Growing Solutions: Fresh Produce for Magoffin County
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Growing Solutions: Fresh Produce for Magoffin County

Grade 7MathScienceSocial StudiesEnglish21 days
In the "Growing Solutions: Fresh Produce for Magoffin County" project, 7th-grade students are tasked with developing a sustainable, resource-efficient plan to provide fresh vegetables to their community. The project integrates subjects like math, science, social studies, and English as students explore nutritional benefits, analyze climate impacts on farming, and devise economic strategies for distribution. Through activities focused on proportional reasoning, persuasive writing, sustainable farming, and economic analysis, students culminate their efforts in a comprehensive proposal and presentation to local stakeholders.
SustainabilityProportional ReasoningPersuasive WritingSustainable FarmingEconomic AnalysisCommunity Health
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as community leaders, develop a sustainable and cost-effective plan to provide fresh vegetables to Magoffin County using current resources and engaging community participation?

Essential Questions

Supporting questions that break down major concepts.
  • What are the nutritional benefits of fresh vegetables for a community?
  • How does climate and soil quality impact the growth of vegetables?
  • What are sustainable farming practices that can be implemented in a community setting?
  • How do economic factors influence the accessibility of fresh produce in a community?
  • What are the key components to include in a proposal to effectively communicate a community plan?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the nutritional benefits of fresh vegetables and how these improve community health.
  • Students will explore how climate and soil quality impact vegetable growth and how to adapt farming practices accordingly.
  • Students will evaluate sustainable farming practices that can be implemented within a community setting.
  • Students will analyze economic factors that influence the accessibility and cost of fresh vegetables.
  • Students will develop and present a comprehensive, persuasive proposal to address the issue of providing fresh vegetables to the community.

Common Core Mathematics Standards

CCSS.MATH.CONTENT.7.RP.A.2
Primary
Recognize and represent proportional relationships between quantities.Reason: Students will need to calculate and understand proportions when designing a plan that might involve scaling crop production based on community needs.

Common Core English Language Arts Standards

CCSS.ELA-LITERACY.W.7.1
Primary
Write arguments to support claims with clear reasons and relevant evidence.Reason: Students must create a proposal to present to the Fiscal Court, requiring strong persuasive writing skills.
CCSS.ELA-LITERACY.SL.7.4
Primary
Present claims and findings, emphasizing main ideas or themes.Reason: The final proposal presentation requires clear verbal communication skills.

Next Generation Science Standards

NGSS.MS-ESS3-3
Primary
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Reason: The project involves creating a sustainable plan, addressing environmental impact through farming practices.

C3 Framework for Social Studies

D2.ECO.9.6-8
Primary
Explain ways in which economic factors influence decisions about the production and distribution of goods and services.Reason: Understanding economic influences is essential when considering accessibility and distribution of fresh produce in the community.

Entry Events

Events that will be used to introduce the project to students

The Nutrition Detective

Engage students in an investigative activity where they receive 'mystery' cases to solve: identifying the nutritional impact of common vegetables and health outcomes in a fun, interactive manner. Tackling this project encourages inquiry into science and health, prompting students to think critically about nutrition science and public health advocacy.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Proportional Planner

Students explore proportional relationships to adjust vegetable production based on community needs. Using mathematical concepts, they simulate crop planning to ensure everyone receives enough vegetables.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of proportions and how they relate to planning and scaling production.
2. Provide students with data on current community needs and available resources.
3. Guide students to calculate proportions of different vegetable types needed based on the data.
4. Students create a scale model of a garden, using their calculations.
5. Discuss how adjustments to proportions affect availability and ensure balance.

Final Product

What students will submit as the final product of the activityA scale model of a community garden plan based on calculated proportions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.7.RP.A.2 (Recognize and represent proportional relationships between quantities).
Activity 2

Persuasive Proposal Prepper

Students learn to craft a persuasive proposal to address the issue of providing fresh vegetables. Emphasis is on clear reasons, relevant evidence, and proper structure.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the purpose and components of a persuasive proposal.
2. Analyze sample proposals to identify strong arguments and evidence.
3. Students gather data and research supporting information for their proposal.
4. Students draft their proposals, focusing on aligning their arguments with gathered evidence.
5. Peer review sessions to offer feedback on clarity and persuasiveness.
6. Revise drafts based on feedback and finalize the proposal.

Final Product

What students will submit as the final product of the activityA polished, persuasive proposal ready for presentation to the Fiscal Court.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.7.1 (Write arguments to support claims with clear reasons and relevant evidence).
Activity 3

Eco-Impact Investigator

Students apply scientific principles to monitor and minimize human environmental impacts in their vegetable plan. They explore sustainable farming solutions to ensure a positive environmental approach.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Explain environmental impacts of traditional farming versus sustainable practices.
2. Research local climate and soil conditions to identify ideal sustainable practices.
3. Brainstorm sustainable strategies that can be implemented in their community plan.
4. Students conduct simple experiments or simulations to predict the outcomes of their strategies.
5. Gather and interpret data from the experiments to propose the most effective strategies.

