Profile Sheet
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle
conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that
when animals eat plants or other animals, the energy stored in the food source is passed to
them.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will construct a plan to protect sea turtles from pollution with at least 70% accuracy (based
on rubric requirements).
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will formulate a logical plan for protecting sea turtle nests and hatchlings, with at least 70%
accuracy (based on rubric requirements).
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learning outcome: Given a rubric, students will present their solutions to sea turtle
conservation, with at least 70% accuracy (based on rubric).
Description of Student Roles and Problem Situation:
Students will be assigned to groups acting as marine biologists and turtle watch volunteers
in Bay County, Florida. They will work together with their group to create a solution to sea
turtle conservation. Student groups will report their best solutions to Denise Rowell, US
Fish and Wildlife Service Representative for the Panhandle of Florida.
Adaptations for Student from Non-Western culture:
 I will direct the student to possible resources specific to their culture for research.
 I will include a member of the student’s culture in the audience of the presentation.
 I will research and suggest presentation styles that align with the student’s culture.
Adaptations for ESOL student:




I will include resources on the topic written in the student’s native language.
I will include a “commission member” that speaks the student’s native language.
I will allow the student to present their speaking part in their native language.
I will provide the student written instructions in both English and their native
language.
Title, Learner Characteristics,
Next Generation Sunshine State Standards
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and
that when animals eat plants or other animals, the energy stored in the food source is
passed to them.
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learner Characteristic #1, Physical: Fourth grade students are able to sit quietly and
concentrate on the task at hand, and also enjoy arts and crafts.
Justification for #1: The 9-10 year old students in this fourth grade class will have the patience
self-control necessary to complete an ongoing assignment. These students are able to sit down
and complete tasks that may take an extended period of time. This lesson plan may call for
designs of ways to protect sea turtle nests, which would be enjoyable for this age, as they are
interested in arts and crafts.
Learner Characteristic #2, Social: The peer group becomes powerful and begins to replace
adults as the major source of behavior standards and recognition of achievement.
Justification for #2: It will be important for project groups to be carefully selected, as peer
influence is high at this age. Each group should have strong peer leaders who will influence the
rest of the group to participate and work hard, without making them feel inadequate.
Learner Characteristic #3, Social: Friendships become more selective and gender-based.
Justification for #3: When forming groups of students to work together, it is important to
consider which friendships should be kept out of group project work. This is a good opportunity
to put students together that may not choose to work together otherwise, but are academically
compatible. Groups should be mixed in gender, as most students of this age would not choose a
mixed gender group on their own.
Learner Characteristic #4, Emotional: Disruptive family relationships, social rejection, and
school failure may lead to delinquent behavior.
Justification for #4: As students work together in groups on this extensive project, it is
important to keep a close watch on how students are interacting, as well as personal issues
with each student at home. Feeling rejected within the group, or inadequate as a group
member could lead to student misbehavior and isolation. This could also be caused by troubles
at home. It is crucial to monitor each student and stay current on their situation in their project
group and at home, so that issues can be discussed and corrected if they arise.
Learner Characteristic #5, Cognitive: The elementary grade child can think logically, although
such thinking is constrained and inconsistent.
Justification for #5: Fourth grade students will have the capability to problem solve and think
about conservation tasks like the one at hand in this project, but may have a problem thinking
about hypothetical or non-tangible issues. It is important to keep the project relevant and
understood by the students in a tangible manner through demonstration and explanation.
Learning Outcomes, Student Roles and Problem Situation,
Meet the Problem Method
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle
conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that
when animals eat plants or other animals, the energy stored in the food source is passed to
them.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will construct a plan to protect sea turtles from pollution with at least 70% accuracy (based
on rubric requirements).
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will formulate a logical plan for protecting sea turtle nests and hatchlings, with at least 70%
accuracy (based on rubric requirements).
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learning outcome: Given a rubric, students will present their solutions to sea turtle
conservation, with at least 70% accuracy (based on rubric).
