Nova Stars   Student-centered learning involves the use of motivating questions identifying "Big Ideas" that students will explore. Student investigations will involve real life application, collaborative learning activities and meets the academic needs of students for readiness, learning styles and interests. 

Scenario 1   Science  Human Impact on Ecosystems

Students in the sixth grade are studying about the human impact on ecosystems and endangered species around the world. They have just completed a unit where they were responsible for maintaining their own terrariums and aquariums while studying the interactions in ecosystems and the impacts of human pollutants in their own small worlds. The goal of the new unit is to focus on the issues facing the environment in the bigger world. The big idea of the current project is for students to discover that humans have an impact on all environments, and our actions, both positive and negative can help determine the future health of our earth and all its species. By examining the habitat and ecosystem of an endangered species of their choosing, students will research environmental issues and, based on this research, they will problem solve solutions that could help insure the survival of their endangered species.

To begin the process, the teacher will identify, explain and review with the students the Vermont Grade Expectations that will be assessed in the unit. Each student on a team will choose an endangered animal from the region they are interested in. They  will research the current management practices of natural resources within the animal's ecosystem. Through journal writing, theater activities and discussion, the teacher will assess and build upon students' prior knowledge about the interdependence of ecosystems and limiting factors. Students will design research questions about their animal and ecosystem as well as answer questions the teacher provides as a guide. Using a webquest, students will begin to research their animals and find answers to their questions. They can use a Human Impact Brainstorming Chart to help them organize, predict and record their ideas. Using open source sites like Google Docs, students will organize their research information and share their research with one other team. Students will use peer review rubrics to help them in editing their research and that of another team. Students will not just be focusing on problems facing their animal within their ecosystem, but on possible, cost effective solutions.

After the research has been collected and peer reviewed, students will present their solutions to their classmates, local organization or other researchers around the world. Students can select a final performance project from a menu of choices (i.e. video, web page, power point, pod cast, play or other type of presentation approved by the teacher). Rubrics will help students self-assess and peer-assess their work prior to their presentations. The Intel Showing Evidence:Will My Solutions Work? activity can be used as a final assessment of the students' depth of knowledge and thinking skills regarding human impacts and solutions for environmental, land use, human responsibility and extinction issues. Rubrics for the Webquest, research outline, and student science journals and questioning will assess and grade their final projects.The goal of the presentations is to inform the community about each students' endangered species and to offer possible cost effective solutions.

Scenario 2   Social Studies  Human and Physical Geography    

Social studies students in the sixth grade are exploring geographical regions in the western hemisphere.  They have just completed a unit about geography and its influences on culture in the Andes Mountains of South America. This new unit will focus on how the geography in an area has a broader range impact on the people who live there. The geographic areas chosen for research are the regional areas of Canada.  The essential understanding for students is that the geography of an area deeply affects not only our culture but how we live our day-to-day lives.  Students will learn how people in different regions of Canada lived ten years ago and contrast and compare the information they gather with the quality of life of the people  living in those areas now. They will determine the reason for that change including laws that have been enacted over time. 

Students will be grouped based on their interest and they will be pre-assessed about their knowledge regarding the geography and people in the area that they are studying using an online graphic organizer. They will begin their research by using Google Earth to locate their province or territory and examine the landforms and cities in that area.  Their research will also include gathering information from books, online subscriptions and Internet sites.  Using archived newspapers and network resources such as e-pal and blogs, students will begin to gather information about past and current challenges and projects related to geographical changes, government interventions and community activities.   

As pairs, ongoing assessment will take place by teacher observation of weekly assignments using rubrics outlining specific content and performance criteria.  The final performance project allows students to choose to create a digital informercial or photo essay describing the environmental or societal issue from their region of study. They will need to propose possible solutions to these problems. The students in the class will vote and decide points for each group to determine which performance was the most persuasive and informative based on the criteria in the rubric.