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                                 Water, Water, Water
                                                                              By:  Patty Tolly

Project at a Glance :

Students will study the chemical makeup of water, what phases water can go through and how it becomes polluted. ​
       

Driving Question:

How can we solve water pollution in the Great Lakes?            

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Standards:
  • MS-PS1-4 
  • PS1.A
  • PS3.A
  • MS-PS1-2
  • Science and Engineering practice
  • Asking Questions and Defining Problems
  • Developing and Using Models
  • Constructing Explanations and Designing Solutions
  • Engaging in Argument from Evidence
  • Obtaining, Evaluating and Communicating Information
Team / Culture Building:
  • Creative DNA sequence​
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​Entry Event:
  • Enviroscape
  • Discovering the Watershed Game by: Purdue University Extension
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Stakeholders:
  • West Michigan Environmental Action Council
  • Residents of Grand River watershed
  • Students
  • Water treatment plant 
  • Michigan Environmental Great Lakes and Energy Commission
  • Water Chemists
  • Environmental Protection Agency
Empathy Building:
  • Empathy Map - How does Lake Michigan feel?
  • Rip, Slap, Pass protocol
  • Interviewing
  • Stakeholder Map
Inquiry / Need to Knows:
  • Need to Know protocol
  • Field trips to Suttons Bay & Water treatment plant
  • Work with WMEAC to test water​
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  • Teach our United States/Canada unit, Life science unit on ecosystems/watersheds & Chemistry unit using water as the primary teaching material.
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Incubation:
  • What One Doesn’t Belong activity
  • Idea Quota protocol​​
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  • Mind Mapping
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  •  Ask What if questions to broaden ideas.
Checking in:
  • Tell it to a Toddler
  • Create a must address list for the driving question.
  • Many of the check-ins will be the teacher meeting with individual groups while others are working together, hopefully every third day during the project.

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Solution Building:
  • Dot voting - Students will write their top three solutions on a sticky not and then get three dots of different colors to place their vote on the category.  
  • $100 Test - Student groups will do the 100 dollar test on the top 5 voted for ideas.  Each group will then present their poster and focus on the why. 
Critique and Revision: ​
  • ​​Watch - Austin’s Butterfly video
  • Create an Elevator Pitch to get feedback from stakeholders.
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Authentic Audience:
  • Community members
  • Principal
  • Groundswell members
  • WMEAC members
Final Presentation:
  • Prior to presentations there will be an overview of the sequence that students went through before the individual pitches.
  • Students will present to a panel.
  • Students will choose what format they present their ideas to the panel.
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​Click here for teacher's full plan.
Reflection and Feedback:
  • Panel will have a rubric and also be able to give verbal feedback to students
  • At the end of the presentations, students will reflect on their presentation and the feedback that they got using Pluses and Deltas. 
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Click here for the teacher's Journey through PBL on Padlet . . .

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Meet the Educator:
Patty Tolly teaches 6th grade at Forest Hills Public Schools.  

     I am passionate about Design Thinking because it gives my students a real life format to use in PBL. PBL has been a passion of mine for the last 10 years because it gives students the "When will I ever use this". It is real life learning."
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  • Home
  • Who We Are
  • PBL Experiences
    • ELE PBL Experiences
    • MS PBL Experiences
    • HS PBL Experiences
  • Resources
  • Protocol Examples
  • Community / Industry Partners