Zoo…

(PBL)

Ms. Mariel S. Bermudez

Reporter
Name of Project: A Home for Everyone

 Duration: 5 days
 Subject : Science
 Teacher: Mariel S. Bermudez
 Grade level: Grade 7
 Other subject areas to be included, if
any: English Language and Arts
 Significant content:
1.Next generation Science Standards
2. Phil. Science standards
 Next generation Science Standards:

 Make observation of plants and animals

to compare the diversity of life in
different artificial habitats.

 Emphasis is on the diversity of living

things in each of a variety of different
habitats
 Phil. Science standards:
 Describe the components of a variety of
habitats and describe how organisms in
those habitats depend on each other.

 Describeways in which habitat loss or

change can occur as a result of natural
events or human impact .
21st century competences
 Collaboration
 Communication
 Critical thinking
Project summary
This unit opens with a field trip to the local zoo. In this
project base learning experience, students explore
their local environment and describe conditions within
a habitat that are beneficial for living things and those
that are not good for living things.
Individually, students will formulate and write a
HABITAT Report in which they introduce their chosen
zoo animal, their opinion for the best habitat, and
supply reasons that support the opinion, and provide
a concluding statement or section.
As teams, students will create and present their
Habitat Plan “Sales Pitch” to students and professors
as a team. Students will collaborate with local
zookeepers, and local zoology students to perform
research to help support their opinions.
Driving Question
 How can we, as biologists, recommend
the best habitat for animals in our zoo?
 Entry Event
Presentation to professors and
students to pose the need for
habitat plans. Create an
habitat report. This will also
be accompanied by a field trip
to the local zoo.
 Day 1
 Theteacher will introduce to the
students about Biodiversity.
Mention the different types of
habitat and the biotic factors.

 Decisionmaking and planning

about the field trip to a zoo.
 Day 2
 Preparation for the field trip in Zoo.
-sending the letter of communication
- conduct a meeting with the parents of
the students/participants
-giving the students a parent consent
- general information (don't and do)
- task of the students (Guided Questions)
Habitat report -individual
Sales Pitch-team
- giving of Rubrics
 Day 3
Actual field trip in a
zoo.
 Day 4
Accomplishing their
Individual Report
-- Habitat Report
 Day 5
Presentation by Team
--Habitat Plan “Sales Pitch”
  Products:

1. Individual: Habitat Report

2. Team: Habitat Plan “ Sales
Pitch”
Individual: Habitat Report
 Specific
content and competencies to be
assessed:
--Science-Habitat
Opinion Pieces (Argumentative
Writing)
Team: Habitat Plan “ Sales Pitch”
(Oral Presentation)
 Specific content and competencies to be
assessed:
-critical thinking
-collaboration
-speaking and listening (communication)
Public Audiences:
 Local zookeeper: entry event, throughout

 Zoology students: entry event, throughout

 Zoologyprofessors: entry event, throughout, final

presentation

 Experts: throughout and final presentation

 Parents and classmates: final presentation

 Resources needed:
 On-site people, facilities: librarian, computer lab
facilitator
 Equipment: computer access, various materials
for the daily activities
 Materials: science books, various materials for
the daily activities
 Community resources: local zookeepers, zoology
students and professors, field trip to the zoo
Reflection Methods
 Journal/ learning log
 Whole-class discussion
 Focus group
 Fishbowl discussion
Final Learning Outcomes/Targets Checkpoints/
Product Formative
s Assessments
Individua I can describe conditions within a • Summary of
l: habitat that are beneficial for living resources
Habitat things and those that are not good • Summary of
Report for living things. experiences from
zoo and experts
• Science journals
I can compare the habitats of • Summary of
various animals to develop an comparison
understanding of how needs can
vary
I can generate examples of • Science journal
uncontrollable conditions and responses
events that can happen resulting in • Writing in science
damage to a habitat. responses from the
lesson
I can investigate the role of the • Amount of time
environment plays in maintaining students take to
suitable habitats for humans and process the activity
animals
Final Learning outcomes/targets Checkpoints/
Products formative
assessments

Individual I can develop an understanding for

: Habitat the need to conserve and preserve • Brainstorm
Report natural resources to reduce negative responses
impact on the environment

I can explain what the term

endangered animal means and cite • Endangered species
examples. report

I can write a report to inform the • Outline of report

needs of a habitat for a specific • Journal writing
animal to survive. • Drafts of reports
I can recall information from • Summary of
experiences or gather information resources
from provided sources to answer a • Outline of report
question
Final Learning Outcomes/ Targets Checkpoints/
product formative
s assessments

Team: I can participate in shared research and • Voting ballots or other

Habitat writing projects. documentation of how
plan teams choose their
sales animal and habitat
pitch plan
I can evaluate multiple habitat and • Outline presentation
habitat reports to decide upon one best • Practice presentation
sales pitch.

I can use visual aids to enhance the

content and message of a team
presentation

I can ask and answer question about

what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding of
topic or issue.
Field trip in a
Zoo
At Polomolok Durian Farm
Learning in that Local Area
Approaches learning outside the
Classroom.
Risk Management
Planning for learning outside the
Classroom.