Name of Project:
Subject/Course: Science / Animal Habitats and
Adaptations
P R O J E C T O V E R V I E W
Selecting our Classroom Pet PBL
Teacher(s): Sarah Lisa Petrauschke, Shelley
Henderson
Duration: 2 weeks
Grade Level: 2
Other subject areas to be included, if any:
Common Core State Standards Connections:
ELA/Literacy —
W.2.7
W.2.8
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1)
Recall information from experiences or gather information from provided sources to answer a question. (2-
LS2-1),(2-LS4-1)
2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
Our second grade classroom needs a pet! Please select an appropriate pet from the list of desert dwellers provided on our class Weebly ( mslisapetrauschkepblp.weebly.com
). Research the animal and their natural habitat in the Sonoran
Desert. Create a proposal explaining why the animal you selected will make the most appropriate pet considering our classroom resource. Propose a plan for a habitat, including vegetation, water source, shelter and diet for the potential class pet and present your ideas to the class. The class will then decide as a group, using a rubric, if the animal will make an appropriate and safe choice as a classroom pet.
Additional challenge: How much will it cost to care for this pet? Research the animal’s diet, if it is available for purchase, how much it costs and if the food source is readily available. Further, is the cost of maintaining the proposed habitat for the potential classroom pet beyond our classroom budget?
Driving Question What Sonoran Desert animal species would make the most appropriate pet for our class, considering our classroom resources and the characteristics, diet, habitat and behaviors of the animal species?
© 2008 Buck Institute for Education 1

Content and Skills
Standards to be addressed:
Science: 2.Interdependent Relationships in Ecosystems 2-LS4-1.
Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification
Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment
Boundary: Assessment does not include specific animal and plant names in specific habitats.]
21 st Century Skills to be explicitly taught
and assessed (T+A) or that will be
encouraged (E) by project work, but not taught or assessed:
Collaboration
Presentation
Critical Thinking:
T+A x x x
E
Creativity and Innovation
Research and Information Fluency
Digital Citizenship
T+A x x x
E
Presentation
Audience:
Culminating
Products and
Performances
Group: In small groups, SW present their proposal of classroom pet via digital medium, physical model and oral presentation.
Individual:
Individually, SW assess their classmates’ proposals and complete a peer evaluation.
Class:
School:
Community: x
Experts:
Web: x
Other:
Classroom parents x
P R O J E C T O V E R V I E W
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Entry event to launch inquiry, engage students:
Assessments
TW introduce project in class, review prior knowledge, online citizenship expectations, introduction to class Weebly site and
PBL expectations.
SW reference Weebly site for project specific information, resources and timeline.
SW view animal video to start generating ideas about their research projects
( http://www.youtube.com/watch?v=v3wnbhT4Rog )
SW prepare a KWL chart for the animal they select (formative assessment).
Formative
Assessments
(During
Project)
Quizzes/Tests
Journal/Learning Log (Shared Google worksheet)
Preliminary Plans/Outlines/Prototypes x
Practice Presentations
Notes (Shared Google worksheet) x x x
Rough Drafts (presentation)
Checklists x Concept Maps (Circle Map, KWL, Venn
Diagram) x
Summative
Assessments
(End of
Project)
Online Tests/Exams
Written Product(s), with rubric:
Written proposal for classroom pet including description of necessary habitat (with assistance from adult):
Exceeds (4) 90-100%: Student prepares proposal for classroom pet including a description of the animal’s physical characteristics and traits, diet, and natural habitat. Proposal includes an adequate classroom habitat. Proposal includes information about expense and time required to care for the animal.
Meets (3) 80-89%: Student prepares proposal for classroom pet including a description of the animal’s physical characteristics and traits, diet, and natural habitat. Proposal includes an adequate classroom habitat.
Approaches Meets (2) 70-79%: Student
Other: x Other Product(s) or Performance(s), with rubric:
Digital presentation, Habitat Model
Exceeds (4) 90-100%: Presentation medium is appropriate to the topic, well organized and neatly executed. Students demonstrate 21 st
Century digital skills and pay attention to detail in their craftsmanship.
Meets (3) 80-89%: Presentation medium is appropriate to the topic, organized and effectively executed. Materials are neatly presented.
Approaches Meets (2) 70-79%: Presentation medium selected is not most appropriate for topic. Materials are not well designed or constructed.
Falls Far Below (1) </= 69%: Presentation materials are not relevant to topic. Work is x
© 2008 Buck Institute for Education 3

