Problem Based Enhanced Language Learning

iteachELLs, Mary Lou Fulton Teachers College at Arizona State University

Context (5 pts): Grade/Subject (5 pts): [Describe

th th
This lesson is designed for a 9 -12 mixed the way this lesson fits into your
grades environmental sciences classroom. overall teaching.]
Most of the students in this class are placed The main focus of this lesson is on
here due to their low academic designing a proposal based upon cited
achievement, especially in math. Language evidence. The process is more
proficiencies are mostly advanced, with a important than the product. It does also
few notable intermediate students. There briefly touch on topics such as use of
are several bilingual Spanish speakers, one resources, land conservation, and
Chinese/Tagalog speaker, and one Arabic endangered species reclamation.
speaker. These bilingual students range
from developing to expanding levels of
proficiency.
Title of Experience/Topic(5): Mapping madness

Problem (framing words + person + action + audience1)(5 pts):

How should we design an investigation and proposal to the EPA to help save the tailed
frog from extinction?
Time Frame (5 pts): Two fifty minute sessions required to complete PBL.

Content Standard(s) (5 pts):

(AZCCRS) Strand 1: Inquiry Process:
o Concept 1: Observations, Questions, and Hypotheses
PO 1. Evaluate scientific information for relevance to a given
problem
o Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Identify the resources needed to conduct an investigation.
PO 5. Record observations, notes, sketches, questions, and ideas
using tools such as journals, charts, graphs, and computers.
o Concept 4: Communication
PO 1. For a specific investigation, choose an appropriate method for
communicating the results.
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Strand 3: Science in Personal and Social Perspectives
o Concept 1: Changes in Environments
PO 1. Evaluate how the processes of natural ecosystems affect, and
are affected by, humans.
PO 4. Evaluate the following factors that affect the quality of the
environment:
urban development
PO 5. Evaluate the effectiveness of conservation practices and
preservation techniques on environmental quality and biodiversity.

1 Buck Institute for Education (2011). Driving Question. Tubric 2.0. Retrieved from
http://www.bie.org/object/document/driving_question_tubric
 o Concept 2: Science and Technology in Society
PO 3. Support a position on a science or technology issue.
PO 4. Analyze the use of renewable and nonrenewable resources in
Arizona:
water
land
soil
minerals
air
PO 5. Evaluate methods used to manage natural resources (e.g.,
reintroduction of wildlife, fire ecology).

ELP Standard(s) (5 pts):

(Listening and Speaking)
o LI-6: responding to social conversations by rephrasing/ repeating
information, asking questions, offering advice, sharing ones
experiences and expressing ones thoughts.
o LI-7: responding to questions and statements in academic
discussions by asking questions and sharing ones views on facts,
ideas, and/or events.
(Writing)
o LI-7: writing a persuasive text that states a position/claim and
supports arguments with evidence.

Content Language Objective (Language Function + Content Stem + Supports2) (5

pts):
SWBAT justify their proposal for a viable tailed frog preserve using maps and
cooperative small groups.

Lesson sequence (5 pts):

Prior to this lesson students will already have been made familiar with expectations
and classroom norms related to problem based learning. If not, then an additional day
of instruction may be required to effectively complete this lab. In this lab students will:
Make predictions based upon prior knowledge on what factors affect the
survivability of a species.
Make predictions based upon prior knowledge on what needs to be done to
protect a species from extinction by identifying what factors are contributing to
their extinction.
Design a data collecting system and work collaboratively by using the same
system and reporting back results to each other.
o Their first attempt at this is designed to fail. This is a nature of science
component where teacher and student will come back together to
discover why their first attempt failed. Did they know what questions to
ask? Did they have a consistent data collecting system? Did they know
what they were looking for?
o Before second attempt students will ask themselves the following, using
sentence stems to help guide their answers:
Do we have all the needed materials/information?
How should we solve this problem? What are we looking for?
2 World Class Instructional Design and Assessment Consortium (2012). Model Performance
Indicator. Retrieved from https://www.wida.us/downloadLibrary.aspx
 How are they going to present their solution to the class?
Develop a consistent marking system.
Go and gather data from maps.
Make a claim based upon recorded data that answers the question of What is a
potentially viable location to build a preserve?
Communicate their claim with the whole class by focusing on the question and
the evidence.
Write a proposal that includes the question, claim, and evidence.

