Build a Sustainable Garden with Recycled Materials

Created byRoberta Villarreal

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Build a Sustainable Garden with Recycled Materials

Grade 9EnglishMathScienceBiologyChemistry5 days

This project engages 9th-grade students in designing and creating a sustainable garden using recycled materials, integrating concepts from science, math, and English language arts. Students explore sustainable practices by planning a garden layout, analyzing soil quality, understanding photosynthesis, and building structures from recycled materials. The project encourages creativity and innovation while emphasizing the positive environmental impact and community involvement, as students advocate for sustainable gardening practices through presentations and real-world problem-solving. Entry events like community challenges and interactive podcasts inspire student participation and connection to local environmental concerns.

Sustainable GardeningRecycled MaterialsEnvironmental ImpactMath and Science IntegrationCommunity InvolvementCreativity and InnovationProject-Based Learning

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and create a sustainable garden using recycled materials that positively impacts our local environment and community, while effectively using mathematical and scientific insights in planning, implementing, and advocating for our garden design?

Essential Questions

Supporting questions that break down major concepts.

What are the key steps in designing a sustainable garden using recycled materials?
How can the use of sustainable gardening practices impact the local environment and community?
What are the functional roles of different plant species within a garden ecosystem and how do they benefit each other?
How can mathematical calculations help in planning the layout and structure of a garden?
In what ways can scientific methods be used to test the soil quality and suitability for different types of plants?
How can we incorporate principles of chemistry to improve plant growth and soil health?
How does the process of photosynthesis contribute to plant growth and garden sustainability?
What strategies can be used to effectively communicate the importance and impact of sustainable gardening in writing and presentations?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will research and design a sustainable garden using recycled materials, integrating principles from science, math, and engineering.
Students will evaluate the environmental impact of sustainable gardens and develop strategies to enhance positive effects on the local environment.
Students will use mathematical calculations and geometric designs to plan and build garden structures efficiently.
Students will apply scientific methods and concepts, such as photosynthesis and soil chemistry, to understand and improve garden productivity.
Students will develop communication skills to advocate for sustainable gardening practices through writing and presentations.

Next Generation Science Standards

HS-ETS1-2

Primary

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.Reason: The project involves designing a sustainable garden, which requires breaking down the large task into smaller actionable steps using engineering principles.

HS-ESS3-4

Primary

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Reason: The project focuses on creating a sustainable garden to reduce environmental impact, aligning with the evaluation or refinement of solutions to reduce human activity impact.

HS-LS1-5

Supporting

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.Reason: The project involves understanding and illustrating photosynthesis, as it is a critical process for the garden's sustainability.

HS-LS2-1

Supporting

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.Reason: Students explore the functional roles of different plant species and how they support garden ecosystems, using mathematical representations to explain these interactions.

Common Core Standards

CCSS.ELA-LITERACY.W.9-10.7

Secondary

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Reason: Students conduct research on sustainable gardening practices and communicate their findings, aligning with engaging in research projects to solve a problem.

CCSS.MATH.CONTENT.HSG.MG.A.1

Secondary

Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).Reason: Students apply mathematical concepts to plan the layout and structure of the garden, which involves using geometric shapes and their properties.

Entry Events

Events that will be used to introduce the project to students

The Great Garden Design Challenge

Students are presented with a challenge by a local community center that wants to create sustainable gardens in unused city spaces. They must research to develop garden designs using recycled materials, with a focus on sustainability. By connecting the project to real community needs, students are motivated to explore different pathways of design, ecology, chemistry of soil, and more, sparking curiosity about how they can meaningfully participate in their community.

Mystery of the Disappearing Greens

Students are introduced to a mystery scenario where local plants are failing to thrive and must investigate possible causes. They use scientific techniques to analyze the soil (integrating chemistry and biology), examine local climate data, and research sustainable practices to propose solutions using recycled materials. This entry event engages student interest by simulating a real-world problem-solving mission.

Eco-Pioneer Podcast Series

Kicking off with an interactive podcast episode featuring an interview with a renowned urban gardener who uses recycled materials to make sustainable gardens, students are tasked to create their own podcast episodes detailing their project journey. They explore topics from scientific planting methods to the sociocultural impacts of community gardens, allowing for a multifaceted inquiry into both science and English language arts.

Survivor Garden Edition

In a competition-themed format, students are challenged to design and build sustainable gardens that can withstand environmental changes, using modeling and simulations. They tackle mathematical concepts to calculate resources, learn English to document their processes, and apply biology to select suitable plants, thus providing an innovative and competitive edge to the project.

Garden Art Installation

Students are inspired by visiting a virtual gallery of art installations using plants and recycled materials. They then embark on a project to create their own garden as a live art installation, integrating creativity with sustainability principles. This artistic approach encourages students to blend science, art, and environmental studies, appealing to their diverse interests and encouraging them to think beyond conventional gardening.

