Research Team Determines the Best Type of Garden for our new Class Carrot Garden

Profile Sheet

PBL Lesson Title: Research Team Determines the Best Type of Garden for our new Class Carrot Garden

Teachers: Caitlin Fitzgerald Watson (All STEM Areas), Kelly Haretos (All STEM Areas), Rachel Park (All STEM Areas), and Gary Somrajit (All STEM Areas)

Primary STEM Subject Area: Science

Outside Subject Area: Language Arts/Math

Class: Science

Grade Level: 3rd

Primary STEM subject area: Science

Outside subject area: Language arts/Math

Description of student roles and problem situation: Research and develop the best type of garden for our class garden in such a way that adheres to the $250 budget, fits the dimensions of our classroom backyard, follows the rules and guidelines set forth by the district for school gardens, and create the best growing environment for the carrots to thrive. Students will assume one or more of the following roles: Chief engineer, accountant, botanist, district safety expert, project manager and propose their possible solutions to the principal, the class, and the head of the Garden Committee.

Websites: Resources on how and why to grow carrots:Advantages and Disadvantages of Raised Bed Vegetable Gardening, Mr. Homegrown: http://www.rootsimple.com/2014/02/advantages-and-disadvantages-of-raised-bed-vegetable-gardening/ http://www.kiddiegardens.com/growing_carrots.htmlhttp://kidsgrowingstrong.org/Carrotshttp://www.theeducatorsspinonit.com/2012/03/how-to-grow-carrots-and-5-reasons-why.htmlhttp://www.craftsy.com/blog/2014/03/growing-vegetables-in-raised-beds/

Books: The Life Cycle of a Carrot (978-0736867139)Linda Tagliaferro: depicts the life cycle of a carrot:

Carrots Grow Underground (How Fruits and Vegetables Grow) (978-1429661850)Mari Schuh: information on how carrots grow

Standards and Learning Outcomes

One MAFS: MAFS.3.MD.3.7b: Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

One Mathematical Practice:Reason abstractly and quantitatively.

One NGSSS in Science:SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. (Moderate)

One LAFS in Reading:LAFS.3.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

One LAFS in Writing:LAFS3.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

LAFS.3.W.3.7 Conduct short research projects that build knowledge about a topic.

LAFS.3.SL.2.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

One ISTE Technology Standard:Critical thinking, problem solving, and decision making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

One Engineering Design OR Science and Engineering PracticeDeveloping and using models

STEM Areas: Science, Technology, Engineering, and Mathematics Identified and Lesson Portion Related to Each Area Indicated

Science: Determining the food production, support, water and nutrient transport, and reproduction of carrots.

Technology: Using the computer to research the structures, needs, and growth cycles of carrots.

Engineering: Creating a model of the garden that the students want to construct.

Mathematics: Calculating the dimensions of the garden.

3 Higher Order Learning Outcomes, Each with a Condition, Performance Verb, and a Measurable Proficiency Level

One aligned to Science NGSSS:SC.3.P.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. (Moderate)

Learning Outcome #1: Using research from various sources, students will evaluate which type of garden will most effectively the structure of carrots scoring at least Adequate on the written report rubric.

One aligned to a MAFS, LAFS, or Mathematical Practice:MAFS.3.MD.3.7b: Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Learning Outcome #2: Using the area formula, students will determine the area of a garden scoring at least adequate on the written report rubric. One aligned to Science & Engineering Practice or Engineering Design:Developing and using models

Learning Outcome #3: After researching garden types, students will create a model of a garden providing at least 5 accurate details.

Description of Student Roles and Problem SituationResearch and develop the best type of garden for our class garden in such a way that adheres to the $250 budget, fits the dimensions of our classroom backyard, follows the rules and guidelines set forth by the district for school gardens, and creates the best growing environment for the carrots to thrive. Students will assume one or more of the following roles: Chief engineer, accountant, botanist, district safety expert, project manager. They will be presenting this to the principal, the class, and the head of the Garden Committee.

