Librarian User GuideBike Lane BarriersZoo Animal EnclosuresVertical MazeWheelchair Accessible SwingPlayground Calm SpaceReconsidering Food PackagingCommunity Garden Watering SolutionsCommunity Garden Pest Management Solutions

Community Garden Watering Solutions

Hello, agents! We need your special STEM skills for this important mission. Manny needs your help with a problem in his neighborhood.

Think about these questions as you watch the video. Write answers in your Double-O STEM Club notebook.

  1. What can’t Manny and his friends decide on?
  2. What news does Manny’s dad have?
  3. What does Manny’s dad want him to do? 

Image preview of a YouTube video
Watch on YouTube https://edtechbooks.org/-GBGW

After students watch the video, click the activity links below to start this mission.
 
Getting Started
 

In this Community Garden Watering Solutions case, students will use library resources to complete the following tasks listed below. The learner version of the case can be found using this link.

  • Watch the case introduction video and identify the main character's problem.
  • Research and brainstorm garden watering solutions.
  • Design and develop a basic garden watering solution prototype.
  • Gather feedback throughout the process and incorporate as needed.
  • Reflect on the process, findings, successes, and failures of the prototypes.

Learners will need a place to take notes as they brainstorm and research solutions to the problem. Although questions are presented in the agent section of the online chapter, this course also includes a downloadable handbook for each case with brief activity descriptions, questions, thinking prompts, and white space for taking notes. This is presented as an "agent handbook," as learners are acting as new agents helping the main character with the mission/problem. Librarians may choose to download and print this handbook for learners or have them do it. Alternatively, librarians may decide to have learners type answers on a computer or provide learners with a folder in which to place the printouts or spiral notebook in which to write answers, sketch ideas, etc. 

The following link to the handbook is also available to students in their student version of this book.

Double-O STEM Club Agent Handbook: Community Garden Watering Solutions

For your convenience, the student version of each activity is located in the "Think," "Create," and "Share & Grow" sections of this book.

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will articulate questions suitable for library research based on identified problems in the case.
  • The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
  • The agent will use library databases and circulation materials to examine identified research questions.
  • The agent will hypothesize one or more solutions to an identified problem in the case based on findings from conducted library research.
  • The agent will design a watering solution for an urban community garden.
  • The agent will identify benefits and limitations of their prototype using evaluation criteria.
  • The agent will revise prototypes based on evaluation feedback.

Next Generation Science Standards (NGSS) - Engineering

American Association of School Librarians (AASL) Standards - Inquiry

  • A.A.1 Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Activities

Think

This activity introduces the community garden watering solutions case and the charge to propose an urban garden plan for a vacant lot of 100 X 80 feet. Problems associated with the case involve creating a plan to maintain the garden. Secondary problems include determining how to clean up pollution, determining what to plant seasonally, helping the garden become self-sufficient, and so forth. During this activity, Double-O STEM Club agents will identify and describe the main problem presented in the video, discuss possible solutions with peers, formulate research questions based on the identified problem(s) and prior knowledge.

Materials

  • This case
  • Notebooks and writing instruments for each agent to document ideas and questions
  • Computer with LCD projector/television display
  • Tool to capture agent ideas (easel pad, whiteboard, computer)
  • Websites with examples of urban gardens

Setup

This activity includes whole-class and group discussion. Set up an area that allows the librarian to introduce the case and share examples via internet websites. Provide agents with notebooks and writing instruments and encourage them to capture ideas (through words and illustrations) as they work on this case. Allow agents to brainstorm problems associated with the case and questions that may require additional research. Capture main ideas on a whiteboard, easel pad, or other medium. Be sure to ask agents if there are aspects of other cases they have completed that might apply in this case.

Agent View

Activity 1: Discussion

Now that you have seen the video, work with other Double-O STEM Club agents to think about the problem and a solution. 

Guiding Questions:

  • What is the main problem?
  • What other problems did you notice?
  • What research questions need to be answered to help you design a solution?

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will articulate questions suitable for library research based on identified problems in the case.

