Literacy:

 Symbolic Competence:

Students will research various forms of media such as internet, periodicals, books and videos to determine appropriate methods of maintaining greenhouses and gardens.  Students will also search catalogs, both print and web based, for materials necessary to perform the needed maintenance as well as plant matter required.  Students will make, use and interpret spreadsheets, graphs and charts to both assist in decision making and discourse.

Cognitive Processes:

To determine the most appropriate methods for maintaining the outdoor laboratory, students will need to process information gained through their research and interviews and apply it to the various tasks.

Discourse Forms:

Students will express their synthesized knowledge in various forms.  These forms will include, but are not limited to spreadsheets, presentation to School Board, advertisement for “fund raisers”, communications with vendors, and any grant proposals.

Problem-Solving:

Strategies:

Team building, informational analysis, interviewing, data analysis, budgeting, scheduling 

Authentic Anchored Problem:

The school district has built an outdoor laboratory which includes a greenhouse.  The laboratory requires maintenance and upkeep.  In addition, various elementary and Junior High classes need to use the lab for their projects. Since the lab is in it’s early stages of development, the district is open to upgrading the area.  However, funds are severely limited.  The problem to solve will be how to maintain and upgrade the lab area as well as provide necessary materials for class projects on limited funds available.

Knowledge:

Disciplinary Structures:

Environmental Science: climate, niche, habitat, water resources, native plants, artificial environments, pest and weed control chemicals. Economics: budgeting, comparison shopping, negotiation Ag Science: construction, estimation, horticulture.

Disciplinary Processes:

Students will use be using the problem solving process which include the following:
laboratory investigations, plan and implement investigative procedures, formulating testable hypotheses, selecting appropriate equipment and technology, collecting data, analysis of promotional material.

Disciplinary Discourse: Narratives-

Students will create and share a(n):

prioritized list of maintenance tasks to be completed

spreadsheet showing costs of any material or plant matter

budget for completion of the maintenance portion of project

timeline for completion of the current year project

schedule for use of the area by interested classes

presentation for the School Board outlining the funds needed and the types of fund raising activities (plant sale, salsa sale, grants, etc.) the students wish to implement

advertisements for any fund raising activities

photographic “scrapbook” of the year’s activities to be shared on the class website

end of year presentation for the School Board

Using Information:

The students will search, sort, create, and communicate the information gathered from their research. The students will also implement the concepts to design, decode, encode, construct, and explore proper techniques for maintaining the lab area. The majority of information that the students gather will require analytical thinking skills, problem solving skills, interpreting data, using previous knowledge, and interpreting knowledge to create a solution to a particular problem.

Community:

 Students will work in cooperative and collaborative groups to determine tasks needed for ongoing maintenance of the greenhouse and laboratory area.  

Students must cooperate in performing the actual maintenance tasks as well as horticultural tasks to ensure an appropriate learning environment for all classes who use the greenhouse and laboratory area.

Students will also communicate and work with local nursery owners who will serve as mentors.  Communication will be via e-mail and face-to-face interaction.

Progress of maintenance and projects will be shared within the school and local community through class website, school newspaper and local newspapers.

Authentic Activities

1            Interview local Master Gardner to determine type of plants and planting methods

2            Meet and interview local nursery owner for input on maintaining greenhouse and plants

3            Meet and interview County Extension Agents for input on local insects and their control

4            Meet and interview teachers to determine their needs for class projects

5            Meet and interview maintenance department to determine proper methods for requesting any maintenance students cannot perform (example: use of chemicals for insect and weed control)

6            Create pictoral log of trip to botanical gardens

7            Assist teacher with writing grant proposal

Background Activities

1            Field trip to Waco and Ft. Worth botanical gardens

2            Research grant opportunities

3            Use internet search engines, magazines and catalogs to research maintenance aspects

4            Tutorials on use software programs for budgeting

5            A tutorial on the use of digital still and video cameras

6            Examples of Photo Story projects will be shown and students will work in pairs to create short Photo Stories about themselves in order to learn the software

