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Serra High School 2009-10 GATE Program Summary:

Serra High School 2009-10 GATE Program Summary:. Differentiation through Problem-Based Learning. Table of Contents. Explanation of Problem-Based Learning (PBL) Problem-Based Learning in AP United States Government and Politics Problem-Based Learning in Adv Geometry

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Serra High School 2009-10 GATE Program Summary:

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  1. Serra High School2009-10 GATE Program Summary: Differentiation through Problem-Based Learning

  2. Table of Contents Explanation of Problem-Based Learning (PBL) Problem-Based Learning in AP United States Government and Politics Problem-Based Learning in Adv Geometry Problem-Based Learning in Adv/AP English classes Problem Based Learning in Biology, Chemistry, Environmental Science and Biotechnology Problem-Based Learning in AP World History Serra GATE: PBL

  3. Explanation of the strategy: The Illinois Mathematics and Science Academy (IMSA) has a concise overview of the PBL construct available by clicking here. Read how IMSA further explores PBL alignment with best practices by clicking here. Serra GATE: PBL

  4. Turner 1 Problem Based LearningIn AP United States Government and Politics Teacher: John Turner 124 total students served in four sections 57 students identified as GATE or Seminar Serra GATE: PBL

  5. Turner 2 Part 1: Engagement Students were presented in Unit 3 of AP U.S. Government and Politics with the following ill-structured problem: Party dealignment is a term that refers to the way in which people identify less and less with structured political parties. The result is more independent voters. Why are political parties unable to keep their voting base aligned? In other words, why can’t the parties keep Americans from drifting away from them? Serra GATE: PBL

  6. Turner 3 Part 2: Investigation and Inquiry Students explored data on the decreasing numbers of Americans registering and voting along party lines. Specific demographic information was analyzed. The inquiry process led students to ask questions of whether party dealignment was more a reflection of ineffectual platform positions taken by major parties or of parties losing their significance in the American political process. Were parties becoming out of touch or out of date? Serra GATE: PBL

  7. Turner 4 Part 3: Problem Resolution As a product of the learning activity, students created one of two documents. For most students, the outcome was a paper creating a new political party that would connect with American voters in a way in that existing major parties were not. The paper included a mission statement, a 10 plank platform, and demographic support among other criteria. Other students were able to write to the topic of why political party affiliation is an outdated mode of engaging in American politics. Serra GATE: PBL

  8. Turner 5 Part 4: Debriefing Debriefing of this activity moved beyond discussion of student insights/perspectives and into the next unit of study which was Interest Groups. Once students had background on interest groups, the process cycled into new problem based learning dynamics of asking whether, in the modern era, interest groups offer more to political action than do smaller political parties. Serra GATE: PBL

  9. Geometry 1 Problem Based LearningIn Advanced Geometry Soda Poppin’ Bottles Tonia Brooks Michael Morales

  10. Geometry 2 Introduction This webquest addresses California Geometry Content Standards (9 - 12) 8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. Students have studied how to calculate the area of various polygons and have been exposed to various three-dimensional figures. In the assignment students are to design a new soda bottle to go with the "Come to the Edge" ad campaign for Coke Edge. They then pitch their idea to the Marketing Coordinator (the teacher) who will decide on one bottle design to put into full production. The goal of this quest is for students to use everything they know about finding surface area, volume, cost and environmental factors to create a unique and exciting new bottle design.

  11. Geometry 3 Process There is a three step process to completing this webquest: Students research bottle designs, formulas, and materials that could be used to create the bottles Students sketch a possible design they will use Students decide on a bottle design, determine the material to be used, and work on a sales pitch

  12. Geometry 4 • Students explain how completing this project helped them: • Better understand surface area and volume • Better understand how math fits into our everyday world Reflection

  13. Geometry 5 • For student sample presentations click on the soda can. Student Samples Soda

  14. English 9/10- 1 Problem Based LearningIn English Language Arts GATE/Seminar 9th & 10th grade English Teachers: Tami Thoro, Marisa Lutz, Tifanie Clark, Kiana Moyers Hnrs/AP 11th & 12th grade English Teachers: Teachers: Lisa Smith, Linda Nelson, Mike Cawley, Liz Ward Serra GATE: PBL

