LAKE SHORE

Microgreens value in our school community

Renee Fain and Jason Lacy

Brief Project Description

Over a trimester, students will explore phenomenons with microgreens by using inquiry techniques and strategies to work through the scientific process. During our experience working with microgreens students will be able to develop questions using QAF, collaborate to design testable experiment to explore and discover new knowledge through reflective collaborative analysis of data collected. Using cross curriculum lessons utilizing science, Language Arts, Art, and technology we will present our finished learning product with the community through social media and direct one on one interaction within the school. -

Inquiry Questions for Students

1. What causes a seed to open up, “germination”?

2. What does a germinated seed need for continued growth.

3.What are microgreens?

4. What is an efficient way to successfully grow microgreens?

5. What value do microgreens offer or how are they used ?

6. What are the benefits of using microgreens to change the eating habits of americans in our society?

NGSS Standards Addressed

NGSS

HS-LS1-5 From Molecules to Organisms: Structures and Processes

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-6 From Molecules to Organisms: Structures and Processes

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-7 From Molecules to Organisms: Structures and Processes

Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

CCSS Standards Addressed

CCSS (Common Core State Standards)

CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
- RST.6-8.7: “Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).”
- RST.9-10.7: “Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- RST.11-12.7: “…evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.”
CCR Writing Anchor #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

RST.6-8.7: “…answer a question (including a self-generated question)…generating additional related, focused questions that allow for multiple avenues of exploration.”
RST.9-12.7: “…narrow or broaden inquiry when appropriate…”

CCEE (Common Core Essential Elements )

LANGUAGE ARTS

EE.W.9-10.3: Write about events or personal experiences. A. Write a narrative about a problem, situation, or observation including at least one character, details, and clearly sequenced events. C. Organize the events in the narrative using temporal words to signal order as appropriate. D. *
EE.W.9-10.3.d: Write about events or personal experiences: Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters. Locally determined Locally determined Locally determined Michigan Grades 9-10 Standard for ELA: W.9-1
EE.RL.9-10.7: Compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration).
EE.RI.9-10.9: Make connections between texts with related themes and concepts.

MATH

EE.S-ID.1-2: Given data, construct a simple graph (line, pie, bar, or picture) or table, and interpret the data.

ISTE Standards Addressed

Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Project Outline

MICROGREENS LESSONS

Week 1

15 min team building activity
Background knowledge of Microgreens Assessment
Art project: seed art
Science journals introduction
Write reflections on team building process and collaboration.
Collaberate with computer teacher and media tech
create a project twitter account

Week 2

Display pictures of Microgreens
Introduce QFT (Question Formulation technique) using Microgreens pictures in team group.
Show phenomena video on germination
Give and take questions on germination.
Inquiry Activity: Students create experiment with Sunflower seeds in ex: sun influence, soil factors and water presence. Utilize microsoft.
Draw/Write findings in science journals. Reflection board meeting on germination results.
Art-Draw seeds (water color activity) see example
Introduce Science Instruments

Week 3

Present video on multiple Microgreens growing
Introduce and Complete “Give one Take one” Question Activity on Microgreens
Inquiry Activity: Students develop experiment to address how to grow microgreens successfully and what successful means. Present Science and Planting Tools, Discuss type of soil needed and what is required for growth that can be tested.
Introduce growth data journal and begin recording data daily
Art Activity: create a pictures of the growth using cut up magazines
Technology Activity- create visuals on google for info graph

Week 4

Read Articles about plant growth www.newsela.com,
Technology Activity: Research Recipes on Microgreens for future use
Record growth in data book
Science: Reflections on what they see in the data so far
Students collect data on seed mass find avg seed mass.
Prompt on what starch in our food does for us. potatoes, rice beans etc
Test for starch in seeds
Students reflect on what starch is used for in seeds.
Computers: create an infograph.

