Problem Based Learning Lesson Plan​​:

Grade: 5th Grade

Allie Biede,​ ​Sarah Shapiro, Allison Hofherr

Driving Question: ​In what ways can you and your community help to save the Earth’s
Resources and the environment?

Overall Goal:
The goal of this lesson plan is to introduce the students to different ways in which
they can help their communities. This lesson plan will be used to present the students
with different ideas in which they can help save the Earth’s resources. The students will
be using the different QR codes to research different ways in which they can help save
resources. The students will use their problem solving skills along with working in
group’s to investigate ways that they find most helpful to answer the driving question.
This lesson plan will have the students use QR codes to eventually find their
favorite way to save the Earth’s resources. The objective for the students is to improve
their research and problem based learning skills. By researching different methods and
finding ideas in which interest the students they will be able to make advances in their
research and group skills.

Standards Learning Objectives Assessment

5.ESS.3 Investigate ways 1. Students will be able to list
individual communities off Earth’s natural resources
within the United States
protect the Earth’s
resources and environment 2. Students will be able to
explain why we need to
protect Earth and its
environment
3. Students will be able to list
ways in which they can help
protect Earth’s resources and
the environment
Students will test their
knowledge by researching the
method that they find most
helpful to save the Earth’s
resources. They will have to
come up with reasons to why
their method is the most
helpful and in what ways they
will help their community

:
Key Terms & Definitions
- Resource​​: A useful material that can be drawn from when needed (Ex: Water,
timber, wheat)
- Community​​: A group that shares a similar characteristic
- Agriculture:​​ The science of cultivating land for growing food or raising animals
- Environment:​​ The air, water, minerals, organisms, and all other external factors
surrounding and effecting a given organism at any time

Lesson Introduction (Hook, Grabber) Allie Biede:

To begin the lesson plan the students will watch this short video about Earth and its
most important resources. This video will introduce them to the lesson.
https://www.youtube.com/watch?v=8LfD_EKze2M​.
After they watch this video they will play the introduction kahoot.

KAHOOT: ​https://play.kahoot.it/#/k/f0e3f303-a8ee-4cd7-b1ad-9f3ccb91ef72

Main Activity: Allison Hofherr

For the main activity of the lesson plan, we will put the students in groups of 4-5. There
will be five QR codes scattered around the classroom in a “gallery walk” fashion. Each
group will have an IPad to scan each QR code. The groups will rotate around the room
every five minutes until all groups have visited and scanned every QR code. Each QR
code is either a video or article about how the importance of conserving resources
and/or how they can conserve resources. At the end of this activity, the students will be
assigned a research project over their favorite way to conserve resources that they
learned. They will pick one, do their own research on it, and make a poster on it. They
will then share it with the classroom and explained why they picked their method to save
the Earth’s resources.

QR codes:
https://docs.google.com/document/d/17NA22bZ32pOsiPiM3tdnmZ0KJuPFBriw_n
DGdG5o6fw/edit?usp=sharing

Poster Directions:
https://docs.google.com/document/d/1_BjgeJ-SuMA_FKIoXUusul9r8_R2JrrxbPpV
_r0VVpU/edit?usp=sharing
Lesson Ending: Sarah Shapiro
https://share.nearpod.com/vsph/mu7vWXJ5Lu

Exit slip naming three facts about the way they choose to help their community
and save the Earth’s resources
After the class finishes playing the game, we will come back together as a class for a
discussion. The teacher will ask the class questions about what they liked and didn't like
about the Dash, if they would want to play with it again, etc. Ask open-ended questions
that will spark student’s creativity and ideas. Allow the students to share and discuss,
but stay close to the topic. There is not need to assess the students again with any
formal assessment because the teacher should get a pretty good understanding of
where the students are at while observing them during the activity. By asking the
students what they did not understand or found confusing about the lesson at the end
will also give the teacher an idea of what the students may need help with or are having
difficulties with.

PBL Lesson Plan Rubric:

Great(10 points) Average (8 points) Poor (5 points)

Participation Student was Student was Student did not

involved in all involved in one of participate in any of
activities. They the activities. Either classroom
participated in QR Kahoot, QR code, activities.
code activity as well or ending activity.
as Kahoot and
ending activity.

Poster Student included all Student included Student added only

of the 8 guidelines. 5-7 of the 4 or less guidelines.
guidelines.

Presentation Student shared Student shared Student shared

their poster with the their poster with the poster with 1
class and explained class. Briefly talked supporting detail.
why the method about their method
they chose was the with 2 supporting
best. With three ideas.
supporting ideas.
They engaged the
classroom and
provided a good
explanation.
Resources / Artifacts:
Kahoot (Allie Biede):
https://play.kahoot.it/#/k/f0e3f303-a8ee-4cd7-b1ad-9f3ccb91ef72
QR codes (Allison Hofherr):
https://docs.google.com/document/d/17NA22bZ32pOsiPiM3tdnmZ0KJuPFBriw_n
DGdG5o6fw/edit?usp=sharing
Poster Directions (Allie Biede)
:​​https://docs.google.com/document/d/1_BjgeJ-SuMA_FKIoXUusul9r8_R2JrrxbPp
V_r0VVpU/edit?usp=sharing
Nearpod (Sarah Shapiro):
https://np1.nearpod.com/presentation.php?id=40433590&edit_from_library=15438
63784151&appFrom=APP_HTML

References​​:
https://www.doe.in.gov/standards

Differentiation​​:
Differentiation for ability levels:
For differentiation of ability levels, we will be walking around the room assisting students
that need extra help. Therefore, if a student is having difficulty understanding the article
or video, we can explain it to them in way that they can understand. We would also
assign the group with different ability levels. By doing this, it would not put all the high
ability students together and students with learning difficulties together. By creating a
mix of ability levels in groups, the students are able to work together as a group and can
help each other.
Differentiation for demographics​​:
For students of various races, sexual identities, or genders. We would make sure that
these students feel comfortable with the students in their group and that they feel
included and important. All groups would be mixed, so that they would not feel isolated
or singled out. We would observe their group during the activity to make sure that the
students feel comfortable and included within their groups.

Differentiation for languages:

We would make sure that all students understand the instructions of the activity. For
instance, we would accommodate students who do not speak English/have trouble
understanding it, have a hearing impairment, and so. To accommodate these students,
we would have translators or the appropriate materials for their disability so that they
can fully understand the activity. We will observe them in the groups more closely to
make sure that they are understanding the task at hand and will provide any extra
assistance that they may need(such as translators). We would encourage the students
to make sure that they are working together as a group and helping those who don’t
understand as well.

Differentiation for access & resources:

We will be using Ipads in the classroom and so students will not have to bring their own
in. If students come from a home that does not incorporate technology into their daily
lives because of socio economic status/other issues, we will have all of the resources
available. To make sure that students are fully understanding how to use the
technology, my group members and I will walk around the classroom and ask students
one on one if they fully grasp the activity at hand.

Anticipated Difficulties:
There could potentially be an issue regarding how well versed students are with the
technology that we’re giving them. Certain students may have trouble with the QR
codes if they become expired. Another issue could be the nearpod not working. To fix
this situation my group and I will be sure to have the QR codes up to date and we will
test the nearpod prior to the class period. Since the students are in fifth grade,
however, they have most likely used these resources before. In the stage of our project
where we incorporate a gallery walk, there may be an issue with students completing
the walk far quicker than their peers.