Created byPhillip Charles Alcock

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Sustainable Gardening

Grade 6Science5 days

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and maintain a sustainable garden that minimizes its environmental impact by optimizing resource use, promoting biodiversity, and reducing waste, while monitoring its effectiveness over time?

Essential Questions

Supporting questions that break down major concepts.

How can we design a garden that minimizes its impact on the environment?
What resources are essential for plant growth, and how can we ensure their sustainable use?
How do different gardening practices affect resource consumption and waste generation?
What methods can we use to conserve water and improve soil health in our garden?
How can we create a balanced ecosystem within our garden to support plant growth and minimize pest problems?
How can we monitor and measure the environmental impact of our garden over time?
What are the potential benefits of sustainable gardening for our community and the wider environment?

Standards & Learning Goals

Learning Goals

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

Students will design and implement a sustainable garden that minimizes environmental impact through resource optimization, biodiversity promotion, and waste reduction strategies.

NGSS

MS-LS2-1

Primary

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Reason: This standard directly aligns with the project's focus on resource management and its impact on the garden ecosystem.

MS-LS2-4

Supporting

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.Reason: Creating a sustainable garden involves altering components of an ecosystem, and this standard allows students to explore and argue the impact of their design choices.

MS-LS2-3

Supporting

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Reason: Students can model the flow of energy and matter within their garden, connecting composting, water cycles, and plant growth to broader ecosystem principles.

Entry Events

Events that will be used to introduce the project to students

Taste the Difference

Students participate in a 'blind taste test' comparing produce grown using conventional methods versus sustainable practices. The stark difference in flavor and quality sparks a discussion about the environmental impact of different farming techniques and the importance of sustainable agriculture.

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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

Sunflower Sprouts: Exploring Water's Impact

Students will conduct a seed germination experiment to investigate the impact of different resource levels (water) on sunflower plant growth. This activity introduces the concept of limiting factors and their effects on organisms.

Steps

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

1. Prepare three identical pots with soil. Plant a sunflower seed in each pot, ensuring the same depth and soil conditions.

2. Label the pots: "Ample Water", "Limited Water", and "No Water (Control)".

3. Water the pots according to their labels: Ample Water - water daily to keep the soil moist, Limited Water - water sparingly every few days, No Water - do not water at all.

4. Monitor and measure the growth of the sunflower seedlings in each pot over a set period (e.g., two weeks). Observe and record height, leaf development, and overall health.

5. Record the data in a table. Create graphs to visualize the growth patterns of the sunflowers under different watering conditions.

6. Analyze the collected data and draw conclusions about the effects of water availability on sunflower plant growth. Discuss the concept of limiting factors in plant development.

Final Product

What students will submit as the final product of the activityA lab report documenting the experiment, including data tables, graphs illustrating plant growth over time, analysis of the results, and conclusions about the impact of water availability on sunflower plant growth.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1. Analyzing and Interpreting Data, LS2.A: Interdependent Relationships in Ecosystems, Cause and Effect

Activity 2

Resource Investigators: Unearthing the Secrets of Plant Growth

Building on the seed experiment, students will design and conduct an investigation to explore the effects of another resource (e.g., sunlight or nutrient levels) on plant growth in their sustainable garden plots.

Steps

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

1. Choose a resource (sunlight or nutrients) and develop a research question.

2. Design an experiment to test the effects of different levels of the chosen resource on plant growth.

3. Implement the experiment, carefully monitoring and recording plant growth data.

4. Analyze the data, create graphs and charts, and draw conclusions about the resource's impact.

5. Relate the findings to sustainable gardening principles and resource management.

Final Product

What students will submit as the final product of the activityA detailed research report, including background research on the chosen resource, experimental design, data collection and analysis, discussion of findings, and connections to sustainable gardening practices.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1. Analyzing and Interpreting Data, LS2.A: Interdependent Relationships in Ecosystems, Cause and Effect

Activity 3

Composting Champions: Turning Waste into Garden Gold

Students will create compost bins and monitor the decomposition process, observing how organic matter is broken down and transformed into nutrient-rich soil. This activity reinforces the importance of recycling and resource utilization in a sustainable garden.