Description of Student Roles and Problem Situation:
Students will be assigned to groups acting as marine biologists and turtle watch volunteers
in Bay County, Florida. They will work together with their group to create a solution to sea
turtle conservation. Student groups will report their best solutions to Denise Rowell, US
Fish and Wildlife Service Representative for the Panhandle of Florida.
Meet the Problem Documents:
Students will receive a memo from US Fish and Wildlife Services representative for the
Panhandle of Florida, Kennard Watson (attached). This will be accompanied by a pamphlet
on sea turtle conservancy by the US Fish and Wildlife Service (attached in a separate
document) and an article on sea turtle conservation and nesting by The News Herald of
Panama City, Florida.
MEMORANDUM
To: Kennard Watson, Director of Panama City Beach Turtle Watch
From: Denise Rowell, US Fish and Wildlife Service Representative for the Panhandle of
Florida
Date: May 21, 2012
Re: Turtle Conservancy in Bay County, Florida
As you know, sea turtles, particularly loggerhead sea turtles, have called the beaches of the Gulf
of Mexico their home for many years. Every year, turtles come to the beaches of Bay County in
Florida to make their nests. These nests hold eggs, and when the eggs hatch the baby turtles
return to the Gulf. These turtles are on the endangered species list as they are threatened by
environmental factors such as pollution to the beach and water, disruption of their nests, and
confusion to hatchlings as they try to return to the Gulf.
I am requesting that you assemble teams of area marine biologists and turtle watch volunteers
to construct possible solutions to these problems, in an effort to further sea turtle
conservation. I will be expecting to hear your teams’ presentations on June 1 st at our
committee meeting. Some members of the committee may not be as thoroughly informed on
sea turtle conservation strategies, so your teams should be prepared to discuss this matter. I
am looking forward to meeting with you and your expert teams.
Scientists, volunteers watch, wait, worry
about sea turtles
June 13, 2011 04:39:54 PM
ShareThis| Print Story | E-Mail Story
Tim Croft / Florida Freedom Newspapers
More information:
Click here for more information on sea turtles
MEXICO BEACH — On a glorious weekday morning recently the waters of the Gulf of
Mexico were smooth and blue, the sun slowly rising and a pod of dolphins cavorted
about 40 yards offshore.
Jessica McKenzie pulled out her clipboard and began jotting vital stats while John
Ehrman dug gently in the sand around the tiny green flag waiting for them when they set
out at 6:30 a.m. ET.
About six inches down, Ehrman found what he sought, two white spheres that could be
mistaken for ping-pong balls, the top of a turtle egg “clutch” or egg chamber, shaped like
an inverted light bulb and which likely holds 100-120 loggerhead turtle eggs.
The nest is No. 14 of the turtle egg-laying season, which started on May 1 and will
continue through Oct. 31.
“That’s pretty good,” said McKenzie, the volunteer coordinator for the Turtle Patrol
group that monitors the six-mile stretch of St. Joseph Peninsula between T. H. Stone
State Park and the Stump Hole portion of County 30-E. “We are up from last year. On
this date last year, we had six nests. This year, now we have 14.”
That strip of peninsula – there are Turtle Patrol groups that work independently of each
other in Mexico Beach, Indian Pass and St. Vincent Island – came under the auspices
of the University of Florida Marine Turtle Research Group this year.
State budget cuts forced the closure of the offices at the St. Joseph State Buffer and
Aquatic Preserves – while they maintain the designation of preserves, economics forced
the state to eliminate management of St. Joseph Bay, one of Florida’s 41 aquatic
preserves, and the surrounding buffer preserve.
In a pinch with turtle season approaching, the staff at the Buffer Preserve asked the
University of Florida to take over the permit and oversee the group of more than a
dozen Turtle Patrol volunteers, with McKenzie the liaison between volunteers and UF.
“They are a dedicated group,” Ehrman said of his fellow volunteers.
Once the nest was found – staff from the UF research group patrol the beach at night
with infrared lights to identify turtles making their way ashore to nest, marking the nest
with a flag for the volunteer monitoring the following morning – Ehrman and McKenzie
grabbed tools from the back of the ATV they use to travel the beach.
