Sustainable Community Garden Design: A Greener Future

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Sustainable Community Garden Design: A Greener Future

Grade 7ScienceEnvironmental ScienceBiologyChemistry1 days

In this project, students design a sustainable community garden, focusing on creating a self-sustaining ecosystem that minimizes environmental impact and supports community well-being. They analyze ecosystem interactions, optimize resource use, and evaluate the environmental impact of their design choices. The project culminates in a detailed garden plan promoting biodiversity, resource conservation, and community benefits.

Sustainable DesignCommunity GardenEcosystemResource OptimizationEnvironmental ImpactBiodiversityCommunity Benefits

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a community garden that thrives as a self-sustaining ecosystem, minimizes its environmental footprint, and supports the well-being of both the community and the planet?

Essential Questions

Supporting questions that break down major concepts.

How do different organisms interact within a garden ecosystem?
What are the essential resources that plants need to grow, and how can we provide these sustainably?
How can we minimize waste and pollution in our garden design?
How does our garden design impact the surrounding environment?
What chemical processes are essential for plant growth and ecosystem health?

Standards & Learning Goals

Learning Goals

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

Understand the principles of sustainable design in the context of community gardens.
Analyze the interactions within a garden ecosystem, including nutrient cycles, energy flow, and species relationships.
Apply scientific knowledge to optimize resource use (water, sunlight, soil) and minimize waste in garden design.
Evaluate the environmental impact of different garden design choices.
Design a community garden plan that promotes biodiversity, conserves resources, and benefits the community.

Entry Events

Events that will be used to introduce the project to students

Mystery Seed Challenge

"Mystery Seed Challenge": Students receive a set of unidentified seeds and must research their properties, growing requirements, and potential contributions to the community garden ecosystem. This sparks curiosity about plant diversity and the importance of selecting appropriate species for sustainability.

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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

Sustainable Practices Brainstorm

Students will brainstorm and research various sustainable practices applicable to community garden design. They will explore topics such as water conservation, composting, companion planting, and integrated pest management.

Steps

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

1. Brainstorm a list of sustainable practices that could be used in a community garden.

2. Research each practice to understand its benefits and how it can be implemented.

3. Write a brief explanation of each practice and its potential impact on the garden.

Final Product

What students will submit as the final product of the activityA detailed list of sustainable practices with brief explanations of how each can be implemented in the garden design.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Understand the principles of sustainable design in the context of community gardens.

Activity 2

Garden Ecosystem Food Web

Students will create a food web diagram illustrating the flow of energy and nutrients within the garden ecosystem. They will identify producers, consumers, and decomposers, and explain their roles in maintaining ecosystem balance.

Steps

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

1. Research the different organisms that will inhabit the community garden (plants, insects, worms, etc.).

2. Identify the producers, consumers, and decomposers in the garden ecosystem.

3. Create a food web diagram showing the flow of energy and nutrients between these organisms.

4. Write a brief explanation of the roles of different organisms in maintaining ecosystem balance.

Final Product

What students will submit as the final product of the activityA detailed food web diagram of the garden ecosystem, showing the relationships between different organisms.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Analyze the interactions within a garden ecosystem, including nutrient cycles, energy flow, and species relationships.

Activity 3

Resource Optimization Plan

Students will analyze the existing conditions of the proposed garden site, including sunlight exposure, soil type, and water availability. They will then propose strategies for optimizing resource use based on these conditions, such as choosing drought-tolerant plants, amending the soil, and implementing rainwater harvesting.

Steps

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

1. Assess the existing conditions of the proposed garden site (sunlight, soil, water).

2. Research strategies for optimizing resource use based on these conditions.

3. Propose specific strategies for water conservation, soil improvement, and sunlight management.

4. Justify each strategy with scientific reasoning and evidence.

Final Product

What students will submit as the final product of the activityA resource optimization plan for the community garden, including strategies for water conservation, soil improvement, and sunlight management.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Apply scientific knowledge to optimize resource use (water, sunlight, soil) and minimize waste in garden design.

