Profile Sheet

Original Title: Engineers Investigate Solutions to the Lack of Pollination in a School GardenPrimary subject area: ScienceOutside subject area: Language Arts Teachers: Linda Cruz, Susan Foster, Nelson Perez, Karina SmithGrade Level: 4th gradeClass: Life ScienceClass Level: RegularClass Time: 3 weeks during the science block of 60 minutes

Description of Student Roles and Problem Situations: Students will act as research experts from American Society of Agricultural and Biological Engineers (ASABE) and Agriculture Research Service (ARS) responsible for finding solutions to the lack of pollination in the school garden. Pollination is not taking place in the garden at COTaylor/Kirklane Elementary and plants are not reproducing. This is of great concern because the food grown in this garden is used to feed the homeless. How can we, as agricultural experts from ASABE and research experts from ARS discover and test two viable and sustainable ways of pollinating the plants in the school garden. The possible audience would be the school administration and the Garden Club Committee of the school.

RESOURCES

Websites:Pollinator Live: webcasthttp://pollinatorlive.pwnet.org/index.php

Eden Project: Pollinationhttps://www.edenproject.com/learn/for-everyone/what-is-pollination-a-diagram-for-kids

Hand Pollinationhttp://vegibee.com/index.php/hand-pollination

Kids Growing Strong: “Good Guys in the Garden”http://kidsgrowingstrong.org/Pollination

FAA Approves Yamaha RMAX Drone To Spray Crops In U.S.http://www.techtimes.com/articles/51049/20150506/faa-approves-yamaha-rmax-drone-to-spray-crops-in-u-s.htm

Videos:

Silence of the Bees; A Documentaryhttps://www.youtube.com/watch?v=xWFlisXUHDk

Flower Reproductionhttps://www.youtube.com/watch?v=YqM6rgB_l_o

Bee Raw Talk of Colony Collapse Disorderhttps://search.yahoo.com/yhs/search;_ylt=A0LEVrjtVvdVMCIAT_4nnIlQ;_ylc=X1MDMTM1MTE5NTY4NwRfcgMyBGZyA3locy1tb3ppbGxhLTAwNARncHJpZANQQTdpTGRUaVNVVzAxaXRaQ2R4VEZBBG5fcnNsdAMwBG5fc3VnZwMwBG9yaWdpbgNzZWFyY2gueWFob28uY29tBHBvcwMwBHBxc3RyAwRwcXN0cmwDBHFzdHJsAzQ0BHF1ZXJ5A2VmZmVjdHMgb2YgY29sb255IGNvbGxhcHNlIGRpc29yZGVyIGZvciBraWRzBHRfc3RtcAMxNDQyMjczMjM0?p=effects+of+colony+collapse+disorder+for+kids&fr2=sb-top-search&hspart=mozilla&hsimp=yhs-004

Books:

The Clover & the Bee; A Book of Pollination by Anne Ophelia Dowden

What Is Pollination? (Big Science Ideas) by Bobbie Kalman

Drones: From Insect Spy Drones to Bomber Drones By Scholastic

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Florida State Standards

MAFS.4.NF.1.1-Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.MAFS.4.MD.1.3-Apply the area and perimeter formulas for rectangles in real world and mathematical problems.Mathematical Practice 1:Make sense of problems and persevere in solving them.

SC.4.L.16.1-Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germinationSC.4.L.16.2-Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.SC.4.L.16.4-Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants.

LAFS.4.RI.3.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.LAFS.4.W.1.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

A. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

B. Provide reasons that are supported by facts and details.C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in

addition).D. Provide a concluding statement or section related to the opinion presented.

ISTE Standard 4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

Science and Engineering PracticeEngaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

● Compare and refine arguments based on an evaluation of the evidence presented. ● Distinguish among facts, reasoned judgment based on research findings, and speculation

in an explanation.

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● Respectfully provide and receive critiques from peers about a proposed procedure, explanation or model.by citing relevant evidence and posing specific questions.

