Republic of the Philippines

North Eastern Mindanao State University

Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.nemsu.edu.ph
Module 2 Lecture 2
Integrating Active Learning Approaches: Problem-Based and Project-Based Learning in Science
Education

Name: EUCHARISTINE B. SIMBAJON Date: 03/20/25

Course & Year: BSED-SCIENCE 3 Score:
Direction. Understand and give what is asked in each item. Answer it as briefly and concisely as possible.
1. Design a brief PjBL activity for a class studying the water cycle, incorporating technology to enhance
learning.
o As a teacher, I would design a project-based learning activity where students create a digital
presentation using tools like Canva to model the water cycle. Known for its user-friendly
application and multiple design templates, Canva is excellent for creating visually appealing
presentations. It supports animations, videos, and audio, making it a great choice for
enhancing the water cycle project to enhance understanding, and ultimately present their
findings through (still) Canva to classmates.

2. A group of students is working on a PBL project about climate change but is having difficulty narrowing
down their research scope. What strategies can the teacher use to help them focus their inquiry?
o To guide my students, I would first facilitate a brainstorming session to list out their interests
related to climate change. Next, I would introduce them to concept mapping tools like
MindMeister to visually narrow down their ideas. In choosing a good topic, I could also
introduce them the S.W.O.T Analysis for them to be able assess the problem’s strengths,
weaknesses, opportunities, and threats. Regular check-ins would help them stay focused on
more manageable topics.

3. Students are collaborating on a PjBL project to build a model of the solar system. Some students are
dominating the group, while others are passive. How can the teacher promote equitable participation?
o To address dominance in a group, the teacher can implement well-defined roles (e.g.,
researcher, designer, presenter), explain their responsibilities, and rotate these roles
throughout the project to ensure everyone contributes. Additionally, the teacher can also
provide a reflection sheet where each student can express how they feel about group
dynamics, fostering an open dialogue. If a student is still found dominating, gently remind
them of their role and encourage them to allow others to contribute.
4. Design a way to use digital tools to help students collect and analyze data during a PBL investigation
on local biodiversity.
o For a project investigating local biodiversity, I would encourage and facilitate the use of digital
tools to enhance students' data collection and analysis processes. I would recommend using
apps like iNaturalist, which allows students to document species they observe in their local
environment, upload photos, and engage with a broader community of citizen scientists. They
would also use Google Sheets to organize their data, which would facilitate collaboration and
ease of analysis. Now, the information they collected will then be presented in class where
they will hold discussions to reflect on patterns they notice in their data, encouraging critical
thinking about biodiversity trends, the importance of ecosystems, and ways to promote
conservation efforts within their community.
5. In a PBL activity, students struggle to identify reliable research sources. How can the teacher guide
them in evaluating online information?
o In assisting students with identifying reliable research sources, the teacher could introduce the
CRAAP test (Currency, Relevance, Authority, Accuracy, and Purpose) as a structured
approach to evaluating information. He/she could design a workshop where students are
guided through practical exercises of assessing various online articles and resources based
on these criteria. They would work in small groups to analyze a source if it is credible, and
how to discern bias. Additionally, the teacher can also provide them with a digital resource
guide that includes a list of trust-worthy databases and libraries such as Scopus Index.
6. How would you use PjBL to integrate concepts from biology and engineering in a project related to
sustainable agriculture?
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.nemsu.edu.ph
o To engage students in concepts from both biology and engineering within a project on
sustainable agriculture, I would pose a challenge: design a sustainable irrigation system for
local crops. Students would start by researching biological principles, like plant needs for
growth and water absorption, followed by exploring engineering designs that maximize
efficiency while minimizing waste. From an engineering perspective, they would design and
build systems for efficient irrigation and area and raw materials requirement. The project
would culminate in presentations where students showcase their designs, discussing the
scientific principles behind them alongside their engineering solutions.
7. How would you analyze the benefits and drawbacks of using virtual labs versus physical labs in a PBL
activity about chemical reactions?
o To analyze the benefits and drawbacks of virtual labs versus physical labs in studying
chemical reactions, I would create a comprehensive diagram pros and cons of these labs. I
would research regarding factors like accessibility, safety, cost, availability of materials, and
the depth of learning experiences. If analyzing the benefits and drawbacks is intended for
students, I could organize a structured debate format in class where teams present their
findings for the virtual and physical labs sides, leading to a richer understanding of both
methods. Providing them with real-life scenarios to assess how each lab setup could impact
their experiments will further engage their analytical skills.
o I have analyzed that virtual labs offer advantages such as accessibility, safety, and cost-
effectiveness, allowing students to conduct experiments without the risks associated with
hazardous materials. However, they lack the hands-on experience critical for developing
practical laboratory skills and may face technical issues. On the otherhand, physical labs
provide valuable hands-on learning opportunities, fostering engagement and the acquisition of
essential scientific skills, but they require significant resources and time management, which
can limit the number of experiments conducted.