Ehrman pulled out four wooden stakes and a metal screen, known as a self-releasing
screen as it will allow the baby turtles that will hatch in about 60 days to escape the nest
while keeping out any predators.
Once the turtles have hatched, McKenzie said the “clutch” will be excavated to
determine the number of eggs and how many survived to hatch.
McKenzie, clipboard in hand, essentially maps out the location of the nest, how far the
turtle had to travel to nest, where she exited and then re-entered the water and the
depth of the “clutch.”
Ehrman puts down the screen and the four posts are pushed into the sand around the
screen. The stakes are connected by yellow police crime scene tape and the number of
the nest for that season, and the date found, are written on one corner stake.
“People are pretty good about keeping away from the nests,” Ehrman said. “A lot of
people who vacation here care, they just don’t know the obstacles for the turtle to nest.”
The most obvious obstacle is light, as bright lights serve to disorient the turtles. Another
obstacle is the tents and other beach-going equipment often left overnight by visitors
and locals alike.
Turtles search for the highest elevation to nest and can see only large objects, said Dr.
Meg Lamont, a research biologist with the UF Marine Turtle Research Group. Too often
they perceive tents as dunes, try to nest and become tangled.
“They take a lot of energy to crawl up there and nest,” Lamont said. “If they have tried
and tried and been unable to nest, they will go out to sea and drop their eggs. That is a
huge loss.”
Ehrman related a story of a turtle found last year. She had obviously been attacked by
something like a shark, was missing a fin and bleeding out to eventual death. But the
turtle made it to a dune and deposited her eggs.
“That shows the instinct to perpetuate the species,” Ehrman said.
That instinct is just one of many aspects of turtle life researchers are trying to
understand, particularly for the Northwest Florida species of loggerheads, which is
genetically distinct from the four major species found in the Southeast, Lamont said.
Turtles, she noted, live long lives, as with humans. To understand any trend, Lamont
said, researchers must examine not just decades but even centuries.
For example, she said the impacts of the last year’s oil spill on turtles – the state
relocated thousands to the east coast of Florida – likely won’t be understood for years,
maybe decades, Lamont said. Even then, it will be difficult to draw a “straight line” from
the oil spill to any impacts on turtles, she added.
The numbers of turtle nests has dipped in recent years for reasons researchers do not
fully understand. There were 145 found on the peninsula in 2000 and 154 in 2002, but
by 2005 the number had dipped to 85. Last year’s 100 was considered low.
At the same time, there has been an increase in what are known as “false crawls,” an
attempt by a turtle to come ashore that was in some way thwarted. Last week,
McKenzie and Ehrman documented one false crawl.
Lamont said researchers are not sure why they are seeing an increase in false crawls.
“We saw the same thing at Eglin AFB,” Lamont said. “We saw a strong decrease (in
nests). That has been an international trend, actually. We are seeing it everywhere, this
decline.
“That is one reason they are considering moving Southeast Atlantic sea turtles from
threatened to endangered. They are the only sea turtles not already considered
endangered.”
But the decrease in nests, Lamont added, may be the result of event that happened 40
years ago.
“It is very difficult to pinpoint because we don’t know where the life cycle is being
impacted,” Lamont said.
The major reason is that turtles nest in familiar haunts, but spend most of their lives
roaming the oceans, underwater, invisible to most, until they decide to nest, the timing
of which is dictated by the individual turtle.
As a result, the UF research team has been aggressive in adding a tagging program to
the monitoring of nesting turtles. Each turtle is tagged to identify it and also tagged with
what amounts to a GPS chip that allows researchers to track movements.
The hope is to better understand population size and track distribution and timing of
nests.
What is generally understood – though theories abound – is that at some point during
incubation or in leaving the nest turtles have it hard-wired in their brains by magnetic
orientation the area of their birth and in turn the area they will return to in giving birth as
an adult.
“I don’t think people realize that these turtles have a relationship with that beach, just as
people do,” Lamont said. “I think that personally ties people to the turtles.
“The information we are getting (from the Turtle Patrol groups) is huge and it is the only
work being done on Northwest Florida loggerheads.”