● Construct and/or support an argument with evidence, data, and/or a model. ● Use data to evaluate claims about cause and effect.● Make a claim about the merit of a solution to a problem by citing relevant evidence about

how it meets the criteria and constraints of the problem

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STEM Areas: Science: Students will conduct experiments in which they test at least two different methods of pollinating plants in the school garden.Technology: Students will create either a Prezi or PowerPoint to present their findings.Engineering: Students will create at least two solutions for pollinating plants. They will make a claim about the merit of each solution to help pollinate our plants by citing relevant evidence about how it meets the criteria and constraints of the problem.Math:

● Students will use fractions to determine how many plants were successfully pollinated using different methods.

● Students will use formulas to calculate the area of the garden to determine how much host pollen and synthetic honey bee pheromones are needed.

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Learning Outcomes, Students Role and Problem Situation Meet the Problem, Problem Statement

Florida State Standards & Learning Outcomes:SC.4.L.16.1-Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.Learning Outcome # 1: After dissecting a flower, the student will identify the parts of the flower responsible for pollination or reproduction with at least 90% accuracy.MAFS.4.NF.1.1-Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.Learning Outcome 2: After constructing visuals of equivalent fractions, students will determine that if ⅔ of tomato plants are not well pollinated and 4/6 of pepper plants are not well pollinated, that the same fraction of plants are experiencing the same problem with at least 90% accuracy.

LAFS.4.RI.3.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Science & Engineering Practice: Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

● Construct and/or support an argument with evidence, data, and/or a model. ● Use data to evaluate claims about cause and effect.● Make a claim about the merit of a solution to a problem by citing relevant evidence about

how it meets the criteria and constraints of the problemLearning Outcome #3: Using various forms of media, the students will justify their solution using evidence and data scoring at least Adequate on the written report rubric.

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Description of Student Roles and Problem Situations: The students of the Garden Club at COTaylor/Kirklane Elementary have noticed that their garden is dying. The lack of pollination in the garden is of great concern because they are growing a garden to feed the homeless. They’ve noticed that there are not as many bees flying around the garden. They have chosen to put the solution into the hands of the experts. Students will act as research experts from Agriculture Research Service (ARS) and engineers from the American Society of Agricultural and Biological Engineers (ASABE) responsible for finding sustainable solutions to the problem of the lack of pollination in our school’s flower/vegetable garden. As members of ARS, the students will research viable solutions to pollinate the plants of the school garden. As biological and agricultural engineers, they will also create a sustainable solution to pollinate the plants. The possible audience would be the school administration and the Garden Club Committee of the school.

Meet the Problem Documents:Students will receive a memorandum from the C.O. Taylor / Kirklane Elementary Garden Club committee as well as links to two websites with background information concerning pollination.

C.O.Taylor/ Kirklane Elementary

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137 Kirkland Rd, Palm Beach, Fl. 33462

MEMORANDUMTo: American Society of Agricultural and Biological Engineers (ASABE) and Agriculture Research Service (ARS)

From: Garden Club Committee at C.O.Taylor/Kirklane Elementary

Subject: Lack of pollination in the school garden

Date: September 19, 2015

___________________________________________________________________

The students of the Garden Club at C.O.Taylor/Kirklane Elementary have discovered that the plants in our garden are not being pollinated. After months of observation and research, we’ve discovered a lack of pollinators in the garden. Sadly, we are unable to determine the cause of the problem, nor find a solution. We are asking ASABE and ARS to work together to discover the issue of decreased pollinators and provide us with a viable solution to pollinate our plants.

We will provide you with $500.00 for research and experimentation. In order to prevent further decomposition in our garden, we ask that you present your finding no later than October 12, 2015. Webcast: http://pollinatorlive.pwnet.org/index.php - Nature’s Partners: Pollinators, Plants and People: scientists and educators explain pollination, plant-insect interactions, how to study pollinators, their importance to the food supply, and what people can do to help

Informational: Hand pollinationhttp://vegibee.com/index.php/hand-pollination

How to Pollinate Plants

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Pollinating by Hand - Method #1Use this method to hand pollinate zucchini, squash, pumpkin and watermelon.

