Attend
Exhibit
Oh, the Places We'll Grow! |
Participate and share : Poster
Ally Audas Ryan Whitlock
Attendees will learn how fourth and fifth graders committed to building a monarch waystation using technology tools to measure, plan and research their project for building day. Students built a 2,500-square-foot garden, used technology to develop an app describing their plants and developed a business to sustain their garden.
| Audience: | Curriculum/district specialists, Teachers, Teacher education/higher ed faculty |
| Skill level: | Beginner |
| Attendee devices: | Devices not needed |
| Topic: | Project-, problem- & challenge-based learning |
| Grade level: | PK-5 |
| Subject area: | Science, STEM/STEAM |
| ISTE Standards: | For Students: Empowered Learner
|
Attendees will learn how fourth and fifth grade students researched, designed, and built a monarch garden that met specifications of a certified waystation within budget and land constraints.
Students researched the potential areas for their garden, and used iPad apps to measure square footage, figure the amount of cubic feet of dirt required for raised beds, and researched plants to attract butterflies. They contacted local businesses to find the best prices for supplies and made the decisions about which companies to use. They collected and analyzed data, made new discoveries, and solved complex problems.
Once the building project was complete, students had the opportunity to increase their understanding of monarch biology, life cycle, and ecology, and the interdependence of the United States, Mexico, and Canada in the health of monarchs.
Students entered a tagging program which allowed them to use monarch tracking websites to follow butterfly migrations.
Attendees will receive information on available grants to start monarch waystations, monarch curriculum resources, website and app resources, and garden extension ideas.
Blair, D., (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2), 15-38. http://dx.doi.org/10.3200/JOEE.40.2.15-38
Robinson, C.W. & Zajicek, J.M. (2005). Growing Minds: The Effects of a One-year School Garden Program on Six Constructs of Life Skills of Elementary School Children. HortTechnology. 15(3): 453-457.
https://doi.org/10.21273/HORTTECH.15.3.0453
Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 280-312. http://www.jstor.org/stable/1085433?seq=1#page_scan_tab_c
Puentadura, Ruben SAMR model, An Introduction (2013)
http://hippasus.com/blog/archives/227
Ally Audas works half-time as a Field Technology Specialist at the K20 Center for Educational and Community Renewal at the University of Oklahoma. She has worked in education for almost 30 years providing professional development to teachers across the state to integrate technology and best practices through OETT Grants to Schools Project. She also works as a Gifted Resource Coordinator half-time at Madison Elementary in Norman, Oklahoma where she runs a large garden project and teaches gifted and talented students and advanced math.
Ryan Whitlock is the Project Director of the OETT Grants to Schools for the K20 Center for Educational and Community Renewal at the University of Oklahoma. His experience in education includes teaching high school and middle school mathematics as well as instructional technology coaching and training. He holds a Master’s in Mathematics Education from the University of Oklahoma. He currently works with educators across the state partnering with Oklahoma Educational Technology Trust to offer professional development and training for technology integration in schools.
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