Week 5

Harvesting of Microgreens
Students using QFT write questions on white boards before collecting sensory data
Sensory data collection, see, taste, smell, feel recorded in journals
Record size mass recorded in Science journal
Students then write there wonders with give and take
Discussion moving into where mass came from
Introduce photosynthesis model Infographic created by teacher
Use virtual lab on light wavelengths https://www.biologycorner.com/worksheets/photosynthesis_virtual.html
Students analyze graphs on light intensity and temperature factors on photosynthesis. https://www.biologycorner.com/worksheets/photosynthesis_virtual.html
Student connect models to microgreen plant using white boards and present at board meetings.
Students may need to use balloon lab to understand gas has mass, and discussion on how gas can be changed to other molecules with chemical reactions.
Chemical reactions experiments
Use microgreen in recipes found
Art Activity: Creating Art using Nature https://images.search.yahoo.com/yhs/search;_ylt=A2KLfaENfUxdFpEAUQkPxQt.;_ylu=X3oDMTByMjB0aG5zBGNvbG8DYmYxBHBvcwMxBHZ0aWQDBHNlYwNzYw--?p=creating+art+using+nature&fr=yhs-iba-syn&hspart=iba&hsimp=yhs-syn
Technology: Share project on daily announcements

Week 6

Students use past data and photosynthesis model to redesign next microgreen model. Seeds planted
Start organizing findings on infograph
Introduction of nutrition articles
Students interpret nutrient data given
Technology Activity: Add PA to infographs and social media for why community should use microgreens and share process they went through to grow microgreens
Science journal
Art Activity: Using cut of magazines create a picture of the plant growing from seed.
MICROGREENS LESSONS

Week 1

15 min team building activity
Background knowledge of Microgreens Assessment
Art project: seed art
Science journals introduction
Write reflections on team building process and collaboration.

Week 2

Display pictures of Microgreens
Introduce QFT (Question Formulation technique) using Microgreens pictures in team group.
Show phenomena video on germination
Give and take questions on germination.
Inquiry Activity: Students create experiment with Sunflower seeds in ex: sun influence, soil factors and water presence. Utilize microsoft.
Draw/Write findings in science journals. Reflection board meeting on germination results.
Art-Draw seeds (water color activity) see example
Introduce Science Instruments

Week 3

Present video on multiple Microgreens growing
Introduce and Complete “Give one Take one” Question Activity on Microgreens
Inquiry Activity: Students develop experiment to address how to grow microgreens successfully and what successful means. Present Science and Planting Tools, Discuss type of soil needed and what is required for growth that can be tested.
Introduce growth data journal and begin recording data daily
Art Activity:
Technology Activity- create visuals on google for info graph

Week 4

Read Articles about plant growth www.newsela.com,
Technology Activity: Research Recipes on Microgreens for future use
Record growth in data book
Science: Reflections on what they see in the data so far
Students collect data on seed mass find avg seed mass.
Prompt on what starch in our food does for us. potatoes, rice beans etc
Test for starch in seeds
Students reflect on what starch is used for in seeds.

Week 5

Harvesting of Microgreens
Students using QFT write questions on white boards before collecting sensory data
Sensory data collection, see, taste, smell, feel recorded in journals
Record size mass recorded in Science journal
Students then write there wonders with give and take
Discussion moving into where mass came from
Introduce photosynthesis model Infographic created by teacher
Use virtual lab on light wavelengths
Students analyze graphs on light intensity and temperature factors on photosynthesis.
Student connect models to microgreen plant using white boards and present at board meetings.
Students may need to use balloon lab to understand gas has mass, and discussion on how gas can be changed to other molecules with chemical reactions.
Chemical reactions experiments
Use microgreen in recipes found
Art Activity

Week 6

Students use past data and photosynthesis model to redesign next microgreen model. Seeds planted

Start organizing findings on inforgraph
Introduction of nutrition articles
Students interpret nutrient data given
Technology Activity: Add PA to infographs and social media for why community should use microgreens and share process they went through to grow microgreens
Science journal
Art Activity: Photosynthesis Team Template Page

Future weeks throughout year

Students repeat process until they reach a consensus on microgreen growth success. Present finished product to community to engage with.

