1 / 36

School-Based Grow-Out Stations

School-Based Grow-Out Stations. Jim Egenrieder Virginia Tech Math and Science Education. Overview. Introductions Potomac Watershed Partnership Cacapon Institute – Oh Deer! Forum Growing Native overview Inquiry and project-based learning Grow Out Station planning and design

kamilia-sawicki
Télécharger la présentation

School-Based Grow-Out Stations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. School-Based Grow-Out Stations Jim EgenriederVirginia TechMath and Science Education Jim Egenrieder, Virginia Tech

  2. Overview • Introductions • Potomac Watershed Partnership • Cacapon Institute – Oh Deer! Forum • Growing Native overview • Inquiry and project-based learning • Grow Out Station planning and design • American Chestnut programs Jim Egenrieder, Virginia Tech

  3. Potomac Watershed Partnership • Colleen Langan, Potomac Conservancy Jim Egenrieder, Virginia Tech

  4. Cacapon Institute • Oh Deer! Environmental Forum • Deer Fencing experiment Jim Egenrieder, Virginia Tech

  5. Growing Native Overview • Colleen Langan, Potomac Conservancy Jim Egenrieder, Virginia Tech

  6. Project-based learning, inquiry, and integrative STEM • Project-based learning has been part of the school curriculum for nearly a century • teacher strategies have changed significantly • now an integral part of the curriculum, rather than a supplement • breaks the traditional classroom routines characterized by control, reiteration and duplication, and standardization. Jim Egenrieder, Virginia Tech

  7. Goal for the STEM educator • to develop and maintain students’ connections to STEM tools and practices that foster lifelong learning and appreciation for STEM disciplines Even when such students do not pursue STEM careers, their appreciation for STEM connections in the world around them benefits everyone. Jim Egenrieder, Virginia Tech

  8. Pedagogy of Project-Based Learning • involves students in project design, • problem-solving investigations or • experiences that give students extended periods of time to work autonomously. • resulting products or presentations demonstrate understanding, application and often, synthesis. Jim Egenrieder, Virginia Tech

  9. Other components of PBL: • authentic content and assessment, • a reduced role for the teacher as instructor, • increased role as a facilitator • cooperative learning • reflective self-assessment • constructivism • development of adult skills • community involvement • cognitive use of technology-based tools Jim Egenrieder, Virginia Tech

  10. Project-based learning is also well-rooted in constructivist principles • Collaboration • personal autonomy • guiding the next generation • reflection and self assessment • Peer assessment • active engagement • personal relevance • and pluralism Jim Egenrieder, Virginia Tech

  11. Project-based learning as inquiry • Project-based learning is an informal type of inquiry learning. • provides relevance, depth, application and understanding to the formal transfer of knowledge • inquiry, whether formal or informal, does not entirely replace the efficiency and effectiveness of lectures and classroom discussion. Jim Egenrieder, Virginia Tech

  12. Inquiry means…. • Investigate • Experiment • Explore • Design • Develop Jim Egenrieder, Virginia Tech

  13. 5-E Approach to Inquiry IDENTIFY THE SCIENTIFIC CONCEPT FOR THE LESSON • Engage - real-world or practical applications • Explore - opportunities for students to observe, collect and record information • Explain – driven by research questions • Elaborate (Extend) – deepen students’ understanding • Evaluate – throughout; and then revise Jim Egenrieder, Virginia Tech

  14. Inquiry and Established Curricula • NSES promote an emphasis on guiding students in active and extended inquiry • NSES also promote teachers’ recognizing and responding to students’ individual interests, strengths, experiences and needs • AAAS promotes inquiry through investigation as the tool for scientific literacy Jim Egenrieder, Virginia Tech

  15. In Virginia • Beginning with the third grade, all Virginia Science Standards of Learning except chemistry begin with, “The student will plan and conduct investigations in which…” followed by a grade-specific or subject-specific list of metrics that typically include observations, background research, and the construction of a scientific viewpoint (Virginia Department of Education, 2007). • Standards for the younger grades and chemistry include investigations but not planning. Jim Egenrieder, Virginia Tech

  16. Project-based learning parallels the most familiar scientific methods: a.) a problem or question is identified; b.) background information is developed to identify possible solutions (and predictions and hypotheses); c.) procedures to evaluate the solution are performed; d.) inferences are made; e.) the solution is evaluated in consideration of other knowledge; f.) the results are presented to others; and g.) the outcomes are discussed and further inquiry is considered Jim Egenrieder, Virginia Tech

