How can we, as wildlife biologists, create the best animal conservation techniques?

Learning Goals Project-Based Assessment Technology and

and Outcomes Learning Support
Activities

Day 1 Students will be Entry event- Students will Students may use
able to identify Students will video complete an exit the classroom
types of chat with a wildlife ticket that asks, laptops to find
information that biologist who will “What are at least information about
must be known in tell them about the three of the most desert tortoise
order to create an desert tortoise and important things conservation
effective its current status of that wildlife techniques.
conservation “vulnerable/threate biologists need to
technique for an ned”. In groups, know in order to ISTE for
animal. students will use create the best Educators: 4c.
any resources conservation Use collaborative
Content available in the techniques? tools to expand
Standard: Plus classroom to Explain why these students' authentic,
HS+B.L4U1.2 explore possible are important.” real-world learning
Engage in conservation experiences by
argument from techniques to help engaging virtually
evidence that the desert tortoise. with experts,
changes in teams and
environmental Differentiation: students, locally
conditions or -multiple available and globally.
human resources
interventions may -cooperative ISTE for
change species grouping Students: 3a.
diversity in an Students plan and
ecosystem. employ effective
research strategies
Anchor to locate
Standard: information and
CCSS.ELA- other resources for
LITERACY.CCR their intellectual or
A.R.2 creative pursuits.
Determine central
ideas or themes of
a text and analyze
their development;
summarize the key
supporting details
and ideas.

Day 2 What do species Students will Students will draw Students will use
 need to survive? explore what in their notebooks the classroom
species need to at least 3 pictures laptops to engage
Objective: survive by of resources that in an interactive
Students will be completing this animals need to online simulation.
able to describe interactive survive. They will also use
what factors a simulation where the laptops to add
species needs to they can Students will write to their Weebly
survive by drawing manipulate at least two portfolios.
3 pictures of resources in the paragraphs on their
resources that ecosystem and Weebly portfolios ISTE for
animals need to observe the effect answering the Students: 3d.
survive. on the deer question “What do Students build
population. species need to knowledge by
Content survive?” This will actively exploring
Standard: Plus Resource: be a record of their real-world issues
HS+B.L2U1.1 https://blogs.cornell learning that they and problems,
Develop a model .edu/cibt/labs- can refer back to developing ideas
showing the activities/labs/oh- when creating their and theories and
relationship deer-mary- final project for the pursuing answers
between limiting bowman/ unit. and solutions.
factors and
carrying Differentiation: ISTE for
capacity, and use -information shown Educators: 5a.
the model to make visually via the Use technology to
predictions on how simulation create, adapt and
environmental personalize
changes impact learning
biodiversity. experiences that
foster independent
Anchor learning and
Standard: accommodate
CCSS.ELA- learner differences
LITERACY.CCR and needs.
A.SL.2 Integrate
and evaluate
information
presented in
diverse media and
formats, including
visually,
quantitatively, and
orally.

Day 3 What species are Students will Students will Students will use
the most complete an complete a short their laptops to add
important? activity where they quiz with five to their Weebly
 create their own questions about portfolios.
Objective: marine food web food webs.
Students will be and identify ISTE for
able to identify organisms as a Students will write Students:
what makes a decomposer, at least two 2a. Students
species important producer, or paragraphs on their cultivate and
to an ecosystem by consumer. Students Weebly portfolios manage their
answering five will identify and answering the digital identity and
questions about create an argument question “What reputation and are
food webs. about which species are the aware of the
species may be most important?” permanence of
Content more important This will be a their actions in the
Standard: within the food record of their digital world.
Essential web. They will also learning that they
HS.L2U1.19 explore what could can refer back to ISTE for
Develop and use happen to the food when creating their Educators: 3d.
models that show web given different final project for the Model and
how changes in scenarios, such as unit. promote
the transfer of ocean acidification, management of
matter and energy overfishing, and personal data and
within an nutrient run-off into digital identity and
ecosystem the ocean. protect student
and interactions data privacy.
between species Resource:
may affect https://students.ga.d
organisms and esire2learn.com/d2l
their environment. /lor/viewer/viewFil
e.d2lfile/1798/1225
Anchor 4/Building%20A%
Standard: 20Virtual%20Ecos
CCSS.ELA- ystem.pdf
LITERACY.CCR
A.W.1 -food web may be
Write arguments to created using the
support claims in names of the
an analysis of species or pictures
substantive topics -students can work
or texts using valid individually or in
reasoning and pairs
relevant and
sufficient
evidence.

