Inquiry Project

PBL Artifact Template

Elizabeth Steimetz & Julia Dalton

Driving Question Where is the best location for our class garden?

This project would be suited for a fourth grade class. The driving question requires an indepth study because it would requires  students to learn the significance of sunlight,water, and soil for plant growth. The study is relevant to the student’s lives because students need plants to survive. They should understand how to grow them in the best environment. There are many possible outcomes that can be studied when you plant different plants in particular soils. There are several different locations where the garden could go. Each student’s name will be put in a jar and once we pull out their name, they can pick their favored location. We would make sure that there were only three students per location.There should be a sign-up sheet to stay organized. Their grade will not be affected by how well their plant grows, rather how well they record and analysis the data gathered.Our driving question is: Where is the best location for our class garden? This provides the fourth grade students the opportunity to explore the different locations and evaluate which they will benefit the plants most. Analyzing the soil, amount of sunlight, water source, and understanding the plant cycle will allow students to learn. By dividing into group based on their favored location, students will present a short presentation about WHY they think there location is best for our garden. This provides students the opportunity to defend their location.  At the end of all the presentations, we will discuss, vote, and decide on our location. Then, we will plant our garden!

Grabber: Photosynthesis Rap and  Take the class outside to explore different possible locations for the garden.

Out first grabber would be to show the students a “photosynthesis rap” on youtube. (https://www.youtube.com/watch?v=x-t0sGyjfto) This video would grab their attention because it’s engaging them and providing way to introduce the topic. It is significant because it gives the students a general background about how plants grow which will help them investigate the best location. They will need to research the plant cycle and the different environments. We will then take the class outside to explore different possible location. This will grab the student’s attention because kids love going outside and getting out of the normal classroom environment. Physically feeling, looking, and exploring the different locations will drive students to ask more questions because they will have to evaluate why and what allows for the best conditions for plant growth. Showing the rap video is a grabber because it provides a light-hearted way of presenting a very informative lesson. Some of the students may even enjoy the beat of the rap and remember it better! Going outside is also a grabber in itself. Think about whenever your teacher told you that you were going outside or going on a field trip. It strikes a chord with everyone. I know that when my teacher told me this, I would get so excited. The rap and going outside is not a forced situation. The students must go outside to test the soil, and to see which area is best fit for plant life.Going outside will benefit this experiment, because it will be one hundred percent hands- on, and the students will be able to learn from their mistakes. The process will include students going outside with clipboard and paper in hand. Students will have to jot down notes about observations of the type of soil, amount of shade/ sunlight, and nearest water source. Once they gather into groups, they can also add any other notes that they think will help defend their location.

Culminating Activity

In order to evaluate the student's knowledge, groups will present a short presentation (powerpoint, iMovie, or Prezi) defending their location and trying to convince their fellow students to grow their garden there. At the end, there will be a short debate to decide our garden’s location. Whichever group wins gets to name the garden and paint the sign for our garden! It is authentic because presentation provide a diverse way of defending their location. They can get creative while trying to convince their classmates which location is the best to plant the garden. It also helps students practice their argumentative skills because students must collaborate amongst each other while planning their presentations. They will be in groups of about three to four students. They will have to plan what to say and each student must speak. They will have to pick what they feel is most important when planting a garden. Then they will open up the presentation to the rest of class. The other student will have to have questions ready for the presenting group. The students will have a small debate after all the presentation have been presented. The short debate gives students time to interact with each other and argue their points.  Students would likely have to be graded on research before the project. For example, a questionnaire or short paper that explains what area is best for plant growth and why would be assigned. It should include background information on what plant need(water and sun intake) for them to thrive. Students will also be graded on their involvement when they go outside to see which area is best for a garden.