PBL Unit

1. PBL Unit Social Studies

2. This unit is designed to…. • Be a problem based learning unit in which the students are forced to use critical thinking to solve the problem. • These lesson plans can be easily altered to fit any problem. • They are made to be supplements to our problem about how to control the mosquito population in Augusta in such a way that it is cost effective and agreeable with the community. • The unit will also integrate different forms of technology in the classroom.

3. Here are the lesson plans Note: These can take different amounts of time. They can be used for a one day lesson or a weeks lesson it’s up to you.

4. Subject: Social Studies Grade Level: 8 Theme: History QCC Objectives: -Students will be able to make predictions and comparisons based on factual information. -Locates ideas in multiple types of sources. -Analyzes interpretations of the same event from multiple types of sources. -Collect evidence using appropriate, reliable data. Lesson Objective: Students will be able to research a problem to find possible answers. Learner Outcomes: Students will be able to learn from mistakes and mirror success. Assessment: Students will right up a brief paragraph summarizing what they found from their articles and share it with the rest of the class. This will serve two purposes (1) It will show the teacher that the student read and understood the article (2) It will also show the rest of the class the same common problem from many different angles. Introduction: Introduce the lesson by sharing with the class a common problem in their community. Procedure: 1. Have articles prepared for the students to use when researching. 2. Tell the students they need to get one article a piece and they need to write a brief summary of their articles. They will be told to us the Internet or additional research. 3. Make sure you set a time limit so they will be prepared to give their presentation in class. 4. Do assessment by letting them share their articles in class. Closure: Discuss with the class when else will they need these kinds of skills Materials and resources: - magazine and newspaper articles - Internet

5. Subject: Social Studies Grade Level: 8 Theme: Map Skills QCC Objectives: - Make generalizations about human activities in a geographic region using map information. - Analyzes and uses a variety of maps and globes for information about an area. - Translate information derived from maps and globes into line and circle graphs Lesson objective: Students will be able to prepare a plan of action by looking at maps and gathering information from them. Learner Outcomes: Students will be able to find out more practical ways to use maps. Assessment: Students will prepare a Power Point presentation explaining what their plan of attack is and why? Introduction: Students will meet the mosquito problem in Augusta. Procedure: 1. Students will be introduced to a series of aerial pictures and various maps of the Augusta area. 2. They will be asked to show where the mosquito population will be the greatest in Augusta. 3. They will then think of ways to handle the problem based on what they found out from 1. Where will they start? Why? 2. What part of the city is the least of their worries? Why? 3. What are the high traffic areas? Closure: Ask students what they have learned about maps and how they can use information like this in their everyday lives. Materials and Resources: -Several kinds of maps -Real aerial pictures of the Augusta area -Computers

6. Subject: Social Studies Grade Level: 8 Theme: Community Government QCC Objectives: -Examines the organization and powers of local government, including cities, counties and special districts. -Identify and defines a problem. -Formulate possible alternatives or solutions to a given problem. -Choose a reasonable solution from among the various alternatives. -Formulates and defends positions on an issue. -Participates in planning for effective civic actions. Lesson Objectives: Students will learn by a hands on activity how the community government works Learner Outcomes: Student will have a better understanding of how to get things done in their community and also have better problem solving skills. Assessment: The assessment will primarily come from participation. This is meant to be an introduction lesson to be expanded upon. However, another way you could put a grade on this would be to have the students type up a small paper about how efficient they thought he local government process was. Introduction:A problem will be introduced to the class. For example: A tiger has escaped from the zoo and the local citizens and animal rights groups are upset. Procedures: 1. After a teacher lead study of the city manager form of government, the students will have a mayoral city council election(six councilmen and one mayor). 2. After the election has taken place in the classroom, a city council meeting will convene. At this time, the teacher will assign positions to the students(those not elected to the city council). Some examples of the positions might be: one city manager, two PETA members, one zoo director, one zoo keeper, one vet, one police chief, two t.v. reporters, one newspaper reporter, two hunt club members, and three civic league members.

7. Lesson 3 continued... 3. The city council listens actively to all sides of the issue as to how the tiger can be taken off the city streets. The PETA members do not want the tiger harmed and the civic league wants the citizens protected. All points of view should be addressed. 4. The problem of the tiger is discussed at the council meeting. All present know the action must be swift. All the students playing their roles will use problem solving skills learned in class and information learned about community government to solve the problem. Each group is given an opportunity to speak before the mayor and council on how to safely solve this problem. Resolution of the problem: All participants summarize their points of view before the city council. The council will then vote on the matter. Closure: Ask the the students to write a paragraph saying if they think the local government system is efficient and effective in getting things done in a quick, democratic manner. Materials and resources: none

8. Summary Of QCCs Covered • Students will be able to make predictions and comparisons based on factual information • Formulate possible alternatives or solutions to a given problem • Formulate and defend a position on an issue • Analyze and use a variety of maps and globes for information about an area. • Make generalizations about human activities in a geographic region using map information • Translate information derived from maps and globes into line and circle graphs. • Locate ideas in multiple types of sources. • Analyze interpretations of the same event from multiple types of sources. • Identify and define a problem • Collect evidence using appropriate, reliable data. • Choose a reasonable solution from among the various alternatives. • Participate in planning for effective civic actions. • Examine the organization and powers of the local government, including cities, counties, and special districts.

9. Created by:Jason Winge