Eco-Friendly Gardens: Sustainable Garden Design for Ecosystems

Created byMichele Klein

2 views0 downloads

Eco-Friendly Gardens: Sustainable Garden Design for Ecosystems

Grade 5Science4 days

In this project, fifth-grade students engage in designing a sustainable garden model that supports biodiversity by integrating knowledge of biotic and abiotic factors in ecosystems. Through interactive activities, such as ecosystem exploration and energy flow modeling, students learn the importance of sustainable practices and biodiversity in garden design. The project culminates with students creating garden design sketches that illustrate ecosystem interactions, energy flows, and strategies for maintaining a diverse and sustainable environment, supported by rigorous reflection and evaluation processes.

Sustainable Garden DesignEcosystemsBiodiversityBiotic and Abiotic FactorsEnergy FlowEnvironmental ProtectionScientific Principles

Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.

📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a sustainable garden model that effectively integrates our knowledge of biotic and abiotic factors to support biodiversity and benefit the environment?

Essential Questions

Supporting questions that break down major concepts.

What is a sustainable garden, and how can it benefit the environment?
How do different biotic and abiotic factors interact in a garden ecosystem?
What are the key components needed to design and maintain an eco-friendly garden?
How can knowledge of ecosystems help in designing a sustainable garden model?
Why is biodiversity important in a sustainable garden?

Standards & Learning Goals

Learning Goals

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

Students will understand the role of biotic and abiotic factors in creating and maintaining ecosystems.
Students will learn to design a sustainable garden model that supports biodiversity.
Students will explore the importance of biodiversity and how to support it in a garden setting.
Students will apply scientific ideas to create and maintain environments that protect natural resources.
Students will develop a model demonstrating how energy cycles through ecosystems via plants and animals.

Your Provided Standards

5.L.4

Primary

Demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems.Reason: This standard directly relates to understanding ecosystems, which is crucial for designing a sustainable garden.

Next Generation Science Standards

5-ESS3-1

Supporting

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.Reason: Designing a sustainable garden involves using scientific ideas to protect and benefit the environment, aligning closely with community science efforts.

5-PS3-1

Secondary

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: Understanding how energy from the sun supports life forms and ecosystems, including those in a garden, is essential for sustainable garden model design.

Entry Events

Events that will be used to introduce the project to students

Unexpected Guest

Invite a local gardening expert or an ecologist to bring various samples of 'mystery plants' that thrive in different ecosystems. Have the expert discuss how these plants interact with their environment, prompting students to consider how plant choices affect garden sustainability.

Virtual Ecosystem Tour

Take students on an engaging virtual tour of diverse ecosystems around the world through an interactive video or VR experience. This visual journey will stimulate curiosity about how different climates and conditions affect garden designs and sustainability.

Future Garden Challenge

Pose a challenge for students to imagine they are architects tasked with designing a garden that must thrive 50 years from now. Ask them to consider climate projections, available resources, and community needs, encouraging innovative and sustainable design proposals.

📚

Portfolio Activities

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

Activity 1

Ecosystem Exploration

Students will learn about various ecosystems and their components through an interactive exploration activity.

Steps

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

1. Introduce students to the concept of ecosystems and their components through a group discussion.

2. Have students participate in a virtual ecosystem tour, exploring different terrestrial and aquatic environments.

3. Instruct students to take notes on biotic and abiotic factors observed in each ecosystem.

Final Product

What students will submit as the final product of the activityA detailed ecosystem journal with observations and notes on biotic and abiotic components.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with Standard 5.L.4 by helping students understand relationships in ecosystems.

Activity 2

Designing the Dream Garden

Students will brainstorm and sketch initial ideas for their sustainable garden using knowledge from their ecosystem exploration.

Steps

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

1. Guide students in discussing what they learned about ecosystems and how it informs garden design.

2. Have students draft their sustainable garden design with labeled biotic and abiotic factors.

3. Encourage students to include considerations for sustainability and biodiversity.

Final Product

What students will submit as the final product of the activityInitial garden design sketches incorporating biotic and abiotic factors.

Alignment

How this activity aligns with the learning objectives & standardsSupports 5.L.4 and 5-ESS3-1 by integrating ecosystem knowledge and sustainability principles.

Activity 3

Sustainability Strategy Session

Students will develop strategies to enhance biodiversity and sustainability in their garden designs based on scientific concepts.

Steps

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

1. Introduce students to the importance of biodiversity and sustainability in ecosystems.

2. Have students research and identify specific plant species that support biodiversity.

3. Instruct students to revise their garden designs to include these plant species and sustainability strategies.

Final Product

What students will submit as the final product of the activityRevised garden designs with enhanced biodiversity and sustainability strategies.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5-ESS3-1 by applying community science to promote environmental protection.

Activity 4

Energy Flow Modeling

Students will create models to demonstrate how energy flows through their garden ecosystems.