8. In a PjBL activity, students struggle to manage their time and meet deadlines. How can the teacher
help them develop project management skills?
o In addressing time management issues among students during PjBL activities, the teacher
could introduce project management tools such as Trello or Asana, where students can
visualize tasks, set deadlines, and monitor progress. He/she can also organize a time table for
students where each phase of the tasks is divided into smaller and specific segments until the
whole project is finished. Encouraging the use of calendar reminders and regular self-checks
would also ensure they remain on track and accountable for their responsibilities.

9. How can you use PBL to teach students about the importance of biodiversity in a local environment,
incorporating real-world data?
o To help students grasp the importance of biodiversity in their local environment, I would
initiate a collaboration with a local conservation group. Students would engage in fieldwork to
collect real-world data about local species, document their findings through photography, and
take notes on their habitat conditions. They could also identify specific ecological problems in
the community and find out its effects to various fields. These observations would lead to a
greater understanding of ecological balance and the impacts of human activities. Students
would ultimately create a community awareness campaign based on their discoveries, using
social media and local events to promote the value of biodiversity to the public.

10. How can a teacher analyze student understanding and progress during a long-term PjBL project?
o To monitor student understanding and progress throughout a long-term PBL project, I would
implement a variety of assessments. Rating the final product guided by a rubric could serve as
summative assessment to evaluate students’ work. Encouraging students to present and
evaluate their own works and their peers’ can also promote critical thinking skills. Additionally,
I would provide rubrics for self-assessment, encouraging students to reflect and critically
answer questions given by the teacher on their work and set goals for continuous
improvement.
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.nemsu.edu.ph

11. Design a rubric to assess a PBL activity where students are tasked with finding a sustainable solution
to a local environmental problem. Include criteria for evaluating both the process and the final solution.
o To assess a PBL activity focused on finding sustainable solutions to local environmental
problems, I would design a comprehensive rubric that separates criteria into process and
product categories.
o For the process criteria, I would evaluate teamwork (30%), which focuses on collaboration and
effective communication within the group; research quality (35%), assessing the reliability and
depth of sources used; and project management (35%), which looks at the students' ability to
plan, set milestones, and adhere to deadlines.
Criteria Rating Description
Collaboration is evident throughout the project, with all team
members contributing meaningfully. Communication is clear and
Teamwork 30%
respectful, and conflicts are resolved effectively to enhance the
project's quality.
The research is thorough and well-integrated, with credible
Research
35% sources used to support the project's objectives. Analysis is deep
Quality
and insightful, enriching the overall understanding of the topic.
Project planning is meticulous, with realistic goals and timelines
Project
35% established. Execution is efficient, and adjustments are made as
Management
needed to ensure successful completion.
TOTAL 100%

