Save the Sea TurtleSave the Sea Turtle

L.S.E. L.S.E.

33rdrd grade grade

PBL presentationPBL presentation

UNIT SUMMARYUNIT SUMMARY

Third grade students will study various aspects of Third grade students will study various aspects of the journey of the sea turtle from nest to ocean the journey of the sea turtle from nest to ocean and consider how communities and individuals and consider how communities and individuals can impact both negatively and positively the life can impact both negatively and positively the life of this creature. The Pennies for the Planet of this creature. The Pennies for the Planet project will be the lynch pin for this exploration project will be the lynch pin for this exploration because the barrier islands of North Carolina are because the barrier islands of North Carolina are one of their conservation areas. STEM as well as one of their conservation areas. STEM as well as National Education Standards in science, National Education Standards in science, mathematics, English and reading are addressed mathematics, English and reading are addressed within the project.within the project.

Curriculum Framing Curriculum Framing QuestionsQuestions

Essential Question: How can I impact Essential Question: How can I impact the life of sea turtles?the life of sea turtles?

Unit Question: What can our Unit Question: What can our community do for sea turtles?community do for sea turtles?

Content Question: How can I collect, Content Question: How can I collect, analyze and display data about sea analyze and display data about sea turtles?turtles?

Summative AssessmentsSummative Assessments

KWLKWL 3-2-1 Strategy3-2-1 Strategy

Think-Pair-ShareThink-Pair-Share Web QuestWeb Quest

BrainstormingBrainstorming

Other activities/assessments include: Other activities/assessments include:

timeline activity, geometric turtle timeline activity, geometric turtle activity, activity, adaptations activity, adaptations activity, temperature activity, temperature activity,

turtle tracking, turtle identification turtle tracking, turtle identification

Formative AssessmentsFormative Assessments Students will choose 2 assessments Students will choose 2 assessments

from several options, i.e.: from several options, i.e.: Amazing Eco-Vacation AdAmazing Eco-Vacation Ad Book Jacket SummaryBook Jacket Summary Collaborative TasksCollaborative Tasks Preservation PosterPreservation Poster Each project will be assessed using a Each project will be assessed using a

task specific rubrictask specific rubric

Common Core StandardsCommon Core Standards Standard (RL. 3.1) – Students will construct and answer questions Standard (RL. 3.1) – Students will construct and answer questions

which explore the connection between the plight of sea turtles and which explore the connection between the plight of sea turtles and their community in Eden, NC. Standard RL. 3.2 – Students will their community in Eden, NC. Standard RL. 3.2 – Students will summarize summarize Turtle BayTurtle Bay and adapt text scenarios to connect to local and adapt text scenarios to connect to local practices in environmental concerns. Standard RL. 3.9 – Students practices in environmental concerns. Standard RL. 3.9 – Students will compare and contrast various texts about sea turtles to each will compare and contrast various texts about sea turtles to each other and their own life. (text to text, text to self) Standard RL. 3.7 other and their own life. (text to text, text to self) Standard RL. 3.7 – Students will analyze and collaborate in order to use information – Students will analyze and collaborate in order to use information gained from textual and technological sources in order to display gained from textual and technological sources in order to display data about sea turtles. data about sea turtles.

Standard (3.MD.3) – Students will draw a scaled picture of a sea Standard (3.MD.3) – Students will draw a scaled picture of a sea turtle baby and construct a sea turtle baby to display in a realistic turtle baby and construct a sea turtle baby to display in a realistic

diorama.diorama.

National Education StandardsNational Education Standardsfor Science, Mathematics, English Language Artsfor Science, Mathematics, English Language Arts

Content Standard A: Science as Inquiry – abilities necessary to do scientific inquiry and Content Standard A: Science as Inquiry – abilities necessary to do scientific inquiry and understanding about scientific inquiryunderstanding about scientific inquiry

Content Standard B: Life Science – students will understand the characteristics of Content Standard B: Life Science – students will understand the characteristics of organisms, life cycles of organisms, organisms and environment, structure and function in organisms, life cycles of organisms, organisms and environment, structure and function in living systems, regulation and behavior, populations and ecosystems, diversity and living systems, regulation and behavior, populations and ecosystems, diversity and adaptations of organisms, biological evolution, interdependence of organisms, behavior of adaptations of organisms, biological evolution, interdependence of organisms, behavior of organisms. organisms.