Activity 4

Environmental Impact Assessment

Students will investigate the potential environmental impacts of different garden design choices, such as the use of synthetic fertilizers, pesticides, and non-native plant species. They will then propose alternative practices that minimize environmental harm.

Steps

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

1. Research the potential environmental impacts of different garden design choices.

2. Identify potential negative impacts of the proposed garden design.

3. Propose alternative practices that minimize environmental harm.

4. Justify each alternative practice with scientific reasoning and evidence.

Final Product

What students will submit as the final product of the activityAn environmental impact assessment of the garden design, including a discussion of potential negative impacts and proposed mitigation strategies.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Evaluate the environmental impact of different garden design choices.

Activity 5

Community Garden Design Plan

Students will create a detailed design plan for the community garden, incorporating the sustainable practices, resource optimization strategies, and environmental considerations identified in previous activities. The plan should include a layout of the garden, a list of plant species, and a description of how the garden will benefit the community.

Steps

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

1. Develop a detailed layout of the garden, including planting beds, pathways, and communal areas.

2. Select plant species that are appropriate for the local climate and soil conditions, and that promote biodiversity.

3. Incorporate sustainable practices into the garden design, such as composting, rainwater harvesting, and companion planting.

4. Describe how the garden will benefit the community, such as providing fresh produce, educational opportunities, and a gathering space.

Final Product

What students will submit as the final product of the activityA comprehensive community garden design plan, including a layout, plant list, and description of community benefits.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Design a community garden plan that promotes biodiversity, conserves resources, and benefits the community.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Community Garden Design Portfolio Rubric

Category 1

Sustainable Practices

Assesses the student's ability to identify, research, and explain sustainable practices applicable to community garden design.

Criterion 1

Identification of Sustainable Practices

Identification and explanation of sustainable practices.

Exemplary

4 Points

Identifies and comprehensively explains a wide range of sustainable practices with detailed insights into their implementation and impact.

Proficient

3 Points

Identifies and thoroughly explains several sustainable practices with a clear understanding of their implementation and impact.

Developing

2 Points

Identifies and explains some sustainable practices with a basic understanding of their implementation and impact.

Beginning

1 Points

Identifies a few sustainable practices with a limited understanding of their implementation and impact.

Criterion 2

Research and Understanding

Depth of research and understanding of the benefits and implementation of each practice.

Exemplary

4 Points

Demonstrates extensive research and a deep understanding of the benefits and implementation of each practice, including innovative solutions.

Proficient

3 Points

Demonstrates thorough research and a clear understanding of the benefits and implementation of each practice.

Developing

2 Points

Demonstrates some research and a basic understanding of the benefits and implementation of each practice.

Beginning

1 Points

Demonstrates limited research and a minimal understanding of the benefits and implementation of each practice.

Criterion 3

Clarity of Explanations

Clarity and accuracy of explanations regarding the impact of each practice on the garden.

Exemplary

4 Points

Provides exceptionally clear and accurate explanations of the impact of each practice, supported by compelling evidence and insightful analysis.

Proficient

3 Points

Provides clear and accurate explanations of the impact of each practice, supported by relevant evidence and analysis.

Developing

2 Points

Provides somewhat clear and accurate explanations of the impact of each practice, with some supporting evidence.

Beginning

1 Points

Provides unclear or inaccurate explanations of the impact of each practice, with little or no supporting evidence.

Category 2

Garden Ecosystem

Assesses the student's ability to create a food web diagram illustrating the flow of energy and nutrients within the garden ecosystem.

Criterion 1

Accuracy of Food Web

Accuracy and completeness of the food web diagram.

Exemplary

4 Points

The food web diagram is exceptionally accurate, complete, and detailed, showcasing a sophisticated understanding of the relationships between organisms.

Proficient

3 Points

The food web diagram is accurate, complete, and clearly illustrates the relationships between organisms.

