo# the ,a#s of -onservation of 5ass and Energ . ;. Aour &ationale *or -hoosing this Site to Support and Enhance Project 7nstruction The *lorida Solar Energ -enter is a great place to ta)e the class to supper the PB7 unit and project because *SE- is hugel dedicated to educating students on the #or) that the are involved in. 7t is an enormous facilit tied in #ith the Universit of -entral *lorida and has numerous resources that the students #ill benefit from! from lesson plans! to seeing different t pes of science in action! to seeing different )inds of alternative energ in #or) that #ould be impossible to see at an other site. $ne of the most beneficial

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Project-Based Instruction

PB7 *ield E(perience

aspects of students going to the *SE- is it is a perfect e(ample of scientists! mathematicians! and engineers all being involved in ta)ing their )no#ledge and using it for e(perimentation! data collection! and research! and then coming together and creating something to solve a #orld problem and benefit the Earth! #hich is e(actl #hat the goal of the students. PB7 unit and project is. B going to the *lorida Solar Energ -enter! the students are seeing their PB7 project pla ed out in real life in front of their e es. <. The *ield Trip Protocol for the -lassroom Aou "re -urrentl $bserving: "lachua -ount re:uirements *ield trips cannot interfere #ith the regular transportation of students to and from school. 7f the field trips is be ond the state limits of more than +BB miles a#a from the school! then there must be approval of the Superintendent. Ever field trip must include #ritten parental permission that is filed at the school before departure. *orm %+1B *%! Parental *ield Trip Permission should be used. -ontributions are allo#ed to be collected from students but no student can be e(cluded from a field trip because the cannot contribute to the cost of the trip. The teacher must have a planned itinerar and must follo# it throughout the field trip. 7f the itinerar is changed! the teacher must tell the administrative superior immediatel . " minimum of one adult chaperone per 19 students is re:uired for all field trips. The chaperone must be %1 ears or older! register as a school volunteer and complete a bac)ground chec) and be approved b the Principle. School re:uirements 8o#ard Bishop 5iddle School follo#s all "lachua -ount re:uirements TeacherC-lassroom re:uirements 7n addition to having chaperones! 6r. 6ohert strong prefers going to field trips #ith other teachers and their students. >. "nticipate an additional costs that #ould need to be paid /either b the school! student! or outside organi3ation0 that this trip #ill incur. Bus costs: ; dollars a student for % buses /1%B seats total0. Students should also bring mone for foodCdrin)s if #anted. Grading Criteria 17 points #1-3 -#4, 8 -# 6 -# -# 7 -1 pt each 2 points 3 points 4 points 3 points

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