Driving Question: Reflection

This week involved much reading, reviewing, updating and planning of my PBL lesson: Garden Plots.  This week’s assignment was to create a “Driving Question” and 10 sub questions, along with describing in the forum, characteristics of a quality driving question and explaining how my driving question meets those criteria. Additionally, I broke down each sub question to further explain how an entire unit, using more than Math core standards, can be created around my driving question.

My driving question is: 

How many fruits & vegetables can be grown in a community garden plot?

My 10 sub questions & further details: 

  1. What types of fruits & vegetables do we eat the most?: Students decide which plants they consume regularly, based on the area they live in. This could vary, depending on the area’s culture, type of foods eaten and access to fruits & vegetables.
  2. How are seeds obtained?: Students will research the process of growing plants to obtain them for a garden, along with the characteristics of each plant’s seeds and its identification. (not including simply purchasing at the store….)
  3. How long does it take to grow these plants?: Students will research plant germination to harvest time, based on each type of plant and its characteristics and where and how they’re planted.
  4. How and when do we harvest these plants?: Students will determine when they will harvest their fruits & vegetables and how to do so, not affecting other growing plants, and how to keep their fruits & vegetables from rotting or going to waste, ie: canning, farmer’s markets, donating.
  5. What nutrients do these plants require to grow?: Students will research required growing conditions and nutrients needed, applying those nutrients to their garden, in the form of fertilizer or UAV, etc.This could also branch off to conduct experiments or hypotheses, comparing different growing conditions for similar plants to determine what works best and why…
  6. How much area does each plant need to grow?: Students will research the area each type of plant needs to grow, without affecting other plants in the garden.
  7. What is needed to grow these plants in a community garden plot?: Students will research and determine the basis of a community garden plot and what is needed to create and manage one.
  8. Which of these plants can we grow in a community garden plot?: Based on the above answered sub questions, students will research, collaborate and determine the contents of their garden plot.
  9. What measurement tools and formulas will you use to determine the overall perimeter, area and boundaries for each family’s plot?: Students will apply mathematical formulas for perimeter and  area to later, equally divide their garden plot, based on sub-Q #10.
  10. With the community requiring at least 12 separate plots for 12 families, how much area does each family require if they grow 2 of each regularly eaten plants that we identified in Q5?: Students will apply their knowledge thus far to find the answer to this question, and finally, present their findings to the class in a professional manner.
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