Day 4 What species are Show the short Students will write Students will view
the most YouTube video two paragraphs an online video
important? “How Wolves about why the and use the
Objective: Change Rivers”. wolves in the video Internet to find
Students will be Discuss with the are a keystone information about
able to identify class how the species and how keystone species.
what makes a wolves impacted humans can be Students will use
species important every other species considered a their laptops to add
to an ecosystem by and even abiotic keystone species. to their Weebly
writing two factors in the portfolios.
paragraphs about ecosystem. Have Students will write
why the wolves in students Wander at least two ISTE for
the video are a the Web to find paragraphs on their Students: 3c.
keystone species information about aWeebly portfolios Students curate
and how humans keystone species ofanswering the information from
can be considered question “What
their choice and its digital resources
a keystone species. importance in its species are the using a variety of
own ecosystem. most important?” tools and methods
Content Have students shareThis will be a to create
Standard: their findings withrecord of their collections of
Essential the class at the end
learning that they artifacts that
HS.L2U1.19 of the period. can refer back to demonstrate
Develop and use when creating their meaningful
models that show Resources: final project for the connections or
how changes in https://www.youtub unit. conclusions.
the transfer of e.com/watch?v=ysa
matter and energy 5OBhXz-Q&t=6s ISTE for
within an Educators: 5a.
ecosystem Differentiation: Use technology to
and interactions -the video, along create, adapt and
between species with subtitles, will personalize
may affect help students learn learning
organisms and both visually and experiences that
their environment. textually foster independent
-by independently learning and
Anchor wandering the web, accommodate
Standard: students can utilize learner differences
CCSS.ELA- web resources that and needs.
LITERACY.CCR are at their level of
A.SL.2 Integrate reading and
and evaluate understanding
information
presented in
diverse media and
formats, including
visually,
quantitatively, and
orally.
Day 5 How does an As a class, we will Students will refine Students will use
ecosystem work? go outside to the their concept maps their laptops to add
school’s field. I to show how at to their Weebly
Objective: will ask students to least 5 abiotic and portfolios.
Students will be write down or draw biotic factors
able to describe the as many biotic and interact and how ISTE for
basic ways that abiotic factors that energy flows Students:
ecosystems they can identify. through 2a. Students
function by Students will then ecosystems. cultivate and
creating a concept create a concept manage their digital
map that shows the map of the Students will identity and
interactions interactions complete a 20- reputation and are
aware of the
between at least 5 between the factors question quiz to
permanence of their
abiotic and biotic they identified. As show their mastery actions in the digital
factors and how a class, we will of ecosystems and world.
energy moves discuss how energy the organisms
through an flows through within them. ISTE for
ecosystem. ecosystems. Educators: 3d.
Students will write Model and
Content Differentiation: at least two promote
Standard: -no set format for paragraphs on their management of
Essential the concept map; Weebly portfolios personal data and
HS.L2U1.19 students can create answering the digital identity and
Develop and use it in any way that question “How protect student
models that show makes sense for does an ecosystem data privacy.
how changes in them work?” This will be
the transfer of a record of their
matter and energy learning that they
within an can refer back to
ecosystem when creating their
and interactions final project for the
between species unit.
may affect
organisms and
their environment.

