Create Your Own Universe: A PBL Adventure
Created byEmily Schwintek
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Create Your Own Universe: A PBL Adventure

Grade 5EnglishMathScienceArt20 days
★★★★★
5.0 (1 rating)
In this project-based learning experience, 5th-grade students will design their own universe, integrating concepts from English, math, science, and art. Students will develop a habitable planet, create unique species, and address an environmental crisis within their universe, applying scientific principles and mathematical concepts. The project culminates in a 'Universe Showcase' where students present their creations through narrative writing, artistic representations, and a live presentation.
Universe CreationHabitable PlanetEcosystem DesignEnvironmental Problem-SolvingNarrative WritingArtistic Representation
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can mathematical and scientific principles guide the creation of a sustainable and habitable universe, and how can we artistically represent its story and challenges?

Essential Questions

Supporting questions that break down major concepts.
  • How do the choices of a narrator affect a story?
  • How can fractions be used to solve real-world problems related to the universe's resources and distances?
  • How do the interactions between different spheres (geosphere, biosphere, hydrosphere, atmosphere) impact the development of life in a universe?
  • How does energy flow through an ecosystem and what is the original source of energy?
  • How can we use models to represent the scale and properties of objects in the universe?
  • How does the environment affect the survival and adaptation of species?
  • How do communities protect Earth's resources and environments, and how can these strategies be applied to managing resources in a newly created universe?
  • What makes a planet habitable?
  • How can we use art to express our understanding of the universe and its components?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Design a habitable planet within their created universe, considering the necessary conditions for life.
  • Narrate the story of their universe, including the challenges and successes of its inhabitants.
  • Model the interactions between the geosphere, biosphere, hydrosphere, and atmosphere in their universe to support life.
  • Apply mathematical concepts to manage resources and distances within their universe.
  • Illustrate key components and events in their universe through artistic representations.

Teacher Specified

5.W.RW.4
Primary
Write personal or fictional narratives that establish a situation and narrator; organize around a central problem, conflict, or experience using descriptions, dialogue or pacing to develop the characters, event(s), or experience(s); and provide a conclusion that follows from the narrated events.Reason: Narrative writing about the created universe
5.GC.GU.1a
Supporting
Form and use irregular verbs (e.g., lie/lay, sit/set, rise/raise) correctly in sentences.Reason: Grammar in narrative writing.
5.GC.GU.1e
Supporting
Use coordinating (e.g., and, but), subordinating (e.g., although, because), and correlative (e.g., either/or) conjunctions to join words and phrases in a sentence.Reason: Sentence structure in narrative writing.
5.GC.GU.1f
Supporting
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.Reason: Enhancing writing style in narrative.
5.GC.M.2b
Supporting
Commas to separate an introductory element from the rest of the sentence (e.g.,Yes, thank you, it’s true, isn’t it?).Reason: Punctuation in narrative writing.
5.GC.M.3
Supporting
Spell grade-level words correctly, including commonly confused words (e.g., its/it’s, affect/effect).Reason: Spelling accuracy in narrative writing.
5.NF.A.2
Secondary
Solve word problems involving addition and subtraction of fractions referring to the same whole (the whole can be a set of objects), including cases of unlike denominators.Reason: Resource management and calculations in universe creation.
5.NF.B.6
Secondary
Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models and/or equations to represent the problem.Reason: Resource management and calculations in universe creation.
5.NF.B.7c
Secondary
Solve real-world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions by using visual fraction models and/or equations to represent the problem.Reason: Resource management and calculations in universe creation.
5.MD.C.4
Supporting
Use concrete and/or visual models to measure the volume of rectangular prisms in cubic units by counting cubic cm, cubic in, cubic ft, and nonstandard unitsReason: Measuring volumes of celestial bodies.
5-PS-2.1
Primary
Support an argument that Earth’s gravitational force exerted on objects is directed downward.Reason: Understanding gravitational forces in the created universe.
5-PS-3.1
Primary
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.Reason: Energy flow in ecosystems within the universe.
5-LS-1.1
Primary
Support an argument that plants get what they need for growth chiefly from air, water, and energy from the Sun.Reason: Plant life and requirements in the universe.
5-LS-2.1
Secondary
Analyze and interpret data from fossils to provide evidence of the types of organisms and the environments that existed long ago and compare those to living organisms and their environments.Reason: Evolution and environment analysis in the created universe.
5-LS-2.2
Primary
Construct an argument with evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.Reason: Species adaptation in the universe.
5-LS-2.3
Primary
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals living there may change.Reason: Environmental problem-solving in the created universe.
5-LS-2.4
Primary
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.Reason: Ecosystem modeling in the universe.
5-ESS-1.1
Secondary
Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth.Reason: Star properties and distances in the universe.
5-ESS-1.2
Secondary
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.Reason: Understanding celestial patterns in the created universe.
5-ESS-2.1
Primary
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Reason: Interaction of spheres in the created universe.
5-ESS-2.2
Supporting
Describe and Graph the relative amounts of fresh and salt water in various reservoirs, to interpret and analyze the distribution of water on Earth.Reason: Water distribution in the universe.
5-ESS-3.1
Primary
Obtain and communicate information about ways communities protect Earth’s resources and environments using scientific ideas.Reason: Resource protection in the created universe.