Meet the Problem Documents

A memorandum from Mrs. Watson, Mrs. Haretos, Mrs. Park, and Mr. Somrajit at Diamond View Elementary School MEMORANDUM To: Research Team Diamond View Elementary From: Caitlin Fitzgerald Watson, Kelly Haretos, Rachel Park, and Gary Somrajit Date: September 19, 2015 RE: Design of a Class Garden to Grow Carrots Hello Research Team,

As I promised from the beginning of the year we are going to begin working on our class garden! I would love for us to learn about the life cycles, growth, and needs of a plant hands on. I would also like for us to have a tasty treat for us to eat once we have done all the hard work so we will be growing carrots! I am eager to get started on our new project but I have a problem, I don’t know which type of garden to pick for our new garden. Which type of garden will give us the best chance of producing a successful carrot garden?

Your job is to research and design a model of the best type of garden for a class garden that adheres to the $250 budget, fits the dimensions of our classroom backyard, follows the rules and guidelines set forth by the district for school gardens, expresses your ideas in a model, and creates the best growing environment for the carrots to thrive.

In order to do this you will need to learn a lot about carrots. How much space do they need to grow? How much water do they need? How much sunlight do they need? You also need to gather as much information as you can about the pros and cons of having the carrots in an in-ground bed vs. an above ground bed. How do they hold water? Are they expensive? What are the features that will benefit the carrots? You will be presenting your choice of the best type and your reasoning to the principal, the class, and the head of the Garden Committee, so you will want to gather as much evidence as possible to support your choice. Please use a variety of resources to determine the best garden design to grow carrots.

You will be presenting your findings on Friday, October 2, 2015. Good luck!

Respectfully,Mrs. Watson, Mrs. Haretos, Mrs. Park, and Mr. Somrajit

Problem Statement

Uses standard format: How can we, as botanists, determine the best garden type for growing carrots in such a way that:

Condition 1: Adheres to the $250 budget. Condition 2: Fits the dimensions of the classroom backyard. Condition 3: Follows the rules and guidelines set forth by the district for school vegetation.Condition 4: Creates the best growing environment for the carrots to thrive.Condition 5: We are prepared to share our solutions on October 2, 2015.

Know/Need to Know Board

Know Board:

1) We are growing carrots.2) The due date is October 2, 2015.3) The garden needs to fit the dimensions of the classroom backyard.4) Needs to follow rules and guidelines set forth by the district for school vegetation.5) Needs to create the best growing environment for the carrots to thrive.6) Determine the best type of garden to grow carrots.7) You will be presenting to the principal, the class, and the head of the Garden Committee

with your model. 8) Stay within the budget of $250.

Need to Know Board:

1) What is the soil composition in our area?2) How much space do carrots need to grow? 3) How long will it take the carrots to grow? 4) What environment does a carrot grow best in?5) What soil pH level do carrots grow best in?6) What variety of carrot will grow best in our area?7) What are the dimensions of a garden to grow carrots?8) How much material will we need for our garden? 9) How much water do carrots require?10) What type of garden is the best for growing carrots?

Capstone Performance Description

The capstone performance for the problem consists of 2 parts: 1) an individual written report in which each individual student presents 2 feasible solutions to his/her team and 2) a group presentation with the chosen design model. In the first part students will have to use math, science, language arts, technology, and engineering skills to research, collect, choose, design, calculate, and articulate their findings. The capstone performance will consist of groups of 5 students. Each student will be assessed based on two different rubrics (one for the report and one for the presentation) and will receive two different grades. The students will receive the rubric that announces to them what are the solution’s written and oral presentation requirements.

The time provided for working on the problem will be five days. Two days will be used for researching the problem and use the guidelines come up with each individual team member’s written report. One day will be used by the team to debate the best solution options. The team will use the final two days to plan their presentation and to create their design model.

