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Deeper Learning Competencies
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Self Directed Learning
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- I can use a checklist and teacher prompts to plan small steps for my garden work (observations, sketches, and note-taking) and explain what I will do next in my nature journal
- I can identify when I have completed each step and ask for help to stay on track.
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- I can set a clear learning goal for the week (e.g., measuring sunlight/water flow or revising my map) and choose strategies to meet it, using feedback from teachers and peers to guide my next steps
- I can update my nature journal with new observations, revise my sketches/labels, and describe how my plan changed based on evidence.
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- I can monitor my progress independently by checking my own data and notes against the goal for our outdoor science lab (e.g., how my garden zone will support plant growth and observation)
- I can use peer feedback to make revisions to my design and explain my reasoning using specific observations (soil, weather, and human impacts) from my field notes and diagrams.
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- I can independently drive my learning by developing and refining a method for monitoring human impact and/or plant needs in the garden, then tracking results over time
- I can use my own reflection and evidence to set the next goal, revise my station/signage and data tools, and justify changes with scientific reasoning and clear connections to Earth and life science concepts.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify patterns from my observations of the garden (sunlight, soil, wind, water flow, and human impacts) and use them to explain which areas might help certain plants grow
- I can choose a simple plan for what to test or monitor next and describe why it matches what I noticed.
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- I can compare different microhabitats in the garden and use evidence from field notes, sketches, and plant needs to make a claim about what conditions plants require (chiefly from air and water)
- I can refine my monitoring plan by selecting appropriate variables to measure (like light, moisture, or soil condition) and predicting how changes might affect growth.
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- I can design and justify a monitoring method based on scientific principles to understand plant growth and ecosystem connections, including how weather and natural resources shape the outcomes
- I can troubleshoot my approach by revising procedures, improving measurement tools/charts, and using data to support or adjust my method for future observations.
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- I can apply scientific principles to propose and evaluate solutions that minimize human impact in the garden while protecting biodiversity
- I can use collected data and evidence to strengthen an argument (claim–evidence–reasoning) and communicate a clear, step-by-step method that others can follow for ongoing monitoring and experimentation.
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Deeper Learning Competencies
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Collaboration
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- I can work with my partner/team by sharing materials, taking turns, and completing assigned roles during garden design tasks and field documentation (notes, sketches, and quick counts)
- I can listen to others’ ideas and respectfully follow group directions to keep our outdoor science lab plan moving.
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- I can collaborate with my partner/team to co-plan themed garden zones by contributing observations and explaining simple connections (plants need resources like air and water; weather affects them)
- I can use peer feedback to revise our map or plant choices, with help from others, and resolve minor disagreements by using agreed-upon roles and turn-taking.
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- I can lead parts of our collaboration by negotiating shared decisions (what to plant where and how to monitor it) using evidence from our journals, diagrams, and microhabitat comparisons
- I can coordinate with partners and community experts to improve our monitoring method for natural resources and human impact, and I can address conflicts by proposing solutions that benefit the whole group.
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- I can collaborate independently and flexibly across mixed roles and timelines by building consensus on garden design, plant selection (including scientific names), and monitoring plans that support minimizing human impact
- I can clearly justify our group choices with evidence, incorporate feedback from peers and partners, and take leadership to ensure every teammate contributes to final signage, data tools, and the student-led walkthrough.
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Deeper Learning Competencies
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Content Expertise
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- I can describe what plants need to grow (chiefly air and water) using observations from our garden site walk, sketches, and nature journal notes
- I can match plant parts I observe to simple functions (for example, leaves for capturing light/water use) and use scientific or common names on my map with mostly correct spelling.
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- I can explain how specific garden conditions (sunlight, soil, wind, and water flow) affect plant growth by linking my observations to testable ideas in my design plan and diagrams
- I can use scientific naming and basic morphology (observable traits) to classify plants and choose where each plant belongs in a themed zone, with evidence from my field notes and quick sketches.
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- I can support an argument about what plants need for growth chiefly from air and water by using data I collected (or compared across microhabitats) from at least two garden areas
- I can connect weather and Earth processes (like soil conditions and changes over time) to biodiversity and plant needs, and I can refine my zone map and plant guide using peer feedback.
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- I can design and justify a monitoring method for my themed garden area that applies scientific principles to observe and minimize a human impact (such as runoff, trampling, or reduced habitat) using a clear plan, tools, and repeatable procedures
- I can use my monitoring results and labeled diagrams to communicate how plant growth, biodiversity, and local climate/soil conditions are connected, and I can revise my signage and proposals to strengthen the outdoor science lab for others.
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Deeper Learning Competencies
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Effective Communication
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- I can clearly share my garden observations using labeled sketches or short notes in my nature journal (sunlight, soil, wind, water flow, and human impacts)
- I can use simple science words and point to where my evidence came from in the site walk or investigation.
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- I can explain how plants in different microhabitats may get what they need to grow by using my observations and a claim-evidence sentence supported by my diagrams or measurements
- I can communicate ideas to peers by asking questions, restating others’ ideas, and using feedback to improve my map or signage draft.
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- I can present a structured explanation of plant needs and growth (including materials chiefly from air and water) using scientific naming, plant morphology, and data from logs/charts
- I can communicate my method for monitoring or reducing human impact by describing steps, expected observations, and how I know my plan is reasonable based on evidence.
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- I can lead a student audience through my outdoor science lab zone using clear, accurate explanations that connect weather, soil, biodiversity, and human impact
- I can justify design choices with strong evidence (claims, data, and labeled diagrams), respond to peer/partner feedback with specific revisions, and communicate persuasively using science vocabulary and grade-appropriate conventions (including QR-sign or presentation materials).
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Deeper Learning Competencies
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Academic Mindset
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- I can reflect on what I notice in the garden and set a small learning goal for my next step (for example, “I will collect soil/water observations in the right spots”)
- I can explain how my new observations connect to what plants might need (air, water, sunlight) using simple evidence from my nature journal.
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- I can use feedback from peers and partners to revise my garden plan or journal thinking by choosing one specific improvement
- I can connect my observations to plant needs and earth systems (soil, weather, and sunlight) and describe how my data could help us understand what grows where.
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- I can independently monitor my progress toward a goal by tracking questions, evidence, and next steps in my nature journal
- I can refine my outdoor science lab station design using scientific principles to reduce human impact and support biodiversity, and I can justify my choices with multiple pieces of garden evidence.
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- I can consistently direct my own learning by setting, revising, and evaluating a clear investigation plan tied to monitoring and minimizing human impact
- I can explain and defend how my station supports ongoing observation/research (weather, natural resources, and biodiversity) and how my revisions strengthened our garden as a living outdoor science lab.
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