Identify the male and female flower.

The male flower has a plain stem under the flower.

The female flower has a tiny vegetable under the flower.

Gently snip the male flower off of the plant, leave flower intact if possible.

Snip the petals off the male flower.

Do not touch the stamen on the male flower with your fingers.

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Locate a fresh female flower with the petals pushed back.

Gently touch the stamen from the male flower to the stigma on the female flower.

Roll the stamen from the male flower back and forth on the stigma of the female flower.

Pollinating by Hand - Method #2Use this method to pollinate vegetables with small flowers, like cucumbers and cantaloupe.

Purchase a small watercolor paintbrush or use cotton swabs.

The brush or swabs need to be clean and dry.

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Pollinate very early in the morning and in dry conditions.

Identify the male and female flower.

Vegetable plants will have more male flowers than female flowers.

Use the brush or swab to gently swirl around the stamen of the male flower.

Carefully swirl the pollen collected on the brush onto the stigma of the female flower.

Touch all surfaces around the middle of the female flower.

Collect pollen from multiple male flowers for each female flower on the plant.

Informational: How Robo Bees Can Save America’s Crops: http://www.popsci.com/technology/article/2013-09/true-bee-or-robot-be

Something is killing off up to half of America's bees--terrible news for bees and the vegetation that depends on them for pollination. Fewer bees not only means less honey, it means less food. Researchers at Harvard are working on a partial solution -- tiny drones the size of bees (not to be confused with drone bees, the mostly useless males of a bee colony).

The drones are flying robots designed to be small enough to pollinate a flower (they weigh just 80 milligrams). They are also designed to hover, giving them plenty of time to transfer pollen. Their wings mimic those of a fly, flapping when pulled by a special

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ceramic that contracts when stimulated by electricity. This enables the robo-bees to flap 100 times a second--fast enough to float in the air, as a regular bee would.

The robo-bees aren't ready for prime time yet. Because they're so tiny, they can't fit a battery pack for power. The bees will also need some sort of computer so they can guide themselves in flight. Right now, there's no onboard guidance mechanism--again, they just don't have the real estate.

Still: robot bees! Robot bees! That's pretty great.

Problem Statement

Pollination is not taking place in the garden at C.O.Taylor/Kirklane Elementary and plants are not reproducing. This is of great concern because the food grown in this garden is used to feed the homeless. How can we as Agricultural experts from the American Society of Agricultural and Biological Engineers (ASABE) and research experts from Agriculture Research Service (ARS) determine two viable solutions to pollinate our garden in such a way that we…

1. Research and find reasons for the lack of pollination in the garden.2. Discover and test sustainable ways of pollinating the plants in the garden.

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3. Present findings and possible solutions to the Garden Club Committee and school administration on October 12, 2015.

4. Stay within a budget of $500.00 for researching, experimenting, and developing solutions to this problem.

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Know Board, Need to Know Know Board:

1) While pollinators may come in small sizes, they play a large and often undervalued role in the production of the food we eat, the health of flowering plants, and the future of wildlife. A decline in the numbers and health of pollinators over the last several years poses a significant threat to the integrity of biodiversity, to global food webs, and to human health, according to scientists.

2) Pollen is found in the plant’s or flower’s anthers and rubs off on pollinators, which transfer it to another plant or flower. The pollen travels down to the ovary creating a seed.

3) Pollinators include bees, butterflies, hummingbirds, bats and many other insects. 4) Apples, tomatoes and strawberries are pollinated by bees. Bananas are pollinated by bats

and chocolate comes from the cocoa plant that is also pollinated by bees. 5) Bees are the primary pollinators in the United States6) Fewer bees not only means less honey, it means less food.7) There has been noticeable decrease in the population of bees, butterflies, and moths,

which is a great concern for farmers that grow fruits, vegetables, nuts, and flowers.8) Growers in Florida, Arizona, California, Utah, Washington, and Hawaii are especially

concerned about the decrease in pollinators.9) The loss of their homes by human activity creates a problem for pollinators. Other

responsible causes are pesticides, disease, and weather.10) Researchers at Harvard are working on a partial solution -- tiny drones the size of bees.