Materials (5 pts):
1.Four Maps (see appendix)
2. Transparencies
3. Wet Erase markers
4. Pre-researched facts about the Tailed Frog (see appendix)
5. PowerPoint

Vocabulary taught prior to the Vocabulary developed during lesson

experience (Tier 2) (5 pts): (Tier 3) (5 pts):
Streams Gradient
Mountains Topographical Map
Frogs Amphibians
Trees Riparian
Roads Silt
Academic Conversation (5 pts):
What language function will students have the opportunity to practice? How will this
language be explicitly taught? How will this language be applied and practiced?
Students will use the language functions of being able to justify and persuade.
These language functions will be explicitly taught through modeling with the use of
pre-determined language frames such as:
I think that (insert location) will work the best for a preserve based upon the fact
that it was (cite one specific piece of evidence).
-or-
This (specific location) has (insert trait(s) like elevation, forest age, distance
from roads, stream gradients, etc) that makes it better than (other location).
-or-
Factors such as (insert human/environmental factors) have led to a threatened
population of Tailed Frogs. A change in (insert human/environmental factors)
could help these frogs to survive.
Students will use these language frames informally with each other while investigating
in small groups. They will write down these language frames, with answers filled in,
during a free write (or formal proposal), and they will discuss these language frames
finally in front of the whole class.

Establish the Problem(5 pts):

How will prior knowledge be accessed? How will the problem be introduced to
students? How will students inquire about the problem (optional planning tool
attached) How are students using language (reading, writing, listening, and/or
speaking) and how are they being supported?
Students will access prior knowledge by being asked what they think living organisms
need to stay alive and what types of information they have seen represented on a
map. The problem will be introduced to the students through the teacher showing
images of endangered animals and asking the students to express how they feel
knowing that all of the species shown will all be gone from the world in the next 20
years if nothing changes. Students will inquire about the problem through reading an
info sheet and then gathering relevant information from the provided maps. They will
use reading and writing skills to synthesize the information they have gathered into a
proposal based upon which location on the map should be chosen to establish a
preserve. They are being supported with pre-researched materials, graphic
representations of the area, and small collaborative groups.

Creating the Experience (5 pts):

How will students work together to develop and present solutions?

Students will work together to develop a proposal that presents a potentially viable
location to build a Tailed Frog preserve with all accompanying justifications. They will
share their research using sentence frames (see academic conversation) in jigsaw
groups of four. They will then work in groups to decide which location would be best
based upon that research and write either a 1) quick write or 2) formal proposal using
the rubric as a guide. The teacher will heterogeneously assign groups based on
English reading and writing proficiency. Students with exceptional English proficiency
needs will have a buddy accompany them to their maps to model academic
language for them.

Evaluate (5 pts):
When and how will you use formative and summative assessments to measure
student progress and learning (content and language)?
1. Formative (language) assessment of students ability to justify their proposed
location will be though the use of language frames given in academic
conversation.
2. Formative (content) assessment of students ability to select a viable location
will be students graphically representing location on board (projected satellite
image of mapped area) and whole class discussion on the pros/cons of each
location.
3. Summative (language) assessment for justifying their proposed location will be
via the students using compare and contrast sentences in their written proposal
related to the pros and the cons of the selected area. (see rubric for further
details)
4. Summative (content) assessment for selecting a viable location will be the
students written proposal including all requirements found in content rubric.
(See rubric for further details)
 The Tailed Frog
(Ascaphus truei)
The Tailed Frog belongs to a family
of frogs call Ascaphidae that use a
false tail to internally fertilize a
females eggs. Tailed frogs are very
small (~5cm or 2 in). Interestingly,
these frogs make no known sounds.
Tailed frog lives in cold, fast-flowing
and steep mountain streams.
Besides adequate temperature and
type of a stream, tailed frog requires
stable rock bottom, composed of
granite usually. Population of tailed
frogs has been declining in certain
areas due to habitat destruction.

