With the2013-2014 school year in full throttle I have been
successful in getting the “mothership”of Project-Based Learning (PBL) off the ground in my high school science
For weeks, months and years I
have been working to establish a project-based format in my physical science
classes that effectively contribute to the development of a learning
environment producing critical thinkers and problem solvers!
Stewardship Project presents the driving question to all the 2013-2014 newcomers
to the world of physical science.What is the most effective means to
maximize the production of both organic fertilizers and the harvesting of
organic plants in the science classroom? The question simultaneously
presents itself as both a challenge to produce quantities of substances in the
classroom, while at the same time begs for understanding the chemical and
physical nature of these substances.
Students are using what they know, and learn to enhance the
quality and quantity of harvested organic plants like basil, lettuce and chives
with the aid of homegrown vermicompost organic fertilizers. Student involvement in the project is a very natural reflection of a
stewardship attitude toward our environment.
By utilizing the resources of grants, I have designed a
curriculum reflecting a new learning model of a 21st century
classroom. The goal is to meet common core standards, while achieving learning
outcomes of critical thinking and competent articulated decision-making.
Beginning second quarter students, working in teams, will produce
experimental designs that increase understanding of the production of vermicompost
and the growth of organic crops.Becoming
experts in the chemistry of these naturally produced substances will help
students to link discoveries to real-world understanding and problem-solving.
Some of the outcomes associated with this learning model are
increases in student intrinsic motivation to learn science, documentation of scientific
results and the articulation of their findings through multiple means of presentation.Students take ownership of their scientific
investigations and defend their conclusions with evidence derived from their own experimental