Driving Question

The driving question plays a key role in the project.  The driving question should be set up in a way that both students and teachers will benefit.  For students, it guides student work, it can create student interest and/or a challenge, and it reminds students why they need to learn the material.  For teachers, it guides planning, captures and communicates the purpose of the project, and it initiates and focuses inquiry.  There are many characteristics of a quality driving question.  The driving question should be open-ended, provocative, get to the heart of a subject area, challenging, interesting to students, and consistent with the standards.

My driving question is “Why are animals endangered and what can we do to help?”.  My driving question meets many of the characteristics of a quality driving question.  This is open-ended and not an answer that can be found without research and building some background knowledge especially for First Grade.  I know that it will spark interest and challenge the students.  Also, I am able to come up with many sub questions easily.

An entire unit can be created around my driving question by also using the following sub questions:

Opening Discussion:

  1. What does endangered mean?

  2. What are the top 10 endangered animals?

  3. What is a conservation level?

  4. What does extinct mean?

  5. How do animals become extinct?

  6. What can we do to help animals not become endangered or extinct?

Once an animal is identified and chosen:

  1. What is the scientific name of the animal?

  2. Where does the animal live?

  3. What does the animal eat?

  4. What is the conservation level of the animal?

  5. Why is the animal endangered?

  6. What can we do to help?

Here is the link to my PBL page which includes my driving question and sub questions.