The drones are flying robots designed to be small enough to pollinate a flower (they weigh just 80 milligrams). They are also designed to hover, giving them plenty of time to transfer pollen. Their wings mimic those of a fly, flapping when pulled by a special ceramic that contracts when stimulated by electricity. This enables the robo-bees to flap 100 times a second--fast enough to float in the air, as a regular bee would.

Need to Know Board:

1) What is pollination?2) How does pollination work?3) What are the parts of a plant?4) What is a pollinator?5) Why do flowers and plants need to be pollinated?6) How do plant and insects interact together?7) How can I help with pollination?8) Can I pollinate a plant?9) What are drones?10) How can I use area to find my fractional parts?

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Capstone Performance

Explanation of how this performance is real-world: This project has a real world component where students can relate to having gardens and flowers at home and at school. Disintegration of bee colonies is a real problem that our communities face world-wide. Scientists are currently working on finding solutions to the Bee Colony Collapse, and reduction of pollinators to pollinate our crops, fields and gardens.

Capstone Performance Description:

Students will have 3 weeks to complete this project, which consist of an individual student report and a group oral presentation where each student is graded on their independent part. The groups will consist of 3-4 students. Each group will be assessed based on two different rubrics, one individual student report and one oral presentation with each student being assessed on the part they present.

To begin, the students will research and experiment with pollination, pollinators, and plant reproduction. The written report from each student will have the student playing the part of a representative from the American Society of Agricultural and Biological Engineers (ASABE). They will be required to provide 2 solutions with 4 justifications for recommending one solution over the other. They must take into consideration the environmental effects on pollinators, plants, and humans. The student’s written report will be due on the day before presenting the oral presentations and will be assessed according to the written report rubric.

As a team, each student will share his two solutions and 4 justifications for recommending one solution over the other. After all students have shared their solutions, the team members will determine their best solution.

On the last day, students will present with their groups their 5 minute oral presentation explaining why their team’s best solution is the best option, including at least 1 accurate justification for the team’s best solution. Each student will be assessed individually according to the oral presentation rubric. In addition, a member from the audience will ask each student one question.

Following the oral presentations, students will be asked to reflect on their individual learning and thinking processes throughout this lesson. Questions that may be used to address the student’s metacognition are the following:

How did you decide what to include?

How did you start off?

What did you find the most difficult bit? How did you tackle it?

Did you use any images in your head to help you?

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What have you learned about (e.g., decision making)?

How did you tackle sequencing/organizing the statements?

How did you work together? Did it help?

How did you decide to leave information out?

What assumptions have you made?

Did you have a plan and did you have to change it?

How might you use what you have learned today in another subject?

How is this like the work of (a job)?

Why is being able to reason/organize/evaluate important?

The audience will consist of students playing the part of The Garden Club members and administration from COTaylor/Kirklane.

Capstone Performance: Student Motivation

Students will plan a strategy for approaching the problem and take necessary steps to problem solve a solution, and reflect on and evaluate their results. Students will have the autonomy to do their own research thus, drawing their own conclusions. When they come together as a group they are able to defend their thoughts and discuss the solutions that are most viable. The research and creation of their oral presentation provides the student with a performance based project that deepens their understanding of the topic.

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Rubric for Assessing the Capstone Performance

Written Report Rubric

Criteria Superior Adequate Poor

Content Accuracy

20 pointsAll information and facts about plant parts, pollination and reproduction are 100% accurate.

15 pointsInformation and facts about plant parts, pollination and reproduction are accurate 90-99% of the time.

10 pointsInformation and facts about plant parts, pollination and reproduction are less than 90% accurate.

Alignment to Problem Statement

20 pointsEach solution aligns with all conditions stated in the problem statement.