Developing

2 Points

The food web diagram is mostly accurate and complete, with some minor omissions or inaccuracies in illustrating the relationships between organisms.

Beginning

1 Points

The food web diagram is inaccurate, incomplete, and fails to clearly illustrate the relationships between organisms.

Criterion 2

Identification of Organisms

Identification of producers, consumers, and decomposers.

Exemplary

4 Points

Accurately and comprehensively identifies all producers, consumers, and decomposers in the garden ecosystem, demonstrating a nuanced understanding of their roles.

Proficient

3 Points

Accurately identifies the producers, consumers, and decomposers in the garden ecosystem.

Developing

2 Points

Identifies some of the producers, consumers, and decomposers in the garden ecosystem, but with some omissions or inaccuracies.

Beginning

1 Points

Struggles to identify the producers, consumers, and decomposers in the garden ecosystem.

Criterion 3

Explanation of Roles

Explanation of the roles of different organisms in maintaining ecosystem balance.

Exemplary

4 Points

Provides an exceptionally clear, insightful, and thorough explanation of the roles of different organisms in maintaining ecosystem balance, demonstrating a sophisticated understanding of ecological principles.

Proficient

3 Points

Provides a clear and thorough explanation of the roles of different organisms in maintaining ecosystem balance.

Developing

2 Points

Provides a basic explanation of the roles of different organisms in maintaining ecosystem balance, but lacks depth or detail.

Beginning

1 Points

Provides a limited or unclear explanation of the roles of different organisms in maintaining ecosystem balance.

Category 3

Resource Optimization

Assesses the student's ability to analyze the existing conditions of the proposed garden site and propose strategies for optimizing resource use.

Criterion 1

Site Assessment

Assessment of existing site conditions (sunlight, soil, water).

Exemplary

4 Points

Conducts a comprehensive and insightful assessment of existing site conditions, demonstrating a sophisticated understanding of the interplay between sunlight, soil, and water.

Proficient

3 Points

Conducts a thorough assessment of existing site conditions, including sunlight, soil, and water.

Developing

2 Points

Conducts a basic assessment of existing site conditions, but may overlook some important factors.

Beginning

1 Points

Conducts a limited or superficial assessment of existing site conditions.

Criterion 2

Resource Optimization

Strategies for optimizing resource use based on site conditions.

Exemplary

4 Points

Proposes innovative and highly effective strategies for optimizing resource use, tailored to the specific site conditions and demonstrating a deep understanding of scientific principles.

Proficient

3 Points

Proposes effective strategies for optimizing resource use based on the site conditions.

Developing

2 Points

Proposes some strategies for optimizing resource use, but they may not be fully appropriate for the site conditions.

Beginning

1 Points

Proposes limited or ineffective strategies for optimizing resource use.

Criterion 3

Scientific Justification

Scientific reasoning and evidence to support each strategy.

Exemplary

4 Points

Provides compelling scientific reasoning and robust evidence to support each strategy, demonstrating a mastery of scientific concepts and principles.

Proficient

3 Points

Provides sound scientific reasoning and relevant evidence to support each strategy.

Developing

2 Points

Provides some scientific reasoning and evidence to support each strategy, but it may be incomplete or weak.

Beginning

1 Points

Provides limited or unsubstantiated reasoning and evidence to support each strategy.

Category 4

Environmental Impact

Assesses the student's ability to investigate the potential environmental impacts of different garden design choices and propose alternative practices that minimize environmental harm.

Criterion 1

Environmental Impact Research

Research on potential environmental impacts of garden design choices.

Exemplary

4 Points

Conducts comprehensive and insightful research on the potential environmental impacts of various garden design choices, demonstrating an exceptional understanding of ecological principles.

Proficient

3 Points

Conducts thorough research on the potential environmental impacts of various garden design choices.

Developing

2 Points

Conducts basic research on the potential environmental impacts of various garden design choices, but may overlook some important factors.