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Portfolio Activities

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

Activity 1

Garden Blueprint Genius

Students will design the layout of their sustainable garden by incorporating geometric shapes and measurements. This activity emphasizes turning abstract mathematical concepts into a tangible plan, initiating the application of math and design principles in real-world contexts.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Learn about various geometric shapes and their properties.

2. Apply this knowledge to design a garden layout on graph paper, using scales and measurements.

3. Include pathways, plant beds, and recycled material installations to visualize the complete garden.

Final Product

What students will submit as the final product of the activityA detailed garden blueprint, displaying an accurate geometric layout of the garden.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.MATH.CONTENT.HSG.MG.A.1 - Using geometric shapes and their properties to describe objects.

Activity 2

Sustainability Soil Sleuths

Students investigate the soil in their garden plots to determine its quality and suitability for different types of plants. By integrating chemistry and biology, they can make informed decisions about planting, ensuring a thriving ecosystem.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Collect soil samples from the selected garden area.

2. Conduct tests to determine pH, nutrient levels, and texture.

3. Analyze data to conclude soil suitability for chosen plants using graphs and charts.

Final Product

What students will submit as the final product of the activityA soil quality report with interpretations of test results and recommendations for plant suitability.

Alignment

How this activity aligns with the learning objectives & standardsHS-LS2-1 - Using mathematical representations to explain factors that affect ecosystem carrying capacity.

Activity 3

Photosynthesis Powerhouse Plan

This activity guides students to build models demonstrating the process of photosynthesis, illustrating its role in transforming light energy into chemical energy to support plant growth, crucial for garden sustainability.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the process of photosynthesis and its importance in plant growth.

2. Create a visual model (e.g., poster or 3D model) showing the stages of photosynthesis.

3. Present the model, highlighting how each stage contributes to the garden ecosystem.

Final Product

What students will submit as the final product of the activityA comprehensive model illustrating the process of photosynthesis.

Alignment

How this activity aligns with the learning objectives & standardsHS-LS1-5 - Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Activity 4

Recycled Material Masterpieces

Students creatively build garden structures using recycled materials to enhance their garden project. This hands-on activity encourages sustainable practices and resourcefulness.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify commonly-used recycled materials that are safe and suitable for building.

2. Plan and sketch structures such as planter boxes or garden decor using these materials.

3. Assemble the structures, ensuring stability and functionality.

Final Product

What students will submit as the final product of the activityFunctional garden structures made from recycled materials.

Alignment

How this activity aligns with the learning objectives & standardsHS-ETS1-2 - Design solution by breaking it into smaller, manageable problems.

Activity 5

Eco-Impact Advocates Presentation

Students communicate their learning and advocacy for sustainable gardening by presenting findings on the environmental impact of their garden designs. This activity integrates English Language Arts with science and math.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Compile research and findings from the entire garden project.

2. Create presentation slides that effectively communicate insights and impacts.

3. Deliver presentations to peers, teachers, or community members, advocating for sustainable practices.

Final Product

What students will submit as the final product of the activityA polished presentation advocating for sustainable gardening, illustrating research, design process, and ecological benefits.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.W.9-10.7 - Conduct research projects to answer a question or solve a problem.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Garden Project Rubric

Category 1

Geometric Design and Layout

Assessment of students' ability to apply geometric concepts to create accurate and functional garden blueprints.

Criterion 1

Geometric Application

Evaluate the understanding and application of geometric shapes and measurements in designing the garden blueprint.

Exemplary

4 Points

Consistently demonstrates sophisticated understanding and application of geometric concepts; blueprint shows innovative use of shapes with precise measurements.

Proficient

3 Points

Demonstrates thorough understanding and applies geometric concepts appropriately; blueprint is clear and accurately scaled.

Developing

2 Points

Shows emerging understanding; application of geometric concepts is inconsistent; some measurements may be imprecise.

Beginning

1 Points

Exhibits initial understanding; struggles with application and precision in geometric design.

Criterion 2

Layout Functionality

Assess the blueprint's usability and clarity in visualizing the garden's design.

Exemplary

4 Points

Blueprint is exceptionally clear and functional, illustrating creative and practical garden layout, with well-integrated pathways and installations.

Proficient

3 Points

Blueprint is clear and functional, with all necessary elements accurately represented.

Developing

2 Points

Blueprint has basic elements but may lack clarity or functionality in parts of the layout.

Beginning

1 Points

Blueprint is incomplete, with missing elements or lacks clarity and functionality.

Category 2

Soil Analysis and Interpretation

Assessment of students' ability to conduct soil tests and analyze data to determine suitability for plant growth.

Criterion 1

Scientific Method

Evaluate the application of scientific methods in soil testing.

Exemplary

4 Points

Demonstrates advanced application of the scientific method with detailed and accurate soil testing and analysis.