prepares a written description of a desert animal species. The proposal is not complete.
Some of the research may be incorrect or incomplete. The proposed classroom habitat is not adequate, or may contain incorrect information.
Falls Far Below (1) </= 69%: Student selects an animal to research but is unable to prepare a proposal, or accurately describe the characteristics of an adequate classroom habitat.
Oral Presentation, with rubric:
Exceeds (4) 90-100%: Presentation is well organized and the information is clear. Group members share responsibility and participate equally, demonstrating good presentation skills.
Meets (3) 80-89%: Presentation is organized and information is clear. Group members participate equally and demonstrate ageappropriate presentation skills.
Approaches Meets (2) 70-79%: Some misinformation is presented. Presentation is not clearly organized. Group member responsibilities do not show evidence of equality.
Falls Far Below (1) </= 69%: The presentation is not organized. Students do not participate equally. completed hastily or sloppily. x Peer Evaluation -
Multiple Choice/Short Answer Test
Other: Appropriate digital citizenship
Self-Evaluation x Other: effective use of technology x x x
© 2008 Buck Institute for Education 4

Resources
Needed
Reflection
Methods
On-site people, facilities: Instructor, teaching assistant, school computer lab, network access,
Equipment: Internet connection, computer or laptop, digital media (accounts if required), phone, video chat or email to contact experts
Materials:
Community resources:
Weebly, YouTube video link, research links
Experts, audience, parents
(Individual,
Group, and/or
Whole Class)
Journal/Learning Log
Whole-Class Discussion
Other: Small group feedback x Focus Group x Fishbowl Discussion x Other: KWL chart x
© 2008 Buck Institute for Education 5

Project: Selecting our Classroom Pet PBL
P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E
Course/Semester: 2 nd Grade Science, 2 nd Semester
Knowledge and Skills Needed by Students to successfully complete culminating products and performances, and do well on summative assessments
Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts, mentors, community members
SW share their prior knowledge of Sonoran Desert animals with a partner verbally. (think/pair/share)
SW share their prior knowledge of key vocabulary terms: habitat, adaptation, desert, environment, resources, species, expert, prey, predator, dwelling, vegetation, research, climate, and proposal.
(think/pair/share)
SW verbally list animals native to the Sonoran Desert. (whole group)

TW engage students by sharing a story of observing the variety of animals living in the desert during a nature hike.
TW display images of a variety of desert dwelling animals in a slide show (jackrabbit, ground squirrel, hawk, coyote, snake, tarantula, mule deer, Gila monster).
TW ask questions: what are the characteristics of the climate where we live? How is it different than other climates? What sort of animals can be found in this kind of habitat? What do animals need to survive in this climate?.
TW create a circle map on the Smart board from ideas suggested by students of animals that can be found in the Sonoran Desert.
TW introduce and utilize key vocabulary: habitat, adaptation, desert, environment, resources, species, expert, prey, predator, dwelling, vegetation, research, climate, and proposal
SW will watch a video and think about the kinds of Sonoran Desert animals they would like to research and begin to generate ideas on how the animals are adapted to the desert environment. (individual)
SW think about the needs of desert animal species (diet/prey, vegetation, type and location of dwelling, water source, predators, etc.)
SW start a KWL chart, documenting what they Know and what they
Would like to know about a specific animal. (individual, formative

