Problem Based Enhanced Language Learning

Mary Lou Fulton Teachers College at Arizona State University

Name(s):
Grade:
Kelsey Barnes Kate Williams
3rd
Title of Experience: (Written as a problem)
Whats the best way to construct a dam?

Time Frame:
10-10:50

Overview of the Experience: Students will be given the opportunity to

physically make a dam out of materials given to them. They need to think
critically in order to insure that their dam does not leak water. After
students have completed their dams they will test them out in front of the
class.
Standard(s):
PO 2. Predict the results of an investigation based on observed patterns, not random
guessing.
Goals or Learner Outcomes:
Students will be able to create a list of why dams are important
Students will be able to demonstrate the features of a dam
Language Objective: 3.SL.1. Engage effectively in a range of collaborative
discussions (oneonone, in groups, and teacherled) with diverse partners on grade 3
topics and texts, building on others ideas and expressing their own clearly.
d. Explain their own ideas and understanding in light of the discussion.

Materials:
Containers
Straws
Tape (duct, masking, electrical)
Cotton swabs
Q-tips
Cardboard
bubble wrap
twist ties
scissors
egg cartons
saran wrap
aluminum foil
Operational Vocabulary

Conceptual Vocabulary

Vocabulary needed for the experience, introduced

Vocabulary that will be developed as a result of
prior to when it is needed.
the experiences.
1. Engineer
1. Irrigation
2. Reservoir
2. Prediction
3. Hydroelectricity
3. Levey

Engage: How will this Problem Based Enhanced Language Learning

experience be introduced to learners?

Start by stating expectations for learners as engineers so they will be able to receive
their pay check then open the lesson by asking where does the water in your faucet
come from?
Kelsey writes students answers to question on board and then hands the floor over to
Kate.
Kate clearly defines what a dam is and what it does as well as why it is important for
us to have dams especially in Arizona
Explore: Description of methods students will likely use to explore problem
and potential solutions. Note that this may not be a linear progression and
not all students may use all methods.
Students are placed in groups of 6 and given one container. Students will also have to
use strategic thinking since it is developing a plan to achieve a goal, while thinking
about every decision and how it plays out to achieve the desired goal. Their desired
goal is to build a dam that can hold water successfully. They will need to consider all of
the components that can affect the situation as a whole as part of systems thinking
which means to consider all the parts that could affect their dams. They then are to
draw a blueprint of their dam before they can be invited up to pick materials to build.
Students are left to build on their own and use problem solving techniques to build up
the dam. Kate and Kelsey will facilitate and ask inquiry questions to insure students
are on the right track.
Explain: Description of methods for moving from exploration to
understanding through discussion. Enhanced Language Learning methods
will be prominent here but also will be used in other sections. methods may
be layered throughout the Explore section.
Kelsey: Will test the dams by putting under document camera and pouring water in
slowly to see which ones hold the water on one side prevent the flow to the other side.
Kate: Will ask questions on if students think the dam being tested was successful why
or why not?
Sharing Strategies: How will students share their information, solutions,
and/or strategies?
After seeing all the dams fully tested on their capabilities to hold water students will
discuss who they feel was the most successful and why. The groups who were
successful will share how they came up with the idea behind their dam and how they
constructed it. The groups who werent successful will share why they dont think their
dam was successful and what they would change to make it able to hold water.
Reflection: How will learners reflect on their problem-solving experiences?
After the discussion students will go back to their desks and fill out an exit ticket. This
exit ticket asks students to state if their prediction was true or false and why they
think theyre dam was successful or not. They then have to write out 3 specific
changes to make to their dam to make it more successful.
Evaluate: How will student progress toward goals or learner outcomes be
evaluated?
Students will be evaluated based on their exit tickets.
References Used:
http://idahoptv.org/sciencetrek/topics/dams/facts.cfm