Proficient

3 Points

Applies scientific method correctly, with accurate testing and analysis, identifying soil properties and issues.

Developing

2 Points

Basic application of scientific method with partial accuracy in testing and analysis.

Beginning

1 Points

Minimal understanding and inaccurate application of scientific methods in soil analysis.

Criterion 2

Data Interpretation

Assessment of the ability to interpret soil test results and make recommendations.

Exemplary

4 Points

Analysis is insightful and recommendations are well-justified, showing deep understanding of soil properties and plant needs.

Proficient

3 Points

Analysis is accurate and recommendations are appropriate; shows good understanding of soil properties.

Developing

2 Points

Analysis is basic; recommendations are somewhat unclear or unspecific.

Beginning

1 Points

Insufficient analysis and vague recommendations, showing lack of understanding.

Category 3

Photosynthesis Model and Presentation

Assessment of students' models illustrating the process of photosynthesis and their presentation skills.

Criterion 1

Model Accuracy

Evaluate the accuracy and thoroughness of the model of photosynthesis.

Exemplary

4 Points

Model is exceptionally detailed and accurate, demonstrating a deep understanding of photosynthesis stages.

Proficient

3 Points

Model is accurate and complete, covering all necessary stages of photosynthesis.

Developing

2 Points

Model shows basic understanding, but lacks detail or completeness in illustrating photosynthesis.

Beginning

1 Points

Model is incomplete or inaccurate, lacking key details of the photosynthesis process.

Criterion 2

Presentation Effectiveness

Evaluate presentation delivery and ability to communicate scientific concepts clearly.

Exemplary

4 Points

Presentation is highly engaging and effectively communicates complex concepts with clarity and confidence.

Proficient

3 Points

Presentation is clear with effective communication of scientific concepts; maintains audience interest.

Developing

2 Points

Presentation communicates basic concepts but lacks clarity or engagement.

Beginning

1 Points

Presentation is unclear or fails to communicate scientific concepts effectively.

Category 4

Recycled Materials Construction

Assessment of students' ingenuity and skills in constructing garden structures from recycled materials.

Criterion 1

Creativity and Innovation

Evaluate creativity and problem-solving in designing and building with recycled materials.

Exemplary

4 Points

Demonstrates exceptional creativity and innovation in designing functional structures with recycled materials.

Proficient

3 Points

Shows creativity and innovation in designing and building using recycled materials.

Developing

2 Points

Basic creativity shown; designs are functional but lack innovation or refinement.

Beginning

1 Points

Designs lack creativity, innovation, and functionality, using limited recycled materials.

Criterion 2

Structural Functionality

Assess the functionality and stability of constructed structures.

Exemplary

4 Points

Structures are highly functional, stable, and demonstrate sophisticated engineering principles.

Proficient

3 Points

Structures are stable and functional, demonstrating effective use of engineering principles.

Developing

2 Points

Structures are functional but may lack stability or thorough implementation of engineering principles.

Beginning

1 Points

Structures are unstable or non-functional, lacking engineering soundness.

Category 5

Environmental Advocacy and Communication

Assessment of students' ability to advocate for sustainable gardening and communicate project outcomes.

Criterion 1

Advocacy Skills

Evaluate the ability to develop and present a compelling case for sustainable gardening practices.

Exemplary

4 Points

Presentation is highly persuasive and well-supported, effectively advocating for sustainable practices with strong evidence.

Proficient

3 Points

Presentation is persuasive and supported with clear evidence advocating for sustainability.

Developing

2 Points

Presentation offers basic advocacy but lacks clear evidence or persuasiveness.

Beginning

1 Points

Presentation is unclear and unpersuasive, with limited evidence for advocacy.

Criterion 2

Presentation Organization

Assess the clarity and organization of the presentation of project outcomes.

Exemplary

4 Points

Presentation is exceptionally well-organized, logical, and clear, showcasing sophisticated design and flow.

Proficient

3 Points

Presentation is well-organized, clear, and logically structured, with effective flow of information.

Developing

2 Points

Presentation has basic structure but may lack clarity or logical flow in some areas.

Beginning

1 Points

Presentation is disorganized and unclear, lacking logical flow.

Reflection Prompts

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

Question 1

Reflect on how your understanding of sustainable gardening practices has evolved throughout the project. What were some key insights you discovered and how will you apply these in the future?

Text

Required

Question 2

How effectively do you think your team collaborated during the project?

Scale

Required

Question 3

Which entry event did you find most engaging and why?

Multiple choice

Required

Options

The Great Garden Design Challenge

Mystery of the Disappearing Greens

Eco-Pioneer Podcast Series

Survivor Garden Edition

Garden Art Installation

Question 4

Rate your confidence in applying mathematical and scientific concepts to real-world problems after participating in this project.

Scale

Required

Question 5

What would you change or improve about the project if you could do it again?

Text

Optional