Final Product

What students will submit as the final product of the activityA report detailing proposed sustainable farming practices and their environmental benefits.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS.MS-ESS3-3 (Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment).
Activity 4

Economics Explorer

Students analyze how economic factors influence the production and distribution of fresh produce, using real-world case studies and economic theories.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce basic economic principles relevant to agriculture and distribution.
2. Analyze case studies where economic factors impacted food accessibility.
3. Discuss how supply and demand, cost, and distribution logistics affect the community.
4. Students develop a cost-effective distribution plan for their community vegetable plan.
5. Evaluate the potential economic impact of their distribution strategies.

Final Product

What students will submit as the final product of the activityA distribution plan outlining economic strategies for delivering fresh produce to the community.

Alignment

How this activity aligns with the learning objectives & standardsAligns with D2.ECO.9.6-8 (Explain ways in which economic factors influence decisions about the production and distribution of goods and services).
Activity 5

Presentation Virtuoso

Students refine their verbal communication skills through practice presentations. They focus on effectively conveying their plan's main ideas and themes to engage the audience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review presentation skills and techniques for emphasizing key points.
2. Organize and develop speaking notes to outline main themes of their proposal.
3. Rehearse proposals in small groups to gain confidence and receive constructive feedback.
4. Make adjustments based on feedback and practice clarity and engagement.
5. Perform a final presentation showcasing their complete plan to the class or invited audience.

Final Product

What students will submit as the final product of the activityA well-delivered, persuasive presentation for the community proposal.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.7.4 (Present claims and findings, emphasizing main ideas or themes).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Fresh Vegetable Proposal Rubric

Category 1

Mathematical Reasoning

Assess students’ ability to apply proportional reasoning to scale vegetable production.
Criterion 1

Understanding Proportions

Measure how well students comprehend and apply proportional relationships in crop planning.

Exemplary
4 Points

Demonstrates sophisticated understanding and consistently applies proportional relationships accurately in complex scenarios.

Proficient
3 Points

Shows thorough understanding and applies proportional relationships accurately in most scenarios.

Developing
2 Points

Shows emerging understanding with some accurate applications but lacks consistency.

Beginning
1 Points

Shows initial understanding but struggles to apply proportional relationships effectively.

Category 2

Persuasive Writing

Evaluate students’ ability to articulate a clear, evidence-supported argument in their proposal.
Criterion 1

Clarity and Structure

Assess the organization and clarity of students’ writing to convey their proposal effectively.

Exemplary
4 Points

Exhibits exceptional clarity and logical structure, enhancing readability and impact.

Proficient
3 Points

Maintains clear and logical structure that generally supports readability.

Developing
2 Points

Displays some clarity and structure but may occasionally impede readability.

Beginning
1 Points

Lacks clear and logical structure, making the proposal difficult to follow.

Category 3

Scientific Application

Assess students’ understanding and application of scientific principles to promote environmental sustainability.
Criterion 1

Use of Scientific Principles

Evaluate how students apply scientific concepts to minimize environmental impact.

Exemplary
4 Points

Integrates scientific principles innovatively to create highly sustainable solutions.

Proficient
3 Points

Effectively applies scientific principles to propose suitable sustainable solutions.

Developing
2 Points

Applies some scientific principles but with limited impact on sustainability solutions.

Beginning
1 Points

Struggles to effectively integrate scientific principles in proposing solutions.

Category 4

Economic Analysis

Evaluate students’ ability to analyze economic factors in the context of producing and distributing fresh produce.
Criterion 1

Economic Understanding

Measure how well students understand and apply economic principles to real-world scenarios.

Exemplary
4 Points

Demonstrates advanced understanding and thoughtful application of economic principles in multiple scenarios.

Proficient
3 Points

Shows solid understanding and applies economic principles effectively in various scenarios.

Developing
2 Points

Displays some understanding and limited application of economic principles.

Beginning
1 Points

Shows little understanding and struggles to apply economic principles effectively.

Category 5

Presentation Skills

Assess students’ verbal communication skills during their final proposal presentation.
Criterion 1

Engagement and Clarity

Evaluate effectiveness in engaging the audience and communicating ideas clearly.

Exemplary
4 Points

Engages audience exceptionally with highly clear and impactful communication.

Proficient
3 Points

Engages audience well with clear and effective communication.

Developing
2 Points

Shows some level of engagement and clarity, but may have inconsistencies.

Beginning
1 Points

Struggles to engage audience and convey ideas clearly.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of proportional relationships helped in planning the community garden model. What challenges did you face and how did you overcome them?

Text
Required
Question 2

On a scale of 1 to 5, how confident do you feel about writing a persuasive proposal after completing the Persuasive Proposal Prepper activity?

Scale
Required
Question 3

Which sustainable farming practices did you find most effective for minimizing environmental impacts, and why?

Text
Required
Question 4

In the Economic Explorer activity, what key economic factors did you consider when developing your distribution plan, and how did they influence your decisions?

Text
Required
Question 5

Choose the option that best describes your experience with the Presentation Virtuoso activity: (a) Enhanced my public speaking skills greatly (b) Improved my skills slightly (c) No noticeable improvement (d) Found new areas for development

Multiple choice
Required
Options
Enhanced my public speaking skills greatly
Improved my skills slightly
No noticeable improvement
Found new areas for development