Problem Statement, Know/Need to Know Boards, and
Possible Resources
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle
conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that
when animals eat plants or other animals, the energy stored in the food source is passed to
them.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will construct a plan to protect sea turtles from pollution with at least 70% accuracy (based
on rubric requirements).
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will formulate a logical plan for protecting sea turtle nests and hatchlings, with at least 70%
accuracy (based on rubric requirements).
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learning outcome: Given a rubric, students will present their solutions to sea turtle
conservation, with at least 70% accuracy (based on rubric).
Problem Statement:
How can we, as sea turtle watch volunteers, promote sea turtle conservation in such a way
that
The Gulf sea turtle population is improved (condition one)
The environment is not harmed in any way (condition two)
Sea turtle hatchlings/eggs remain safe (condition three)
The deadline of June 30th is met (condition four)
Know Board:
1.
2.
3.
4.
Sea turtles are an endangered species
Six species of sea turtles nest on U.S. beaches
Sea turtles lay their eggs on land
One of the largest obstacles for sea turtles when trying to return to the water is light
5. Beach equipment left by visitors overnight is also an obstacle to sea turtles
6. If a mother sea turtle is blocked by obstacles on the beach and becomes too tired,
she will become tired and lay her eggs in the water. The eggs will then be lost.
7. The number of sea turtle nests found on land has dropped in the recent years
8. Sea turtles may mistake plastic bags and other garbage in the water as food
9. Sea turtle hatchlings may mistake beach campfires as the light of the moon over the
water and crawl towards them, resulting in death.
Need to Know Board:
1. What do sea turtles eat?
2. How does garbage on the beach put hatchlings in danger?
3. How far apart are trashcans on the beach?
4. What types of predators put turtle nests in danger?
5. When do turtles lay their eggs?
6. How long are turtle eggs in the nest before they hatch?
7. How many sea turtles are alive now?
8. How do hatchlings get back to the water from their nests?
9. Are visitors to the beach told about turtle nests?
10. Are there any laws against leaving beach equipment on the beach overnight or
having campfires on the beach?
Possible Resources:
Internet:
http://www.conserveturtles.org/seaturtleinformation.php?gclid=CKnBranmrbACFQS0nQo
dRETvSQ
http://www.seaturtles.org/article.php?id=983&gclid=CNftysfmrbACFcyb7QodWy9FUQ
http://www.fws.gov/northflorida/SeaTurtles/seaturtle-info.htm
http://www.nmfs.noaa.gov/pr/species/turtles/
Books:
Marsh, Laura (12 July 2011). National Geographic Readers: Sea Turtles. National
Geographic Children’s Books. ISBN-10: 1426308531
Spotila, James (2004). Sea Turtles: A Complete Guide to Their Biology, Behavior, and
Conservation. Baltimore, MD: The Johns Hopkins University Press. ISBN-10: 0801880076
Eckert, K. and Gulko, D. (2004). Sea Turtles: An Ecological Guide. Mutual Publishing, 2004.
ISBN-10: 1566476518
Human Resources:
Randall Hughes, Ph. D., Assistant Scholar Scientist, The Florida State University Coastal and
Marine Laboratory.
850.697.4093
rhughes@bio.fsu.edu
FSU Coastal and Marine Laboratory, 3618 Coastal Highway 98, St. Teresa,
FL 32358-2702
Capstone Performance
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle
conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that
when animals eat plants or other animals, the energy stored in the food source is passed to
them.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will construct a plan to protect sea turtles from pollution with at least 70% accuracy (based
on rubric requirements).
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will formulate a logical plan for protecting sea turtle nests and hatchlings, with at least 70%
accuracy (based on rubric requirements).
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learning outcome: Given a rubric, students will present their solutions to sea turtle
conservation, with at least 70% accuracy (based on rubric).
Problem Statement:
How can we, as sea turtle watch volunteers, promote sea turtle conservation in such a way
that
The Gulf sea turtle population is improved (condition one)
The environment is not harmed in any way (condition two)
Sea turtle hatchlings/eggs remain safe (condition three)
The deadline of June 30th is met (condition four)
Capstone Performance Description
The capstone performance for this PBL will contain both a verbal group
presentation and an individual report. Each part will be graded on an individual basis using
two different rubrics, a report rubric and a presentation rubric. Students will be given one
week to prepare their individual report, and an additional week to work together with their
groups to prepare the verbal presentation.
