Lesson on Challenge Based Learning

Title: Polar Bears in a Changing Climate

Author: Julene Reed

Grade Levels: 6–12, but can be adapted to other grades as well

Note: Below is an overview of this Challenge Based Learning lesson focusing onpolar bears and climate change. A more thorough and detailed description of thislesson along with concrete examples is available on the "Polar Bears, ClimateChange, and Challenge Based Learning" section of the "Polar Bears in a ChangingClimate" website that is available on the Apple Learning Interchange.

Essential Questions (these are samples for this specific topic; many others arepossible):

• What causes climate change?• How is our changing climate affecting polar bears?• What can be done to reduce CO2 emissions and stop climate change?

Objectives:• Gain an understanding of climate change, its causes, and its effects globally• Understand and identify the negative effects of climate change on the earth

and its inhabitants, in general• Understand and identify the negative effects of climate change on polar

bears• Identify actions that can be taken locally to reduce CO2 emissions and stop

climate change• Implement strategies and actions in the local community and collaborate

globally on projects to reduce CO2• Publish and share solutions with media and technology to increase the

sphere of influence and inspire others to action• Reflect on the project process, solutions, and what was learned

Lesson Resources:• "Polar Bears in a Changing Climate" – Apple Learning Interchange CBL

Lesson• Video explaining Challenge Based Learning – Bill McClain, Environmental

Science Teacher• Challenge Based Learning on Apple Learning Interchange (include links to

white papers and other research)• SweetSearch - A Search Engine for Students

• Polar Bears International Website• EPA Website, Google Search

Procedures – The lesson resources in the "Polar Bears in a Changing Climate"published exhibit provide detailed clarification of Challenge Based Learning as wellas concrete lesson examples to model this lesson. Below is a chart of the CBLprocess.

CBL Framework Chart (on the ALI website)

Note: Throughout the implementation of a CBL lesson/project, students proceedthrough the Challenge Based Learning framework including Key Components andProcess which include an "Essential Question, The Challenge, Guiding Questions,Guiding Activities and Resources, and Solutions"

In a CBL project, the teacher is a facilitator. The students are self–directed in theirlearning process with the teacher learning along with them and guiding them asneeded. Assessment is an ongoing and dynamic process throughout a CBL project,referring to a rubric (example below) and reflecting throughout the project

During the lesson/project, students:• Select a "Big Idea" related to a real–world problem and form an "Essential

Question"• Identify a "Challenge" related to the above, developing a beginning plan for

their actions• Share what they know about the topic in collaborative groups and identify

what they need to research in order to develop a solution or plan of actionthat addresses the problem of climate change

• Brainstorm a list of questions & keywords to research (Students can use thesein yolink searches that include searches conducted using SweetSearch.)

• Use yolink to narrow search results by looking for specific keywords withinthe search results

• Append their results to a Google Doc where they collaboratively share theirwork with project partners and the teacher who can then provide ongoingfeedback

• Utilize EasyBib to record sources for reference and citations• Continually review information and access other resources as they work

collaboratively to determine solutions• Discuss an action plan – a project they can implement – and develop a

solution that is action–oriented• Implement the project, taking action both locally and in the larger community• Utilize technology as part of their action/solution (i.e., create a public service

announcement, publish and distribute posters or pamphlets, publish to awebsite, create a podcast, etc.)

• Share their project with other student groups by presenting their project andsolutions to their peers

• Reflect either orally or in writing on the overall process and what was learned

The Project - Planning Actions and Implementing Solutions• Organize information• Draw conclusions from information gathered from the multiple sources• Brainstorm solutions and actions that can be taken to make a difference in

relation to the problem of climate change• Develop project solutions that include:

◦ Actions to implement locally (home, school, community)◦ Collaborations with other schools or organizations globally to design

solutions and take action◦ Publishing of projects in different media such as PSA's, posters, etc.

• Share with other project groups, presenting solutions and actions• Reflection – this can be done either orally or in a written reflection document

Assessment: CBL Rubric from Iowa Public Television

Iowa Pathways and Iowa Public Television have created a rubric that can be utilizedfor Challenge Based Learning investigations. One may want to adapt this rubric toinclude the assessment of related action-oriented activities involving technology.

NETS Standards for Students Addressed:

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and developinnovative products and processes using technology.Students:

a. apply existing knowledge to generate new ideas, product, orprocesses.

b. create original works as a means of personal or group expression.

2. Communication and Collaboration

Students use digital media and environments to communicate and workcollaboratively, including at a distance, to support individual learning andcontribute to the learning of others.Students:

a. interact, collaborate, and publish with peers, experts, or othersemploying a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiencesusing a variety of media and formats.

c. develop cultural understanding and global awareness by engaging withlearners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically useinformation from a variety of sources and media.

c. evaluate and select information sources and digital tools based on theappropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manageprojects, solve problems, and make informed decisions using appropriatetools and resources.Students:

a. identify and define authentic problems and significant questions forinvestigation.

b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informal

decisions.d. use multiple processes and diverse perspectives to explore alternative

solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related totechnology and practice legal and ethical behavior.Students:

a. advocate and practice safe, legal, and responsible use of informationand technology.

b. exhibit a positive attitude toward using technology that supportscollaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts,systems, and operations.Students:

a. understand and use technology systems.b. select and use applications effectively and productively.

NETS Standards for Teachers Addressed:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, andtechnology to facilitate experiences that advance student learning, creativity,and innovation in both face-to-face and virtual environments.Teachers:

a. promote, support, and model creative and innovative thinking andinventivenessb. engage students in exploring real-world issues and solving authenticproblems using digital tools and resourcesc. promote student reflection using collaborative tools to reveal and clarifystudents’ conceptual understanding and thinking, planning, and creativeprocessesd. model collaborative knowledge construction by engaging in learning withstudents, colleagues, and others in face-to-face and virtual environments

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences andassessment incorporating contemporary tools and resources to maximizecontent learning in context and to develop the knowledge, skills, andattitudes identified in the NETS•S.Teachers:

a. design or adapt relevant learning experiences that incorporate digital toolsand resources to promote student learning and creativityb. develop technology-enriched learning environments that enable allstudents to pursue their individual curiosities and become active participantsin setting their own educational goals, managing their own learning, andassessing their own progressc. customize and personalize learning activities to address students’ diverselearning styles, working strategies, and abilities using digital tools andresourcesd. provide students with multiple and varied formative and summativeassessments aligned with content and technology standards and useresulting data to inform learning and teaching

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of aninnovative professional in a global and digital society.Teachers:

a. demonstrate fluency in technology systems and the transfer of currentknowledge to new technologies and situationsb. collaborate with students, peers, parents, and community members usingdigital tools and resources to support student success and innovationc. communicate relevant information and ideas effectively to students,parents, and peers using a variety of digital-age media and formatsd. model and facilitate effective use of current and emerging digital tools tolocate, analyze, evaluate, and use information resources to supportresearch and learning

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities inan evolving digital culture and exhibit legal and ethical behavior in theirprofessional practices.Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digitalinformation and technology, including respect for copyright, intellectualproperty, and the appropriate documentation of sourcesb. address the diverse needs of all learners by using learner-centeredstrategies and providing equitable access to appropriate digital tools andresourcesc. promote and model digital etiquette and responsible social interactionsrelated to the use of technology and information d. develop and modelcultural understanding and global awareness by engaging with colleaguesand students of other cultures using digital-age communication andcollaboration tools

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