Next Generation Science Standards - Engineering:

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.

American Association of School Librarians Standards - Inquiry:

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.

Different plants grow well in different seasons. Some plants like cabbage and peas grow well in cooler weather. Others, like melons and tomatoes, thrive in warmer weather. Double-O STEM Club agents will research the growing seasons of fruits and vegetables that they are interested in growing. Share findings with the group. Then have agents develop a plan to grow different plants during the Spring, Summer, and Fall seasons.

Materials

  • Note taking tools for each agent (e.g., notebook, pencil)
  • Computers with internet access for individuals or small groups
  • Resources to capture brainstorming ideas and questions (e.g., easel pad, computer with LCD projector
  • Library circulation materials suitable for community gardening

Setup

This activity includes group discussion and individual research. Prior to the lesson, set up a seating arrangement that allows for whole class and small group discussion. Also setup resources to capture agent ideas/questions so that all agents can view postings easily. Ensure that agents will have easy access to library catalogues and other search tools.

Agent View

Activity 2: Seasonal Planting & Crop Rotation Research

Use library resources to answer your research questions. Talk with your fellow agents about the best places to search for your answers. We can’t risk mission failure with bad information! Write down your notes and share them with other Double-O STEM Club agents.

Guiding Questions:

  • What information do you need to help Manny?
  • Where should you find the information?
  • What search terms would help you find the best information?
  • How do you know your sources are good?

Learning Objectives

  • The agent will identify resources needed for optimal plant growth.
  • The agent will identify fruits and vegetables suitable for spring, summer, and fall growing seasons.
  • The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
  • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
  • The agent will develop garden and pest-control plans.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

As individuals or in small groups, have Double-O STEM Club agents create a scale drawing of the gardens, paths, compost areas, tool storage, and other areas in their 100 x 80 square-foot space. The drawing should include a corresponding key to indicate where gardening features (e.g., raised beds, pots, vertical planting, trellises) will be placed in the space. Agents should present their plans to other agents and incorporate feedback and additional ideas into future plans. 

Things to instruct agents to consider when creating their drawings include:

  • What garden beds will you use?
  • How will those spaces receive water and sunlight?
  • What garden structures might be useful to store and maintain tools, protect plants, and extend growing seasons (e.g., raised beds, green houses, storage sheds, plant cages)?

Present your plan to other agents and incorporate feedback and additional ideas into future plans. 

Materials

  • Urban garden examples (visual)
  • Engineering or graph paper or computer software for each agent
  • Writing instruments (e.g., pen, pencil)
  • Rulers, straight edges, protractors, compasses
  • Agent notebooks to record ideas
  • Tools to project agent work (e.g., document camera, smartphone camera, computer, LCD screen)

Setup

Focus the seating arrangement so agents have space to draw but can still see each other in classroom and small group discussions. Place writing instruments in a central location where agents can get them on an as-needed basis. However, this activity also includes small and whole-group discussion. Make sure the seating arrangement allows for whole and small group discussion.

Agent View

Activity 3: Garden Drawing

Create a scale drawing of the gardens, paths, compost areas, tool storage, and other areas in your 100 x 80 square-foot space. The drawing should include a key that indicates where gardening features (e.g., raised beds, pots, vertical planting, trellises) will be placed in the space. Share your plan with other agents and incorporate feedback and additional ideas into future plans. 

Guiding Questions:

  • What garden beds will you use?
  • How will those spaces receive water and sunlight?
  • What garden structures might be useful to store and maintain tools, protect plants, and extend growing seasons (e.g., raised beds, green houses, storage sheds, plant cages)?

Learning Objectives

  • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
  • The agent will design an urban garden that covers a 100 X 80 foot space.
  • The agent will identify resources needed for optimal plant growth.
  • The agent will revise work based on analyzed data and feedback.

Next Generation Science Standards - Engineering

  • 4-ESS3-2 Earth and Human Activity: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  • 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

American Association of School Librarians Standards - Inquiry

  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions. 