15 pointsAt least one solution aligns with all conditions stated in the problem statement.

5 pointsNo solution aligns with the conditions stated in the problem.

RequiredComponents

50 pointsThe report contains:

1. The group’s problem statement.

2. An explanation of plant parts, pollination and reproduction with solutions using at least three accurate scientific facts and correct equivalent fractions.

3. Identifies and explain two possible solutions to the problem.

4. Provides at least four justifications for recommending one solution over the other.

40 pointsThe report contains:

1. The group’s problem statement.

2. An explanation of plant parts, pollination and reproduction using at least two accurate scientific facts and correct equivalent fractions.

3. Identifies and explains only one possible solution to the problem.

4. Provides at least four justifications for recommending one solution over the other.

20 pointsThe report contains:

1. The group’s problem statement.

2. An explanation of using at least one accurate fact about plant parts, pollination or reproduction with at least one scientific fact and correct equivalent fractions.

3. Identifies and explains only one possible solution to the problem.

4. At least two justifications for recommending one solution over the other.

Mechanics 10 pointsReport contains no grammatical errors. (spelling, capitalizations, punctuation, subject/verb agreement)

5 pointsReport contains 1-5 grammatical errors. .(spelling, capitalizations, punctuation, subject/verb agreement)

3 pointsReport contains more than five grammatical errors.(spelling, capitalizations, punctuation, subject/verb agreement)

Scoring Guide: A 90-100 ptsB 80-89 pts

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C 70-79 ptsD 60-69 ptsF Below 60 pts

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Rubric for Assessing the Capstone Performance

Oral Presentation Rubric

Criteria Superior Adequate Poor

Delivery 15 pointsSpeaker will do the following at least 90% of the time:

● Maintains eye contact with audience

● uses a clear audible voice

● Uses an appropriate rate of speech

● uses correct pronunciation

10 pointsSpeaker will do the following at least 80% of the time:

● maintains eye contact with audience

● uses a clear audible voice

● Uses an appropriate rate of speech

● uses correct pronunciation

5 pointsSpeaker performs the following less than 80% of the time:

● maintains eye contact with audience

● uses a clear audible voice● Uses appropriate rate of

speech● uses correct

pronunciation

Comprehension and

Accuracy

15 pointsStudent answers questions from audience providing at least 2 accurate facts.

10 pointsStudent answers questions from audience providing at least 1 accurate fact.

5 pointsStudent is unable to answer questions from audience or give any accurate facts.

Quality of Individual Solution

20 pointsStudent describes the environmental effects on pollinators, plants, and humans with at least 3 accurate scientific facts.

15 pointsStudent describes the environmental effects on pollinators, plants, and humans with at least 1 accurate scientific fact.

5 pointsStudent cannot describe the environmental effects on pollinators, plants, and humans.

Quality of Justification Explanation

30 pointsJustifications given for supporting the team’s “Best Solution” is 100% accurate and feasible.

30 pointsReasons given for supporting the team’s “Best Solution” is at least 90% accurate but not feasible.

20 pointsReasons given for supporting the team’s “Best Solution” is not accurate or feasible.

Accuracy of Budget

15 pointsAccurate budget does not exceed required amount for research and experimentation.

10 pointsAccurate budget exceeds required amount for research and experimentation by at least 25%.

5 pointsBudget is not accurate OR the budget exceeds the required amount by more than 25%.

Reflection 5 points● Student answers all

reflection questions.

3 points● Student answers

at least 90% of reflection

1 point● Student answers less

than 90% of reflection questions.

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questions.

Scoring Guide: A 90-100 ptsB 80-89 ptsC 70-79 ptsD 60-69 ptsF Below 60 pts

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Two Alternative Solutions; “Best” Solution Analysis

Solution #1: The American Society of Agricultural and Biological Engineers (ASABE) have created two solutions for the lack of pollination in our school flower/vegetable garden. The ASABE and ARS have decided to use Bee drones to assist the bees in pollinating the garden. These miniature drones are flying robots designed to be small enough to pollinate a flower (they weigh just 80 milligrams). They are also designed to hover, giving them plenty of time to transfer pollen.

