UNIT 2 GROUP ASSIGNMENT: CONCEPT MAPPING

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Unit 2 Group Assignment: Concept mapping
Deborah Bradbury (dvbradbury@cbe.ab.ca), Ryan OConnor (rpmoc5@mun.ca)
and Stephen Penney (mr_volleyball_03@hotmail.com)
EDUC5105
Cape Breton University/Memorial University of Newfoundland
Presented to: Professor Diane Janes
August 3
rd
, 2014



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Twenty first century pedagogy is significantly different than that of the early 1900s or the
industrial model of education created by Horace Mann. Todays learner is most engaged by
interdisciplinary, hands-on, real-world tasks that allow students to explore their interests and
passions while completing curricular outcomes. The following task example and concept map is
a Grade 7 interdisciplinary task based on the principles of project-based learningspecifically
the philosophies stated by the Buck Institute of Education.
The task is titled Calgary Bridge Reno 911 and is a task created to address the
devastating June 2013 floods that ravaged southern Alberta. This real-world scenario focuses
on significant content or outcomes from various disciplines including Science, Social Studies,
English Language Arts, Art, and Career and Technology Foundations (CTF). Students will be
introduced to the task and in-depth inquiry using a scenario. In groups, students will be asked
to discuss how the floods impacted their community and what changes occurred as a result.
Specifically, the Grade 7 students will reconstruct bridges that can adapt to significant changes
in the riverbanks. The driving question that students will explore is: How can we design
Calgary bridges to survive natural disasters [like floods], considering factors like cost and
environmental impact?
There will be multiple points of in-depth inquiry and student learning activities. Students
will participate in community field studies where they will be able to explore various types of
bridges and architectural design. Students will then form engineering teams who are
responsible to respond to a Request For Proposal (RFP) by designing, building, and testing a
model bridge to meet certain specifications. Throughout the RFP process of building, students
will also form a company to take on specific roles including project manager, construction
manager, accountant, and lead designer. While responding to the RFP, students (in their
selected roles) submit a budget and bill of materials, while also focusing on their environmental
impact, or their work space. Guest speakers will be invited to the classroom to collaborate with

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the students on several occasions to discuss design elements and background information.
These guest speakers include 3D design professionals, architects, environmentalists and
engineers.
Once students have designed several prototypes of their bridge, they will continue to
create a physical scale model. This model will also include an artistic, or public art component.
In the City of Calgary, 1% of all public infrastructure costs must be used towards a public art
component on any particular structure. This component of the project ties in additional real-
world, community-based relevance for the students. Once the bridge is completed, the
engineering teams must also design marketing materials for their pitch to the judges, and the
class will help decide on the successful RFP applicant. Additional student learning activities
happening throughout this project include testing the bridge to failure, an engineering report and
a reflective learning journey that is kept throughout the task where students will document their
learning, development of skills, areas of success, and areas for growth.
Authentic assessment is critical to support student learning. Both formative and
summative assessments will be used throughout this task for the individual and for the groups.
Conferencing with teams and one-on-one reflective opportunities will allow the teacher to work
with students to provide guidance. Teachers will be able to respond to students comments
throughout their learning journals on an ongoing basis. Self and peer/team assessments will be
used throughout the task, and aspects of the project including the engineering report, bridge
model and marketing pieces will be assessed through co-developed rubrics.


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References
Buck Institute for Education (2014). What is Project Based Learning (PBL)?. Retrieved from
http://bie.org/about/what_pbl
Curtis, D. (2002). Power of Projects. Educational Leadership, 60(1), 50-53.
Meshchaninov, Y. (2012). The Prussian-Industrial History of Public Schooling. Retrieved from
http://www.thenewamericanacademy.org/images/the-prussian-industrial-history-of-
public-schooling1.pdf
Te@chthought (2013). A Better List Of Ideas For Project-Based Learning. Retrieved from
http://www.teachthought.com/learning/a-better-list-of-ideas-for-project-based-learning/