Team members

Name: Taylor Jones, Kourtney Wagner, Gabriela Gonzalez-Stuver

Topic: Life Science (Standard-1.LS.3)

Part 1: Driving question:

What are your three initial driving questions?
1 Should people be allowed to own pets?
2 Should zoos be allowed?
3 Should people be able to eat animal products?
What is your one, final driving question?
Should zoos be allowed?
Background information of this driving question:
The ethical question of zoos will be brought up while learning about other
animals from other countries as well as ours. The learning benefits of zoos
will be compared to the ethical background of retaining animals in different
habitats rather than their homes.
Why do you think this is a good driving question?
Try to answer these 4 questions. (But you should not answer them with
yes or no, instead explain the details and convince me that youve met
these criteria)
Does the DQ warrant in-depth study? -It can warrant in-
depth study because there is not a definite answer which requires each
student to research more about the topic in order to support their side or
claim.
Is the DQ an authentic and relevant issue/problem for my
students? Yes because students parents may take them to zoos and they
might start questioning why the animals are in a place theyre not
supposed to be.
Is there more than one plausible solution to the DQ? Yes
because there are other possible solutions based on opinions combined
with facts available.
Does the DQ provide opportunities for students to evaluate,
analyze, present, and defend their solutions? Yes because the students
 will need to analyze their own opinions while also doing research on the
animals and zoos and the zoos effects on the animals.

Part2: Grabber
What is your grabber?
We will take our students on a field trip to the Fort Wayne Childrens Zoo.
Why do you think this grabber is beneficial and how it aligns with your
driving question?

Does the story, article, video, announcement, role play, or other

resource hook the learner into asking more questions about the topic? Yes
because children like zoos.
Does the grabber capitalize on novelty and / or high emotion
situations? It can because people care about animals and can become
very passionate about the morality of holding animals from their natural
habitat to make a profit.
Does the grabber establish authenticity & relevance? Yes because
zoos exist and many families take their children to zoos for fun.
Make sure to explain in detail how this grabber would be used.
As the topic if animal health is brought up, we will go on the field trip. After enjoying the
field trip, the question will be brought up to the children to make them truly analyze their
experience as well as the animals.

Part 3: Culminating activities: List all your activities here:

1) Activity 1
What is your first activity?
We could have them create a model of an animal where half is in its
natural habitat and the other half is its habitat in a zoo. By doing that, they
can see the similarities and differences of the two living spaces for
animals. They could work in groups 2 or 3. The students could use shoe
boxes, clay, figurines, markers, paper, glue, etc. List the name of your
activity here. And explain how it would be implemented in the class,
describe the process, such as how to group your students, when to
present information to your students, what resources you will use, what
students will create or share, etc.
 Why do you think this is a good activity for PBL?
Try to answer these 4 questions. (But you should not
answer them with yes or no, instead explain the details and
convince me that youve met these criteria)
How is the activity authentic? It requires hands-on
learning to help the students learn about and solve a real-world
problem because students go to zoos all of the time with their
families. They can connect with this project because they have
experienced it themselves in real life.
Does the activity provide students with the opportunity
to present and defend problem solution? Yes, they can compare the
two sides and either pick which environment is better or how zoos
could improve and explain why.
Does the activity require student collaboration? Yes
because it is a large project in a group setting.
How will I judge what students have learned from the activity?
You will need to create a rubric for this step and potential
example materials as well.

2) Repeat the information above for any additional activities you want to add.

Rubric

Excellent Good (3) Fair (2) Bad (1)

(4)

Effort The The Diagram No

diagram diagram does not involvemen
clearly shows show as t shown;
shows involvemen much not creative
involveme t but is not involvemen
nt; there is as clear; t;
color; creative somewhat
extremely creative
creative.
Vocal Gives a Gives an Gives No
Argument strong argument somewhat argument
argument but not as of an given
for their strong argument
reasoning but does
not make
sense

Fact Facts are Facts are Few to no No facts

Support used and used but facts used were used
are not very in
supportive many argumentat
towards ion
argument
ation

Group Group Group Group Group

Evaluation members members members members
are work do not are not
working together work working
together but not as together all together at
to create a often the time all
quality
project

Participation Everyone Most of the Few to Only one

is involved members none of member
are members has done
involved are the work
involved in
project