Pros and Cons:

Pro Con

Increase of pollination Low battery life

High resolution weather Cost

Climate mapping FAA/School Board approval

Increased student interest Maintenance and upkeep

Consequences:

1. Currently, the virtual brains of the bee drones can only track motion and not colors or shapes.

2. Air space for drones is complicated.

Solution #2: The American Society of Agricultural and Biological Engineers (ASABE) have created two solutions for the lack of pollination in our school flower/vegetable garden. The ASABE and ARS have decided to pollinate the garden by hand. In many areas, honey bee populations have been declining due to such problems as colony collapse disorder, and therefore have been less effective as pollinators of fruit and vegetable crops. You can help plants by hand pollinating the flowers. Take a small paintbrush and transfer the yellow pollen from the male flower to the pistil inside the female flower. Within a few days, you should know whether you were successful.

Pros and Cons:

Pro Con

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Increased Fruit Size Cost

Increased Seed Numbers Even greater returns could be achieved if a more effective hand pollination device could be developed.

Reduction on Orchard Costs Time

Low material cost, watercolor paint brush and cotton swabs

Weather conditions

Consequences:

1. The consequence of self-pollinating flowers and plants is that there is little genetic diversity because the same genes are passed down from the parent plant to the offspring.

2. Any change in the natural cycle threatens the survival of these plant species.

Justifications:

Best Solution:

Solution #2 is the best solution to the problem. According to numerous articles and studies, the best way to pollinate our school garden is by hand pollination. Hand pollination manages the biological diversity of plants and crops on the planet. First, Hand pollination safeguards and protects bees and butterflies, and in many cases of plant reproduction leads to better crops and stronger plants. This process of natural selection is beneficial for plant species that may otherwise die out. Second, Pollinating by hand avoids relying on insects to do the job for you. Hand pollination is not normally necessary if there are plenty of insects around. However certain vegetables (such as eggplant and kiwi fruit) can be difficult to pollinate, so hand pollination may be necessary. Thirdly, Pollinating by hand also avoids cross-pollination which can be useful if you want to save seeds. Cross-pollination occurs when pollen from one vegetable variety fertilizes the stigma of a different variety of the same species. For example if a bee pollinates a pumpkin flower with pollen from a butternut squash flower, the resulting fruit could be an inedible hybrid of the two (and its seeds will also produce a different fruit). Evidence from around the world points to falling and increasingly unpredictable yields of insect-pollinated crops, particularly in the areas with the most intensive farming. Where crops are grown in vast fields, there are not enough insects to go around. If insecticides are sprayed too frequently, then vital pollinators cannot survive.

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Debriefing

Each team will be assembled to include 3-4 students each portraying a representative from the American Society of Agricultural and Biological Engineers (ASABE) and Agriculture Research Service (ARS).

During the presentations, all fellow classmates and guests will attentively listen. After their presentation, all teams will be given 3-5 minutes to rate each best solution by deciding if the solution was presented by the deadline, while staying in budget, and addressing all environmental concerns. The best solution will be determined by the average number of points a best solution is rated.

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Sample Rating Form:

Name of Group:_______________________________________

For each team, write the solutions, and calculate the number of points earn based on each presentation.

Solution Met deadline (2pts.)

Stayed in Budget (2pts.)

Environmental issues addressed (2pts. Each)

Total points

/2 Effects on pollinators

/2 Effects on plants

/2 Effects on humans

/10

/2 Effects on pollinators

/2 Effects on plants

/2 Effects on humans

/10

/2 Effects on pollinators

/2 Effects on plants

/2 Effects on humans

/10

/2 Effects on pollinators

/2 Effects on plants

/2 Effects on humans

/10

/2 Effects on pollinators

/2 Effects on plants

/2 Effects on humans

/10

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Debriefing Plan

Student Generated Solutions, Essential Concepts, and Coaching Questions

Essential Concepts:

These concepts must be addressed in debriefing or capstone performance for standards and learning outcomes to be achieved:

1. Students must understand and function of and identify the parts necessary for pollination, or reproduction of flowering plants.