Entry Events

Events that will be used to introduce the project to students

Extraterrestrial зоologist

Students become extraterrestrial zoologists tasked with studying and classifying bizarre alien creatures. Through analyzing the creatures' adaptations and behaviors, they learn about the principles of evolution, ecology, and the interconnectedness of living things, informing their own universe's biosphere.

Cosmic Seed

Each student receives a 'cosmic seed' (a small, symbolic object). They must develop the object's origins, purpose, and significance within the context of a newly created universe, encouraging creative storytelling and world-building.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

World-Builder's Notebook: The Genesis Chapter

Students will begin their universe-building journey by outlining the basic components of their universe. This activity focuses on establishing the initial setting, including the physical laws, dominant elements, and any unique features that distinguish it from our own. They will begin drafting the narrative, introducing the primary narrator and hinting at the central conflict.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm unique physical laws or constants that govern your universe (e.g., altered gravity, unique energy sources).
2. Describe the dominant elements and their distribution across your universe.
3. Outline the initial setting, including key celestial bodies and their relationships.
4. Introduce the narrator of your universe's story. Who are they, and what is their perspective?
5. Draft the opening paragraph of your universe's narrative, hinting at a central problem or conflict.
6. Use at least three examples of grade-level words, spelled correctly.

Final Product

What students will submit as the final product of the activityA detailed outline and a draft of the first chapter of their universe's story, including descriptions of its physical laws, dominant elements, initial setting, narrator introduction, and conflict foreshadowing.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5.W.RW.4 (establishing a situation and narrator), 5-ESS-2.1 (describing interactions between spheres), and 5.GC.M.3 (spelling grade-level words correctly).
Activity 2

Planet Profile: A Habitable Home?

Students will design a habitable planet within their universe, focusing on the conditions necessary for life. They'll consider the planet's atmosphere, water distribution, energy sources, and potential ecosystems, applying scientific principles to ensure its habitability. They will also describe how the planet interacts with other elements of their universe.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Determine the planet's distance from its star and its orbital characteristics.
2. Describe the planet's atmosphere and water distribution (fresh vs. salt water).
3. Identify the planet's primary energy sources (e.g., sunlight, geothermal activity).
4. Design at least three distinct ecosystems on the planet, considering the interactions between plants, animals, and decomposers.
5. Model how matter moves among plants, animals, decomposers, and the environment, and include a visual representation of this movement.
6. Use fractions to represent the planet's surface composition (e.g., land, water, ice).

Final Product

What students will submit as the final product of the activityA detailed profile of a habitable planet, including descriptions of its physical characteristics, atmosphere, water distribution, energy sources, ecosystems, and a model of matter movement. The profile should also include a mathematical representation of the planet's surface composition using fractions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5-LS-2.4 (modeling matter movement), 5-ESS-2.2 (describing water distribution), 5.NF.A.2 (using fractions to represent surface composition), and addresses the learning goal of designing a habitable planet.
Activity 3

Creature Feature: Adaptation and Survival

Students will design a species adapted to thrive in one of the ecosystems they created on their habitable planet. They will explain how the species' unique characteristics provide advantages in surviving, finding mates, and reproducing, demonstrating their understanding of adaptation and natural selection. They will also use irregular verbs and conjunctions to enhance the description of their creatures.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose one of the ecosystems from your planet profile.
2. Design a species uniquely adapted to that ecosystem.
3. Describe the species' physical characteristics, behaviors, and life cycle.
4. Explain how the species' adaptations provide advantages in surviving, finding mates, and reproducing.
5. Use at least three irregular verbs correctly in your species description.
6. Use coordinating or subordinating conjunctions to combine sentences and add detail to your description.

Final Product

What students will submit as the final product of the activityA detailed description of a species adapted to its environment, including explanations of its unique characteristics and their evolutionary advantages. The description should demonstrate correct usage of irregular verbs and conjunctions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5-LS-2.2 (constructing an argument for adaptation), 5.GC.GU.1a (using irregular verbs), and 5.GC.GU.1e (using conjunctions).
Activity 4

The Cosmic Crisis: Environmental Change and Solutions

Students will create an environmental crisis in their universe and propose a solution, considering the impact on the planet's ecosystems and inhabitants. This activity encourages them to think critically about environmental problem-solving and resource management, applying scientific ideas to protect their created world. This activity will also prompt students to describe and graph the relative amounts of fresh and salt water during this crisis.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Describe an environmental change or crisis that threatens your habitable planet (e.g., pollution, climate change, resource depletion).
2. Explain the impact of this crisis on the planet's ecosystems and inhabitants.
3. Propose a solution to the environmental crisis.
4. Justify the merit of your solution, considering its effectiveness and potential consequences.
5. Describe the new relative amounts of fresh and salt water as a result of this crisis.
6. Graph the relative amounts of fresh and salt water before and after the crisis, to show the impact of this crisis.
7. Use commas correctly to separate introductory elements from the rest of your sentences when describing your crisis and solution.

Final Product

What students will submit as the final product of the activityA well-reasoned proposal for solving an environmental crisis in their universe, including a description of the crisis, its impact, the proposed solution, a graph illustrating the changes in fresh and salt water, and a justification of the solution's merit.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5-LS-2.3 (making a claim about solutions to environmental problems), 5-ESS-2.2 (describing and graphing fresh and salt water), 5.GC.M.2b (using commas to separate introductory elements), and addresses the learning goal of environmental problem-solving.
Activity 5

Universe Showcase: The Grand Finale

Students will compile their work from the previous activities into a final universe showcase. This showcase will include their world-builder's notebook, planet profile, creature feature, and cosmic crisis proposal, all integrated into a cohesive narrative. They will also create an artistic representation of a key scene or element from their universe, enhancing the presentation's visual appeal. Finally students will reduce and expand sentences for reader/listener interest, and to improve the style of their presentation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review and refine your work from the previous activities.
2. Integrate your world-builder's notebook, planet profile, creature feature, and cosmic crisis proposal into a cohesive narrative.
3. Create an artistic representation of a key scene or element from your universe (e.g., a drawing, painting, sculpture, or digital art).
4. Write a conclusion to your narrative that follows from the narrated events.
5. Expand, combine, and reduce sentences to improve style of presentation and reader/listener interest.
6. Present your universe to the class, sharing its unique features, inhabitants, and story.

Final Product

What students will submit as the final product of the activityA comprehensive universe showcase, including a written narrative, planet profile, creature feature, cosmic crisis proposal, artistic representation, and a live presentation. The showcase should demonstrate a deep understanding of scientific principles, creative storytelling, and effective communication.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5.W.RW.4 (providing a conclusion that follows from the narrated events), 5.GC.GU.1f (expanding, combining and reducing sentences for reader/listener interest and style), and addresses the learning goal of narrating the story of their universe and illustrating key components through art.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

My Universe Portfolio Rubric

Category 1

Narrative and World-Building

Assesses the clarity, creativity, and coherence of the universe's narrative and the establishment of its unique world.
Criterion 1

Narrative Structure & Engagement

Effectiveness of the narrative in establishing a situation, narrator, conflict, and resolution, while maintaining reader engagement.