  15. English- 2 Step 1 9th/10th: Students were presented with an article about a “new” animal, and asked to come to a consensus about whether or not it was credible. Original article can be found here. 11th/12th: Students were presented with an article outlining an ethical & legal dilemmas caused by embryos being implanted for the wrong couple at a fertility clinic. Original article can be found here. Serra GATE: PBL

  16. English- 3 Step 2 9th/10th: Student groups were asked to make a list of the reasons that support their conclusion, and then to rank them in order of the strength of their support. Students were asked to make another list of the things the group would like to review/learn more about that might help them feel more confident about their conclusion. 11th/12th: Students were asked to discuss what research needs to be done by their group in order to determine whose embryos “belonged” to which parents; they anticipated how/where to find the necessary information to sort out the problem.

  17. English- 4 Student work samples demonstrating group debate/consensus on the issue Serra GATE: PBL

  18. English- 5 • These problems are intended to facilitate discussion and stimulate cooperation in thought processes. It is followed by additional activities to promote mastery of concepts addressed in the problem. • In 9th/10th. students were eager to find out the “real” answer, and some researched it at home before the class debriefed. • Overall, students enjoyed the opportunity to consider real-life solutions to a real-life issue. Debriefing Serra GATE: PBL

  19. Problem Based LearningBiology, Chemistry, Environmental Science and Biotechnology Mr. Charles Scott Miss Diane Gerry Miss Sarah Schindler Mrs. Ericka Senegar

  20. Participants in PBL Activity AP Biology (2 Sections) Advanced Biology (4 Sections) AP Chemistry (1 Section) Honors Chemistry (3 Sections) AP Environmental Science (5 Sections) Biotechnology (1 Section)

  21. PBL Activity The PBL activity consisted of a laboratory experiment entitled: “How Green is My Orange:Comparison of Essential Oil Extraction Methods”

  22. Educational Goal To understand chemical, steam and CO2 extraction methods, and their relationship to green industrial chemistry and biotechnology practices.

  23. Students Completed the Following Activities Study “green chemistry” and oil extraction processes Extract the essential oil d-limonene from orange peel rind using steam disstillation and supercritical CO2 methods Analyze the differences between the two methods Make connections between classroom lab activities and industrial chemical processes

  24. Students will be able to... • Extract essential oils from oranges using steam distillation • Extract essential oils from oranges using supercritical CO2 • Compute the use of energy in both extractions • Compare the use of energy in both extractions • Compare the use of hazardous chemicals in both extractions • Explain the phase changes of CO2 • Create and evaluate the chemical structures of hazardous waste Student Outcomes

  25. Student Reflection Environmental and safety advantages of using CO2 as a “green” alternative solvent

  26. PBL Activity in AP World History INTRODUCTION: Classroom discussion regarding problems faced by the U.S. in today’s world. Drawing from this discussion, students were asked to select a generic problem faced by a civilization, nation, or culture in the past and investigate how that problem was addressed by two civilizations, nations, or cultures in the past. OUTCOME: Students were to: a. Present a generic problem faced by a civilization, culture, or nation b. Investigate how two different civilizations, cultures, or nations (or a civilization, culture, or nation in two different time periods) addressed the presented problem c. Evaluate the effectiveness of the course of action undertaken by the selected civilizations, nations, or cultures in addressing the presented problem. Teacher: Harlan Bleecker Students: 101 students in 3 sections of AP World History

  27. Examples of Problems/Civilizations Investigated by Students: Problem of foreign influence -Han China/Tokugawa Japan -Byzantine Empire/Russia (early 1900s) Problem of disease/epidemics -Europe (1300s)/China (1900s) Problem of unequal status of women -Ancient Greece/Han China -U.S. (1800s)/Britain (1800s) Problem of invasion by foreign power -China (1300s)/Maya -China (200 B.C.E.)/Korea (1200s) -Han China/Roman Empire Problem of bad sanitation -Britain (1850s)/India (1850s)--see attached student slide

  28. How did societies in the 1850’s deal with Bad Sanitation? Amy Trinh Period 4 World History

  29. The EndFor questions or comments regarding Serra’s GATE program, please contactMarisa Lutz at mlutz@sandi.netor Cecile Nedellec at cnedellec@sandi.net

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