Habitats: where to look for them

This small frog is rarely seen, as they seem to prefer privacy. Tailed frogs live in
and near rocky, mountain streams that have cold (Icy even!), fast-flowing water.
They come out of hiding at night to look for food and to breed. They can leave the
stream and travel a long way through the forest on rainy nights but they usually
spend their time in the stream. Tailed frog streams need rocks that adults can
hide under (usually Granite cobbles), and flat moss free stones that tadpoles can
cling onto. Tailed frogs are almost never found in open, sunny creeks or heavily
silted water.

Human activities can impact tailed frog habitat

Logging frequently destroys the Tailed Frogs habitat by removing the old trees
that shade the stream, help keep the water cold, provide a home for many of the
creatures the frog eats, and reduce erosion or the stream bank. Roads next to the
stream are also a large problem for the Tailed Frog. Any silt, oils, or other toxins
from roads or logging that gets in the stream can kill the frogs eggs and tadpoles.
As of today, most regions have regulations that require logging operations to
leave trees intact that are next to streams, rivers, ponds, and lakes. Rules also
regulate how and where roads are built in relationship to steep hills and bodies of
water. These rules are not always followed and the effectiveness of these rules at
protecting Tailed Frog habitat is unknown.

Status in the food web

A typical menu for tailed frog adult would be snails and slugs, various delectable
slow moving invertebrates such as spiders and insects. Although adults are
carnivorous, they are not known to eat tailed frog tadpoles.
On the other hand, tailed frogs tend to be a favorite menu item for many animals.
One known predator of this frog are snakes. Garter snakes have been seen preying
on adults and larvae. Other amphibians and predatory freshwater fish such as trout,
are also known to have an appetite for these frogs.
 For the summative assessment, the students will compile their

portions of the proposal into an informal proposal, or quick write. A

formal proposal may be made depending on time

constraints/student level/need of extension. If a formal proposal is

chosen, then the instructor will ensure group synthesis in the final

products. The finalized proposal will include:

o An executive summary. Including proposed protections,

land use changes (if applicable), and requested goals and

actions.
o Rationale and approach.
o Proposed park or protected area, in further detail than in

the executive summary.

o Benefits to the community, ecosystem, and geosystem.
o Appendix for maps and wildlife information.
Rubrics-
Collaboration Rubric
Collabora
tion Below At Standard Above Standard
Rubric
Standard
Leadersh Student plays a Student plays an active
In addition to meeting the
passive role, role in generating new
ip Student generates ideas. criteria for At Standard, the:
Student takes initiative in Student thoughtfully
few new ideas
organizes and divides the
Student tends to getting tasks organized.
work between group
only do what they are Student keeps group/class members.
told to do by others. on task and on schedule. Student monitors progress
Student understands and toward group goal.
articulates goals of Student adapts easily to
class/group. changes in the task or
Student accepts group.
responsibilities for his or her
actions and the actions of
the group.

0.13 14.17 18...20

Cooperat Student does not Student follows directions

In addition to meeting the
willingly follow from group leaders, group
ion criteria for At Standard, the:
directions. members and adults who
Student encourages
Student vocalizes take the lead or offer
cooperation through words
intense opposition assistance.
and actions.
to group or Student expresses the
Student creates or initiates
classroom goals. ability in words and deeds
procedures (or activities)
Student does not to adapt to the goals of
that encourage cooperation.
comply with group, the group, even when
Student willingly switches
classroom and those goals may be
roles in group or classroom
community rules. different than their own.
as required by the situation.
Student complies with
group and classroom and
rules.

0....1 14..17 18.20

3

Attitude Student does not Student displays positive

In addition to meeting the
display positive attitude toward individual
& criteria for At Standard, the:
attitude in words, and group tasks in words,
Demeano Student models appropriate
expression or body expression and body
speech, behavior, clothing,,
r language language
etc. even at the risk of
Student does not Student provides positive
breaking peer norms.
provide positive feedback to peers and
Student goes out of their
feedback. adults
way to encourage positive
Student does not Student dresses, acts and
behavior and attitude.
dress, act or responds appropriately to
respond the task at hand.
appropriately to
the task at hand.