Next unit connection

Using respiration model have students create questions about how microgreens may fit in model.

Future weeks throughout year

Students repeat process until they reach a consensus on microgreen growth success. Present finished product to community to engage with.

Next unit connection

Using respiration model have students create questions about how microgreens may fit in model.

Provide a list of opportunities for data collection

Germination Inquiry: Initial seed mass, size, averages. Germination vs non germination

Microgreen Growth Inquiry: Size per day, Quantity of microgreens germination, Biomass

Microgreen Harvest: Qualitative sensory data collection.

-Students will also present microgreen product to school community and collect data on reactions.

-students will present their learning to school community in a digital platform and assess transfer of knowledge to peers via google forms.

Provide a list of key formative and summative assessments

Formative Assessments:

Quizlet used weekly to assess learning gained through inquiry.

Board meetings to assess learning through student discussion

Students writing and reflecting done in journal to assess formatively how they are progressing with their understanding during inquiry.

Summative assessments:

Students have been posting their learning on social media and on the daily announcements as they discovered their knowledge through inquiry and reading and writing articles.

Students create a display board for table in cafe representing the process they went through to reach their final product of the microgreens they are sharing with their school community. The board would show the germination stage of learning, microgreen growing stage, and nutritional value of microgreens. Students will collect data from the school community as they try the microgreens the students grown.

Students could

Additional Resources

All you wanted to know health line article on microgreens

https://www.healthline.com/nutrition/microgreens#what-are-they

Which Minerals are in Microgreens?

https://agresearchmag.ars.usda.gov/2017/apr/microgreens

Microgreens

http://gardeningsolutions.ifas.ufl.edu/plants/edibles/vegetables/microgreens.html

Technology Quizlet Kahoot

All you wanted to know health line article on microgreens

https://www.healthline.com/nutrition/microgreens#what-are-they

Which Minerals are in Microgreens?

https://agresearchmag.ars.usda.gov/2017/apr/microgreens

Microgreens

http://gardeningsolutions.ifas.ufl.edu/plants/edibles/vegetables/microgreens.html

Technology Quizlet Kahoot

All you wanted to know health line article on microgreens

https://www.healthline.com/nutrition/microgreens#what-are-they

Which Minerals are in Microgreens?

https://agresearchmag.ars.usda.gov/2017/apr/microgreens

Microgreens

http://gardeningsolutions.ifas.ufl.edu/plants/edibles/vegetables/microgreens.html

Technology Quizlet Kahoot

ACCOMODATIONS

What is good for students with special needs is also good for general ed students.

Words Walls: ex Photo-light Synthesis to-make

Repeated exposure to vocabulary words for retention

Technology: Quizlet AND Kahoot

USD.gov current event site

Newsela

Bird academy

MICROGREEN RECIPES: https://www.diys.com/microgreens-recipes/

juice spinach microgreens along with a dash of peppermint oil and make a great “green drink” that kids will drink
kefir Smoothies with banana, blueberries, kefir milk, peanut butter, chia seeds, and sunflower microgreens
kale Pesto – kale, basil, sunflower seeds, sunflower microgreens, olive oil, lemon, salt and pepper”
24 hr. Infuse/soak. amaranth, borage or bulls blood microgreens in vodka, then strain and use in drinks
microgreens baked into breads and muffins
pasta with fingerling potatoes, microgreens, cream, and lemon zest and juice
summer time microgreen sandwiches with boiled eggs, key lime juice, avocado, pea micros, ham or prosciutto slices optional
red russian kale microgreens in an omelet or scrambled eggs with a pinch of daikon radish microgreens
daikon radish and sunflower mixed and blended into a pesto sauce
beans & greens soup – pinto beans, organic broth, and mixed microgreens blended smooth, top with parmesan
cheesy egg scramble topped with fresh tomatoes, avocado slices and micro greens

Google Sites

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