Plus
HS+B.L2U1.3
Use mathematics
and computational
thinking
to support claims
for the cycling of
matter and
 flow of energy
through trophic
levels in an
Ecosystem.

Anchor
Standard:
CCSS.ELA-
LITERACY.CCR
A.SL.5 Make
strategic use of
digital media and
visual displays of
data to express
information and
enhance
understanding of
presentations.

Day 6 How do human Students will Students will hold a Students will use
actions affect complete a discussion panel the Internet to
ecosystems? WebQuest in where they use access the
groups of six. They their role to discuss WebQuest and
Objective: will explore an whether the human search for
Students will be animal population impact on the information.
able to evaluate the and its community, animals is positive Students will use
ways that human the effects of or negative. their laptops to add
actions affect human activities on to their Weebly
ecosystems by these animals, and Students will write portfolios.
holding a determine if at least two
discussion panel humans are helping paragraphs on their ISTE for
discussing whether or harming these Weebly portfolios Students:
the human impact animals. Each answering the 3c. Students curate
on their assigned student will have a question “How do information from
animal population specific role that human actions digital resources
is positive or will drive their affect ecosystems?” using a variety of
negative. research and This will be a tools and methods
argument: the record of their to create
Content scientist, the learning that they collections of
Standard: Plus politician, the can refer back to artifacts that
HS+B.L4U1.2 citizen, and the when creating their demonstrate
Engage in animal population. final project for the meaningful
argument from unit. connections or
evidence that Resource: conclusions.
changes in http://questgarden.c
 environmental om/151/13/6/12111 ISTE for
conditions or 2074627/task.htm Educators: 5b.
human Design authentic
interventions may Differentiation: learning activities
change species -cooperative that align with
diversity in an grouping content area
ecosystem. -students can standards and use
choose their own digital tools and
Plus group roles, resources to
HS+B.L2U1.1 allowing them to maximize active,
Develop a model personalize their deep learning.
showing the learning experience
relationship and choose a role
between limiting that will suit their
factors and learning needs and
carrying competency level
capacity, and use -for advanced
the model to make learners, task them
predictions on how with also
environmental researching
changes impact carrying capacity
biodiversity. and limiting factors

Anchor
Standard:
CCSS.ELA-
LITERACY.CCR
A.SL.4 Present
information,
findings, and
supporting
evidence such that
listeners can
follow the line of
reasoning and the
organization,
development, and
style are
appropriate to task,
purpose, and
audience.

Day 7 What conservation Students will Students will give a Students will use
techniques do we Wander the Web. 3-5 minute the Internet to find
currently have in This is a structured presentation about information about
place? form of Internet their findings in conservation
searching where small groups. strategies. Students
Objective: students find a web will use their
Students will be source that aligns Students will write laptops to add to
able to analyze the with their learning at least two their Weebly
current target. They take 5- paragraphs on their portfolios.
conservation 10 minutes Weebly portfolios
techniques by exploring that answering the ISTE for
giving a 3-5 source, then move question “What Students: 3b.
minute to a link listed on conservation Students evaluate
presentation about that source and techniques do we the accuracy,
the current spend 5-10 minutes currently have in perspective,
conservation exploring the new place?” This will credibility and
techniques that source. This repeats be a record of their relevance of
they researched. until they have learning that they information,
visited 3-4 web can refer back to media, data or
Content sources. Students when creating their other resources.
Standard: will Wander the final project for the
Essential Web to find unit. 3c. Students curate
HS.L2U3.18 information about information from
Obtain, evaluate, current animal digital resources
and communicate conservation efforts using a variety of
about the and techniques. tools and methods
positive and to create
negative ethical, Differentiation: collections of
social, economic, -by independently artifacts that
and political wandering the web, demonstrate
implications of students can utilize meaningful
human activity on web resources that connections or
the are at their level of conclusions.
biodiversity of an reading and
ecosystem. understanding ISTE for
Educators: 6a.
Anchor Foster a culture
Standard: where students
CCSS.ELA- take ownership of
LITERACY.CCR their learning goals
A.R.1 and outcomes in
Read closely to both independent
determine what the and group settings.
text says explicitly
and to make
logical inferences
from it; cite
specific textual
evidence when
 writing or speaking
to support
conclusions drawn
from the text.

