Sprout Scouts: Outdoor Oasis Makeover!

3rd, 4th, 5th Grades Project 4 weeks

Sprout Scouts: Outdoor Oasis Makeover!

Erin S

3-5-ETS1-1

3-5.AF.1.5

3-LS4-4

Self Directed Learning

Academic Mindset

+ 1 more

1-pager

Purpose

The purpose of this project is to transform our outdoor space into a dynamic learning environment that supports local wildlife and enhances educational experiences. By engaging in hands-on activities, students will deepen their understanding of plant biology, ecosystem dynamics, and sustainable practices, while developing essential skills in problem-solving, collaboration, and communication. This project fosters a sense of community and environmental stewardship as students work together to create a lasting, positive impact on their school and local ecosystem.

Learning goals

Students will explore plant anatomy and photosynthesis, understanding the role of native plants in local ecosystems. They will apply math skills to design and map an outdoor learning space, integrating sustainable gardening practices. Through research and collaboration, students will identify beneficial insects and creatures, creating informational materials to share with the community. They will develop communication skills by writing proposals and delivering speeches to potential sponsors, emphasizing the project's impact. Throughout the project, students will engage in critical reflection, peer feedback, and community interaction to refine their designs and deepen their understanding of ecosystem support.

Standards

[Next Generation Science Standards] 3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
[Next Generation Science Standards] 3-5.AF.1.5 - Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
[Next Generation Science Standards] 3-LS4-4 - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Competencies

Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will design and construct interactive stations within the outdoor classroom, featuring educational signage and art installations created in collaboration with local artists. They will create a digital portfolio documenting the transformation process, including time-lapse videos and interviews. Educational posters and brochures about native plants and sustainable practices will be developed and distributed during the grand opening. Students will also organize a 'Wildlife Welcome Tour' and a 'Budget Masters Showcase' to present their contributions and problem-solving strategies.

Launch

Kick off the project with an 'Ecosystem Exploration Expedition,' where students embark on a guided nature walk led by a local environmental scientist. During the walk, students will observe and discuss various components of the local ecosystem, including native plants, wildlife, and environmental conditions. This immersive experience will spark curiosity and inspire students to generate design ideas for transforming their outdoor learning space.

Exhibition

Host a 'Wildlife Welcome Tour' where students lead community members through the newly transformed outdoor classroom, explaining the significance of each feature, such as birdhouses, bug hotels, and native plant selections. Students will showcase their understanding of ecosystems and plant structures by presenting educational stations and art installations created in collaboration with local artists. The event will also include a 'Budget Masters Showcase,' where students creatively display their budgeting strategies and problem-solving skills, highlighting the challenges they addressed in the project.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Self Directed Learning	I can identify and describe a simple design problem related to transforming our outdoor learning space, using feedback from my teacher and classmates to understand the criteria for success and the materials, time, or cost constraints Through my observations during the nature walk, I can express thoughtful ideas about how changes in the environment might affect the plants and animals living there, and how our project can support local wildlife	I can use feedback from my teacher and classmates to improve my outdoor classroom design and make sure it meets the needs we discussed, like fitting our space and using the materials we have I can explain why my design is a good solution when things in the environment change, like different plants or animals living there	I can use feedback from my teacher and classmates to improve my design for the outdoor classroom, making sure it meets the needs of the local ecosystem and fits within the materials and time we have I can reflect on my learning journey, track my progress, and make adjustments to my plans, demonstrating my understanding of how changes in the environment affect plants and animals	I can independently set goals for my outdoor classroom project, use feedback from my teacher and classmates to improve my design, and adapt my plans when faced with challenges like limited materials or unexpected weather changes I can clearly explain how my design helps local wildlife and plants thrive, and I can share my learning process and decisions through my digital portfolio and presentations
Deeper Learning Competencies	Academic Mindset	I can describe why transforming our outdoor learning space is important for our community and identify one way it will help local wildlife I use what I learn from the nature walk to think about what our outdoor classroom needs and talk about one idea to make it better I ask questions to understand more about ecosystems and share my thoughts with classmates	I can describe how my outdoor classroom design helps local wildlife and supports learning by using feedback from my teacher and friends I can also explain the importance of one native plant or animal and how it fits into our ecosystem design	I can use my understanding of ecosystems and plant biology to suggest creative solutions for our outdoor classroom that meet the project goals and work within the given materials and time constraints	I can confidently share my ideas and designs for our outdoor classroom with others, using facts and examples to explain why my solutions are important for our community and the environment I can describe how I considered different needs and limits, like time and materials, while creating a space that helps plants and animals thrive
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can identify a simple design problem related to transforming our outdoor space and explain why it is important for local wildlife and our learning I can list criteria for success and recognize the materials, time, or cost constraints involved in solving the problem I can discuss how changes in the environment affect the types of plants and animals that live there, and suggest solutions that will help the ecosystem	I can identify a simple design problem for our outdoor classroom project and list some criteria for success, like using native plants and creating a space that supports local wildlife I can also consider basic constraints, such as the materials we have and the time we need to complete the project I can explain why my chosen solution, like planting specific native plants, is helpful for the environment and how it supports different animals that might live there	I can identify a design problem in my outdoor classroom project and suggest creative solutions that consider the needs of my community and the environment I use evidence from my research to explain why my ideas will help plants and animals adapt to changes I make sure my solutions fit the resources we have and the time we need to complete them	I can creatively solve design challenges by considering different ways to make our outdoor classroom better for learning and for local plants and animals I can explain why my ideas will work and how they help solve problems caused by changes in the environment I use what I learn from feedback and research to make sure my designs meet all the important goals and limits we have

Learning Journey

Ask

Students will collaborate to explore the current outdoor learning space, identify its challenges, and define the main problem to solve, while gathering initial insights from community partners and setting criteria for a successful transformation.

Days 1 - 2