The Process of Making/Implementing the Use of Our Greenhouse. Page 2
What
is a greenhouse?
A greenhouse is a place where you plant stuff in. You can make it. It has a door and it is like a house. It is shaped like a rainbow. By Brittany Draper and Chanteal Williams.
A greenhouse
is where you plant plants. A greenhouse is shaped like a rainbow. A greenhouse
is a place where different plants grow. Our greenhouse only has one door.
By Maggie Chee.
What is propogation about?
Cut a piece of plant and if it needs roots put it in water.
After that, when the roots are done you can transplant it. After a week
or more you can dig a hole about 2-3 inches and put the plant in the hole.
By Brittany Draper
When you take off a plant and you put it in a cup and it looks like you are re-planting.
Evaluation of the Greenhouse Project
Progressing
Maturing
Advanced
Instructional materials addressed students’ interest and developmental needs, and encourage many students in meaningful learning. Instructional materials are designed to reflect individual student’s interests and developmental needs, and engage most students in meaningful learning.
Materials relate well to the learning goals of the project
The project supports students to become independent problem solvers and thinkers, with guidance from adults, as needed. Instructional materials are differentiated to reflect individual students’ interests and engage all students in meaningful learning.
Instructional materials addressed students’ interest and developmental needs, and encourage many students in meaningful learning. Instructional materials are designed to reflect individual student’s interests and developmental needs, and engage most students in meaningful learning.
Materials relate well to the learning goals of the project
The project supports students to become independent problem solvers and thinkers, with guidance from adults, as needed. Instructional materials are differentiated to reflect individual students’ interests and engage all students in meaningful learning.
The
project expects and supports students to become independent thinkers who
define problems of interest and actively pursue their own solutions.
The assessment of STAR School students follows the basic tenants of the
multiage classroom. Although academic assignments are given to all students,
academic outcome assessments are based on students’ developmental
and cognitive levels with Arizona Learning Standards not being the driving
force of the assignments but applied to the natural development of the
children.
The assessment of STAR School students follows the basic tenants of the multiage classroom. Although academic assignments are given to all students, academic outcome assessments are based on students’ developmental and cognitive levels with Arizona Learning Standards not being the driving force of the assignments but applied to the natural development of the children.
Question Beginning Progressing Maturing Advanced
Evidence:
The semantic concept
web to left was generated by the students prior to the building of the
greenhouse. This web shows the students’ interest in the need for
building a greenhouse, but the web was not the determining factor that
precipitated the building of the greenhouse. As stated earlier in the
introduction to this section, community outreach between Dr. Sorensen,
Chuck McDougal and Patrick Grant initiated the building. This web, however,
gave ownership of the project the students, because the students saw their
ideas put into action by the administration with the help of the community.
Adults gave students directions, but the actual work allowed students the opportunity to become independent problem solvers and thinkers because they had to manipulate the tools and materials to achieve the desired outcome. This idea of independent problem solver and thinker is also exemplified in the follow-up classroom activity of writing directions on how to build a greenhouse. Students were given a written assignment to make directions on how to build a greenhouse. Setting the stage for this assignment, another semantic concept web was used to initiate different formats. As a class, the students brainstormed the possibilities of formats they could use to accomplish the task. The students came up with the following formats; written directions in paragraphs, numbered step-by-step instructions and pictures with narratives.
Progressing
Maturing
Advanced
Student show a willingness to participate in the project, but may lack an understanding of its importance or purpose.
Adults direct all the processes for managing information, time, resources, and people involved in the project.
Students play a small role in the planning and design of the project.
Students are beginning to learn e few skills to help them take on minor aspects of project management. Students have a role in the creation and design of the project.
Students are starting to assume decision-making roles in these matters.
Students have a substantive role in all aspects of decision making for the project.
The semantic concept web to left was generated by the students prior to the building of the greenhouse. This web shows the students’ interest in the need for building a greenhouse, but the web was not the determining factor that precipitated the building of the greenhouse. As stated earlier in the introduction to this section, community outreach between Dr. Sorensen, Chuck McDougal and Patrick Grant initiated the building. This web, however, gave ownership of the project the students, because the students saw their ideas put into action by the administration with the help of the community.
Adults gave students directions, but the actual work allowed students
the opportunity to become independent problem solvers and thinkers because
they had to manipulate the tools and materials to achieve the desired
outcome. This idea of independent problem solver and thinker is also exemplified
in the follow-up classroom activity of writing directions on how to build
a
Questions to considered pertaining to the above mentioned project GOAL:
1. How can the project
design and content be enhanced such that it expects and supports students
to become independent thinkers who define problems of interest and actively
pursue their own solutions?
2. In what ways should the instructional materials be differentiated to
reflect individual students’ interests and engage all students in
meaningful learning?
3. What would happen if the students began to demonstrate ownership, passion
and commitment to the project by initiating, designing and sustaining
an aspect of the project on their own?
4. What types of lesson activities do we need to provide if we want the
students to develop a substantive role in all aspects of decision making
for the project.
Recycle Rap
A rap is a poem that has music in the background. You don’t sing a rap, you say it with rhythm. Try this rap with the Rhymons.
A Better Way Than
Throw Away
Let me tell you what the Rhymons do
With paper, glass, and cans.
When it’s time to throw ‘em out,
They use a special plan.
A Better Way Than
Throw Away
Let me tell you what the Rhymons do
With paper, glass, and cans.
When it’s time to throw ‘em out,
They use a special plan.
Listen to me now!
Recycling is the name of the game.
It’s the Rymons’ plan.
They don’t throw away papers and glass;
They use them over again
Re-use it –don’t
lose it!
Eric, Brent, and Emily too
Work hard to eliminate waste.
By collecting cans and sorting trash,
They put things back in place.
Put it back now!
The Rymons’ plan can help save the earth
From litter, waste, and smoke.
If everybody would just pitch in,
The air won’t make us choke.
Pitch in now!
When we just toss away our cans,
We only take and take.
But if we recycle and use ‘em again,
We give Mother Earth a break!
Give her a break!