In the report, each student will take the point of view of the chief engineer, accountant, botanist, district safety inspector, or project manager. Each student must provide a written report of two possible options for the best type of garden design and also provide at least 5 justifications for picking one garden design over another. This project encourages student autonomy by having them research the best solutions to present to their team and which medium they want to use to present their findings. Once that is completed, each member will present their solutions to the group. The group will then decide on which option is the “best” for the best type of school garden and develop an oral presentation that includes their best solution to the problem, justifications from each team member, and a design model. For the oral presentation, each person (acting as their research role) will present their “best solution” from their report. Then one member from the group will present the group’s best solution to the problem. Each group member will be responsible for articulating one of the reasons for picking this design. The time for the actual class performance will be between 10 and 15 minutes. This period provides enough time for each team to present their designs and their arguments for choosing the garden design. The limit was played at fifteen minutes to ensure that the students focused on the most important areas of the topic and mimic real-world type presentation limitations. The audience will consist of the rest of the third grade class, the teacher, principal, head of the Garden Committee, as well as a second grade class that may be affected by their decision in the future. Upon completion of the oral presentations, students will use metacognition to reflect on their thoughts and what they learned from the overall project to answer questions from the classroom and their teacher.

Possible questions for metacognition are the following:How did you decide what to include? How did you start off? What did you find the most difficult bit? How did you tackle it? Did you use any images in your head to help you? What have you learned about (e.g. decision making)? How did you tackle sequencing/organizing the statements? How did you work together? Did it help? How did you did you decide to leave information out? What assumptions have you made?

What connections have you made? What makes a good connection? Did you have a plan and did you have to change it?

In the real world, engineers have to research, design, budget, build, and present their ideas to clients. Clients want a proposal that will meet their individual needs. Through their written and oral performances, the students will experience a similar real world scenario in which they must go through the process of determining the best garden type. The students must then must collaborate and choose how as a team they will present it. The students will experience the real world scenario of presenting a project to a client and answering questions about it.

Three learning outcomes are addressed in this capstone performance. The first learning outcome is that students will use research collected from various sources to evaluate which garden type raised or in ground will most effectively grow carrots. The student will submit a written report to show the teacher their mastery of this learning outcome. The second learning outcome is the students will use dimensions gathered from research and apply the area formula to calculate the area of their model. The third learning outcome is that the students will use research evidence to design a model in their notebook and transfer it to a model. The student will show their teacher mastery in both of these learning outcomes during their oral performances.

Rubrics for Capstone Performance

Written Report Rubric

Criteria Superior Adequate Poor

Content Accuracy

20 PointsAll information in the report is 100% accurate.

15 PointsInformation in the report is at least 90% accurate.

5 PointsInformation in the report is less than 90% accurate.

Alignment to Problem Statement

20 pointsEach of the two solutions must align with all the conditions stated in the problem statement.

15 pointsOne solution aligns with all conditions; the other aligns with all but one condition.

5 pointsNeither solution aligns with all conditions.

Required Components of Report

50 PointsA. The group’s problem statement.B. Two different best solutionsC. Five reasons for selecting one solution over another.D. Selection of garden type is based on at least 3 accurate scientific facts.E. Area of garden model contains no errors.

40 PointsA. Two different best solutions.B. At least 3 reasons for selecting one solution over another.C. Selection of garden type is based on at least 2 accurate scientific facts.D. Area of garden model contains at least 1 error.

10 pointsThe report contains less information that listed in the “adequate” category.

Mechanics 10 pointsReport contains no grammatical errors (spelling, capitalization, subject/verb agreement)

7 PointsReport contains 1-3 grammatical errors.

3 PointsReport contains more than three grammatical errors.

Scoring Guide:A: 90-100 pointsB: 80-89 pointsC: 70-79 pointsD: 60-69 pointsF: below 60 points

Oral Presentation Rubric

Criteria Superior Adequate Poor

Delivery 10 pointsThe student maintains eye contact with the audience at least 80% of the time; voice is loud enough to be heard in the back of the room 90% of the time.

5 PointsThe student maintains eye contact 80% to 70% of the time; voice is loud enough to be heard in the back of the room 80% - 89% of the time.