In the individual written report, each student will take the role of a turtle watch
volunteer or marine biologist. As such, the student will explain two solutions for turtle
conservation in Panama City Beach. The student will then choose one of the two solutions
as the best choice, and explain why with at least four justifications. The students will
present their individual reports to the other members of their group so that the group can
collectively choose a “best” solution.
As the teams of either turtle watch volunteers or marine biologists (group of 5) read
each other’s solution reports, they will work together to choose the best solution. If they do
not think one solution is the best, they may collaborate different parts of multiple solutions
to create the “best” solution for the group presentation.
In the group oral presentation, each turtle watch volunteer or marine biologist will
be required to present either the best solution the group has chosen, or one of the four
justifications for their group’s choice. Each team will be allotted 15 minutes to present.
Each team will be required to use at least one visual aid of their choosing, which can be
multimedia. They will have access to the SmartBoard, computer, DVD player, media
projector, and dry-erase board at the front of the classroom for use during their
presentation.
A group composed of the school principal, a turtle watch volunteer from the Panama
City area, a marine biologist from the Panama City area, and parent volunteers will play the
Florida Fish and Wildlife Commission team for each group to present to. These volunteers
will sit at a table facing the front of the room, where each team will stand to present. The
“Fish and Wildlife Commission team” will be given questions to ask the students
presenting, related to the SSS standards and sea turtle conservancy. Each group member
will be asked one question each at the end of their presentation. The presenting group will
stand at the front of the room, and the group member who is speaking will stand behind
the podium provided. Groups will have use of the previous stated classroom technology for
their presentation. The remainder of the class will sit at their desks which will be arranged
on the sides of the room, facing the front, as shown in the room arrangement diagram.
Student autonomy is incorporated in this project as each student is able to choose
his or her own “best solution” to present to their group members. They are also able to
choose which part they would like to present during the group presentation (either the
overall best solution or one of the four justifications). Groups will decide on their own
which kind of visual aid they would like to incorporate in their project, and how they would
like to present it. Meta-cognition will be encouraged through the use of a reflection
questionnaire at the end of the group presentation.
Room Arrangement:
Desk
with
technol
ogy
Smartboard
Podium
^ Students Presenting ^
Fish and Wildlife Commission Team
< Student Desks >
Rubric for Assessing the Capstone Performance
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle
conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that
when animals eat plants or other animals, the energy stored in the food source is passed to
them.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will construct a plan to protect sea turtles from pollution with at least 70% accuracy (based
on rubric requirements).
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will formulate a logical plan for protecting sea turtle nests and hatchlings, with at least 70%
accuracy (based on rubric requirements).
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learning outcome: Given a rubric, students will present their solutions to sea turtle
conservation, with at least 70% accuracy (based on rubric).
Problem Statement:
How can we, as sea turtle watch volunteers, promote sea turtle conservation in such a way
that
The Gulf sea turtle population is improved (condition one)
The environment is not harmed in any way (condition two)
Sea turtle hatchlings/eggs remain safe (condition three)
The deadline of June 30th is met (condition four)
Criteria
Content
Accuracy
Report Rubric
Superior
Adequate
20 points
15 points
All scientific claims about Scientific claims about sea
sea turtles and their
turtles and their
environments are 100%
environments are
accurate.
accurate at least 85% of
Poor
10 points
Information
about sea turtles
and their
environments are
the time.
Alignment to
Problem
Statement
Required
Components
Mechanics
A
B
C
90-100
80-89
70-79
20 points
Each solution must align
with all conditions stated
in the problem
statement.
