Community Resources Forever
By:  Rebecca Brunner

Project at a Glance :

This project will familiarize second graders with the natural resources that are found in their community. They will explore how resources have changed in our community through time and what we need to do to protect the natural resources that are already here. We will explore these ideas through science and social studies concepts and standards. 

Driving Question:

How can we help to protect our natural resources in our community so that we can enjoy them over time?         

Standards:

• 2 – H2.0.4 Describe changes in the local community over time. 
• 2 – G4.0.1 Describe land use in the community. 
• 2 – G5.0.1 Suggest ways in which people can responsibly interact with the environment in the local community. 
• 2 – C5.0.3 Design and participate in community improvement projects that help or inform others. 
• K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Team / Culture Building:

• Inner Hero protocol would be helpful to build teams/groups.​

​Entry Event:

• Visit Mt. Baldy- walk over and look at the pathways/hike and return. Students can discuss what they notice about trails, dunes, and the park. Other possible parks: Oval Beach, Crow’s Nest, and Saugatuck Dunes State Park.

Stakeholders:

• People in the community including students and their families.
• Tourists visitors
• Park rangers & community members

Empathy Building:

• Empathy Map 

Inquiry / Need to Knows:

• Think about the driving question and determine/think who will this affect? Who do we need to consider when thinking about this? This will be the people in the community that they will relate to when creating empathy maps. After the empathy activity, we will create questions that we need to ask. Keep referring to the driving question to help drive their thinking.
• Conduct Interviews - park rangers (either state, county, or local), City Council, students, families, and visitors to gather information.

Incubation:

• Use the Squiggle Birds to get their mind thinking differently. 
• “How would_______ solve this?”, Sonic, Superman, Mrs. Gust (principal), a ranger, etc.  People or personas that they would be familiar with and know more about. Students will get the opportunity to imagine solving the driving question from a different perspective other than their own.
• Use the Idea Quota activity to generate multiple solution ideas.

Checking in:

• Check in using Pluses and Deltas or Roses and Thorns to see how the project is coming along. Maybe after each stage of the process. 
• Use Talking Chips during morning meeting or Fireside Chats to monitor progress throughout the project.​

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Solution Building:

• Students will look at solutions and dive in to find out what solution that they prefer to focus on.
  
• Use the Where is the Love? protocol, students will  need to decide what idea do they feel most passionate about. They will work with their partner to give a two minute pitch on why they believe the idea they selected should be the one represented. Students will discuss, as a group, which idea resonated the best with the class. Which one do we favor? Or do you want to combine 2 ideas into one final solution? 

Critique and Revision: 

• Critical Friends - protocol with  a few members of the community (principal) to get feedback in the form of I likes and I wonder.​

Authentic Audience:

• School Administrators
  
• Community Members
  
• Parents 
  

Final Presentation:

• Students will present their final solution in a pitch. This will take 3-5 minutes for each group. These can also be video recorded for anyone that would be interested in hearing their solutions.  All students will participate in “The Pitch” in some way. This may be with speaking, acting, or helping with any other needs.

Click here for teacher's full plan.

​Reflection and Feedback:

• The audience will fill out a feedback on the following:  Has this solution been tried before?, Is it useful?, Would this be easy to implement/do? How well did students communicate?
  
• At the end of the project, students will complete a validation rubric.​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

Rebecca Brunner teaches 2nd grade at Douglas Elementary, Saugatuck Public Schools.


     "Motivation and student behaviors take care of themselves when students are working on a well-designed project.  I am fortunate to be able to facilitate their learning and watch them find solutions to the driving questions."