Name
PBL COURSE
Topic
Disposal of technological waste and environmental impact
Learning time
12 hours
Designed time
11 hours and 5 minutes
Size of class
18
Description
The project integrates elements of Chemistry,Social Studies, history, geography , economics and technology. It will combine immagination, critical thinking,knowledge construction, problem solving and active citizenship through the social, economical and environmental impact of mobile devices. They will do some activities which involve a problem or idea they must solve, investigate or answer . They will have to write,draw maps, do some research , solve a problem( on their personal use of them, the cost, the functions, advantages and disadvantages .Moreover they will investigate what raw materials they are made of , where these materials can be found,which countries are the main manufacturers. But above all they will reflect on how fast these devices are changing and the problem of disposal the electronic waste material.They will mainly work in groups (monitored also through teamup).
Aims
implement Knowledge contruction, critical thinking , social responsibility ,creativity and active citizenship, problem solving through collaboration. The final products could be more than one from a brochure or a poster to warn against the risk of technological waste to an article for a magazine on technological magazine, a page for wikipedia, a letter to the Ministry of the Environment.
Outcomes
Knowledge, Comprehension, Analysis, Synthesis, Evaluation
Editor
TERESA
Edit
Driving question: "SHOULD WE CARE ABOUT WHERE OUR OLD SMARTPHONES GO WHENEVER WE BUY A NEW ONE? Collaborative activity :Adjacent pairs’ exchange
105 minutes)
  • Collaborate
    30
    18
    0
    Aim:Basing on their knowledge,students must reorder the cards cronologically and build up the correct timeline using dipity.com Basing on their knowledge,students mus reorder the cards cronologically and build up the correct timeline. Teachers prepares some cards with different pictures related to important inventions and events in the world progress ( elecrtic bulb, Personal Computer, train, mobile phone,gasoline engine ecc.). Each card has got a number on the back. Students sit in circle not facing each other. Each student can interact only with the adjacent mate, on the left or right side. Each student must compare the card with his/her mates and reorder the inventions or events cronologically, so that the cards shift from one another, following the principle BEFORE/AFTER. There is no limit to cards exchange.
  • Collaborate
    15
    18
    0
    After the game there is a brainstorming question which can help lead students to the driving question “Which has been the most important invention”? They answer through mobiles on the answergarden.
  • Discuss
    30
    18
    0
    Basing on the highligthed answers , select 4 inventions and divide students into groups of four .They are free to join one of the groups, depending on the invention they are interested in.Each students asks a question related to the item. This help scaffolding the language learning because they revise WH- questions ( such as How long…. What… Where… Who…) and revise their knowledge about human progress.They are allowed to look for the answers on Google if they need to.
  • Discuss
    30
    18
    0
    Ask the driving question: Should we care of where our old smartphones go whenever we buy a new one”? Students give arguments for their answers “YES / NO BECAUSE….”!Write their posts using lino.it In order to elicit further questions come out from the driving question the teacher will hand out cards to each pair of students and they have to give a short answer • We like that. . . • We wonder if. . . • Best steps might be. • We would prefer…. • We’d rather…
Notes:
(Teacher gives some ideas for the questions ex. How many mobile devices are there in your house? High or low quality? Teacher goes though groups to listen to the questions.
Resources linked: 0
Deal with the problem of mobile devices
260 minutes)
  • Collaborate
    20
    18
    0
    Each group has to decide 4 questions (one for each group member) for a questionnaire, to be used with different age-range people. (Teacher gives some ideas for the questions ex. How many mobile devices are there in your house? High or low quality? Teachergoes though groups to listen to the questions) Each group writes the questions on a shared Google.doc using different colours. A short poll follows.ì,using https://www.polleverywhere.com/classroom-response-system. Students vote through their phones to select 10 questions to be asked to parents or relatives and to younger students from other classrooms.The first assessment will be done for collaborative activities and it will be based on the criteria stated in the collaboration rubric for PBL: individual performance( of the BIE).
  • Discuss
    60
    18
    0
    Discuss the answers to the questionnaires, draw graphs and compare results
  • Investigate
    120
    18
    0
    Each group has to do some research on manufacturer countries and their economic situation (geography and social studies) – history and evolution of the phones -raw materials necessary to build a smartphone (chemistry and science) – disposal of technological devices.(some websites will be provided ).Teachers can monitor the group works using teamup.After the group researches, there will be an individual quick evaluation: each student has to answer (1.Things I learnt 2. What I found interesting 4. What problems I had. 5 What questions I still have)
  • Produce
    60
    18
    0
    Each group illustrates the information collected on the topics (they are free to use prezi, google presentations). Then a peer review will follow with the following steps: before sharing the results of researches with the presentations, each group will be given a checklist for their evaluation with 3 voices 1. Organization of the materials 2.layout of the presentation slides (balance images and text, background, colours etc.) 3.communication and 5 levels of preference 1Poor 2. Need improvement 3. Acceptable 4. Good 5. Excellent,for rating after the presentations. Then the teachers will make a collaborative assessment and will mark the works for each individual student of the group, also sharing the suggestions coming from the peer reviews.
Notes:
Resources linked: 0
Suggest possible solutions
300 minutes)
  • Discuss
    60
    18
    0
    Students discuss on the problems of misusing mobile devices and brainstorm ideas about solutions to reduce the environmental impact of their disposal . They can use Titanpad for their solutions.
  • Collaborate
    60
    18
    0
    Each group proposes its innovative solution to the problem of disposal of old technological devices through posters (using postermy wall, glogster ecc) or cardboards. Feedback can be given through https://canvanizer.com/new/feedback-canvas To monitor the team work the TeamWork Rubric for PBL will be used, taking into account individual responsibility and consciousness,availability to help,give proposals and respond to the others’proposals,availability to share ideas with the team, help the others and be ready to face failures and think positively.
  • Collaborate
    60
    18
    0
    Each group makes a videoclip (1 min. for each group) which is relevant with the problem. . For the presentation to the audience the point of reference will be the presentation Rubrics of the BIE.
  • Produce
    60
    18
    0
    Each group makes a videoclip (1 min. for each group) which is relevant with the problem.
  • Produce
    60
    18
    0
    Assemble the single video clips in one single video and upload onto youtube and the school website. Invite families, students from other classrooms, the local councillor in charge of the environment to watch the video and the posters.
Notes:
The whole project can be shared with partners from other countries through eTwinning
Resources linked: 0
Assessment and evaluation The assessment will take place throughout the whole project (each step is illustrated in detail after the various activities.Both summative and formative assessment will be used. Summative assessment will take place at the end of the group research activity.Since the project involves many curricular subjects (social studies, geography, history, chemistry,languages) assessment will be done partly by individual teachers and partly by all the teachers involved in a collaborative way, basing on the rubrics.
0 minutes)
  • Read Watch Listen
    0
Notes:
Resources linked: 0

Learning Experience

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