Artifacts+Part+2+f2f+Reflections



.Photos from personal file/sw. upper left-preparing the raised beds, January. upper right- lettuce ready to pick March. center-squash appearing, center right-students starting seeds to transplant into garden, January. center left-pulling back the row cover. lower-a square devoted to herbs.

The images shown above were taken in my Biology 1&2 class. **//__I choose these images__ for my// //portfolio because they show the type of activity that represents my teaching style in a f2f// //classroom.//** They illustrate the evolution of the Student Garden and are **//__important__ because they represent an authentic activity that was student driven. They have __value__ because this project not//** **//only taught content that related to 24 State Standard Objectives in Science and Technology but also gave these students a feeling of pride and accomplishment, and lifelong skills.//**
 * ARTIFACT REFLECTION:** Part Two, My f2f Classroom

I have also included a __Unit Overview__ and a list of __Arizona Science and Technology Standards__ that were addressed. Additional content not reflected in the Standards was also covered in this unit and pertained to; Soil Chemistry, Horticulture, Water Conservation, Desert Gardening, Entomology, Sustainable Community Based Agriculture, Book Keeping, and Garden Construction. **UNIT OVERVIEW: ****THE STUDENT GARDEN ** This is one of the units that I am most proud of because it incorporates multiple ways to teach across several subject areas. It is, by nature, a group activity that depends on each student doing his or her part to be successful. It offers opportunities for adapting portions for multiple learning levels, strengths, interests and needs. Because this activity breaks down social preconceptions, is totally hands on, and produces a useful product it is an authentic activity that also teaches a useful life skill. Originally our school consisted of a ranch style house on a large lot. New buildings along with landscaping were added to the front of the property as the school grew but the original ”back yard” remained in disuse and disrepair. I wanted to design a longitudinal unit for my Biology 1 & 2 class, usually about - 20 students in 11th and 12th grades( larger than most other classes because we combine Bioogy 1 & 2.), that would be authentic and would go along with our study of the plants and ecology, would present plant biology content in a novel and useful way, and was adaptable to the needs of our __at risk, older high school students,__ (ages 16-21). A few days before winter vacation my Principle asked for my advice on graveling the “back yard” and Eureka, The School Garden Unit was on it’s way.

Students work in groups according to tasks needed. Students rotate groups so all have exposure to all skills but can concentrate on their area of strength. Groups were exposed to science content and/or technology as well as the associated disciplines in each group or through group rotation. The group leaders were responsible for training new groups during rotation. Students were graded as both individuals and as a group **Groups:** ** Proposal and Solicitation Group, Also know as begging group - Present proposal for garden to the principle and board and ask for funds, Visit local businesses, and/or school families ask for support in exchange for garden plaques advertising their business. This group also handled the bookkeeping and funds. ** = **Artists  – made garden plaques for donors, did decorative hardscape and plant tags. Helped with artwork for final presentation. ** = = **Site Preparation and Planting (seeds and plants) - Dig and Plant. Works with Consultant Group ** = = **Observation and Harvesting  – Keeps track of all garden aspects and manages harvesting. Works with consultants ** = = **Journal Keepers Photographers, Historians  – Keep the journal, take photos and research and present a “seminar” to other groups on the history of organic and sustainable gardening. Works with <span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">researchers and Consultants ** = **<span style="color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Culinary Experts and Florists <span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> – Cook and Arrange **
 * __ Unit Structure: __**
 * Research - <span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Also known as Techies - Are available to do research on any aspect that the other groups need. **
 * <span style="color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> Design <span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">- Use soft ware to design garden and lay it out **
 * <span style="color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Construction and Maintenance <span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> – Headed by our real life landscaper, an ESL student, new to Arizona and a true expert. Broke down a lot of social preconceptions because he was who everyone went to when they had a disaster. **
 * <span style="color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Consultants <span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">: Organic Methods, Soil Science, Integrated Pest Management, Plant Selection, Desert Gardening. Work closely with researchers. **
 * <span style="color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Final Presentation <span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">– A collaborative, multimedia presentation. **

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">**<span style="color: #008000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 170%;">Science and Technology Standards Applicable To This Unit. ( 3 Trimesters) ** __**Concept 5:** **Matter, Energy, and Organization in Living Systems (Including Human Systems)**__ Understand the organization of living systems, and the role of energy within those systems. PO 1. Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products. PO 2. Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things. PO 3. Diagram the following biogeochemical cycles in an ecosystem: · water · carbon · nitrogen PO 4. Diagram the energy flow in an ecosystem through a food chain. PO 5. Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems. Communicate results of investigations. PO 1. For a specific investigation, choose an appropriate method for communicating the results. (See W09-S3C2-01 and W10-S3C3-01) PO 2. Produce graphs that communicate data. (See MHS-S2C1-02) PO 3. Communicate results clearly and logically. PO 4. Support conclusions with logical scientific arguments. __**Concept 3: Analysis, Conclusions, and Refinements**__ PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios: · carbon cycle · water cycle __**Concept 1: Observations, Questions, and Hypotheses**__ Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources. rmulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources. PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1, R10-S3C1, R11-S3C1, and R12-S3C1) PO 2. Develop questions from observations that transition into testable hypotheses. PO 3. Formulate a testable hypothesis. PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). __**Concept 3: Interdependence of Organisms**__ Analyze the relationships among various organisms and their environment. PO 1. Identify the relationships among organisms within populations, communities, ecosystems, and biomes. PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment.
 * ARIZONA STATE SCIENCE STANDARDS GRADES 9-12**
 * __Concept 4: Communication__**

**PROFICIENCY (Grades 9-12)** //Students know and are able to do all of the above and the following:// • **3T-P1. Communicate to a variety of audiences using professional level technology tools** //See: Mathematics (2M-P2), Science (5SC-P3-4) and Social Studies (4SS-P2, PO1-2)// PO 1. Create documents using professional format (e.g., résumé, letter of application, electronic portfolio, research paper) PO 2. Merge information from one document to another (e.g., mail merge, publish and subscribe) PO 3. Create a document that utilizes hyperlinks (e.g., Web link in documents, linking a word to a glossary, creating an interactive index) • **3T-P2. Use a variety of technology tools for data collection and analysis to support a** //See: Arts {Theatre}(1AT-P6), Mathematics (2M-P2, 3M-P3) and Social Studies// //(1SS-P1, PO2)// PO 1. Select appropriate technology devices to collect and record data (e.g., science probe, graphing calculator, PDA {personal digital assistant}, alternative keyboard, webcam, GPS and Internet) PO 2. Create and use a spreadsheet to analyze variables (e.g., 12-month budget, loan rates, science and math experiments, and investment portfolios) PO 3. Analyze data and create a database report from information manipulated in a variety of ways to support decisions (e.g., census data, polls and surveys, annual report) • **3T-P3. Use technology tools to publish and present information with interactive** //See: Mathematics (2M-P7, 4M-P2) and Science (5SC-P2 and P6, 6SC-P1)// PO 1. Design and create a multimedia presentation or Web site with interactive features (e.g., animation, sound, action buttons to play, video, control devices, open other applications, link to a Web site) • **3T-P4. Use technology tools to support modeling and system analysis** //See: Science (3SC-P2) and Workplace Skills (6WP-P3)// PO 1. Manipulate several variables in a computer simulation to reach a desired outcome (e.g., simulation software, Web-based simulation, textbook support software)
 * ARIZONA TECHNICAL STANDARDS GRADES 9-12**
 * decision**
 * features**