This kept them on task during this process. Students could also do
this on sticky notes and leave them on the table for the group to
review afterwards. Consider providing the students with guiding
questions or sentence starters to help with this process. Give the students a color code using yellow sticky notes for positive feedback, blue
sticky notes for questions, and green sticky notes for things the group
should consider (constructive feedback). Each student must leave at
least one of each sticky note at the table during a presentation for peer
(7) Improve: Redesign as Needed
Give the students a day to edit/refine their models after the peer
review process and before their presentation to the class. The feedback they received and how they addressed it in their model must
be addressed in the presentation.
Students will conclude the lesson by presenting their research on
their problem and solution, their model, and the edits they addressed
after peer feedback. A rubric with suggestions for how to grade this
presentation can be found in Appendix 2. A table representing some
previous or possible examples from students is included in Appendix
3 along with some applicable testing strategies for teacher reference.
My students really enjoyed the ability to delve into a potentially
manageable piece of the overfishing problem, as well as having the
creative freedom to come up with a way to solve the problem. Some
leniency must be allowed for the students’ understanding of current
and potential technology, and they must be allowed a certain
amount of creativity during this process. This leniency might not
be as necessary in a class that can spend longer on this DBL unit as
a whole and where technology (and researching potential technology) might be a larger focus, but we have limited time (one week)
for ours. Students not normally engaged in class during traditional
periods seemed far more engaged and productive as group members
during this unit. The inquiry and many facets of this lesson also
allowed students to work toward their strengths, and they all seemed
far more confident in their final product.
In terms of learning outcomes, this lesson was evaluated for its
effectiveness in raising awareness about concerns related to seafood
sustainability. A mixed-method questionnaire was given in person
to 106 students on day 5 of the lesson progression. The lesson was
effective in raising awareness in >50% of the students regarding
the Monterey Bay Aquarium’s Seafood Watch app as a potential
solution to global overfishing. The Seafood Watch app was given
as an example to students as a possible solution to overfishing in
the introduction of the project. The lesson was equally effective in
raising awareness about seafood sustainability in both students that
identified as recreational fishermen and non-fishermen, in that
>50% of the students in both categories increased their knowledge
about seafood sustainability as determined by a two-sample z-test.
I thank James Fieberg, an engineering and science teacher at Sage
Creek High School, for his engineering guidance and expertise; and
Rachel Merino-Ott and Andrea Fett, English teachers at Sage Creek
High School, for their editing and revision suggestions, which helped
create a more polished product. This work was produced as part of
my graduate student work through Miami University in Oxford,
Ohio, in conjunction with San Diego Zoo Global.
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COURTNEY GOODE is a teacher at Sage Creek High School, Carlsbad CA
92010, and a graduate of the Advanced Inquiry Program through the
University of Miami and San Diego Zoo Global; e-mail: