In this Project-Based Learning (PBL) unit, students will investigate growing methods and crops for their classroom garden. The NC standards the students have covered are 6.L.1 and 6.L.2, plants and ecosystems. They will reinforce those standards while covering 6.E.2.1, 6.E.2.2, and 6.E.2.1 (Soils), and 6.P.2.1, 6.P.2.2, and 6.P.2.3 (matter). For standards tracking, please see the attached student data tracking sheet. The students will also use the NGSS Science and Engineering Practices of developing questions, developing prototypes, analyzing data, and communications as part of the project

            During the course of this 6-week project, students will answer the driving question, “How can we provide food for our community?” Since teachers (and students) must plan with the end in mind (Krajcik et al 2008) the end product will be a business plan the students pitch to an authentic community audience. The plan will include background research on soils, greenhouse options, and cost parameters for the garden they plan to build. They will also be required to reach out to a community mentor and incorporate their experience with the mentor into their pitch.

            To address this driving question, students will work in three groups of three to investigate their own questions based on their research and interests. Class activities are embedded in the PBL to scaffold practices and content (Larmer, Mergendoller, & Boss 2015). These scaffolds fill in gaps, allow students to move from one set of understandings and connect them to the next. The scaffolding activities will use soils to teach matter standards, greenhouses to teach energy standards, and farm economics to teach math standards. Using Project-Based learning (PBL) as a pedagogy to facilitate STEM learning encourages authenticity: Through the driving question, teachers and students can frame the experience and work through it for a sustained period of time (Toolin 2004).

            The STEM pedagogy I plan to incorporate encourages collaboration. The skills for collaboration must be directly taught (Vasquez et al. 2013) in the context of the STEM project. As Hoffer (2016) suggests, scientists communicate; teaching those communication skills is key. Project-Based Learning supports student collaboration in a number of ways, starting with the emphases on critique, revision, and reflection (Larmer, Mergendoller, & Boss 2015). Built into this unit are opportunities for students to give each other valuable feedback and for me as the teacher to provide feedback and collect formative data. These opportunities are written in as check-ins with the teacher, individual reflections, and group reflections.

            In addition, students have two entry events planned; a trip to a farm and a visit to the high school greenhouse, where they will ask questions and begin to develop relationships with community members. The unit will incorporate a number of visits from community members interested in the students’ project. They will present December 20, 2018 from 8-9, if anyone from class is available to attend.

References

Hoffer, WW. 2016. Cultivating STEM identities: Strengthening student and teacher mindsets in math and science. Portsmouth, NH: Heinemann.

Krajcik, J., et. al. (2007). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project based pedagogy. Science Education, 92. 1-32.

Larmer, J., Mergendoller, J. Boss, S. (2015). Setting the standard for project based learning. Alexandria, VA : ASCD.

Toolin, RE. (2004). Striking a balance between innovation and standards: A study of teachers implementing project-based approaches to teaching science.Journal of Science Teaching and Technology 13(2). 179-187.

Vasquez, JA., Sneider, C., and Comer, M. (2013). STEM lesson essentials: Integrating science, technology, engineering, and mathematics. Portsmouth, NH: Heinemann.