Learner Description: First Grade and First/Second Multiage

Overview: Mrs. Warner talked to the children about the possibility of beautifying the landscaping at Betsy Ross School. Students sought permission from the Board of Education to plant outside several classrooms. They researched types of plantings and costs. As a part of this project, the children investigated science concepts related to plant life. The final step was the actual planting, with each child contributing and parents helping. The children created a summer schedule to provide for long term maintenance.

Problem:

How could the children beautify the grounds of Betsy Ross School inexpensively, appropriately, and realistically?

What will be taught?

Students will research the process needed to beautify the grounds.

*cost

*practicality

*resources

How will it be taught?

Students will use a variety of school, community, and district resources.

What will the students do and learn?

Students will investigate the tasks needed to undertake a multistep project. They will appreciate the effort required to complete it.

Rationale: Purpose of the unit as a whole

Why would you teach this project?

This project relates to the science unit.

Why would this this qualify as an Engaged Learning unit?

Children are actively involved in designing and implementing the project.

Why is technology an important component of this unit?

Children need to use technology to access information about plant life and investigate similar projects.

Why is this project authentic/meaningful , and challenging for students?

Children feel ownership because they design and implement the project.

This project is challenging because it is something that they have never been asked to do.

Goals - Content, Cognitive and Social :

Science Standards

District 23 and Illinois

Goal 11 - Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problem.

Students will observe, compare and contrast different types of plant life.

Students will plant, grow and record changes in a bean plant.

Students will observe and identify different types of seeds.

Goal 12 - Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences,

Students will distinguish between living and nonliving things.

Students will identify the parts of a plant and their functions.

Students will describe the basic need of plants.

Goal 13 - Understand the relationships among science, technology and society in historical and contemporary contexts.

Students will use technology to obtain information about regional plants.

Students will investigate outside sources for acquiring plants.

Students will use various tools to measure plant growth.

Students will experience the decision making procedure involved in planting a garden.

Learning Activities

February, 2001

Mrs. Warner will introduce landscape beautification need to students.

Students will seek permission and determine parameters from district Business Manager.

Students will research types of plantings and costs. We will determine how these costs will be covered.

March, 2001

We will investigate what district resources will be available and used.

Plans will be set up related to how and who will do the actual landscaping.

Students will walk the Ross grounds and record observations.

April, 2001-

Landscaping purchase and planting.

Planning for long-term maintenance.

Student Assessment

What are the scoring characteristics?

Students will be scored on their ability to work cooperatively and complete their planting responsibility.

What will indicate that students are novices, practitioners, or experts?

Student created rubric

How will I measure and communicate student progress on the goals?

Students will evaluate themselves related to their group and personal responsibility.

How can students be involved in establishing goals and criteria for the assessment?

Students will create a rubric to be used by themselves and the teacher. Each rubric will be filled out independently and both will be discussed during a conference.

How will the assessments be implemented to ensure that they are generative?

Student created evaluation

Seamless and ongoing?

Progress of plant research will be periodically discussed

Equitable for all students?

All students will be given the same responsibility and the same evaluation.

An authentic task?

Students are invested in the improvement of their school grounds.

How will students demonstrate their knowledge and skills?

*plant journal

*recorded bean data

*e-mail communication

*inquiry meeting with Building Principal

*formal meeting with Business Manager

*oral presentation to the School Board

*ongoing narrative description of gardening process

*rubric

Resources

*district administrators

*district technology

digital camera

e-mail

word processing

slide show

video camera

Internet

*books

*parents

*math science coordinator

*technology facilitator

Management

How will you manage student work individually and in groups?

Planning will be done in a large group. Research and plant related tasks will be done in small groups.

How will the room(s) be arranged?

Small group work will be done at tables.

Where will equipment and materials be located to promote maximum use?

Students will have use of the computer center in classroom and library.

How will students with special needs be helped?

Students will receive peer, teacher and parent help.

Unit Evaluation

What was effective?

*meeting a building need by helping our school

*working with school personnel

*direct contact with School Board and Administrators

*working cooperatively

*developing a relationship with another class

*connecting our project with the study of plants

What wasn't effective?

*unpredictable weather

*time constraints

What will I do differently next time?

Consider a fund raising activity to cover plant costs.