Impacting Food Scarcity
Phase 1: Designing a winter garden
EQ: How can we use energy to cultivate a garden to impact food scarcity in our community?
Subject/Standard English Language Arts EQ: How can I present my solution in a way that convinces my audience to select my garden design? Standard(s) Addressed: RI1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. SL4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Door Sign: Door Sign ELA - 1st STEM.docx Science EQ: What is energy and how does it relate to a garden and food scarcity? Standard Addressed: S8P1. Obtain, evaluate, and communicate information about the structure and properties of matter. S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system. Door Sign: Door Sign Science.docx Introduction to STEM 23'.pptx - Google Slides Mathematics EQ: How can solving linear equations and/or linear inequalities aid in budgeting for building a winter garden at Cass Middle School? Standard(s) Addressed: 8.PAR.3: Create and interpret expressions within relevant situations. Create, interpret, and solve linear equations and linear inequalities in one variable to model and explain real phenomena. Door Sign: Community Partner Video: https://youtu.be/wbNKF42rHNA Class Presentation: https://docs.google.com/presentation/d/1nkFXV80M80EE_7ukrjXSnYGKPm4hdEt5/edit?usp=sharing&ouid=107779664565571941649&rtpof=true&sd=true |
Lesson Summary 9/12-28: Students will create a presentation that will primarily be used to convey phase 1 of the engineering design process (imagine & design) and convince peers and community stakeholders to choose to construct their CMS Community Garden Design. Presentations will highlight student research that they have gathered to prove their chosen garden design is the most logical for combatting food scarcity/insecurity in Bartow County. Their evidence is organized with reasons, cited evidence to prove their reasons, and detailed explanations. 9/29: Students are in groups of 3, presenting one design of their choice. They will choose their own method of presentation (i.e. trifold, PowerPoint, Canva, etc.) STEM Food Scarcity Rubric.docx September 11, 2023 (Monday) Students were reintroduced to the Engineering Design Process and began to identify the problem in our community surrounding food scarcity. Students were introduced to how energy relates to food and gardens. Students were tasked with researching what food scarcity is, what it looks like within our community, and how energy plays a role in this problem. They looked at how energy is used to grow plants and what that would mean for their garden. They also researched the vital role energy plays in the body. September 12, 2023 (Tuesday) After researching the problem, students began to imagine a solution using a garden. They were tasked with figuring out the type of garden they would build, the vegetables/fruits to plant, where it would be located on school property and supplies needed. September 29, 2023 (Friday) Students then applied our current standard in science, S8P1 to identify physical and chemical properties of their garden. They looked at what physical and chemical changes occur as the plants grow and how they create chemical and physical changes as they care for the garden. September 15, 2023 (Friday) Students reviewed the purpose of the plan and how it will impact our school community this school year. They then watched a video presented by our community partner, UGA Extension-Bartow County. After the video, the students were prompted to pre-plan their garden in their STEM Journals using the following questions (slide 10 of the presentation): 1) What plants are you going to plant in your garden? 2) What is the spacing needed between plants? 3) What is the area the plant needs to survive? After the students pre-planned their gardens, they were prompted to do the following items to design/sketch their gardens: 1) Sketch the outline of your garden. 2) Label where you will plant each of your fruits and/or vegetables (refer back to your spacing and area needed). 3) Determine and label the area (length x width) of your garden.4) Determine and label the perimeter (adding the sides) of your garden. 5) Determine and label the volume (length x width x height) of your garden. September 18, 2023 (Monday) Students were asked to complete any task unfinished on Friday before moving forward. After all items above were completed, the students were prompted to budget their garden (slide 12 on their presentation). The students were asked to:
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