Content Standard D: Earth and Space Science – Earth’s historyContent Standard D: Earth and Space Science – Earth’s history Content Standard E: Science and Technology - understanding about science and Content Standard E: Science and Technology - understanding about science and

technologytechnology Content Standard F: Science in Personal and Social Perspectives – Changes in Content Standard F: Science in Personal and Social Perspectives – Changes in

environment, environmental quality, natural and human-induced hazards, science and environment, environmental quality, natural and human-induced hazards, science and technology in local, national, and global challengestechnology in local, national, and global challenges

Mathematics StandardsMathematics Standards Number and Operations: Understand numbers, ways of representing numbers, Number and Operations: Understand numbers, ways of representing numbers,

relationships among numbers, and number systems. Understand meanings if operations relationships among numbers, and number systems. Understand meanings if operations and how they relate to one another. Compute fluently and make reasonable estimatesand how they relate to one another. Compute fluently and make reasonable estimates

Algebra: Understand patterns, relations and functionsAlgebra: Understand patterns, relations and functions Geometry: Analyze characteristics and properties of two-and three-dimensional geometric Geometry: Analyze characteristics and properties of two-and three-dimensional geometric

shapes and develop mathematical arguments about geometric relationships. Specify shapes and develop mathematical arguments about geometric relationships. Specify locations and describe spatial relationships using coordinate geometry and other locations and describe spatial relationships using coordinate geometry and other presentational systems. Use visualization, spatial reasoning, and geometric modeling to presentational systems. Use visualization, spatial reasoning, and geometric modeling to solve problemssolve problems

National Education StandardsNational Education Standardsfor Science, Mathematics, English Language Artsfor Science, Mathematics, English Language Arts

Measurement: Understand measurable attributes of objects and the units, systems, Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools and formulas to and processes of measurement. Apply appropriate techniques, tools and formulas to determine measurements.determine measurements.

Data Analysis and Probability – Formulate questions that can be addressed with data Data Analysis and Probability – Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Develop and and collect, organize, and display relevant data to answer them. Develop and evaluate inferences and predictions that are based on data. evaluate inferences and predictions that are based on data.

Connections – Recognize and apply mathematics in contexts outside of mathematicsConnections – Recognize and apply mathematics in contexts outside of mathematics Representation – Use representations to model and interpret physical, social and Representation – Use representations to model and interpret physical, social and

mathematical phenomenamathematical phenomena

English-Language ArtsEnglish-Language Arts Standard 1: Read a wide range of print and non-print text to acquire new information.Standard 1: Read a wide range of print and non-print text to acquire new information. Standard 3: Apply a wide range of strategies to comprehend, interpret, evaluate and Standard 3: Apply a wide range of strategies to comprehend, interpret, evaluate and

appreciate text.appreciate text. Standard 5: Write and use different process elements.Standard 5: Write and use different process elements. Standard 7: Conduct, research and gather, evaluate and synthesize data.Standard 7: Conduct, research and gather, evaluate and synthesize data. Standard 8: Use a variety of technological and informational resources.Standard 8: Use a variety of technological and informational resources.

Differentiated Instruction Differentiated Instruction ComponentComponent

There will be available, many options to maximize There will be available, many options to maximize academic success for the students, across the academic success for the students, across the curriculum. Each represented level will have curriculum. Each represented level will have authentic scholastic experiences in which to authentic scholastic experiences in which to explore the connection between the plight of sea explore the connection between the plight of sea turtles and their world in Eden.turtles and their world in Eden.

Assessment TimelineAssessment TimelineTime period: one six weeksTime period: one six weeks

As project begins, As project begins, students work on students work on projects and projects and complete tasks… complete tasks…

*K-W-L *K-W-L ChartChart *3-*3-2-1 Strategy2-1 Strategy

*Fun Facts *Fun Facts about about sea sea turtlesturtles

After project work is After project work is completed….Amazing completed….Amazing *Eco-Vacation Ad*Eco-Vacation Ad

*Book Jacket *Book Jacket SummarySummary

*Collaborative *Collaborative TasksTasks

*Preservation *Preservation PosterPoster

Each project will be Each project will be assessed using a task assessed using a task specific rubricspecific rubric

E.S.L. ComponentE.S.L. Component

A link from our webpage (LSE Third A link from our webpage (LSE Third Graders “Saving Sea Turtles”) for Graders “Saving Sea Turtles”) for Spanish speaking students and Spanish speaking students and parents has been established.parents has been established.

Project PicturesProject Pictures

Pictures of students working Pictures of students working collaborativelycollaboratively

Reading and working on our Reading and working on our “Save the Sea Turtles” Poster“Save the Sea Turtles” Poster

Third Grade PBL Bulletin BoardThird Grade PBL Bulletin Board