  17. The Nature of Science: • demand for empirical evidence • multiple approaches to defining problems and conducting research • the creative aspects of research • the role of technologies • recognition of inherent subjectivity, and • the cultural and social influences on science Jim Egenrieder, Virginia Tech

  18. Planning • School year • Science fairs • Phenology Jim Egenrieder, Virginia Tech

  19. The Grow-Out Cycle • Choosing species • Species’ requirements • Finding seeds • Choosing seeds • Designs • Growing • Planting Jim Egenrieder, Virginia Tech

  20. Which species? • Planting locations • Form • Soil types • Sun • Drainage • Frost • Other considerations Jim Egenrieder, Virginia Tech

  21. Which species? • Growing Native • USDA NRCS Wetlands • VT Dendrology sheets • VT fact sheets • CBF Jim Egenrieder, Virginia Tech

  22. Species recommended by CBF • Green ash (Fraxinus pennsylvanica) – dendro, site • River birch (Betula nigra) – dendro, site • Black gum ( Nyssa sylvatica) – dendro, site • Sweet gum (Liquidambar styraciflua) – dendro, site • Red maple (Acer rubrum) – dendro, site • Sycamore (Platanus occidentalis) – dendro, site Jim Egenrieder, Virginia Tech

  23. Species recommended by CBF • Hackberry (Celtis occidentalis) – dendro, site • Sweetbay magnolia (Magnolis virginiana) – dendro, site • Loblolly pine (Pinus taeda) – dendro, site • Black willow (Salix nigra) – dendro, site • Pin oak (Quercus palustris) – dendro, site • Willow oak (Quercus phellos) – dendro, site Jim Egenrieder, Virginia Tech

  24. Species recommended by CBF • Southern arrowood (Viburnum dentatum) – dendro, site • Winterberry (Ilex verticillata) – dendro, site • Spicebush (Lindera benzoin) – dendro, site • Buttonbush (Cephalantus occidentalis) – dendro, site • Red Chokeberry (Aronia arbutifolia) – dendro, site • Serviceberry (Amelanchier canadensis) – dendro, site Jim Egenrieder, Virginia Tech

  25. Other species • Swamp White oak (Quercus bicolor) • Paw paw • American chestnut Jim Egenrieder, Virginia Tech

  26. Planting methods Jim Egenrieder, Virginia Tech

  27. Planting methods (cont.) Jim Egenrieder, Virginia Tech

  28. Planting methods (cont.) Jim Egenrieder, Virginia Tech

  29. Other Resources There are other resources available that may help one in establishing an orchard and for further growing: The TACF handbook to Growing American Chestnuts Other TACF growers http://chestnut.cas.psu.edu/breeding.html The Northern Nut Growers Association Many knowledgeable growers, particularly for growing chestnuts for nut production http://www.nutgrowing.org Jim Egenrieder, Virginia Tech

  30. Jim Egenrieder, Virginia Tech

  31. Species requirements • Soil type • Drainage • pH • Light • Deer damage Jim Egenrieder, Virginia Tech

  32. Trees that don’t need much help • Silver maple • Redbud • Cedar • Black locust Jim Egenrieder, Virginia Tech

  33. Phenology • Timing of natural events • Make a calendar • Southern Illinois Univ. • Index • By month • NSAIS-Nat’l Sustainable Ag Information Service • Nat’l Phenology Network Jim Egenrieder, Virginia Tech

  34. Seed Handling • Natural germination • Dormancy • Germination indoors • Container-in-container methods Jim Egenrieder, Virginia Tech

  35. Resources Links • Growing Native • CBF Grow-Out stations - Marcy Damon: (443) 482-2156 • Virginia Tech’s Dr. Dendro • More VT dendrology links • Cooperative Extension:MD, VA, WV • Science Content Standards: MD, VA, WV Jim Egenrieder, Virginia Tech

  36. Contact me. Jim Egenrieder Wood House Research FarmHC 86 Box 404 Green Spring, WV 26722 JimE@vt.edu or jim@woodhouseresearch.org 304-492-4292703-599-3643 (cell) www.woodhouseresearch.orgorhttp://www.nvc.vt.edu/education/mathscience/ Jim Egenrieder, Virginia Tech

More Related