7         Business Ed teacher will be asked to present information on proper budgeting techniques

8          Superintendent will be asked to present information on proper methods for use of school funds and monies from grants and fundraising

Constructing Activities

1            Create a maintenance plan/timeline

2            Create brochure for fund raising activities

3            Create digital photo or video record of maintenance and projects

4            Create class web page “scrapbook” for presentation of the photo or video record

5            Create budget for purchasing materials and plants

6            Create database or spreadsheet for tracking budget, profit, loss

7            Create and present multimedia presentation for School Board

8            Create schedule for use of greenhouse lab area by other classes

1            Presentation to School Board at beginning and end of year

2            Share and maintain lab schedule with other classes and teachers

3            Work with maintenance department on scheduling and completion of activities maintenance department will have to complete

Contents:

§112.44. Environmental Systems.

 (c) Knowledge and skills.

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations; and

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations.

The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) collect data and make measurements with precision;

(C) organize, analyze, evaluate, make inferences, and predict trends from data; and

(D) communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.

The student is expected to:

(B) make responsible choices in selecting everyday products and services using scientific information;

(D) describe the connection between environmental science and future careers; and

(4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes.

The student is expected to:

(A) identify indigenous plants and animals, assess their role within an ecosystem, and compare  them to plants and animals in other ecosystems and biomes;

(B) make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and biomes;

(C) evaluate the impact of human activity such as methods of pest control, hydroponics, organic gardening, or farming on ecosystems;

(D) predict how the introduction, removal, or reintroduction of an organism may alter the food chain and affect existing populations; and

(E) predict changes that may occur in an ecosystem if biodiversity is increased or reduced.

(5) Science concepts. The student knows the interrelationships among the resources within the local environmental system.

The student is expected to:

(B) identify source, use, quality, and conservation of water;

(C) document the use and conservation of both renewable and non-renewable resources;

(D) identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;

(E) analyze and evaluate the economic significance and interdependence of components of the environmental system; and

(F) evaluate the impact of human activity and technology on land fertility and aquatic viability.

(7) Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems.

The student is expected to:

(A) relate carrying capacity to population dynamics;

(C) evaluate the depletion of nonrenewable resources and propose alternatives; and

(8) Science concepts. The student knows that environments change.

The student is expected to:

(C) describe how communities have restored an ecosystem; and

(D) examine and describe a habitat restoration or protection program.

§118.2. Economics with Emphasis on the Free Enterprise System and Its Benefits, High School (One-Half Credit).

 (3)  Citizenship. The student understands the right to own, use, and dispose of private property. The student is expected to:

(A)  analyze an example of the responsible purchase, use, or disposal of personal use of business and individual property.

(4)  Economics. The student understands the basic principles of the U.S. free enterprise system. The student is expected to:

(A)  explain the basic principles of the U.S. free enterprise system including profit motive, voluntary exchange, private property rights, and competition; and

(B)  explain the benefits of the U.S. free enterprise system including individual freedom of consumers and producers, variety of goods, responsive prices, and investment opportunities.

 (7)  Economics. The student understands the interaction of supply, demand, and price. The student is expected to:

(A)  identify the determinants that create changes in supply, demand, and price; and

 (23)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C)  create a product on a contemporary economic issue or topic using critical methods of inquiry;

(E)  analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference;

Tools

1            Magazines and periodicals from library

2            Catalogs (both print and online) from gardening supply companies

3            Spreadsheet software

4            Database software

5            Digital still camera

6            Digital video camera

7            Web design tools

8            Photo and video processing software

9            Gardening tools

10         Computer

11         Printer

12         Projector

13         Financial software

14         Plant material

Assessment

1            Rubrics for

1.1                 Brochure

1.2                 Multimedia presentation

1.3                 Maintained greenhouse lab area

1.4                 Spreadsheets

1.5                 Class website

2            Adherence to timeline

3            Profits on fund raising

Learning Environment

 Students will be in groups of 4. In the classroom, students desks will be arranged in their groups.  Students will have access to computers and printers in both the classroom and the high School computer lab.  The library will also be available for the students to have access to magazines, periodicals and books.  Digital cameras, photo and video processing software will also be available for students to record their progress.  Much of the time will be spent outdoors determining the maintenance requirements and performing the tasks.  Students will have access to the necessary gardening tools and implements.

