Bike Lane BarriersVertical MazeZoo Animal EnclosuresWheelchair Accessible SwingReconsidering Food PackagingPlayground Calm SpaceCommunity Garden Watering SolutionsCommunity Garden Pest Management Solutions

Community Garden Pest Management Solutions

Hello, Double-O STEM Club 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 you watch the video, click the activity links below to start this mission.
 
Getting Started
 

In this Community Garden Pest Management Solutions case, you will use library resources to:

  • Watch the case introduction video and identify the main character's problem.
  • Research pest management solutions and brainstorm solutions that might work for the community garden
  • Design and develop a prototype of their pest management solution(s).
  • Gather feedback throughout the process and incorporate as needed.
  • Reflect on the process, findings, successes, and failures of the prototypes.

Below is a link to your agent handbook where you can take notes as you brainstorm and research solutions to Manny's problem with your fellow Double-O STEM Club agents.

Double-O STEM Club Agent Handbook: Community Garden Pest Management

Learning Activities

Think

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.

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 missing information, so be sure to take notes.

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 three pests that harm garden plants/structures and techniques to manage/remove them.
  • The agent will articulate questions suitable for library research based on identified problems in the case.
  • The agent will use library databases and circulation materials to examine identified research questions.
  • 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 management 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.

Now that you've researched pest management barriers, it’s time to think about how to measure the effectiveness of possible solutions. Brainstorm evaluation ideas that you might use to test prototypes. Discuss answers to the guiding questions in this section with other Double-O STEM Club agents. Remember to take notes.

Guiding Questions:

  • What environmental factors should you consider?
  • What design components should you consider (look, size, function, etc.)?
  • How might you evaluate the materials used (quality, durability, cost, etc.)?

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will develop instruments to collect data regarding identified problems/solutions.

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.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.
  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.

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)?
  • How does pest management factor into your design?

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 DesignGenerate 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.

Time to start building! Based on prior research and using library-provided resources, create a model pest management structure for your garden. Have someone in your group write down the design decisions you make along the way. 

Guiding Questions:

  • Based on your research, how does your design solve the particular pest management issue?
  • As you test your designs, what do you notice?
  • What works well and what still needs improvement?
  • How might you modify your initial design to improve the structure and better meet your pest management needs?

Learning Objectives

  • The agent will identify three pests that harm garden plants/structures and techniques to manage/remove them.
  • The agent will articulate questions suitable for library research based on identified problems in the case.
  • The agent will use library databases and circulation materials to examine identified research questions.
  • 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 management 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.

Share your ideas with other agents in your club and answer the guiding questions on the right. Examine the recommendations and decide what you can do to incorporate them into a new prototype. Be sure to write down your design decisions. 

Guiding Questions:

  • How do your ideas compare with theirs?
  • What are three similarities?
  • What is one difference?
  • When sharing examples with others, we tend to receive a lot of feedback. Some of it is useful. Write down any comments that are mentioned by multiple people.
  • What positive feedback did you receive?
  • What recommendations for improvement did you receive?

Learning Objectives

  • The agent will provide feedback on others' prototypes based on evaluation criteria.
  • The agent will receive feedback from others about their prototype.
  • The agent will identify areas for improvement based on feedback received.

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.

    Great job, agents! I knew I could count on you to solve Manny's community garden pest management problem. Now it is time to share your designs. As a group, share 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 the main problem associated with the presented case.
    • The agent will identify benefits and limitations of their prototype using evaluation criteria.

    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 pest management designs, 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