2. Students must demonstrate an understanding of equivalent fractions to compare different amounts of crops in the garden accurately.

3. Students must understand how to apply the area formula (A=LxW).

4. Students need to fully understand and explain the effects their solution will have on the pollinators, plants, and humans.

5. Students must learn how to create an oral presentation, using technology.

Coaching Activities:

1. Students will view a video on flower reproduction. When complete, the students will dissect a flower and label each part in their journal.Flower Reproductionhttps://www.youtube.com/watch?v=YqM6rgB_l_o

2. Students will complete a paper folding activity to demonstrate their understanding of equivalent fractions. Students will identify the whole sheet of paper as 1 whole and relate that to our “whole” garden. After we first fold the paper into halves, we will discuss how we are still talking about our same garden but no we are imagining sectioning off half of it. I will continue this procedure with both the paper folding and identifying aspects of our garden. Once students have a good base of information, we will start comparing the plants. Such as, 4/6 of the tomato plants need to be pollinated and 8/12 of the pepper plants need to be pollinated. Are those figures equivalent?

3. Students will complete an area game in the classroom where the teacher has sectioned off a large space of floor using painters tape. Students will be able to partition sections of the shape and count the tiles to help figure out the measurements of both the Length and the Width. Once students have done this effectively they can play a paper based version of this by have students roll 2 dice to create an array on grid paper.

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4. Through some classroom information sessions, students will be able to discuss their possible solution with other students and adults (experts.) This along with their research on the following sites will ensure they will have a strong understanding of the effects of a plethora of possible solutions.

Eden Project: Pollinationhttps://www.edenproject.com/learn/for-everyone/what-is-pollination-a-diagram-for-kids

Hand Pollinationhttp://vegibee.com/index.php/hand-pollination

Kids Growing Strong: “Good Guys in the Garden”http://kidsgrowingstrong.org/Pollination

FAA Approves Yamaha RMAX Drone To Spray Crops In U.S.http://www.techtimes.com/articles/51049/20150506/faa-approves-yamaha-rmax-drone-to-spray-crops-in-u-s.htm

5. Teacher will take whole class to computer lab to teach students in a whole group setting, how to manipulate the technologies needed (PowerPoint or Prezi)to complete their presentations.

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Differentiation

The directions for each stage of the project will be broken down into digestible-bites. Students can be given task cards that explain what specifically needs to be completed for that stage of the project. When students are researching the topic, students with decoding and comprehension deficits will use a program called Read and Write Gold, thus, having the information read to them along with highlighting each word read. Furthermore, lower-achieving students or ELL students will use peer tutors to help assist with reading by buddy reading to each other. These students will use graphic organizers to help organize their thoughts and notes. Lastly, students with attention deficit problems will be placed in a location with the least amount of distractions. ELL students will use peer tutors to help assist with reading by buddy reading to each other. Lastly, these students will use graphic organizers to help organize their thoughts and notes.

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Safety Concerns and Reminders

Before students begin their research, rules and procedures for computer use will be reviewed by the teacher and posted by the computers. The teacher will also discuss the procedures and rules of labs, which are posted for students to reference. Lastly, students will reference a poster stating the rules of cooperative group behaviors.

Concerns Safety RemindersWith hands on activities and materials...

Only the materials person will gather and return materials from and to the teacher.

When paper folding to relate to fractional parts, be careful to handle paper carefully

Edges of paper can cause paper cuts

In co-operative group work ... Students will share ideas with one person speaking at a time.

When dissecting a flower lab... Only the materials person will gather and return materials from and to the teacher.

When dissecting a flower, students will use a plastic knife to cut the flower.

Only one student at a time can cut a flower and then gently place the knife in the container

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