To Do List:

Literacy:

 Symbolic Competence:

Students will research various forms of media such as internet, periodicals, books and videos to determine appropriate methods of maintaining greenhouses and gardens.  Students will also search catalogs, both print and web based, for materials necessary to perform the needed maintenance as well as plant matter required.  Students will make, use and interpret spreadsheets, graphs and charts to both assist in decision making and discourse.

Cognitive Processes:

To determine the most appropriate methods for maintaining the outdoor laboratory, students will need to process information gained through their research and interviews and apply it to the various tasks.

Discourse Forms:

Students will express their synthesized knowledge in various forms.  These forms will include, but are not limited to spreadsheets, presentation to School Board, advertisement for “fund raisers”, communications with vendors, and any grant proposals.

Problem-Solving:

Strategies:

Team building, informational analysis, interviewing, data analysis, budgeting, scheduling 

Authentic Anchored Problem:

The school district has built an outdoor laboratory which includes a greenhouse.  The laboratory requires maintenance and upkeep.  In addition, various elementary and Junior High classes need to use the lab for their projects. Since the lab is in it’s early stages of development, the district is open to upgrading the area.  However, funds are severely limited.  The problem to solve will be how to maintain and upgrade the lab area as well as provide necessary materials for class projects on limited funds available.

Knowledge:

Disciplinary Structures:

Environmental Science: climate, niche, habitat, water resources, native plants, artificial environments, pest and weed control chemicals. Economics: budgeting, comparison shopping, negotiation Ag Science: construction, estimation, horticulture.

Disciplinary Processes:

Students will use be using the problem solving process which include the following:
laboratory investigations, plan and implement investigative procedures, formulating testable hypotheses, selecting appropriate equipment and technology, collecting data, analysis of promotional material.

Disciplinary Discourse: Narratives-

Students will create and share a(n):

• prioritized list of maintenance tasks to be completed
• spreadsheet showing costs of any material or plant matter
• budget for completion of the maintenance portion of project
• timeline for completion of the current year project
• schedule for use of the area by interested classes
• presentation for the School Board outlining the funds needed and the types of fund raising activities (plant sale, salsa sale, grants, etc.) the students wish to implement
• advertisements for any fund raising activities
• photographic “scrapbook” of the year’s activities to be shared on the class website
• end of year presentation for the School Board

Using Information:

The students will search, sort, create, and communicate the information gathered from their research. The students will also implement the concepts to design, decode, encode, construct, and explore proper techniques for maintaining the lab area. The majority of information that the students gather will require analytical thinking skills, problem solving skills, interpreting data, using previous knowledge, and interpreting knowledge to create a solution to a particular problem.

Community:

Authentic Activities

1            Interview local Master Gardner to determine type of plants and planting methods

2            Meet and interview local nursery owner for input on maintaining greenhouse and plants

3            Meet and interview County Extension Agents for input on local insects and their control

4            Meet and interview teachers to determine their needs for class projects

5            Meet and interview maintenance department to determine proper methods for requesting any maintenance students cannot perform (example: use of chemicals for insect and weed control)

6            Field trip to Waco and Ft. Worth botanical gardens

7            Research grant opportunities

8            Use internet search engines, magazines and catalogs to research maintenance aspects

Background Activities

1            Tutorials on use software programs for budgeting

2            A tutorial on the use of digital still and video cameras

3            Examples of Photo Story projects will be shown and students will work in pairs to create short Photo Stories about themselves in order to learn the software

