What was your driving question?
How did this project connect to your local or regional community?
What PBE principles were highlighted in this project?
Standards: List standards or competencies that the project addresses
ALCOS Math K.16- Identify and describe measurable attributes of a single object using vocabulary such as long/short, heavy/light, etc.
ALCOS Math K.17- Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute and describe the differences.
ALCOS Math K.18- Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, behind, etc.
ALCOS Math K.19- Correctly name shapes regardless of their orientation or overall size.
After finding a mouse in their classroom, students were concerned with “catching and releasing” the mouse safely. They met with community visitors and explored areas of our school building while learning all they could about what the mice need to survive. Students then built several iterations of their traps, problem-solving each time they did not catch the critter. After many days of redesigning their traps and waiting for the mouse, the students caught the critter and safely released it back into the wild.
How did this positively impact the community? How was it shared?
Reflection: What was the biggest challenge? What was the most rewarding aspect of this project?
Any advice for a teacher or student that is implementing a PBE project for the first time?
“Allow the students to take the lead on the project. Release a little more project control and follow their lead. If you do, the project is guaranteed to succeed.”