Day 8 How can we create “Saving the Ocean” Students will post Students will use
better conservation case study activity. on a classroom the Internet to
techniques? In groups, students Padlet five ways access the case
will complete a that their group study activity and
Objective: case study that came up with for search for relevant
Students will be includes identifying the community to information.
able to create what they know help save the Students will post
conservation about the ocean, ocean. their results online
techniques by identifying what to the classroom
describing five they need to know Students will write Padlet. Students
ways that a about the oceans at least two will use their
community could and what is paragraphs on their laptops to add to
help save the endangering them, Weebly portfolios their Weebly
ocean. discussing what answering the portfolios.
they have found, question “How can
Content and creating a plan we create better ISTE for
Standard: of action for the conservation Students: 3d.
Essential community. techniques?” This Students build
HS.L2U3.18 will be a record of knowledge by
Obtain, evaluate, Resource: their learning that actively exploring
and communicate http://www.mrsosh they can refer back real-world issues
about the ouse.com/pbl/o/ind to when creating and problems,
positive and ex.htm their final project developing ideas
negative ethical, for the unit. and theories and
social, economic, Differentiation: pursuing answers
and political -cooperative and solutions.
implications of grouping
human activity on ISTE for
the Educators: 7b.
biodiversity of an Use technology to
ecosystem. design and
implement a
Anchor variety of
Standard: formative and
CCSS.ELA- summative
LITERACY.CCR assessments that
A.R.8 accommodate
Delineate and learner needs,
evaluate the provide timely
argument and feedback to
specific claims in a students and
 text, including the inform instruction.
validity of the
reasoning as well
as the relevance
and sufficiency of
the evidence.

Day 9 How can we create In their project Students will Students will use
better conservation groups, students synthesize their the Internet to
techniques? will share the group’s ideas in search for any
information they order to create a information they
Objective: have found over the plan of action that feel they still need
Students will be unit and will work will help save one to create a
able to create together to species of animal. conservation
conservation synthesize this strategy. Students
techniques by information and Students will write may also put
synthesizing group generate ideas to at least two together their
ideas into a plan of create a new paragraphs on their presentation using
action to help save conservation Weebly portfolios PowerPoint.
one species of technique. They answering the
animal. will work on question “How can ISTE for
putting together we create better Students: 4a.
Content their presentations, conservation Students know and
Standard: Plus either on a poster techniques?” This use a deliberate
HS+B.L4U1.2 board or in a will be a record of design process for
Engage in PowerPoint format. their learning that generating ideas,
argument from There will also be they can refer back testing theories,
evidence that collaborative to when creating creating innovative
changes in stations across the their final project artifacts or solving
environmental room with assigned for the unit. authentic
conditions or topics from the problems.
human unit, such as
interventions may “keystone species”, 7c. Students
change species “ecosystems”, and contribute
diversity in an “human effects”. constructively to
ecosystem. Students can go to project teams,
these stations if assuming various
Anchor they feel they need roles and
Standard: more support in the responsibilities to
CCSS.ELA- topic, and research work effectively
LITERACY.CCR or discuss that topic toward a common
A.SL.1 Prepare for with others at that goal.
and participate station.
effectively in a ISTE for
range of Differentiation: Educators: 6c.
 conversations and -cooperative Create learning
collaborations with grouping opportunities that
diverse partners, -topic support challenge students
building on others' stations to use a design
ideas and -choice of process and
expressing their presenting their computational
own clearly and information in a thinking to
persuasively. PowerPoint or innovate and solve
poster board problems.