4            The librarian will be asked to explain how to use newspaper achieves in order to find articles about important events from the communities past

5            Business Ed teacher will be asked to present information on proper budgeting techniques

6            Superintendent will be asked to present information on proper methods for use of school funds and monies from grants and fundraising

Constructing Activities

1            Create a maintenance plan/timeline

2            Create brochure for fund raising activities

3            Create digital photo or video record of maintenance and projects

4            Create class web page “scrapbook” for presentation of the photo or video record

5            Create budget for purchasing materials and plants

6            Create database or spreadsheet for tracking budget, profit, loss

7            Create multimedia presentation for School Board

8            Create schedule for use of greenhouse lab area by other classes

Contents:

§112.44. Environmental Systems.

 (c) Knowledge and skills.

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations; and

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations.

The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) collect data and make measurements with precision;

(C) organize, analyze, evaluate, make inferences, and predict trends from data; and

(D) communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.

The student is expected to:

(B) make responsible choices in selecting everyday products and services using scientific information;

(D) describe the connection between environmental science and future careers; and

(4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes.

The student is expected to:

(A) identify indigenous plants and animals, assess their role within an ecosystem, and compare  them to plants and animals in other ecosystems and biomes;

(B) make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and biomes;

(C) evaluate the impact of human activity such as methods of pest control, hydroponics, organic gardening, or farming on ecosystems;

(D) predict how the introduction, removal, or reintroduction of an organism may alter the food chain and affect existing populations; and

(E) predict changes that may occur in an ecosystem if biodiversity is increased or reduced.

(5) Science concepts. The student knows the interrelationships among the resources within the local environmental system.

The student is expected to:

(B) identify source, use, quality, and conservation of water;

(C) document the use and conservation of both renewable and non-renewable resources;

(D) identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;

(E) analyze and evaluate the economic significance and interdependence of components of the environmental system; and

(F) evaluate the impact of human activity and technology on land fertility and aquatic viability.

(7) Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems.

The student is expected to:

(A) relate carrying capacity to population dynamics;

(C) evaluate the depletion of nonrenewable resources and propose alternatives; and

(8) Science concepts. The student knows that environments change.

The student is expected to:

(C) describe how communities have restored an ecosystem; and

(D) examine and describe a habitat restoration or protection program.

§118.2. Economics with Emphasis on the Free Enterprise System and Its Benefits, High School (One-Half Credit).

 (3)  Citizenship. The student understands the right to own, use, and dispose of private property. The student is expected to:

(A)  analyze an example of the responsible purchase, use, or disposal of personal use of business and individual property.

(4)  Economics. The student understands the basic principles of the U.S. free enterprise system. The student is expected to:

(A)  explain the basic principles of the U.S. free enterprise system including profit motive, voluntary exchange, private property rights, and competition; and

(B)  explain the benefits of the U.S. free enterprise system including individual freedom of consumers and producers, variety of goods, responsive prices, and investment opportunities.

 (7)  Economics. The student understands the interaction of supply, demand, and price. The student is expected to:

(A)  identify the determinants that create changes in supply, demand, and price; and

 (23)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C)  create a product on a contemporary economic issue or topic using critical methods of inquiry;

(E)  analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference;

Tools

1            Magazines and periodicals from library

2            Catalogs (both print and online) from gardening supply companies

3            Spreadsheet software

4            Database software

5            Digital still camera

6            Digital photo camera

7            Web design tools

8            Photo and video processing software

9            Gardening tools

10         Computer

11         Printer

12         Projector

13         Financial software

14         Plant material

Assessment

1            Rubrics for

1.1                 Brochure

1.2                 Multimedia presentation

1.3                 Maintained greenhouse lab area

1.4                 Spreadsheets

1.5                 Class website

2            Adherence to timeline

3            Profits on fund raising

To Do List: