We began with an in-depth investigation into the geography of various indigenous cultural regions, engaged in an animal skin community sketch-noting experience (retrieval practice) that allowed us to develop a deeper understanding of how geography influenced indigenous settlements, recreated important artifacts that were/are utilized during early and modern periods that help(ed) the early people adapt to their environments, and later broke into small groups to write reader's theater scripts or documentaries portraying or describing daily life in specific cultural regions. The next and final phase of the PBL experience provided an opportunity for some of our learners to create small-scale replicas of daily life in a tribal village to be used in student-created video documentaries, while others created props [aka artifacts], including large-scale longhouses, teepees, and plank houses that were used in a live performance to pair with their reader's theater scripts. Each one of their learning products clearly demonstrated their knowledge, understanding, and appreciation of some of the challenges these early people faced adapting to the geography in the various regions and how the geography influenced (and continues to influence) their lifestyle and culture.
This week's learning reflection asked learners to talk about what they created and how their learning products address our PBL driving question: How does geography shape how we live? This is what CREATIVITY, CRITICAL THINKING, COMMUNICATION AND COLLABORATION look like during a PBL experience:
My group created a readers' theater presentation representing the culture of the Great Plains region. People in this region were nomadic (which means moves from place to place), so they needed a shelter that could move with them - a teepee was perfect for this. We made a buffalo, which was the most important resource in this region because they hunted them and used every part of the buffalo for survival. For example, they not only ate buffalo meat, but they made clothing and teepee covers out of the hide. My favorite part of this PBL experience was creating the artifacts. - @FireDragon5
My group created a readers' theater presentation representing the Northeast Woodland cultural region. This region has lots of forests so people in this region could build the frame of their shelter from trees. We built a longhouse and used "animal skin" to cover it (and animal skin for the clothing, too). We made a river so that we could fish and tools for hunting. My favorite parts of this PBL experience was when we got to present what we learned to the class. We even performed a special dance from an Iroquios tribe. - @hockey
I created a documentary of the Southwest cultural region. I made a pueblo, which was the type of shelter people in this region made because their soil was made of clay and they could make adobe bricks out of it to build their shelter. Adobe bricks keep a shelter cool because the climate in this region can get very hot. - @BobMcPickleson
My group created a readers' theater presentation to show how the geography of the Pacific Northwest region lived. We made a lot of props to show how they used their resources. For example, we made paddles for a canoe, a basket to collect berries, and a totem pole, which is kind of like a monument to honor their ancestors. My favorite part of this PBL experience was writing the readers' theater script. - @BuffBoiz
My group created a readers' theater presentation that showed the culture of the Great Plains region. We showed how they hunted buffalo for its meat, fur, hide, bones (which they made tools out of), and they even used its stomach to boil water in. - @bob
My group created a readers' theater presentation of the Great Plains region. We showed how the people in this region were nomadic because they were always hunting because it was their main food source and they had to follow the buffalo. My favorite part of this PBL experience was creating the props because the props brought the whole thing together. It really gave us a peek into their daily life. We even told the story of the Indian Paint Brush because it was an important one that had been passed down for generations. - @PuppyOnline
Our group created a readers' theater presentation that represented the Pacific Northwest region. We showed the type of foods some of the tribes would eat based on the resources they had available in this region - fishing for salmon and picking berries. We showed how they celebrated with a potlatch, the types of resources they would use to build their homes - a plank house. My favorite part of this PBL experience was acting it out. I think we did a good job informing our classmates about our cultural region. - @SoftballPiggy
My group created a readers' theater presentation to how the people of the Great Plains region lived based on the geography of this region. We showed how important the buffalo was because it's what they ate and they also used the buffalo hide to make clothing. My favorite part of this PBL experience was creating artifacts that represent the tools and resources in this region and how the geography affected their daily lives. @LightningDragon
No comments:
Post a Comment