Andrea's Portfolio

The project began with an introduction from a fictional scientist, Dr. Empusa, who wrote a letter to students (who had assumed the role of marine scientists) congratulating them on their new discovery. He informed them of their “mission”: to defend their discovery to a team of marine scientists, citing evidence of why it lived in a specific biome, what adaptations it had to live there, and how it was related to other similar organisms. Dr. Empusa came back time and time again throughout the project to help students along the way or provide support and information for the young scientists.

At the beginning of the project, students formed interest groups based on the biomes they were most interested in: coral reef, intertidal zone, or deep sea. Their new “discovery” was found in one of these biomes. Students spent several weeks becoming experts on their biome, the animals that inhabited each biome, and adaptations each animal had that helped them thrive in that biome. Armed with the necessary information, students brainstormed ideas of animals they would create as their “discovery”. They sketched, create online 3D models, and 3D printed their creations. All of these components were added into their final presentation to a panel of marine scientists.

Oceans All Around

My experience as a NOAA Teacher at Sea has led to many great connections with marine scientists. Through these connections, I have collaborated on several PBL/STEM projects. Ocean Animals and Adaptations is one example of this collaboration, as the idea and resources for this project came from close work with scientists at Ocean First Institute and Ocean First Education. This project was also the inspiration for a class book, M is for Mantis Shrimp, that my students co-authored in 2015.

A Love for the Ocean

As I talk to students a year later that were a part of this project, I find their knowledge from this PBL is still in the forefront of their minds. The extent of the learning that took place was much deeper than I could have expected with a textbook lesson of animals and their adaptations. Students loved meeting real-life marine scientists, including a shark biologist and coral reef expert. The connection to the ocean and the marine scientists were two highlights for the students, as every student found an ocean animal they were interested in during this project. The STEM component of 3D modeling and printing got most students excited, as each student had the chance to see their creation 3D printed. This PBL is another example of the hands-on, collaborative projects I create for my students.

Adapting to Student Needs

The Ocean Animals and Adaptations PBL grew into one of the most engaging projects of the year, and led to the development of many other projects, such as a class book, M is for Mantis Shrimp, the ROV project, and Marine Mission. Through the creation of the project, I learned how to help students analyze a problem they were presented in order to identify the “needs to know” for the project at hand.  

The biggest challenge was helping students complete the 3D model and 3D print of their animal “discovery.” I had little knowledge of using the 3D printing software at the time, so I relied heavily on our technology education teacher for this component. After completing a training in 3D printing the year after this PBL, I would feel more equipped to help students in creating their 3D printed models.