Exemplary
4 Points

Narrative is compelling, well-structured, and creatively establishes a unique universe with a clear conflict and satisfying resolution. Captivates the audience and maintains engagement throughout.

Proficient
3 Points

Narrative is clear, logically structured, and establishes a recognizable universe with a conflict and resolution. Effectively engages the audience.

Developing
2 Points

Narrative is present but may lack clarity, structure, or a clear conflict and resolution. Engagement is inconsistent.

Beginning
1 Points

Narrative is incomplete, disorganized, and fails to establish a coherent universe or engage the audience.

Criterion 2

World-Building Details

Richness and consistency of details in describing the universe's physical laws, elements, celestial bodies, and unique features.

Exemplary
4 Points

World-building is exceptionally detailed, consistent, and imaginative, creating a believable and immersive universe with unique and well-defined features.

Proficient
3 Points

World-building is detailed and consistent, creating a recognizable universe with clearly defined features.

Developing
2 Points

World-building lacks detail and consistency, resulting in a vague or incomplete universe.

Beginning
1 Points

World-building is minimal and inconsistent, failing to create a recognizable universe.

Criterion 3

Grammar and Mechanics

Correctness and effectiveness of grammar, punctuation, and spelling in the narrative.

Exemplary
4 Points

Writing is error-free, demonstrating mastery of grammar, punctuation, and spelling. Enhances the clarity and impact of the narrative.

Proficient
3 Points

Writing contains few errors in grammar, punctuation, and spelling. Errors do not significantly impede understanding.

Developing
2 Points

Writing contains several errors in grammar, punctuation, and spelling. Errors sometimes impede understanding.

Beginning
1 Points

Writing contains numerous errors in grammar, punctuation, and spelling. Errors frequently impede understanding.

Category 2

Scientific Accuracy and Application

Assesses the understanding and application of scientific principles in creating a habitable planet and ecosystem.
Criterion 1

Habitable Planet Design

Application of scientific principles to create a habitable planet, considering atmosphere, water distribution, energy sources, and ecosystems.

Exemplary
4 Points

Planet design demonstrates a sophisticated understanding of scientific principles, resulting in a highly believable and sustainable habitable environment.

Proficient
3 Points

Planet design demonstrates a solid understanding of scientific principles, resulting in a believable habitable environment.

Developing
2 Points

Planet design demonstrates a basic understanding of scientific principles, but some aspects of habitability are lacking or inconsistent.

Beginning
1 Points

Planet design demonstrates a limited understanding of scientific principles and fails to create a convincing habitable environment.

Criterion 2

Ecosystem Modeling

Accuracy and completeness of the model representing matter movement among plants, animals, decomposers, and the environment.

Exemplary
4 Points

Model accurately and comprehensively represents matter movement in a complex ecosystem, demonstrating a deep understanding of ecological relationships.

Proficient
3 Points

Model accurately represents matter movement in a well-defined ecosystem, demonstrating a solid understanding of ecological relationships.

Developing
2 Points

Model partially represents matter movement, but some aspects of the ecosystem are missing or inaccurate.

Beginning
1 Points

Model is incomplete and inaccurate, failing to represent matter movement or ecological relationships effectively.

Criterion 3

Environmental Problem Solving

Thoughtfulness and feasibility of the proposed solution to the environmental crisis, considering its impact and justification.

Exemplary
4 Points

Solution is innovative, well-justified, and demonstrates a deep understanding of the environmental crisis and its potential consequences.

Proficient
3 Points

Solution is reasonable, well-justified, and addresses the environmental crisis effectively.

Developing
2 Points

Solution is partially effective, but lacks sufficient justification or consideration of potential consequences.