During this activity, Double-O STEM Club agents will use modeling clay and cardboard to create slightly sloped landscapes similar to the community garden case (and any plans developed in previous activities). They will then create irrigation and drainage systems in the clay (with toothpicks, nails, and other instruments) to reroute water. As they experiment, observe, and record the results, agents will improve their models and compare them with other individual/group models.

Materials

  • Modeling clay
  • Cardboard/plastic sections (like cutting boards) to act as a foundation to clay models 
  • Toothpicks, ice pop/crafting sticks, nails, and other instruments to make irrigation systems and develop gardening structures (e.g., out building, raised bed models) 
  • Plastic bucket to contain water drainage during testing
  • water
  • Agent notebooks to record ideas and compost measurements (e.g., temperature, moisture)
  • Camera to take pictures.

Setup

This hands-on activity focuses on modeling drainage and irrigation systems for use in the garden area. You may either prep the landscapes in advance (providing agents with a slightly sloped landscape with modeling clay) or have agents build their own as part of the activity. Regardless, you will need two settings: a location where individuals and teams can work on their models and another area where they can test them. Remember that once tested, models will be wet, making refinements potentially messy.  Thus, set up the area in a space that allows for easy demonstration and clean-up. Use table or drop cloths, or go outside to facilitate clean-up. Take pictures of the activity!

Agent View

Activity 4: Irrigation & Drainage Model

Use modeling clay and cardboard to create slightly sloped landscapes similar to the community garden case (and any plans developed in previous activities). Next, create irrigation and drainage systems in the clay (with toothpicks, nails, and other instruments) to reroute water. As you experiment, observe, and record the results, improve your models and compare them with other individual/group models.

Guiding Questions:

  • Are there any plans from previous activities you could use here?
  • Is your water rerouting the way you intended?
  • If not, what do you think happened?
  • How could you improve the experiment?

Learning Objectives

  • The agent will identify resources needed for optimal plant growth.
  • The agent will revise work based on analyzed data and feedback.
  • The agent will identify benefits and limitations of their prototype using evaluation criteria.
  • The agent will revise prototypes based on evaluation feedback.

Next Generation Science Standards - Engineering

  • 4-ESS3-2 Earth and Human Activity Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  • 3-5-ETS1-3 Engineering Design Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

American Association of School Librarians Standards - Inquiry

  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Near the end of this case, Double-O STEM Club agents will showcase their work (plans, composters, seedlings, data analyses). Agents will describe their proposed garden area and structures, the design decisions used to develop them, how testing and reflection improved their product, and how they would continue to perfect the model if given the opportunity. Presentations can be given live, video recorded and uploaded online, written and illustrated, or a combination of these approaches. Use this session to celebrate accomplishments and creative thinking.

Materials

  • Agent plans, composters, seedlings and so forth
  • Photographs and video captured from prior sessions
  • Agent notebooks to remember ideas and further reflect
  • Presentation tools (e.g., easel pads, presentation software)
  • Celebration Materials (e.g., party noise makers, confetti, banners)
  • Computers for agents to develop presentations (as applicable)
  • LCD projector (as applicable) to project presentations

Setup

Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around group presentations. Make sure to decorate the presentation space with celebration materials. Provide agents with their work. Also provide tools for groups to develop a short presentation about their work. You may want to set up a poster session and split the groups in half to present and attend the presentation.

Agent View

Activity 5: Showcase and Reflection

Great job, agents! I knew I could count on you to solve Manny's community garden watering problem. Now it is time to share your designs. As a group, present your prototype (make a new one if yours was damaged during testing).

Guiding Questions:

  • Why did you make the package the way you did?
  • How did you improve the design based on your testing?

Learning Objectives

  • The agent will describe their proposed garden area and structures and design decisions used to develop them.
  • The agent will identify benefits and limitations of their prototype.
  • The agent will describe how testing and reflection improved their prototype.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.D.1-4: learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Celebration

Excellent community garden watering solutions, agents! Watch the video below to wrap up this Double-O STEM Club mission.

Image preview of a YouTube video
Watch on YouTube https://edtechbooks.org/-xAca