50 points
Report must contain
a) The group’s
problem
statement
b) A written
explanation of at
least 3 forces
working against
sea turtle
conservation.
c) An accurate
explanation of
what sea turtles
eat, and how
pollution
interferes with
their natural diet.
d) Two different
solutions (these
don’t have to be
exact opposites)
e) Four reasons for
choosing one
solution over
another
10 points
Report contains no
grammatical errors
(spelling, capitalization,
punctuation,
subject/verb agreement)
15 points
One solution aligns with
all conditions; the other
aligns with at least 2
conditions.
40 points
The report contains
a) A written
explanation of at
least 2 forces
working against
sea turtle
conservation.
b) An accurate
explanation of
what sea turtles eat
OR how pollution
interferes with
their natural diet.
c) Two different
solutions (these
don’t have to be
exact opposites)
d) Four reasons for
choosing one
solution over
another
7 points
Report contains 2-3
grammatical errors.
Scoring Guide
accurate less than
85% of the time.
5 points
Neither solution
aligns with all
conditions.
10 points
The report
contains less
information than
listed in the
“Adequate”
category.
3 points
Report contains
more than 3
grammatical
errors.
D
F
60-69
Less than 60
Oral Presentation Rubric
Criteria
Superior
Adequate
Delivery
30 points
20 points
Maintains an
Maintains an
audible volume for audible volume
all audience
and eye contact
members to hear
with audience for
for at least 90% of 80-89% of the
presentation.
presentation.
Maintains eye
Speaks for at least
contact with
one minute of the
audience for at
total presentation.
least 90% of the
presentation.
Speaks for a
minimum of two
minutes of the
total presentation.
Comprehension and
20 points
12 points
Accuracy
Answers fish and
Answers fish and
wildlife team
wildlife team
member’s
member’s
question correctly, question correctly,
providing at least
but does not
one accurate
provide an
scientific
accurate scientific
explanation.
explanation.
Quality of Individual
20 points
10 points
Justification
Best solution or
Best solution or
Explanation or best justification
justification may
solution explanation presented is
not be
(based on student
feasible and
scientifically
presentation
scientifically
correct or feasible.
choice)
correct. A relevant A visual aid is used
visual aid is used
in the
in the overall
presentation, but
presentation.
may not contain
accurate
information or be
relevant.
Reflection
10 points
6 points
Student answers
Student answers
Poor
10 points
Eye contact
and/or audible
volume is less than
80%; speaks for
less than one
minute of the total
presentation.
5 points
Fails to answer
question correctly
or does not
answer.
5 points
Solution or
justification is
neither feasible
nor scientifically
correct. A visual
aid is not used in
the presentation,
or is in no way
relevant to the
presentation.
0 points
Student answers
all 4 reflection
questions
A
B
C
D
F
90-100
80-89
70-79
60-69
Less than 60
2-3 of the
reflection
questions
Score Conversion Chart
less than 2
reflection
questions
Two Alternative Solutions and “Best” Solution Analysis
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle
conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that
when animals eat plants or other animals, the energy stored in the food source is passed to
them.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will construct a plan to protect sea turtles from pollution with at least 70% accuracy (based
on rubric requirements).
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will formulate a logical plan for protecting sea turtle nests and hatchlings, with at least 70%
accuracy (based on rubric requirements).
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learning outcome: Given a rubric, students will present their solutions to sea turtle
conservation, with at least 70% accuracy (based on rubric).
Problem Statement:
How can we, as sea turtle watch volunteers, promote sea turtle conservation in such a way
that
The Gulf sea turtle population is improved (condition one)
The environment is not harmed in any way (condition two)
Sea turtle hatchlings/eggs remain safe (condition three)
The deadline of June 30th is met (condition four)
Solution One:
The sea turtle watch volunteers recommend an ordinance be passed that bans beach goers
from leaving their beach equipment (chairs, tents, floats, etc.) on the beach overnight. These
items can hinder both the safety of the nesting mother turtles, as well as hatchlings if left on
the beach. If a mother sea turtle is unable to make it to a safe nesting location due to a
blockade (beach equipment), she will lay her eggs too close to shore, compromising their
survival. This equipment also poses the hazard of trapping a nesting mother turtle, leaving her
unable to return to the Gulf. The same goes for hatchlings, as these blockades can stop them
from making the safe journey from the nest to the water. As sea turtle activity happens at
night, it would be beneficial for all equipment brought by beach goers to be removed at
sundown.
