PBL+Projects+-+Science

**PBL Projects - Science**
Use this page to post descriptions of Science PBL projects. Use the format below to make sure the needed information is provided.

**Your name:** **Project name:** **Secondary Content area (if applicable):** **Challenge or Driving Question:** **Project Summary:** Students will...


 * Post your description below this line or below someone else's description by clicking** **EDIT THIS PAGE** and then just clicking to place your insertion point to add your text!

**Name:** Christine Milcetich **Project Name:** Saving the Gold by Making Firestone Green **Secondary Content Area:** Science - Physics

Describe concepts/ideas in physical sciences that have important, long-lasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe).

Explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge.

Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research.

Research how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems.

Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others.

Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the

same observations.

Describe how individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies, hundreds of people may work together on major scientific questions or technical problem).

Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate.

Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility of information on some of these contributions.

Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.

Recognize that social issues and challenges can affect progress in science and technology. (e.g., Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.)

Research how advances in scientific knowledge have impacted society on a local, national or global level.

**Challenge or Driving Question:** How can Firestone High School students create a green school? **Project Summary:** Students will investigate ways to make Firestone High School (FHS) green. Students will analyze the energy usage at FHS and create a proposal to be presented to the Board of Education and to the community of FHS. Students will brainstorm ideas in each class and add new ideas from each period to a wiki page created by the first period class. The students in physics working in small groups will review the list and pick a topic that would best meet one of the broad topics in physics. Students will interview engineers (structural, electrical, mechanical, etc.) to discussion specifics ideas generated in the brainstorming session. During the interview session the students will record the interview on flip cameras or podcasting headset/external microphone. After the students conduct the interviews, the students will discuss their findings with the class and begin to explore the topic in full detail. The students will analyze the energy bills for FHS and suggest ways to reduce it based on the current and new technology. Through first semester, the students will work to create a formal written proposal to the BOE or create web presentation/commercial to the community. Surveys could also be conducted using SurveyMonkey or PollDaddy for internal and external assessment.

**Your name: Walt Noland** **Project name: 21st century Ellet** **Secondary Content area (if applicable): Science 9, 11/12** **Challenge or Driving Question:**
 * How can Ellet High School students solve the problem of a currently deteriorating high school building?**


 * Project Idea:**


 * Students will design, plan, research, promote and present ideas for a new Ellet High School facility.**


 * Driving Question:**


 * Content:**


 * **Environmental sciences**
 * **Fiscal responsibility**
 * **Technology**
 * **Ratios and proportions**
 * **Professional and/or persuasive writing**
 * **Effective communication**


 * Major Student Products:**

While this project is based on a central theme, the science aspect will focus on the 11/12 grade content of Earth Systems and the 9th grade will focus on the problem solving, critical thinking and inquiry on chemical safey etc.
 * **Scale drawing/model/floor plan**
 * **Website-testimonials/history of school**
 * **On-line surveys**
 * **Sitemap**
 * **Geological report**
 * **Debates**
 * **Presentation to Board of Education, ODE, city council**
 * **Brochure**
 * **Interviews with students and staff of current Ellet and other newer buildings**


 * Your name: ** Courtney Hollister **Project name:** Element for Sale **Secondary Content area(if applicable):** periodic table, element properties, scientific ways of knowing. **Challenge or Driving Question:** How can I create a commercial inorder to sell an element to the school? **Project Summary:**Students will choose an element and will research its properties, real-lifeapplications and importance to society. Students will then create a commercialincluding a script and story board. The students will participate in a gallerywalk in order to receive feedback on their ideas. The students will thencollaborate with the other members in their group and will create a groupcommercial about their family of elements. The group assessment will be thecommercial and the individual products will be the student’s original scriptand story board.

