5th Grade PBL: An American Revolution Museum

BCS 5th graders recently completed a Project Based Learning unit (PBL) where they were tasked with designing a museum experience about the American Revolution. The PBL’s driving question was: “How can we, as artists, create a museum experience that connects our community with the people of the American Revolution?”

When designing the driving question, the fifth grade teachers purposefully included the word “people” to encourage the students to get into the mindset of the people of the American Revolution. By considering those who initiated and fought in the war, the students are better able to develop empathy for their experience and understand the society in which they lived.


Utilizing the design thinking process, the fifth graders interviewed students in other grades to hear different perspectives on what makes a fun and educational museum experience. Based on the feedback they received, each student brainstormed ideas on how to present the American Revolutionary War in a museum setting. Students then chose one idea to focus on and built a prototype of their idea. When finished, they presented their prototype to classmates and received feedback on their design.

Some students struggled with not knowing what their end product would look like. “Students often start the process with ‘is it OK if…,’” says fifth grade teacher Jessica Morgan. “I always respond to this inquiry with, ‘I don’t know, what do you think?’ I want the students to own their design process. I encourage them to refer to the driving question if they feel unsure about their ideas. In the end, there are no wrong choices or presentations. As long as the student answered the driving question, they have succeeded. The way in which each student does this will be different and that is part of what makes the end results so exciting.”

Specialist teachers worked closely with the students on this PBL, helping the students to integrate art, drama, and music into their exhibits. In art, students examined political messages from the time period and developed their own political cartoons to encourage or discourage someone from participating in the Revolution. In drama, students practiced speaking from different perspectives to understand how to portray a person from the Revolution. In music, they composed original pieces of music reflecting the musical style of the time period. 


The students were free to choose how they wanted to present their final displays as long as they were historically accurate and connected the museum audience to someone from the Revolution. Some students made paintings about the Revolution, some wrote memoirs using the perspective of someone from the time period, and others created scratch games or board games to explain specific events in the war. A few students even integrated their drama skills and produced a skit about the people of the Revolution.

The museum opening was a well-attended event bustling with parents, staff, and students. “The variety of displays the students created are impressive. It is amazing to see what fifth grade students are capable of accomplishing,” said fifth grade teacher Mr. Villaluz. “These exhibits are the culmination of everything the students have learned about project-based learning at Bullis and this incredible event is the result of what happens when you give students a say in their learning process.”

Leatherback Sea Turtles: An Essay by BCS 2nd Grader Nathan Becker

As part of a project-based learning unit focused on the threats faced by Leatherback Sea Turtles, second graders used the design-thinking process to develop innovative solutions for keeping the turtles safe. Students presented their creative prototypes to peers and parents, and Ms. Tomasetti's student, Nathan Becker, shared this well-written and thoroughly researched essay about what he had learned. 

The Leatherback turtle has survived for more than one hundred million years, but it is now facing extinction. The leatherback’s scientific name is dermochelys coriacea. That means wide-ranging marine turtle with flexible leathery carapace.

The global population for this species was estimated to be 115,000 adult females in 1982. By 1996, this had been revised down to about 30-40,000 Leatherback populations in the Pacific and Indian Oceans have dropped a lot in the past forty years. For example, the nesting colony in Terengganu, Malaysia went from more than 3,000 females in 1968, to 20 in 1993, to 2 later in 1993. There are no signs of recovery. 

Leatherbacks have been recorded as far north as Alaska, and as far south as Africa’s Cape of Good Hope. The Pacific Ocean may now have as few as 2,300 adult females.

However, not all Leatherback populations have declined. In southern Africa, three decades of strong protection have increased the small annual nesting populations more than four times.

Leatherbacks have survived for a long time but they are dying out and soon they may become extinct. In the Pacific and Indian Ocean, the Leatherbacks populations are getting smaller and smaller. But, not all Leatherback populations are shrinking. In some places people are protecting them.

1st Grade Biomimicry PBL Unit

BCS first graders are engaged in a new biomimicry PBL unit where they are creating solutions to the driving question: “How can we use what we know about how animals and plants protect themselves to safeguard a human baby or child?”

To help formulate a solution to this question, the students first investigated the different features plants and animals use as protection against hostile elements. They dissected the bulb of an iris flower to examine its function in the plant’s survival and they explored various animal adaptations including camouflage, quills, smells, and more.

A pregnant teacher also spoke to the students about how the body is designed to protect an unborn baby and the first graders had a thought-provoking discussion about what parents can do to keep a baby safe once it is born.

Incorporating what they learned about plants and animals, the first graders then applied their design thinking skills to the driving question, and engaged their critical thinking and problem solving skills to create solutions for this real world scenario. They researched different ways a human baby or child can be injured: falling, choking, being exposed to cold, having damage to a baby’s soft spot, etc. Each student then presented ideas for how to prevent these injuries and keep the child safe.