Pro
Beach goers can still bring their portable
beach equipment to the beach during the
day, not hindering beach visitation or
enjoyment.
Mother turtles will be able to more easily
reach their nesting locations, thus creating a
safer nest environment away from the
shoreline.
Hatchlings will have fewer obstacles to trap
them when traveling back to the Gulf.
This solution will prevent beach equipment
from washing into the Gulf overnight as
pollution that can harm the sea turtle
population.
Con
Some people will not follow this ordinance,
still leaving their beach equipment
overnight.
Tourists of the area may not be informed of
this rule, and become upset when their
tents, chairs, etc. are thrown away at night.
An additional crew will need to be employed
to enforce this ordinance and clean up
behind those who do not follow it.
Hotel, condo, and business owners may
disagree with this law, as it could pose an
inconvenience to touring customers.
Consequences: Visitors to the beach will become more aware of sea turtle conservation and
the justification of this new ordinance. Both mother and hatchling turtles will have a safer trip
to and from the beaches of Bay County, and continue to nest in this area.
Solution Two:
The sea turtle watch volunteers suggest alternative beachfront lighting strategies for beach
homes, hotels, and businesses. Sea turtle hatchlings return to the Gulf by the light of the moon,
and lights shining from the opposite direction can take them the wrong way. Sea turtle
conservation would benefit from a lighting ordinance that requires buildings to enforce limited
nighttime lighting, dimmer light bulbs, curtains, or motion-sensitive lighting solutions. Any
number of these lighting options could work, as long as businesses produce code-approved
limited lighting between the estimated nesting hours of 7 pm- 2 am.
Pro
Multiple lighting solutions would be
available.
Hatchlings would better be able to make it
back to the Gulf safely, thus promoting a
healthy population.
Sea turtles prefer beaches with less artificial
light.
The natural environment would not be
harmed through this policy change.
Con
A lighting ordinance would be hard to
strictly enforce throughout all beach
businesses.
Business owners may be against putting
restrictions on their guests.
Installing curtains or changing to dimmer
bulbs would be expensive for business
owners.
If business owners refused to pay for
lighting changes, the city may have to pay,
costing taxpayers.
Consequences: This solution would provide for more sea turtle hatchlings to safely return to
the Gulf. As mother sea turtles prefer to nest on beaches with less artificial light, more nests
would return to beach areas that have become populated with businesses.
Justification:
Best Solution: Solution One.
In terms of conservation, both solutions would benefit the sea turtle population that
nests on the Florida Gulf Coast. However, in terms of feasibility and impact made, solution one
would be the best choice. Research shows that unnatural obstacles left of the beach during
nighttime nesting hours are a hazard to both mother and hatchling sea turtles. It is proven that
a mother turtle’s journey to nest is one of tiring effort. If she reaches the beach and finds no
path to a safe nesting place, she is forced to nest near the shoreline. This can destroy the nest
and eggs. Tents, chairs, umbrellas, and other items brought to the beach each day by visitors
are seen as a hindrance to a mother turtle, or could entrap her if unseen.
These items left behind can also trap newly hatched turtles on their journey from the
nest to the Gulf. In addition to direct obstacle, this solution addresses a potential problem with
Gulf pollution that threatens sea turtles. Items left close to the shore have a potential for being
washed into the water as debris. This pollution can be broken down and ingested by sea turtles,
causing them to die.
Solution two would be much more difficult to implement, as installing curtains, dimmer
lights, and posting rules in every business would be time consuming and costly. It would also be
hard to enforce, as there are thousands of hotel rooms across the beach. Posting notices in
condos and at public beach entrances of the need to remove beach equipment each day rather
than leave it overnight would be much more feasible than changing the lighting in every hotel
room.
Some would say that the happiness and convenience of tourists is more important than
this effort to better conserve sea turtles. It could also be argued that enforcing the removal of
beach equipment would be difficult, as there is no way to know who left it behind. If visible
posting is made of this law, beach goers can be left to decide whether they would like to follow
it or not, and run the risk of losing their belongings if they choose to defy the ordinance.