Steps

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

1. Discuss with students how energy from the sun is used in photosynthesis and supports ecosystems.

2. Guide students in creating diagrams that map the energy flow in their garden designs.

3. Review and critique the diagrams as a class to ensure understanding of energy cycles.

Final Product

What students will submit as the final product of the activityDiagrammatic models showing energy flow in their garden ecosystems.

Alignment

How this activity aligns with the learning objectives & standardsSupports Standard 5-PS3-1 by illustrating energy flow concepts related to ecosystems.

🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Garden Design Rubric

Category 1

Ecosystem Understanding

Evaluates student's comprehension of ecosystem components and their interactions in the context of a sustainable garden.

Criterion 1

Identification of Biotic and Abiotic Factors

Assesses the ability to accurately identify and describe biotic and abiotic elements in their garden design.

Exemplary

4 Points

Identifies and describes all relevant biotic and abiotic factors with detailed explanations of interactions in the garden ecosystem.

Proficient

3 Points

Identifies and describes most key biotic and abiotic elements, with some explanation of their interactions in the garden.

Developing

2 Points

Identifies some biotic and abiotic factors but provides limited explanation of their role or interaction.

Beginning

1 Points

Struggles to identify key biotic and abiotic factors and lacks explanation of their interplay.

Criterion 2

Explanation of Ecosystem Interactions

Evaluates the understanding of how different components within an ecosystem interact to support biodiversity and sustainability.

Exemplary

4 Points

Provides comprehensive explanations of ecosystem interactions and their impact on biodiversity and sustainability in the garden design.

Proficient

3 Points

Explains key interactions between ecosystem components with consideration of sustainability and biodiversity.

Developing

2 Points

Describes some interactions but lacks depth in understanding of sustainability and biodiversity.

Beginning

1 Points

Provides minimal explanations with weak connections between ecosystem components.

Category 2

Sustainability and Biodiversity Integration

Assesses the inclusion of strategies to promote sustainability and biodiversity in the garden design.

Criterion 1

Incorporation of Sustainable Practices

Evaluates the use of sustainable gardening practices in the design.

Exemplary

4 Points

Crafts a garden design that brilliantly incorporates multiple sustainable practices supported by scientific concepts.

Proficient

3 Points

Design includes several sustainable practices with clear scientific support.

Developing

2 Points

Incorporates few sustainable practices with basic scientific rationale.

Beginning

1 Points

Includes minimal sustainable practices with little scientific justification.

Criterion 2

Enhancement of Biodiversity

Assesses the strategies incorporated to enhance and maintain biodiversity in the garden.

Exemplary

4 Points

Demonstrates innovative strategies to significantly enhance biodiversity with strong scientific backing.

Proficient

3 Points

Includes a variety of strategies to promote biodiversity with adequate scientific support.

Developing

2 Points

Proposes basic strategies to enhance biodiversity but lacks detailed scientific backing.

Beginning

1 Points

Uses minimal strategies to promote biodiversity with scant scientific explanation.

Category 3

Energy Flow Understanding

Evaluates student's understanding of energy flow in ecosystem designs.

Criterion 1

Energy Flow Diagram Clarity

Assesses the clarity and accuracy of energy flow diagrams created for the garden.

Exemplary

4 Points

Diagrams clearly and accurately map energy flow with intricate detail, demonstrating thorough understanding.

Proficient

3 Points

Diagrams are mostly clear and accurate, showing good understanding of energy flow.

Developing

2 Points

Diagrams show basic understanding of energy flow with some inaccuracies.

Beginning

1 Points

Diagrams lack clarity and accuracy, showing minimal understanding of energy flow.

Criterion 2

Explanation of Energy Utilization

Evaluates the student's ability to explain how energy is utilized within the garden ecosystem.

Exemplary

4 Points

Provides comprehensive explanations of energy utilization within the garden, connecting to scientific principles.

Proficient

3 Points

Explains how energy is utilized in the garden with clear connections to scientific concepts.

Developing

2 Points

Provides basic explanations of energy utilization with limited connection to scientific ideas.

Beginning

1 Points

Struggles to explain energy utilization, with weak scientific connections.

Reflection Prompts

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

Question 1

Reflect on how your understanding of biotic and abiotic factors has influenced your sustainable garden design. How did you balance these elements to support both plant growth and biodiversity?

Text

Required

Question 2

Rate your confidence in applying ecosystem principles to real-world garden design projects.

Scale

Required

Question 3

What challenges did you face while integrating sustainability and biodiversity into your garden model, and how did you overcome them?

Text

Required

Question 4

Which component of designing the eco-friendly garden did you find most engaging and why?

Multiple choice

Required

Options

Researching plant species

Drafting initial design sketches

Revising garden designs

Creating energy flow diagrams

Conducting ecosystem exploration

Question 5

How important is biodiversity in maintaining sustainable ecosystems, and how was this reflected in your garden design?

Text

Required