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Whats the trouble with the Roses?

Problem-Based Learning Model

Pages 278-30
"rade - #$ien$e
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Materials -
Pictures of a rose plant
Graphic organizer concept maps
Computer with internet to play YouTube video

.o$abular/ - List 0e/ 1o$abular/ terms needed 2or this lesson

Literature - List su33orting literature or reading materials
2& 4B5)6(*.)
Students will be presented with a problem with a rose plant in a garden and will brainstorm possible
reasons for the problem; students will learn about how water, temperature, and sunlight contribute to
plant growth and will work in small groups to determine whether these factors are responsible for the
plant problem.
#tate the 6ogniti1e (a7onom/ and+8'22e$ti1e+ Ps/$homotor9 Le1el

List the standards met b/ this ob:e$ti1e&

6' 6ontent #tandards - #$ien$e
*n1estigation and )73erimentation
6. Scientific progress is made by asing meaningful !uestions and conducting careful
investigations. "s a basis for understanding this concept and addressing the content in the other
three strands# students should develop their own !uestions and perform investigations.
Students will$
c. %ormulate and &ustify predictions based on cause'and'effect relationships.
d. Conduct multiple trials to test a prediction and draw conclusions about the
relationships between predictions and results.
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*n2ormal- Teacher will assess student learning throughout the lesson by listening to student
discussions in their groups# their answers to the teacher(s !uestions of the class and asing for input
about problems and plans.
;ormal- Teacher will assess student learning formally by grading their graphic organizers with a rubric
)attached* and their student &ournal written entries.
These assessment methods are appropriate for this lesson model and this lesson plan because they
assess for the learning objectives of students assessing a problem, and creating plans to fix the
!& L)##4, 4P),*,"+P<RP4#)
Students, today we are going to solve a problem with a plant. e have been learning about plants
because they are so important to our everyday life. !lants provide oxygen for us to breath and they
also provide us with food. They are a vital part of our environment. "t is also important for us to be able
to see a problem, and figure out a solution for the problem. This is something that you will learn to do
and have to do throughout your life.#
=& M4(*.'(*4, ;4R L)'R,*,"
The motivation for this lesson# is intrinsic because it gives students motivation for their own personal
reward. The students will be able to use their nowledge of plants to plant and grow their own plants in
future lessons.
This lesson motivates student learning by allowing students to wor in groups and collaborate with their
peers. Peer collaboration is a natural motivator# as students in this age group generally en&oy
interaction and socialization.
& L)##4, B4>?
#te3 % Re1iew+Ma0e 6onne$tions to Pre1iousl/ Learned Material 8'd1an$e 4rgani@er
Teacher will have students watch a YouTube video to lin previous nowledge about what plants
need to grow and thrive. https$,v-.%/0123e4c5.
The teacher will restate earlier learning. $kay students, so we have learned that plants need
some things in order to grow and survive. These things are soil, sunlight, air, space and water.#
#te3 2 #tate 4b:e$ti1es 2or the Lesson
Today we are going to solve a problem, using the learning we have done so far about plants.
ith this lesson, you %students& will be given a problem and you will figure out solutions to the
#te3 3 Present ,ew Material
#te3 %- Present the Problem
The teacher will tell the student that there is a problem with her rose plant. The teacher
will say# 'esterday " noticed that there was a problem with the roses in the garden. The
roses are not growing. " have been measuring the plant and counting the rose buds, and
for about a month, the plant has not grown or gotten new buds#. The teacher will tell the
students that it is up to them to figure out the problem and figure out a plan on how to fi0
it. The teacher will give students a picture of the plant# including its surroundings# so that
they can study it and brainstorm what the problem may be. The teacher will have
students brea into groups of 2'3# and complete a brainstorm worsheet with their group
members. Students, in your groups, you will fill out the brainstorm map, only in the
bubbles labeled problem and possible cause. 'ou and your group members should think
of four possible reasons or causes of why the roses are not growing, based on what you
see in the photo " hand out.#
#te3 2- >e1elo3 a Plan 2or #ol1ing the Problem
6nce groups have completed the possible causes portion of their handout# the teacher
will instruct them to collaborate with one another to develop plans for solving the
problem# with the possible causes. $kay students, now you need to make a plan for
each of the causes that you think might be why the roses are not growing. (ill your ideas