0....13 14...17 18..20

Facilitati Student is passive Student seeks to resolve

In addition to meeting the
in the face of conflicts between
on & criteria for At Standard, the:
individual or group individuals or groups by
Mediatio Student serves as facilitator
conflict. listening to both sides.
or mediator between groups
n Student Student encourages peers
or individuals.
encourages and adults to listen to
Student volunteers to find
discord. each other.
resources or schedule
Student does not Student never attempts
meetings between individuals
seek or encourage to cause conflict by false
or groups in conflict.
facilitation or reporting.
Student, alone or in concert
mediation of Student only engages in
with other students or adults,
conflict. private side conversations
initiates activities that
when attempting to reduce
further harmony between
 discord. individuals or groups.
Student is willing to
accept facilitation or
mediation in the event
they are involved in a
conflict.

0.1 14.17 18.20

3

Empathy Student does not Student expresses

In addition to meeting the
express empathy empathy for the feelings of
criteria for At Standard, the:
for the feelings of others through words,
Student engages in action
others. body language or deeds.
that makes the emotional
Student displays a Student displays
comfort of others a primary
lack of awareness awareness of diversity and
concern.
or disregard for the needs of different
Student attempts to
diversity. ethnic/social/religious
broaden group activities to
Student is locked groups.
be more inclusive.
into one view of Student demonstrates
issue(s). ability to look at issues
from multiple points of
view.

0.1 14..17 18.2

3 0

Content Rubric for Selected Preserve Presentation

Below At Standard Above Standard

Standard
CONTEN The presentation lacks The presentation: In addition to meeting the Mastery
T one or more of the Location of the selected criteria the presentation:
following components: preserve. Thoroughly presents location of
Location of the Evaluates the location. the selected preserve.
selected preserve. Proposal w/ at least one Thoroughly evaluates the location.
Proposal is given. justification. Proposal w/ multiple justifications.
Addresses Addresses Thoroughly addresses
environmental and environmental and environmental and human factors
human factors. human factors. Evaluates and illustrates
Evaluation of Evaluates cost effectiveness of the selected
effectiveness. effectiveness proposal.
No conclusion is given Makes a conclusion that Makes a conclusion that is strongly
or the conclusion is is supported by the supported by evidence.
not supported by evidence. 86.100
evidence.
0..65 66.....85

Proposal Rubric (If formal proposal is chosen)

Distinguishe Mastery Below Mastery
d
Advantage Several A single advantage is provided, A single advantage is
s advantages are but numerous reasons are given provided and limited
provided and for why the proposed area would reason/s is/are provided
multiple reasons succeed in rehabilitating frogs. for why the proposed area
are given for why OR would succeed in
the proposed area Multiple advantages are given rehabilitating frogs.
would succeed in and one/few reason/s is/are given
rehabilitating for why the proposed area would
frogs. succeed in rehabilitating frogs.
17..22 1
..16
23.25
Recommen Consideration of There is some evidence that the There is little/no evidence
dation the claim is clearly claim was considered when that the mission
evident. making the recommendations. statement was considered
AND AND when making the
Recommendation is Recommendation shows both recommendations.
clearly stated and human/animal benefits.
justified. 17....22
23.25

1
.16

Usage/ Student showed Student used adequate control of Student showed basic or
Mechanics exceptional control sentence structure with limited control of sentence
of sentence appropriate word choice and use structure with limited or
structure with of language. There were some inappropriate word choice.
precise word errors in grammar, and spelling, There were multiple errors
choice and and/or punctuation, but they did in grammar, spelling
appropriate use of not cause confusion or create a and/or punctuation that
language. distraction for the reader. caused confusion or were
AND distracting to the reader.
There were few
17..22
errors in grammar,
1
spelling, and
.16
punctuation.
23.25

Exemplary example student work- Will provide with the final version
of the lesson. (I need to get some back from my Mentor Teacher's
class where I just taught this lesson)
PowerPoint