Unit Problem	Goals-Objectives	Standards Met	Resources/Materials
Lessons	Debrief the Problem	Assessments	Reflection

Reflection

This lesson is designed to be a Problem Based Unit where the children are encouraged in inquiry and discovery. The teachers role is to "coach." Problem Based Learning encourages teachers to let the children work through each task by providing guided questions. Good questions to ask for problem based lessons are on Resource/Materials page. Being aware of the classroom climate and setting time limits/deadlines reasonable for ones classroom setting is important in the success of a PBL unit. This Unit Plan is a framework from which a PBL unit can be implemented. To better understand this teaching technique, read:

Torp, L & S. Sage. (2002) Problems as Possibilities: Problems-Based Learning for K-16. ASCD: Alexandria, VA.
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Reflection

How is this unit plan:

• Learner-Centered

The How Do Plants Grow and KWL chart at the beginning of the unit prompt the students to access background knowledge. The search for information centers around what the children want to know and what they are interested in to solve this problem.

• Knowledge-Centered

This unit centers on understandings in problem solving, math, plant growth, and human involvement in parts of nature. Children learn how to successful use the internet to find information (learning to be a learner).

• Assessment-Centered

This unit provided a variety of assessments; Rubrics, PowerPoint presentations, Self Assessment, Peer assessment, Journal Entries, and Proposals. There are multiple opportunities to demonstrate understandings. The teacher is directed to guild and facilitate learning while ongoing assessment takes place.

• Community-Centered

This unit is designed to be applied in groups where the community of learners support and challenge each other. The nature of the problem itself is a community problem and makes them more aware of their role in their environment.

How does this lesson incorporate the elements of transfer?

This lesson encourages transfer in multiple ways. They must transfer knowledge of PowerPoint presentations from before. They must also transfer understanding of how plants grow to why ours are not. Transfer is also shown in math, reading, writing, and science skills all needed in one for a common purpose.

Supporting Sources for this unit:

How plants grow sites:

http://www.hort.vt.edu/human/PPC.html ,

http://www.caf.wvu.edu/~forage/growth.htm ,

http://www.kidsgardening.com/ ,

http://commserv.ucdavis.edu/CESanDiego/Schlgrdn/Starting.html ,

http://www.libertyhaven.com/theoreticalorphilosophicalissues/conservatism/keepgrass.html ,

http://www.sciencedaily.com/releases/1998/04/980420003419.htm,

http://www.le.ac.uk/emoha/news/issue1.pdf,

http://www.pestmanagement.rutgers.edu/IPM/SchoolIPM/School%20IPM%20Report%20Card%20-%20Turf.pdf

Georgia Standards Websites:

http://www.gwinnett.k12.ga.us/aks.nsf/pages/AKSHOME