Day 10 Objective: In-class science Students will give a Students may use
Students will be fair/presentations. 10-15 presentation PowerPoint as an
able to share and Students will of their project to aid in their
defend their participate in a the class. They will presentations.
conservation gallery walk where share any species
techniques by half the class will they may have ISTE for
giving a 10-15 present to a small focused on, Students: 6c.
minute group of students at information about Students
presentation to the a time. those species, communicate
class. current complex ideas
Differentiation: conservation clearly and
Content -students can techniques they effectively by
Standard: Plus choose to present studied, and their creating or using a
HS+B.L4U1.2 their information in proposal for a new variety of digital
Engage in a PowerPoint or and more effective objects such as
argument from posterboard conservation visualizations,
evidence that technique. Their models or
changes in presentations may simulations.
environmental be aided by a
conditions or poster board or a 6d. Students
human PowerPoint. publish or present
interventions may content that
change species customizes the
diversity in an message and
ecosystem. medium for their
intended
Anchor audiences.
Standard:
CCSS.ELA- ISTE for
LITERACY.CCR Educators:
A.SL.4 Present 7a. Provide
information, alternative ways
findings, and for students to
supporting demonstrate
evidence such that competency and
 listeners can reflect on their
follow the line of learning using
reasoning and the technology.
organization,
development, and 6a. Foster a culture
style are where students
appropriate to task, take ownership of
purpose, and their learning goals
audience. and outcomes in
both independent
and group settings.

Day 11 Objective: Reflection day. As Students will write Students will use
Students will be a class, we will at least five their laptops to add
able to evaluate the have a discussion paragraphs on their to their Weebly
topic of animal about these Weebly portfolios portfolios.
conservation by questions: Why is answering the
writing five conserving species questions “Why is ISTE for
paragraphs important? What conserving species Students:
answering are the obstacles to important? What 6b. Students create
reflection conservation? What are the obstacles to original works or
questions. can we do as conservation? What responsibly
individuals to help can we do as repurpose or remix
Content conservation? individuals to help digital resources
Standard: Plus Students will be conservation? Why into new creations
HS+B.L4U1.2 encouraged to share was this project
Engage in their own important to me? ISTE for
argument from questions, What is the biggest Educators: 6d.
evidence that experiences, and thing that I learned Model and nurture
changes in learning with the from this project?” creativity and
environmental class. creative expression
conditions or to communicate
human Differentiation: ideas, knowledge
interventions may -Socratic seminar or connections.
change species
diversity in an
ecosystem.

Anchor
Standard:
CCSS.ELA-
LITERACY.CCR
A.W.2
Write
informative/explan
atory texts to
 examine and
convey complex
ideas and
information clearly
and accurately
through the
effective selection,
organization, and
analysis of content.

Technology Support:

Each student is given their own laptop by the school. They use these laptops in class and

bring them home so that they have access to school work at all times. The school has two IT staff

that teachers can call upon at any time for technical support. The students will use their laptops

to complete many online activities as well as keep a digital portfolio that they will write in daily

to keep track of their learning.

Sustaining the Project After Proposal Period:

By having students participate in a community-wide science fair to showcase their

project, I am hoping to garner support from the community to continue this project in upcoming

years. I hope to get teachers from other content involved so that we can make it an

interdisciplinary project about the environment. This can easily translate into all subject areas. I

will also reflect on each lesson and seek feedback from students on what went well with the

project and what could be improved.

Innovation:

Project-based learning has not yet been utilized in the science classrooms at my school.

Because there is so much content to cover, science teachers rely heavily on lecturing. However,
this project can be a model for teachers to innovate their own teaching and show them how to

cover a unit’s worth of content in an active learning format where they guide students to their

learning goals. This project will also show students a new type of classroom, where they are in

control of their own learning and have the freedom to inquire and explore topics that are

interesting and relevant to them. I believe that this will increase excitement about learning for

both students and teachers while providing an authentic and memorable learning experience.