Balancing Profits and Conservation: A Human Environmental Impact PBL for Upper Elementary and Middle Grades STEM Club Students

Autor/inn/en	Hite, Rebecca L.; White, Jill
Titel	Balancing Profits and Conservation: A Human Environmental Impact PBL for Upper Elementary and Middle Grades STEM Club Students
Quelle	In: Science Activities: Projects and Curriculum Ideas in STEM Classrooms, 56 (2019) 3, S.88-107 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hite, Rebecca L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8121
Schlagwörter	Environmental Education; Problem Based Learning; Elementary School Students; Middle School Students; Clubs; Science Activities; STEM Education; After School Programs; Grade 4; Grade 5; Conservation (Environment); Wildlife; Marine Education; Mining; Texas + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Problem-based learning; Problemorientiertes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Club; Klub; STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Conservation; Environment; Konservierung; Bewahung; Umwelt; Abbau
Abstract	Students require experiences that reflect the difficult decision making found in the real world. A current and future challenge for today's students is understanding the balance between economic pressures and ensuring environmental conservation. Using problem-based learning (PBL) as a pedagogical vehicle, 10 groups of upper elementary students made informed choices in conducting a mining operation near a fictional coastline with diverse flora and fauna, including an endangered species (sea turtles). In this article, we provide a student-led PBL activity of "Balancing Profits and Conservation" used for an after school STEM club for 4th and 5th graders focused on sea turtles and marine education. Game cards and graphic organizers (included in the article) scaffolded the PBL process at each step. Activities include students (1) considering avenues of ecological conservation, (2) developing and executing a mining operation using limited funding (game pieces) and a variety of tools, (3) extracting resources from a simulated environment to ascertain profit, (4) reflecting on, assessing and remediating the environmental impact, and (5) communicating their outcomes to peers. Students' end of project presentations elucidated the successes and challenges of their chosen mining plan, both in implementation and consequences. This activity may be used in in/formal environmental education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01