o In terms of solution criteria, I would assess creativity of the solution (30%), emphasizing
innovation and originality in addressing the environmental issue; feasibility (35%), which
evaluates the practicality of implementing the solution in the local context; and presentation
(35%), reflecting clarity and engagement in how the solution is communicated. Each category
would have detailed descriptors to ensure students understand the expectations and identify
areas for improvement, promoting and enhancing both their process skills and the quality of
their final solution.
Criteria Rating Description
The solution is innovative and original, addressing the
Creativity of environmental issue from unique angles. Ideas are well-
30%
the Solution developed and practical, demonstrating a clear understanding of
the problem's complexities.
The proposed solution is practical and viable for local
implementation. Factors such as cost, resources, and potential
Feasibility 35%
barriers are thoroughly considered, ensuring the solution is
sustainable and adaptable.
The presentation is clear, engaging, and well-structured. Key
Presentation 35% points are communicated effectively, using visual aids to enhance
understanding and capture the audience's attention.
TOTAL 100%

12. A student's PjBL presentation is technically sound but lacks creativity and engagement. How would
you evaluate the presentation, and what suggestions would you offer?
o When a student's presentation is technically sound but lacks creativity and engagement, I
would view this as an opportunity for growth. I would evaluate the presentation based on
criteria such as clarity of information, use of visuals, and audience engagement. After
providing constructive feedback highlighting strengths, I would suggest creative strategies to
enhance engagement—like incorporating other elements such as interactive components, or
innovative visual aids, and the use of modern technology to assess the learner’s presentation.
Encouraging students to think beyond traditional presentation methods could enrich their
future projects and make their work more impactful.
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.nemsu.edu.ph
13. Develop a plan for how students can present their findings from a PBL project to a real-world audience
to create a positive change within their community.
o To ensure that students can effectively present their findings from a PBL project to a real-
world audience, I would help them organize a community event. This could be structured as a
seminar or a workshop in collaboration with local stakeholders like environmental
organizations, government leaders, or community members. As students prepare, I would
guide them in crafting their narrative to emphasize the relevance of their findings to real-world
issues. This not only builds their confidence but also provides them with an opportunity to
advocate for their solutions, making a positive impact in their community.

14. How would you evaluate students' ethical considerations when designing an experiment for a PBL
activity involving animal behavior?
o Involving students in evaluating ethical considerations of their experiments on animal behavior
would be approached through discussions that highlight the moral responsibilities of
researchers. I would present case studies on animal research ethics, encouraging them to
analyze the implications of their experimental designs. We would collaboratively create a set
of ethical guidelines they must adhere to while conducting experiments. This reflective
practice would cultivate a sense of responsibility and awareness of the ethical dimensions that
accompany scientific research.

15. Design a "choose your own adventure" style assessment for a PBL unit on renewable energy, where
students must make decisions that impact the outcome of a scenario.
o Activity Title: "Energize Your Community: A Choose Your Own Adventure Journey into
Renewable Energy"
o Objectives: Students will critically evaluate energy consumption choices in a fictional
community, enhancing their understanding of renewable energy sources and their
sustainability impacts, while fostering decision-making skills and community engagement
through an interactive learning experience.
o Assessment: For a "choose your own adventure" style assessment on renewable energy, I
would create scenarios where students face decisions about energy consumption and its
impact on a fictional community's sustainability. Each choice they make would lead to various
consequences—positive or negative—illustrating the complexities of energy resource
management. By integrating interactive elements, such as role preparation or story mapping,
students would engage deeply with the decision-making process, evaluate outcomes, and
understand the broader implications of their choices on the environment and society.
o Example Problems:
1. Solar Panel Installation
- Option A: Seek grants and community support to fund the solar panel project.
- Option B: Use community funds that could have gone to other programs.

2. Wind Farm Development

- Option A: Accept the proposal and allow the wind farm development.
- Option B: Reject the wind farm proposal due to environmental concerns.

3. Energy Conservation Program

- Option A: Participate in the program and encourage community members to join.
- Option B: Decline the program as some community members are skeptical of its
effectiveness.
o This activity aims to challenge students to think critically about energy use and its broader
implications while making learning about renewable energy engaging and meaningful.