Steps

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

1. Build compost bins using recycled materials.

2. Add a variety of organic materials (leaves, food scraps, etc.) to the bins.

3. Regularly monitor and record temperature changes and decomposition progress.

4. Analyze the data and discuss factors that influence composting efficiency.

5. Explain the role of composting in nutrient cycling and sustainable gardening practices.

Final Product

What students will submit as the final product of the activityA composting journal documenting observations, temperature readings, analysis of decomposition rates, and reflections on the role of composting in sustainable gardening.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-3. Develop a model to describe the cycling of matter and flow of energy, LS2.A: Interdependent Relationships in Ecosystems

Activity 4

Pest Control Pioneers: Protecting Our Garden Naturally

Students will research and debate the pros and cons of different pest control methods, including natural predators, companion planting, and pesticides. They will then choose and implement a pest control strategy for their garden.

Steps

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

1. Research various pest control methods and their potential impacts.

2. Engage in a class debate, presenting arguments for and against different approaches.

3. Select a pest control strategy for their garden based on research and debate outcomes.

4. Implement the chosen strategy and monitor its effectiveness in controlling pests.

5. Present their findings and justify their chosen strategy based on data and environmental considerations.

Final Product

What students will submit as the final product of the activityA persuasive presentation arguing for the chosen pest control method, supported by research, data from their garden, and consideration of environmental impacts.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-4. Construct an argument supported by empirical evidence, LS2.A: Interdependent Relationships in Ecosystems

Activity 5

Sustainable Garden Stewards: Reflecting and Refining Our Approach

Students will analyze data collected throughout the project (plant growth, resource use, pest control, waste reduction) to evaluate the overall effectiveness of their sustainable garden. They will then propose modifications and improvements for future iterations.

Steps

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

1. Compile and analyze data collected throughout the project.

2. Evaluate the effectiveness of the sustainable gardening strategies implemented.

3. Identify challenges encountered and brainstorm potential solutions.

4. Reflect on the learning process and key takeaways from the project.

5. Propose modifications and improvements for future sustainable garden projects.

Final Product

What students will submit as the final product of the activityA comprehensive project report summarizing the entire gardening project, including data analysis, evaluation of successes and challenges, reflections on learning, and proposals for future improvements.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1. Analyzing and Interpreting Data, LS2.A: Interdependent Relationships in Ecosystems, Cause and Effect

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Gardening Portfolio Activities Rubric

Category 1

Data Analysis and Interpretation

Evaluates students' ability to analyze and interpret experimental data related to resource management in gardening activities.

Criterion 1

Accuracy and Completeness of Data

Assesses the accuracy and thoroughness of data collected and recorded in the experiments.

Exemplary

4 Points

Data is accurately recorded, comprehensive, and reflects a high attention to detail. Measurements are precise and complete without errors.

Proficient

3 Points

Data is mostly accurate and complete, minor inconsistencies present. Displays appropriate data recording techniques.

Developing

2 Points

Data is incomplete and has noticeable inconsistencies or errors. Some important measurements are missing.

Beginning

1 Points

Data lacks accuracy and completeness with numerous errors. Measurements are often missing or incorrect.

Criterion 2

Data Visualization

Evaluates the effectiveness in using tables, charts, and graphs to present data findings.

Exemplary

4 Points

Visualizations are clear, innovative, and effectively enhance understanding of data. The choice of charts/graphs is highly appropriate.

Proficient

3 Points

Visualizations are clear and appropriate, with relevant use of charts/graphs to display data findings.

Developing

2 Points

Visualizations are used but may not clearly present all essential data. Some choice of charts/graphs may be inappropriate.

Beginning

1 Points

Visualizations are unclear, inappropriate, or absent. Little connection to underlying data.

Criterion 3

Data Interpretation and Analysis

Measures the ability to interpret and draw conclusions from experimental data.

Exemplary

4 Points

Analysis demonstrates a deep understanding of the data. Conclusions are insightful, well-supported, and reflect strong cause-effect reasoning.