3 PointsEye contact is less than 70% voice is audible in the back of the room less than 80% of the time.

Comprehension and Accuracy

20 PointsStudent answers 3 questions from members of the audience providing at least 1 accurate fact for each question.

15 PointsStudent answers 2 questions from members of the audience providing at least 1 accurate fact for each question.

5 PointsStudent answers at least 1 question from members of the audience and provides at least 1 accurate fact.

Quality of Individual Solution

Explanation

20 PointsIndividual solution aligns with all conditions in the group problem statement.

15 PointsIndividual solution aligns with all but one condition in the group problem statement.

5 PointsIndividual solution fails to align with at least 2 of the conditions.

Quality of Individual

Justification Explanation

30 PointsReason given for supporting the group “best solution” is scientifically accurate and feasible.

20 PointsReason given for supporting the group “best solution” is scientifically accurate but not feasible.

5 PointsReason given for supporting the group’s “best solution” is not scientifically accurate.

Model of Garden Type

15 PointsStudent justifies model of garden type with at least 3 accurate details.

10 PointsStudent justifies model of garden type with at least 2 accurate details.

5 PointsStudent justifies model of garden type with at least 1 accurate detail.

Reflection 5 PointsStudent answers all 5 “debriefing” questions.

3 PointsStudent answers at least 3 of the “debriefing” questions.

1 PointStudent answers less than 3 of the “debriefing” questions.

Scoring Guide:

A: 90-100 points

B: 80-89 points

C: 70-79 points

D: 60-69 points

F: less than 60 points

Two Alternative Solutions; “Best” Solution Analysis

Solution 1: Grow Carrots in Raised Beds with wood base:

Raised beds are the best types of gardens to garden on school grounds. Based on the teams’ research they have designed a raised bed to house their crop. They have determined that the garden beds help keep out weeds and pests allowing healthy plants to grow to maturity. Carrots require fertile soil free of rocks and trash. Carrots also prefer the soil to consist of a pH level between 5.8 and 7.5. By creating the garden as a stand-alone box these variables can be better controlled. Pests like wireworms can often be found in the ground soil so with a raised bed these pests can be significantly decreased.

Solution 1 with 4 “pro” statements and 4 “con” statements:

Raised bed/ Wood base PROS: Raised bed/ Wood base CONS:

Better ability to keep out ground-dwelling pests from eating the carrots

Roots dry out quicker in a hot climate.

Ability to choose the best soil for your particular plants/ treated soil

Can be more expensive to get started

loose/ rock free soil so the roots can grow Require careful planning to make sure there is enough room for plants that need to spread out/ limited space.

Can be easier on backs and knees due to less bending and stooping

Because raised beds drain so efficiently, they will also need to be watered more often

The soil warms up earlier in a raised bed, so you can plant earlier and extend your growing season

Lack of mineral content in bagged soils

Solution 2: Grow Carrots in an in-ground garden:

Research teams determined that an in-ground garden is the best garden type and have determined growing directly in the ground offers significant advantages. Carrots prefer soil that is moist but dries quickly after watering. Planting in the ground allows the water to dry quickly and lessen the possibility of disease. The team recommends picking a space that is partially shaded to keep that carrots cool during the warm daytime temperatures. An in-ground garden will also allow for the plants to be thinned if necessary to increase plant productivity.

Solution 2 with 4 “pro” statements and 4 “con” statements:

In-ground garden PROS: In-ground garden CONS:

less start up work carrots need to be water daily

easier irrigation stone/weeds in the way of roots

Less permanent water can puddle up causing a flood

Clay soils do have benefits that are not found

in man-made soils

insects and other pests can get to the crops easier

using existing soil (cost less) viruses can be in the soil

Justification for Best Solution:

Best Solution: Raised Garden of Solution One. Based on the desired outcome of a garden, production of a crop that is consumable and healthy, the teams have decided that a raised garden is the best option. Many of the variables such as weather, seed quality, and outside interference that could potentially cause the carrot crop to not reach maturity can be managed with a raised garden. We found that purchased soil is free of rocks and other debris thus allowing the carrot roots to spread out and grow correctly. We also researched various insects and diseases in our area. We looked at the effect they could have on our crop and found that the raised garden would help us decrease the risk of ground insects. We also saw the ability to focus in on the specific area of the garden to monitor the plants for insects without the interference of encroaching grass or trees.

We initially thought that the in ground garden would be best using the existing soil and utilizing the available space. However, after researching the needs of a carrot seedling and examining bagged soil and research of soil in our school, we determined that the carrots would be grown most efficiently in a raised garden.