Beginning

1 Points

Conducts limited or superficial research on the potential environmental impacts of garden design choices.

Criterion 2

Impact Identification

Identification of potential negative impacts of the proposed garden design.

Exemplary

4 Points

Identifies potential negative impacts of the proposed garden design with exceptional accuracy and insight, demonstrating a nuanced understanding of environmental consequences.

Proficient

3 Points

Identifies potential negative impacts of the proposed garden design.

Developing

2 Points

Identifies some potential negative impacts of the proposed garden design, but may miss some key issues.

Beginning

1 Points

Struggles to identify potential negative impacts of the proposed garden design.

Criterion 3

Justification of Alternatives

Justification of alternative practices with scientific reasoning and evidence.

Exemplary

4 Points

Provides compelling scientific reasoning and robust evidence to justify alternative practices, demonstrating a mastery of scientific concepts and principles.

Proficient

3 Points

Provides sound scientific reasoning and relevant evidence to justify alternative practices.

Developing

2 Points

Provides some scientific reasoning and evidence to justify alternative practices, but it may be incomplete or weak.

Beginning

1 Points

Provides limited or unsubstantiated reasoning and evidence to justify alternative practices.

Category 5

Garden Design

Assesses the student's ability to create a detailed design plan for the community garden, incorporating sustainable practices, resource optimization strategies, and environmental considerations.

Criterion 1

Garden Layout

Detail and clarity of the garden layout.

Exemplary

4 Points

The garden layout is exceptionally detailed, clear, and visually appealing, demonstrating a sophisticated understanding of spatial design principles.

Proficient

3 Points

The garden layout is detailed, clear, and easy to understand.

Developing

2 Points

The garden layout is somewhat detailed and clear, but may lack some important information or be difficult to interpret.

Beginning

1 Points

The garden layout is incomplete, unclear, and difficult to understand.

Criterion 2

Plant Selection

Appropriateness of plant species selection for the local climate and soil conditions.

Exemplary

4 Points

Selects plant species that are exceptionally well-suited to the local climate and soil conditions, demonstrating a deep understanding of plant ecology and sustainable gardening practices.

Proficient

3 Points

Selects plant species that are appropriate for the local climate and soil conditions.

Developing

2 Points

Selects plant species that are mostly appropriate for the local climate and soil conditions, but there may be some questionable choices.

Beginning

1 Points

Selects plant species that are poorly suited to the local climate and soil conditions.

Criterion 3

Sustainable Practices

Incorporation of sustainable practices into the garden design.

Exemplary

4 Points

Incorporates sustainable practices seamlessly and effectively into the garden design, demonstrating a comprehensive understanding of sustainability principles and their practical application.

Proficient

3 Points

Incorporates sustainable practices into the garden design.

Developing

2 Points

Incorporates some sustainable practices into the garden design, but they may not be fully integrated or optimized.

Beginning

1 Points

Fails to incorporate sustainable practices into the garden design.

Criterion 4

Community Benefits

Description of how the garden will benefit the community.

Exemplary

4 Points

Provides a compelling and insightful description of how the garden will benefit the community, demonstrating a deep understanding of community needs and the potential of the garden to address them.

Proficient

3 Points

Describes how the garden will benefit the community.

Developing

2 Points

Describes some of the ways the garden will benefit the community, but the description may lack detail or depth.

Beginning

1 Points

Provides a limited or superficial description of how the garden will benefit the community.

Reflection Prompts

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

Question 1

How has your understanding of ecosystem interactions changed as a result of designing the community garden?

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Question 2

To what extent do you believe your garden design successfully balances environmental sustainability, community needs, and resource optimization?

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Question 3

Which sustainable practice that you incorporated into your garden design are you most proud of, and why?

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Question 4

What was the most challenging aspect of designing a sustainable community garden, and how did you overcome it?

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Question 5

In what ways do you think your community garden design could be improved to further enhance its sustainability and community benefits?

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