Climate Change PBL Assessment
Bojan Stevin
Week 4
Week 2
Week 5
Week 3
Week 1
Week 6
Support
Students start to identify main and supporting ideas in texts and videos.
teachers will focus on the concept of Change
Teachers use various media to provoke student-driven discussions
See, Think, Wonder
(sticky notes on a pre-prepared board/Jamboard)
I used to think... Now, I think...
(sticky notes on a pre-prepared board/Jamboard or a template)
cause and effect
before and after
Anecdotal notes, peer teaching, and
small group conferences during guided reading groups
students will gather data about the different impact of humans on the physical environment and how this all has triggered climate change.
click to edit
They will then choose the topic (business) and start doing research on how it may have contributed to climate change and how it may be affected by it on a local and/or global level.
Note Taking
Students are using nonfiction text features, and skimming and scanning to find the information
Skim and scan
This is a Grade 3 skill, so it will be used as a diagnostic assessment for learning.
Nonfiction Text Features
Seesaw
Find the features in an article and explain how they were used.
Students will engage with multiple forms of media and texts to answer their question.
Source/Information
Students form their guiding question.
Notebooks
Peer feedback
1-1 Teacher Conferences
They will have group discussions and decide how to present (design) their community using a huge paper mache model and start thinking about how to show on the model their business and its influence on the environment. They brainstorm what materials/scrap/objects they can reuse to create the model.
Students will be divided into groups according to the landscape of choice (beach, river, jungle, city) or that best fits their business.
Group consultations with teachers
Individual consultations with teachers.
Students have to assess where their business would be placed on the environment model.
The planning and peer review can also be done in their notebooks. Pages 1-3
Students will use their research and investigate solutions.
Students will find 2 good reasons and 1 strong counter-argument for their solutions.
pros and cons organizers
peer debates
teacher conferences
- Students decide in which form they wish to present their solution.
- Students start working on their presentation.
Rubrics and Student Checklistsfor the final assessment.
Students are finishing their persuasive essay.
self assessment
peer assessment
teacher conferences
Boxes and Bullets
Students finish their project.
Students practice their presentation
Students present.
Know/Wonder/Learn
(only the first 2 sections)
peer feedback
2 Stars, 1 Wish
Students reflect.
Larger image at this link.
During the project
Organize small homogenous groups according to observations and data to target specific skills and needs.
This, plus all the activities, organizers, and scaffolding throughout the unit will help students who are struggling overall and/or with one area.
Reteach while
- the other students are doing independent work, having quiet reading time, or working on a passion project during the genius hour,
- with a learning support teacher.
- after school if necessary.
I,
using intentional differentiation, e.g. teach vocabulary, find resources at lower levels…
I can use someone else’s short video lessons to benefit from a different approach.
Reteaching can be effectively done during teacher conferences, in the format of first giving praise and then constructive, guiding feedback. I will use the rubric to guide my feedback.
Peers.
I’d choose someone who hasn’t mastered the skill at Level 4 yet and needs an extra challenge and/or motivation, to use this teaching opportunity to help and engage a friend, and push themselves to mastery.
Students will engage a variety of collaborative strategies, such as Think/Pair/Share/, Circle The Sage, Timed Pair Share, Rally Coach, Sage-N-Scribe, etc.
Support Teacher
(push-in/pull out)
After the final assessment
This will be offered only to students whose overall score is below 1.5.
This, but only the part with me and the support teacher.
I will use different modalities to change my approach to the skill.
*My school does not practice this, because we don't make students repeat the year unless they have missed a lot of instruction time, and because most of the skills are revisited each year due to the nature of our curriculum and PYP, and most importantly because a child simply may not be developmentally ready for a skill, so forcing it could cause long term anxiety and low self-esteem. Additionally, students will most likely be fatigued by the unit after 6 months to want more, especially if they struggled with it the whole time. They would need a break. I agree with this philosophy grounded in reason and research, so I wouldn't do reteaching in practice. The below options are here just for the purpose of getting a better grade on the assignment. Finally, I can't find many examples of reteaching after the unit except for math.
Grade Level Team
Reteach and Enrich
Student Support Teacher
I will identify which skills from this unit are necessary for the following one and check which students scored at 1 or 2 on those skills. I will set up individual conferences with those students to establish goals about those skills for the following unit, and inform the parents about them.