In the makerspace, the students developed designs to protect a child from one of the identified risks, incorporating two animal adaptations they previously researched. The students sketched out one of their ideas, and made a prototype of their design. They presented their models to their teachers and peers, analyzing which aspects of the prototype worked or didn’t work. Meeting Common Core criteria, they also labeled the function of the different parts of their creations. 
   
The students have been very active uploading pictures of their completed work to Freshgrade so their parents can follow their progress and learn more about how they are succeeding on personal FLGs such as working well with others, communicating with team members, and/or collaborating on investigations.

PBL units, such as this one, provide BCS students with the skills they need for the 21st century, including creativity, problem solving, and critical thinking. PBLs allow students to be engaged actively in their learning, giving them a deeper understanding of the content and helping them to retain this knowledge longer. Most importantly, PBLs teach students initiative and responsibility, helping to build confidence and encouraging students to problem solve and collaborate more effectively.

We are so excited by the progress these first graders have made on this new PBL unit and can’t wait to see what the rest of the year brings!

PBLs and FLGs Presented By BCS 5th Grader Kelly Yang

Our very own 5th grader, Kelly Yang, wrote and presented this amazing speech at the K-5 Parent Information Night earlier this week.  Kelly explains FLGs and PBLs in such a clear and understandable way that we felt we had to share!

Hi, I’m Kelly Yang, and I am in 5th grade. I have been at Bullis Charter School (BCS) since Kindergarten and I have enjoyed my experience here.This school has helped me to learn a lot, develop important skills and become a more well-rounded person. My favorite part of classwork is when we get to participate in things called PBLs, which stand for “Project Based Learning”.



Each year, we get to do several PBLs which help us to learn and remember better. For example, last year, I designed a habitat for a lemming and a vole. We used design thinking and were able to use the laser cutter and materials from the maker space to create our animal habitats. 


 
PBLs are very special because they cross over learning into several different subjects. For example, in 4th grade we had a Mission PBL. Students decided whether to design a Presidio, a Pueblo or a Mission . We used Lego Digital Design, a cool computer program to create the initial design. We used math skills that we were learning to figure out how large or small our buildings should be, and also used art techniques to figure out colors and the final design. However, the entire project was part of our Mission Unit in Social Studies.



PBLs are usually done in groups with other students so you need to have good teamwork and patience. I really enjoy PBLs because they are social, and I enjoy sharing ideas and collaborating with others. PBLs help me to think creatively and have an easier time remembering information.



Another cool thing that we get to have at BCS are things called FLGs or “Focused Learning Goals”. Students and teachers work together to create unique goals for each student. 



I think FLGs are important because we are not just going through the year, hoping for the best. We are actually striving for concrete and measurable accomplishments. We have a defined FLG for every subject including math, writing, reading, content and personal goals. 



This year, my FLGs include practicing to become a faster sprinter (my  content goal), writing a chapter book (my personal goal), or making less than 10% careless errors in math (my math goal). Every month, my parents, teachers and I look over my FLGs to help me make sure I am on track with my goals. This year, we are using an application called Fresh Grade to help track our goals. We use ipods to take videos or pictures and post it on Fresh Grade. We are also able to add comments to keep track of our progress. 



Some years, I have achieved all my FLGs and other years, I have not. But that’s OK! Part of the experience here is to help me understand how to achieve goals and avoid mistakes, and learn when things don’t go according to plan.


I think BCS is a great, the learning here excites me. Since my first day here, I have loved coming to this school every single day. Thank you!


Kindergarten Design Thinking Challenge: Help the Gingerbread Man Cross the River

In order to prepare BCS students for the 21st  century, Design Thinking is integrated into the core curriculum at every grade level. The Design Thinking process begins in kindergarten and even students at this young age are challenged to create solutions to real-world problems.

In December, kindergarten students were tasked with a fun holiday-themed Design Thinking challenge: Help the Gingerbread Man Cross the River.

Teachers provided students with supplies that included tinfoil, mini marshmallows, and toothpicks. Students were free to choose to work alone, with a partner, or in a group.

Most students first attempted to build a boat out of tin foil. When testing out their boats they observed whether or not the boat floated, and if the gingerbread man stayed dry. If the boat took on water the students had to decide whether to start over with a new design, or to fix the design they had already created. Some students added marshmallow floaters to their boats. They soon discovered that marshmallows, like the gingerbread man, melt in water. One innovative student suggested, “Maybe the foil can help to cover the marshmallow!”

Although in many cases the gingerbread man made it safely to the other side of the river, quite a few ended up crumbled into a wet, soggy mess. Sarah Flynn, a kindergarten teacher, said that both success and failure are important components of this lesson.

“Kindergarten students don't know how to fail,” she said. “They try an idea and if it works, great!  If not, they try another idea and they keep working at it until they finally achieve their goal. I love doing activities like this in kindergarten because the students begin to understand that making mistakes and getting the answer wrong is a part of learning.  As they continue through BCS and beyond, I want them to feel confident enough to take risks, to acknowledge failure, and to try again.”

In all, the challenge was a success and the students had a fantastic time designing, building, observing, and learning to accept both success and failure.