Beginning
1 Points

Solution is ineffective, poorly justified, and fails to address the environmental crisis adequately.

Category 3

Mathematical Applications

Assesses the correct and relevant application of mathematical concepts to quantify aspects of the universe.
Criterion 1

Fractional Representation

Accurate use of fractions to represent surface composition or resource distribution in the universe.

Exemplary
4 Points

Fractions are used accurately and creatively to represent complex distributions, demonstrating a deep understanding of fractional concepts.

Proficient
3 Points

Fractions are used accurately to represent surface composition and demonstrate a solid understanding of fractional concepts.

Developing
2 Points

Fractions are used, but some calculations or representations are inaccurate.

Beginning
1 Points

Fractions are used incorrectly or are not relevant to the context.

Criterion 2

Problem Solving

Effectiveness in solving real-world problems related to the universe's resources, distances, or other quantifiable aspects.

Exemplary
4 Points

Demonstrates insightful problem-solving skills, accurately applying mathematical concepts to address complex challenges related to the universe.

Proficient
3 Points

Demonstrates effective problem-solving skills, accurately applying mathematical concepts to address challenges related to the universe.

Developing
2 Points

Attempts to solve problems, but struggles with accuracy or application of mathematical concepts.

Beginning
1 Points

Unable to solve problems or apply mathematical concepts effectively.

Category 4

Artistic Representation and Presentation

Assesses the creativity, clarity, and integration of artistic elements in showcasing the universe.
Criterion 1

Artistic Quality

Visual appeal, creativity, and technical skill demonstrated in the artistic representation of the universe.

Exemplary
4 Points

Artistic representation is exceptionally creative, visually stunning, and demonstrates mastery of technique.

Proficient
3 Points

Artistic representation is creative, visually appealing, and demonstrates a strong understanding of technique.

Developing
2 Points

Artistic representation shows some creativity, but lacks visual appeal or technical skill.

Beginning
1 Points

Artistic representation is uninspired, lacks visual appeal, and demonstrates minimal technical skill.

Criterion 2

Integration with Narrative

Effectiveness in integrating the artistic representation with the written narrative to enhance understanding and engagement.

Exemplary
4 Points

Artistic representation seamlessly integrates with the narrative, enhancing the story and creating a cohesive and immersive experience.

Proficient
3 Points

Artistic representation effectively supports the narrative, providing visual context and enhancing understanding.

Developing
2 Points

Artistic representation is loosely connected to the narrative and does not significantly enhance understanding.

Beginning
1 Points

Artistic representation is unrelated to the narrative and detracts from the overall presentation.

Criterion 3

Presentation Skills

Clarity, organization, and engagement of the final universe showcase presentation.

Exemplary
4 Points

Presentation is captivating, well-organized, and delivered with confidence and enthusiasm. Demonstrates exceptional communication skills.

Proficient
3 Points

Presentation is clear, well-organized, and delivered with confidence. Effectively communicates the key features of the universe.

Developing
2 Points

Presentation is somewhat disorganized and lacks clarity. Communication is inconsistent.

Beginning
1 Points

Presentation is disorganized, unclear, and lacks engagement. Fails to communicate the key features of the universe.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising thing you learned while creating your universe, and how did it change your perspective on real-world science or environmental issues?

Text
Required
Question 2

If you could revisit one aspect of your universe to improve or change it, what would it be and why?

Text
Required
Question 3

How effectively did you integrate scientific principles with creative storytelling in your universe? Please rate your integration skills.

Scale
Required
Question 4

Which activity (World-Builder's Notebook, Planet Profile, Creature Feature, or Cosmic Crisis) did you find the most challenging, and what strategies did you use to overcome those challenges?

Multiple choice
Required
Options
World-Builder's Notebook
Planet Profile
Creature Feature
Cosmic Crisis
All activities were equally challenging
Question 5

To what extent do you think your universe offers solutions or insights into real-world environmental problems?

Scale
Required
Question 6

How did creating this universe help you better understand the interdisciplinary nature of science, art, and storytelling?

Text
Required