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GROW gets an answer

Unit Plan: Cycles: From Rot to RadishesLesson: 7 Time: Session 1, 2, and 3 (40 min each) Setting: Classroom
3-5, 6-8Schoolyard Ecology
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Objectives

Students complete their work for GROW by working in groups to create advertisements that teach the public about nutrient cycling, and GROW's research and products

Overview
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Students will be able to: cooperatively plan and complete a project; communicate their knowledge about nutrient cycling in an engaging way; judge their own work and reflect on their understanding of nutrient cycling; have new perspectives on the representation of science in the popular media

Materials

Session 1 and 2

For the class:

  • Display or photocopy the letter from GROW (Lesson 1 "A challenge from GROW")

  • materials for making advertisements

Session 3

For each student:

  • copy of "Scoring Sheet"
  • copy of "Group work Evaluation" (From Eco-Inquiry's multiple forms of Assessment)
  • Copy of "Portfolio Cover Sheet" (From Eco-Inquiry's Multiple Forms of Assessment)

Lesson Files

pdf
GROW Gets an Answer
pdf
Eco Inquiry's Multiple Forms of Assessment- contains "Group Work Evaluation" and "Portfolio Cover Sheet"

Benchmarks for Science Literacy

1A Scientific World View, 12D Communication Skills

NYS Standards

MST 4- Physical setting, living environment and nature of science, ELA 1- Language to collect and interpret information and understand generalizations, ELA 4 - Language for communication and social interaction with a wide variety of people
Next Generation Science Standards

Science and Engineering Practices

Engaging in argument from evidence, Obtaining, evaluating, and communicating information

Cross Cutting Concepts

Patterns, Cause and effect

Disciplinary Core Ideas

LS1C: Organization for Matter and Energy Flow in Organisms, LS2A: Interdependent Relationships in Ecosystems, LS2B: Cycles of Matter and Energy Transfer in Ecosystems
New York State Science Learning Standards

Performance Expectations

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem., MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Hogan, Kathleen. Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades. Kendall/Hunt Publishing Company, PO Box 1840, 4050 Westmark Drive, Dubuque, IA 52004-1840., 1994.