Stellar Soil
​    By: Nicole Robb & Lauren Behnke

Project at a Glance :

This project introduces 3rd grade students to various Next Generation science standards. Students will use research writing skills as they work through discovering how to create the most fertile soil for our school garden. (4 week project)
 
Driving Question:

How can we create a shared garden space for our school?

Standards:

• Elementary Science Stds:  3-LS4-3,  3-LS4-4, 3-5ETS1-2, &  3-5ETS1-1
• Elementary Literacy Stds:  W.3.7 & W.3.8

Team / Culture Building:

• Hopes, Fears, and Norms
• Creative DNA

Entry Event:

• School Garden Observation​

Stakeholders:

• Garden Committee 
• Students at Douglas Elementary School
• Animal habitats
• Staff

Empathy Building:

• Use Empathy Map with group members before we begin investigation, and then utilize map with our garden committee and DES students (possibly jigsaw different stakeholders and then do gallery walk).
• Pains and Gains - from garden committee perspective.​​

Inquiry / Need to Knows:

• Students write out everything they know about fertile soil on separate sticky notes.  Use notes to help them determine what more they need to find out in order to answer the driving question.  
• Sort notes - what might be answered by garden committed and what other resources might we need for our research? 
• Use sticky notes from the Need to  Know protocol pile to come up with questions for the garden committee.  Pass the questions along to the interviewees to allow them to prepare. 
• Interview the garden committee ​ ​

Incubation:

• Idea Quota - Generate 100 solution ideas in 10 minutes
• Circle map with frame of reference.

• Anti-Problem: How can we create the worst

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Solution Building:

• Use the  NUF Test to determine best solution ideas

• Based on NUF test results students will use the Dot Voting Test within groups to narrow possible solutions to top ideas.  Give students three (possibly make constraint of only able to put two dots on your own). Possibly have students write the number of their choice before they vote.  This will eliminate the possibility of students only trying to vote for the most popular choice.
•  Use the $100 Test, but narrow it down to $10 with fake money. Also, students must justify WHY they are choosing to place their money on each idea.  

Critique and Revision: ​

• Invite Mrs. Gust (principal) in to hear about the project ideas and ask clarifying questions (NUF test) and offer critique.  Students will be able to use this as an opportunity to think through their ideas and revise if necessary prior to final presentations.​

Authentic Audience:

• Garden Committee members​

Final Presentation:

• Students will have voice and choice in how to present their idea to the authentic audience.  They will be able to use technology (Google slides, Canva poster), poster materials, or modeling materials.  ​​

PROTOTYPE

Click here for teacher's full plan.

​Reflection and Feedback:

• Introduce Skills4Success at the beginning - have students be involved with what they think are the most important skills to focus on.  Use two main rubrics - one for the writing research and one for presentation expectations (speaking and listening). 
• Audience will have a rubric to complete​
• NUF results

Click here for the teacher's Journey through PBL on Padlet.

Meet the Educator:
Nicole Robb and Lauren Behnke  teach 3rd grade at Douglas Elementary School, Saugatuck Public Schools.
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     "I’m excited for students to feel vested in their learning and see the results of their efforts." ~ N. Robb

     "I am passionate about PBL because I think it empowers students to take ownership of their ideas and learning. They can gain experience problem solving and collaborating with their peers. Students learn communication, organization, and creativity."  ~L. Behnke