TW introduce the Weebly site and describe the steps of the PBL project:
1. select an animal (group)
2. conduct research (group & individual)
3. keep track of work/learning on activity log (google sheet)
(individual)
4. prepare a proposal (written, with the help of an adult) (group)
5. create a visual (I imagined a 3D model instead of a drawing) of the proposed classroom habitat
6. conduct practice presentation and receive peer feedback
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assessment).
SW begin to research and explore Sonoran Desert animals through the links provided on the Weebly site.
SW decide which animal they think would be the most appropriate and safe for the class to have as a pet.
SW select animal to research and update the class Google Sheet.
SW work in small groups (3-4) to research their chosen animal and how it has adapted to living in the Sonoran Desert and what it requires for survival. (diet/prey, vegetation, type and location of dwelling, water source, predators, etc.)
(group)
7. present the proposal (digital-either a movie, Presi, Glogster and physical model).
8. peer review and evaluation
9. classroom decides on an animal.
TW distribute materials for creating KWL chart

TW remind students of proper digital citizenship and safe online behaviors.
TW circulate the room to ensure students are using the Weebly site correctly and only visiting the specified links.
TW review and approve, if appropriate, any other links if requested by a student.
TW update the class Google sheet to create groups based on interest of animals. At least 4 groups will be formed, researching and presenting 4 different animal species.

TW introduce and show students the Google Spread(tracking log) as a place to house their research findings.
TW model appropriate use of Google Sheet.
SW prepare questions for an expert on their selected animal (using the KWL chart to help) and continue their research, updating the
Google Sheet when necessary. (group collaboration)
SW use the information they have collected on the Google spreadsheet to create their digital presentation.
SW need to consider both their visual content and their script.

TW facilitate contacting the expert (via email, Skype or phone).
TW monitor students’ progress and regularly check the Google
Spreadsheet.

TW refresh students’ knowledge of digital presentation media, including Glogster, MovieMaker, Presi, PowerPoint, giving a tutorial to the whole class.
TW provide guidance to students as they write their script, if
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necessary.
SW finalize their demo presentation. (small group)
SW present a demo presentation to another pair and receive peer feedback (stars and wishes). (peer review)
SW make necessary adjustments to their presentation and present their project to the class and parents.
SW receive feedback from the whole class and be given time to reflect on what they have learned.
SW verbally participate in teacher guided discussion. (whole group)
SW complete and turn in their KWL chart (individual assessment)
SW publish their final presentations online.

TW circulate the room, facilitate and monitor student presentations.

TW cross-check student set up of all the necessary technology and materials are set up for the final presentations.

TW facilitate peer evaluation process and monitor immediate feedback (peer evaluations).
TW ask guiding questions related to peer evaluations to demonstrate higher order thinking skills: Why (why isn’t) this animal an appropriate choice for a classroom pet? How did the group’s presentation help you form your opinion? If this animal was our classroom pet, what would we have to do to care for the animal? How would our classroom provide a habitat that best meets the adaptations of the animal?

TW cross check correct posting of projects to class Weebly site.
TW complete any remaining summative assessments.
© 2008 Buck Institute for Education 8

Project: Selecting our Classroom Pet PBL
M O N D A Y T U E S D A Y
P R O J E C T C A L E N D A R
Start Date: August 14 th
W E D N E S D A Y
P R O J E C T W E E K O N E
14
Project introduction.
Begin researching desert animals.
Form groups
T H U R S D A Y
15
Independent student work time (pairs). Create KWL chart.
Teacher/assistant facilitation when necessary.
F R I D A Y
16
SW prepare questions for experts.
TW will coordinate expert discussions (via phone or email).
19
Continued expert communications.
SW continue to work in groups.
26
SW post presentations online.
20
Independent student work time (pairs). SW start working on presentation information. Formulate ideas about their imaginary creature.
Teacher/assistant facilitation when necessary.
P R O J E C T W E E K T W O
21
SW start creating presentation visuals, script.
Teacher/assistant facilitation when necessary.
P R O J E C T W E E K T H R E E
22
SW finish working on presentation videos.
SW demo presentations in small groups.
Teacher/assistant facilitation when necessary.
27 28 29
23
SW present projects to whole class.
Class feedback will be provided.
SW have opportunity to revise materials based on feedback prior to posting online.
30
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