Proficient

3 Points

Analysis is clear, demonstrating solid understanding. Conclusions are supported by data and show understanding of cause-effect relationships.

Developing

2 Points

Basic analysis with limited conclusions. Some support from data is evident.

Beginning

1 Points

Minimal analysis with vague or unsupported conclusions. Limited ability to demonstrate cause-effect understanding.

Category 2

Scientific Understanding

Assesses students' understanding of scientific concepts pertaining to ecosystem interdependencies and resource impact.

Criterion 1

Understanding of Scientific Concepts

Evaluates the comprehension of science principles related to ecosystems, resources, and sustainability in gardening.

Exemplary

4 Points

Demonstrates extensive knowledge and integration of scientific concepts. Explains interrelated ecosystem processes insightfully.

Proficient

3 Points

Conveys clear understanding of key scientific concepts, with solid explanations of ecosystem interrelations.

Developing

2 Points

Partial understanding of the key scientific concepts. Explanations may be incomplete or lack depth.

Beginning

1 Points

Limited understanding of scientific concepts with minimal explanation of ecosystem processes.

Criterion 2

Application of Concepts to Problem Solving

Assesses how well students apply their scientific understanding to solve problems related to sustainable gardening.

Exemplary

4 Points

Consistently applies scientific concepts innovatively to solve complex problems. Solutions are well-reasoned and sustainable.

Proficient

3 Points

Applies scientific understanding effectively to create feasible solutions for problems presented in activities.

Developing

2 Points

Applies scientific principles with some relevance. Solutions may be plausible but lack sophistication.

Beginning

1 Points

Struggles to apply scientific understanding to solve problems. Solutions are vague or unsupported.

Category 3

Collaboration and Communication

Evaluates teamwork, communication, and presentation skills within group and individual activities.

Criterion 1

Effective Collaboration

Assesses students' ability to work collaboratively in teams during gardening activities.

Exemplary

4 Points

Exhibits leadership within group dynamics. Consistently contributes ideas and facilitates collaboration effectively.

Proficient

3 Points

Engages actively in group work, sharing ideas and supporting peers within collaborative tasks.

Developing

2 Points

Participates inconsistently in group activities. Contributions are minimal or sporadic.

Beginning

1 Points

Limited participation in group tasks. Requires assistance to contribute effectively.

Criterion 2

Communication of Ideas

Evaluates clarity and effectiveness in presenting research findings and proposals.

Exemplary

4 Points

Communicates ideas compellingly using concise language and engaging presentations. Supports points with detailed evidence.

Proficient

3 Points

Presents ideas clearly, using appropriate language and structure. Provides evidence for key points.

Developing

2 Points

Presentation clarity varies. Some key points supported by evidence but inconsistently.

Beginning

1 Points

Struggles to convey ideas clearly. Limited structure and evidence.

Category 4

Reflection and Self-Assessment

Assesses ability to reflect on learning experiences and evaluate project outcomes.

Criterion 1

Depth of Reflection

Measures the depth and insightfulness of student reflections concerning their learning and project experiences.

Exemplary

4 Points

Reflections are profound and insightful, demonstrating high self-awareness and learning from experiences.

Proficient

3 Points

Reflections show clear understanding and evaluation of learning experience. Demonstrates thoughtful consideration.

Developing

2 Points

Reflection shows emerging critical thinking. Some insights into learning experiences are evident.

Beginning

1 Points

Reflections are superficial with limited understanding or learning insights.

Reflection Prompts

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

Question 1

Reflect on the entire sustainable gardening project. What were your key takeaways regarding resource management, biodiversity, and waste reduction?

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Question 2

How effective were the different sustainable gardening strategies you implemented? Provide specific examples from your data and observations to support your claims.

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Question 3

What were the biggest challenges you encountered during the project, and how did you address them? What alternative solutions might you try in the future?

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Question 4

How did your initial understanding of sustainable gardening compare to your current perspective? Did any of your assumptions change?

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Question 5

On a scale of 1 to 5, how confident are you in your ability to design and maintain a sustainable garden in the future? Why?

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