**Your name: Scott Spillman** **Project name: Diffusion keeps you alive!** **Secondary Content area (if applicable): cell processes, cell transport** **Challenge or Driving Question: Can you prove that diffusion is the process that keeps you alive?** **Project Summary:**Students will be be presented with a problem on the first day of school. They will b e given given red agar cubes where they will have to record all observations and have a discussion about what they observed. This is diffusion…. and this process keeps you alive…… How?? 1) Give each group a chunk of agar and have them cut into 1x1, 2x2 and 3x3 cm cubes. 2) Measure 3 beakers with 50 ml vinegar and place cubes in solution. 3) Take and record observations every minute for 10 minutes. 4) Discuss as a class that this is diffusion and it keeps you alive. 4) For HW have the students create a hypothesis as to why the smaller cube turned completely yellow and the larger one did not completely change. Through doing the observations and being presented a problem and also having to form a hypothesis for HW they will be immediately reviewing the steps of the scientific method. Through 2 inquiry based lab experiments students will practice measurement, graphing, safety and tools in the science lab. This will be a review of things they need to know for the OGT as well as items from physical science the previous year. Students will then be able to collaborate together in groups to present a video, skit or activity of their choosing to demonstrate their understanding of how diffusion works and why it is a process that must happen to keep you alive. In between lab activities short notes and lecture / discussion will take place to give a quick overview of diffusion and point out the two locations it mainly takes place in the human body (lungs and muscles) This will be the framework for their final product to be shared with the rest of the class. This will be a way to jump right into the "beginning of school" by giving them a problem right off the bat while reviewing measurement, scientific method, graphing and safety all at once while working together in small groups (which will be selected randomly since it is the first day of school). Assessments will be lab reports, graphing (which must be peer reviewed prior to being turned in), data tables and test over measurement, science tools (beakers, graduated cylinders, etc...), and scientific method.

**Name:** Kelsi Barnhart **Project Name:** Genetic Disorders and Genetic Manipulation: What would you do? **Content Area:** Biology, genetics
 * Challenge or Driving Question: ** How can we raise awareness and address ethical issues concerning genetic disorders and gene manipulation?
 * Project Summary: ** Student groups will pick a chromosomal genetic disorder from a teacher approved list. Students will role play- one is a mother, one the father, and one the child with the disorder. They will research the disorder, making sure to hit on the key information. (they will be asked to turn in a paper with research from at least 3 different credible web sites) They will then research possible gene maipulations to either cure or alleviate the symtoms of the disorder. They will asked to take on their roles and make a decision about what they would do-- would they cure the disorder? What biotechnology would they choose? Why? Etc. They will each post their decisions on a class wiki, as if they were the role they were playing and be sure to talk about the daily struggles of someone with the disorder. They will then create a Voicethread that explains the disorder and the effects it has on every member of the family. They will interview (either in person or via skype) a person (or family member) with the disorder to be included in the Voicethread.This will then be used during a science night, where the high school students will showcase what they have learned for the year.

2. Create a newscast describing their new planet for us to live on -use script maker or storyboard pro
 * Your Name: ** Heather O'Connor
 * Project Name: ** Planet X
 * Challenge or Driving Question: ** How Can I create a planet that would fit into our current Solar System in order for future generations to survive?
 * Project Summary: ** The students will be told that our planet will not survive and we need to create planet to replace Earth. This planet has to be placed within our current solar system, it has to be able to sustain human life and it has to be made by us. The students will have to research the Earth and what makes it able for us to live here they will also have to research the other planets to see why and where Planet X must be placed in order for us to survive.
 * Content:** Planet Earth, Solar System, Properties of planets
 * Major student products:** 1. 3d model of planet either virtual or physical (either have the model there or project the virtual one behind the newscaster)
 * English incorporation** – If you could take 10 items to the new planet with you, what would you take and why??
 * Math** – Distance to new planet – How long will it take to get there?
 * Social Studies** – How do create a new culture, government, etc.. is it global or divided by country like Earth??
 * Short term assessments would include:** Storyboards (storyboard pro) and revision, post wikis, use script maker, do a gallery walk to begin the project to evaluate initial ideas