Debriefing Plan and Coaching Questions
Teacher: Caitlin Underwood
Primary Subject Area: Science
Outside Subject Area: Language Arts
Grade Level: 4th Grade Gifted
PBL Title: Bay County residents of Florida investigate strategies for sea turtle
conservation.
SSS in Science:
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that
when animals eat plants or other animals, the energy stored in the food source is passed to
them.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will construct a plan to protect sea turtles from pollution with at least 70% accuracy (based
on rubric requirements).
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the
environment.
Learning outcome: Given the problem of sea turtle endangerment and a rubric, students
will formulate a logical plan for protecting sea turtle nests and hatchlings, with at least 70%
accuracy (based on rubric requirements).
SSS in Language Arts:
LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Learning outcome: Given a rubric, students will present their solutions to sea turtle
conservation, with at least 70% accuracy (based on rubric).
Problem Statement:
How can we, as sea turtle watch volunteers, promote sea turtle conservation in such a way
that
The Gulf sea turtle population is improved (condition one)
The environment is not harmed in any way (condition two)
Sea turtle hatchlings/eggs remain safe (condition three)
The deadline of June 30th is met (condition four)
Debriefing Plan:
All teams of sea turtle volunteers and marine biologists will make presentations to the
“Florida Fish and Wildlife Commission team” in the presence of all other groups. In that
way, all students will hear all possible solutions. As teams present, the teacher will record
each proposed “best solution”. The teacher will create a handout with each best solution, to
be distributed in a class meeting the following day.
Each team will rate each “best solution” providing a list in priority order (#1 is best of the
“best”). Points are assigned for each “place” on the list as designated below. The teacher
will tally the points for each solution.
The two solutions receiving the most points will then be examined in a whole class session.
The teacher will ask the class if there is a way to combine the two solutions to make one
“even better” solution. Through a class discussion, students will reach consensus on
portions of the solutions to use. The teacher will write a bulleted list of these portions on
the board for all to see, creating the ultimate “best solution” as decided by the entire class.
Points on the Ordered List
Place
1
2
3
4
5
Points Awarded
10
7
5
3
1
Five Essential Concepts:
The “best” solution must include the following accurate scientific concepts about sea
turtles.
1.
2.
3.
4.
5.
How pollution affects sea turtles in the Gulf and on the beaches.
When sea turtles make their nests.
How hatchlings return to the water (what guides them?)
What man-made aspects threaten the sea turtle population
How/why sea turtles return to the same beaches each year to nest
In addition to these components, the solutions must include information on how to
improve the sea turtle population on the Gulf Coast of Florida through conservation
strategies. Coaching activities and discussions will take place throughout the process of
student research to ensure that the essential concepts are being addressed. In addition to
speaking with students informally, asking questions, and providing feedback, the teacher
will create KWL charts with students addressing important information.
Coaching Questions
C – Cognitive
M – Meta-cognitive
E – Epistemic
Type of
Question
Question
C
M
E
C
M
E
C
M
E
C
M
E
C
M
E
Meet the Problem
What is the problem that has been presented for you to solve?
What problem solving strategies might you use to solve this problem?
Is this a problem that needs to be solved in the real world?
Know/Need to Know Board
Where could you go to find out what you need to know about sea turtles?
How do you know that sea turtles are endangered?
What do you think is the top “need to know” information about sea turtles
to solve this problem?
Problem Statement
What role are you taking on in this problem?
Does this problem statement address all necessary issues concerned with
sea turtle conservation?
Why do you think this problem is important to us as Panama City Beach
residents?
Research
What type of research does your group need to do to find out what is
harming sea turtles and how to fix that?
What might be a type of book you would use to find information about sea
turtles?
What resources, other than the internet, might help you solve this problem?
Generating Possible Solutions
What scientific evidence do you have about sea turtles to back up this
solution?
Why do you feel that Solution 1 is better than Solution 2? Explain your
reasoning.
Do you think this solution would work in the real world? Is it feasible?