Example Draft Driving Question and Critical Friends Response
A student of mine posted the following for his driving question draft. My students only had to address Czerniak and Krajcik's criteria so the explanation is not the same as it will be for you but this provides an example of a driving question and Critical Friends' Responses.
Example Driving Question
This project is for a 6th grade science course offered at a very small, rural school in Central Texas. 94% of the student population of this school is economically disadvantaged. 82% of the population identifies as Hispanic, 13% African American, and 4% white. Additionally, 27% of the students are English Language Learners.
The driving question for this project would be: “How much biodiversity is present in Palmetto State Park?”
Feasibility
Resources
This project requires students to study the organisms at a local state park. The resources required for such a study include basic lab equipment including microscopes, transportation to and from the state park, computer software or other means of organizing the data collected, and materials for presenting a team’s findings.
Expertise
The teacher of this course is certified for all levels of secondary science. He primarily teaches 6th and 8th grade science, Biology, and Chemistry. Additional expertise needed for successful completion of the course are available through the park rangers and other Texas Parks and Wildlife personnel at the park.
Time
This project would be run over a three week period. Near the beginning of the project, there would be a field trip to the state park for data collection. The trip would occupy an entire school day. An additional opportunity for school-sponsored travel to the park could be provided on a Saturday. The students in the district all live within a 30-45 minute drive of the park. Students would be able to visit the park on their own time if needed.
Other than the initial data collection, most other activities could be accomplished during the standard 45 minute class periods. Most of the students in the district do not have access to appropriate technology at home. Students would also not be allowed to take home any samples that were collected at the park. The majority of the project would, therefore, need to be completed in class. If additional time is required, the teacher offers before- and after-school tutoring several days a week. Students could avail themselves of this time to complete project work.
Worth
This project dives deeply into the 6th grade standards (TEKS) relating to taxonomy, environmental interactions and organization. The project also requires extensive use of many of the science “process TEKS.” Students will have to not only learn the basic concepts contained in these standards, but actually apply the knowledge to a real-world situation. Such analysis and application reach much deeper than traditional, direct teaching could achieve.
Sustainability
6th grade science is a survey course. There are “process TEKS” which apply across the year and mandate that students learn the tools and skills used by scientists. The “content TEKS” are split roughly into four equal areas: Chemistry, Physics, Earth & Space, and Biology. The standard scope and sequence allocates approximately one quarter of the year to Biology. This project would address all of the Biology-related TEKS, and provide a wealth of practice with various process TEKS. Students would learn about environmental interactions and organization, taxonomy, and, to some extent, cell theory. Additional instruction would be required for the cells TEKS, but this project still provides great value for three weeks of class time.
Contextualization
This project has direct applicability to the real world. Every day, wildlife biologists and other professionals with Texas Parks and Wildlife conduct the types of studies envisioned by this project. The results of such studies can have policy impacts on both individual areas, and the state as a whole.
Further contextualization could be provided through various cross-curricular connections. The Exploring Careers teacher could be included to allow students an introduction to parks and recreation or other outdoor career paths. The students could read some environmental literature in their ELA class. There are opportunities to connect with social studies by considering public policy questions arising from this project as well.
Meaning
The experience of going to a park not far from their homes to do this project will provide meaning to students. Additionally, having the park rangers work with the students can drive home the importance of similar work. A student choice component could be included to allow students to choose to focus on only one area of the park or one kingdom of life in their investigations. Such choice could further engage students. Finally, a meeting could be arranged for students to present their findings to park personnel or other local experts and interested parties such as the local Texas Master Naturalists.
Critical Friends Response #1 to this Question
Great job providing evidence for each of the criteria. This project is feasible. I liked your idea about adding meaning to the project by having the kids present to local experts. I feel that you have a good chance of getting an authentic audience for your students to present to. I think you have the time and sustainability as well. The project content fits perfectly for your grade level.
My only constructive comment would be that your driving question might not have enough "drama" to capture student interest right away. (Not that drama is always a good thing!) Maybe consider doing a product-orientated question such as "How can we enhance the diversity of Palmetto State Park?"
Critical Friends Response #2 to this Question
I think this a great hands-on project and very relevant to the 6th grade standards. When I taught summer school for a couple of years for 6th graders (starr test recovery in reality), one of the main concerns was how behind, and unmotivated to focus on science skills. I think it may take up to 4 weeks to finish a project with such a large scope of data, but worth it in my mind.
I wonder if you can involve the math teachers in this project, especially when students analyze their data? I also wonder if you could keep the data from year to year so students can compare what other students found in previous years.
Could students post their findings online so that the officials and members of the community could use them?