for a plan into the brainstorm map boxes labeled solution.#
The teacher should allow students about 78'72 minutes to collaborate on a plan to solve
the problem.
#te3 3- *m3lement the Plan 2or #ol1ing the Problem
9ecause this plan cannot be implemented on the spot# the groups will present their plans
to the class and then the class as a whole will vote on the plan that they feel is best for
the teacher to implement with the rose plant. The teacher can write the group plans on
the board or a paper chart# and then supervise the vote by maing tally mars under
each plan. The teacher will then implement the class( chosen plan with the rose plant.
#te3 !- )1aluate the *m3lementation Plan Results
:uring this phase of the lesson# the teacher will have students reflect on what the
outcome will be of the plan they have chosen. The teacher will as students to tae out
their student &ournals# and write down the following !uestions$
7. 1s the solution and plan we chose the only plan that would wor, ;hy or why
<. =ow would our plan solve the problem of the rose plant,
>. 1f this plan does not help the plant grow# what would be the ne0t plan you
would try, ;hy,
The teacher will as students to share their answers with the class and provide
feedbac. The teacher should as students why they answered the way they did and
made the decisions they made. This allows for deeper thining.
7& #tudent Wor0 )7am3les+(e$hnolog/ #u33ort
8& Re2le$ti1e (hin0ing+6urri$ulum )1aluation -D=0 PointsDDDD
Re2le$tion is a 1er/ im3ortant 3art o2 ea$h lesson& Please ta0e the time to thought2ull/ 3re3are /our
re2le$tions& ;ollow the 2ormat 3ro1ided below& 6are2ull/ edited and thorough writing is e73e$ted&
SLOs- Candidates earning a master of science in education will be scholar practitioners who in the context of the Christian
1. Demonstrate advanced understanding of the trends, issues, and research associated with education in general and with their
respective specialization.
2. Evaluate and conduct research to improve instructional practices and institutional cultures.
3. Employ leadership practices to optimize educational and institutional outcomes.
4. Articulate worldview and perspectives for enhancing student learning.
Re2le$ti1e #tatement 2or Problem-Based Learning Lesson Model
SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated
with education in general and with their respective specialization.
Rele1an$eA ;hy is this assignment relevant to demonstrating your competence with this S46,
This assignment is relevant to demonstrating my competence with S46 7 because it shows my ability
to learn# understand and implement a researched method of teaching. This assignment demonstrates
my competence in reading about the Problem'9ased 4earning lesson model# and creating a lesson
plan using the model 1 researched.
#igni2i$an$e ' ;hy is competence with this artifact significant for a professional educator, <sing $are2ul
anal/sis and e1aluati1e thoughtA
:escribe how this lesson model supports your professional development as an instru$tional designer
as e0plicated in Chapters 7 and < of te0t.
o This lesson model supports my professional development as an instructional designer# through
its re!uirement to wor through the "::1? instructional design model. 1 completed this design
model by first analyzing the problem'based learning lesson model. 1 determined the instructional
goals and ob&ectives of this lesson plan model# along with the goals and ob&ectives that were to
be met in accordance with @
grade Science standards and Common Core Standards. 1 also
identified elements lie the physical learning environment and availability of materials that would
be re!uired to complete this lesson# including the use of computer and overhead by the teacher.
1 completed the design phase by creating the actual lesson plan using the problem'based
learning model# while also using the lesson plan format provided. Through the development
phase# 1 created the instructional materials needed for the lesson including# graphic organizers#
photos and grading rubric.
?0plain how this lesson supports helping students reach levels of deeper learning. /se chart attached
for clarification on depth and comple0ity.
o This lesson helps students reach levels of deeper learning by re!uiring students to study a
problem# poems# collaborate with their peers# create plans to solve the problem# and decide as
a whole group which solution would best solve the problem. The lesson also re!uires students
to evaluate possible outcomes and shortcomings of the plan of action# and to decide on further
courses of action that may be needed to solve the problem. The main ob&ective of this lesson is
to have students study a picture of a plant that is not thriving# consider what they have learned
about how plants grow# consider causes of the problem and create a solution or plan to solve
the problem. Through this lesson# students will have a deeper understanding of the details of
how plants grow# while also learning how to be problem'solvers and collaborators. This lesson