Debriefing Plan and Essential Concepts

Debriefing:

For the oral presentation each person (acting as their research role) will present their “best solution” for which garden will be best for growing carrots. This ensures that everyone’s individual solution is heard.  Then one member from the group will present the group’s best solution which allows the group's position to be heard by all. Each oral presentation must be at least 10 minutes long but may not exceed 15 minutes in length which will ensure that everyone will have time to present their findings and keep their audience engaged. Each presentation with require to present a model of their garden, and be able to discuss what the advantages would be when picking their garden. During the presentation each group will be required to rate the pros and cons for the group presenting using the rating system below.

Method of rating each “best” solution to be used:

Group# Pro Total

3 prosCapture each “pro” in brief. Put the rating of the “pro” beside it.

Con total

3 consCapture each “pro” in brief. Put the rating of the “cons” beside it.

Subtract the “con” total from the “pro” total and record.

1

2

3

4

“Pro” Rating Scale:

1. I don’t see this as a good idea2. I don’t fully understand how this would work3. This could possibly be a good idea with a little more information4. This is the best idea and will definitely achieve the goal/solve the problem.

“Con” Rating scale:

1.This does not solve or goal/problem but it’s an EASY fix2. This wouldn't help solve our problem, it needs MINOR revision3. This wouldn’t help solve our problem, it needs MAJOR revision.4. Killer, major flawed I don't see this as being a possibility.

Points on the Ordered List:

Place Points Awarded:

1 4

2 3

3 2

4 1

Essential Concepts:

Through active discussions with students, the teacher will ensure that these concepts must be addressed throughout the students’ research, individual written reports, and oral presentations.

Coaching Questions:

Essential Concepts: Coaching Questions: Lesson:

Students will multiply side lengths to find areas of rectangles with whole numbers

What is the formula to find area?

Students will learn the area formula.

Student will use 2x2 digit multiplication to calculate the area of the garden.

What are the steps to do 2 by 2 multiplication?

Students will learn to use prior math to help with multiplication, step by step reteach 2 digit by 2 digit multiplication.

Students will be able to describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

What do carrots need to survive, i.e.: food, water, shade, soil.

Why is the placement of the garden bed important?

Students will learn about what carrots need to survive and strive!

Students will be able to ask and answer questions to

How can you tell the difference between important

Students will learn about main idea and details in

demonstrate understanding of a text and use the text as the basis for the answers

and unimportant information? order to prioritize the information they are reading.

Student can write opinion pieces on topics supporting a point of view with reasons.

What language would you need to include to persuade someone?

Students will learn about different word and phrases authors use to persuade their readers.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate tools and resources.

What does each tool do and how will you use it?

Students will learn how to plan and conduct research on the type of tools available to help build and how to use each one efficiently.

Students will learn how to develop and use models.

What is the best way to create a model?

Students will learn to use various tools in Microsoft word as well as pictures pulled from the internet that will help them create a model of their bed.

Differentiation

Description of differentiation for ESOL student: Student will be partnered with another student to help scaffold the work together. The student will be front loaded with content specific and general vocabulary that they may encounter (ex. calculated, life cycle, research, benefit, organize, persuade etc.) The student will also have access to several visuals to illustrate key concepts.

504- ADD:Student will be given a specific checklist of activities they have to complete that day with expected times of completion next to each one. The student will also be given a timer so that they can visually check in to make sure they are on track for the completion of the section for that day. The teacher will also check in with the student every 10 minutes to give words of encouragement and to keep the child on track. The student will also do all research and activities in an area with the least distraction.

Vision Impaired:The student will be partnered with another student who will read the articles/ information aloud. Their partner will record any ideas the visually impaired child wants to add to the notes. The visually impaired student will dictate what they want to write for part one of the capstone to their partner and the partner will write it down. The child will also be given extra time to memorize their part for the oral presentation so that they will be able to recite their part by memory during the presentation.

Safety

Safety Concerns:● A block will be up so that the students can browse the Internet without running into

inappropriate material.● All chairs will be pushed and materials will be off the floor as to prevent anyone from

tripping.

Explanation of how teacher will teach safety concerns before the lesson begins:Teacher will teach a 30 min lesson about how to research quality sites and Internet safety.