also provides comple0ity by having students evaluate and defend their choices in how to solve
the problem at hand.
Provide e0amples and rationale for appropriate use of this teaching model and where it is suitable
throughout your curriculum. 1ndicate+discuss strengths+weanesses based on theology+theory.
o This teaching model# because it focuses on students problem'solving# would be useful across
content areas and age groups# particularly in areas lie Science and 5athematics.
1nclude information concerning "daptations+"ccommodations for "dvanced# ?4: and 1?P learners.
)Pay particular attention to "dvanced learners*
o This lesson model can be adapted for all types of learners. %or "dvanced learners specifically#
the teacher can modify the lesson to be more difficult. The teacher could have advanced
learners# solve the problem using fact charts instead of a picture. %or e0ample# the teacher
could have these students read a chart that lists how much water the plant gets# its
surroundings# how much sunlight etc.# and compare it to a recommended care guide for roses#
and decide what the plan should be to help the plant grow# based on facts# rather than
Provide lins to the 6ommon 6ore #tate #tandards that support the use of this model and e0plain
details concerning how this lesson actually does wor to support the CCSS. .
o Several Common Core State Standards of 4iteracy lin to and support the use of this model. 1
have provided < of these standards below. The problem'based learning model# and this lesson
plan particularly# when implemented will have students demonstrate their ability to prepare for
and participate effectively in conversation and collaboration with diverse partners# to build on
others( ideas# and evaluate information provided visually and orally.
%repare for and participate effectively in a range of conversations and colla&orations with
diverse partners, &uilding on others' ideas and e(pressing their own clearly and
)ntegrate and evaluate information presented in diverse media and formats, including
visually, *uantitatively, and orally.
Lin0 to (heor/ ' =ow is this artifact supported by a competent research base,
?0plain why or how this lesson supports the umbrella theory )one of the four theories we review in this
o This lesson supports the Constructivist Theory in that it has students learn by doing.
Constructivism is based on the idea that student must be active participants in their learning#
and that nowledge is gained through personal e0perience and social interaction. This lesson
model re!uires students to actively participate in their learning by evaluating a problem# and
finding a solution through collaborating with others. Students construct their own learning
through this type of lesson# which directly lins to Constructivism.
4in this lesson to the Aew 4earning Sciences and provide rationale for your selection and descriptive
o The Aew 4earning Sciences# addresses the idea of scaffolding# or students actively participating
in constructing their own nowledge. This lesson model# lins to this learning science idea in
that it re!uires students to construct their own nowledge. The lesson has students study a
problem# consider causes of the problem# collaborate with peers# and mae a plan about how
the solve the problem. This lesson model also uses scaffolding in having the teacher act as a
guide to student learning. The teacher must as !uestions of the students to encourage
students to be active participants in their own learning.
:iscuss curriculum resources that you have found useful for this teaching model )i.e.# Teacher(s
5anuals+te0ts+literature+e'resources*. 4ist several technological resources you have found useful.
o Teaching 5odels$ :esigning 1nstruction for <7
Century 4earners by Clare B. Cilbane D Aatalie
9. 5ilman
Resour$es+(e$hnolog/- ;hat technology did you select to support this lesson, 1nclude interactive
applications and videos Eany+all technology suitable.
e-boo0sE 3i$turesE 1ideos et$&
o This lesson opens with students watching a YouTube video to activate prior nowledge and
learning to prepare students for the lesson. 1t prompts students to remember what things a plant
needs in order to grow and flourish.
Pro2essional '$tions+'reas 2or growth ' ;hat are your ne0t professional steps in this area to eep moving
forward as a professional,
:iscuss what went well and what changes you have made for improving learning.
o This lesson effectively has students be the driving force to their learning. Students construct
new nowledge based on previous learning# and use deeper thining to become problem'
;hat would you do differently ne0t time,
o Ae0t time 1 would provide a variety of situations in which the plant would be# so that groups
would have different scenarios to solve and share with their peers to get input.
;hat more do you need to read or learn,
o 6ne thing 1 would really lie to learn is how to implement this lesson model in 4anguage "rts. 1
feel that this model would be difficult to use in language arts because it re!uires a problem for
students to solve# and generally there are not problems to solve in 4anguage "rts curriculum.