Allgood--Blog Post #2--PBL Implementation

So, this week I finally got to implement my spring PBL unit.  This one feels very different to me than the one I did in the fall. This one really feels like a true PBL to me. I have learned so much from my PBL in the fall and things that maybe didn't go quite as I had planned. This time around, I wanted to really make this as authentic of an inquiry as I possibly could, and I also wanted to make sure that each student was responsible for a decent part of the project (at least the implementation of it), such that they could be graded individually.

For this PBL, my students are working in groups of 3 or 4. They were tasked with choosing a seed that we could plant in cups and expose to different variables. Each student will set up their own set of potted plants to bring home that they are responsible for caring for and documenting their growth via photographs. As a group, students had to research seeds for fruits or vegetables that could grow well in this area at this time of year. They also tried to choose something that would germinate and grow in the next few months. As a group, they decided on a seed. Next, it was time to design their experiments. Each person in the group had to choose a different variable to investigate. Group members were encouraged to help each other during the experiment design process to ensure that their experiment had all necessary components. Then, we did a gallery walk where each student made their own mini gallery walk poster (instead of making one poster as a group). Each student got feedback in the form of "I like" and "I wonder" from at least 5 or 6 other students. I felt like this was a very good formative assessment and would give them an opportunity for reflection and revision.

The next step in our process is for students to actually plant their seeds on Monday and take their seedlings home to take care of.  Hopefully during the week before spring break, we can talk about phase II of this PBL (our cross-disciplinary component) in which students will develop a business plan to try to make a living off of selling their crop. Phase III will involve a 4-H type fair showcasing what they have done this spring.

I was amazed to see how engaged students were when researching which type of plant they should grow. I'm glad that I threw in the competitive aspect of, "What if your grade depended on being able to actually produce a fruit or vegetable from your plant that someone could eat?" and "What if their was extra credit for growing the largest fruit or vegetable?"  Those two prompts really seemed to motivate students. I think they also realized that this is just a different way of learning. While taking notes is essential in a class like AP Biology, it was nice to see them get so into the idea of growing plants. I keep telling them that I am trying to subconsciously make them plant nerds who look for the things we talk about in nature and take "plant selfies" with them.  As a side note, that actually worked---some of my girls soccer players took selfies with male and female pine cones as well as lichens on their trip to Stone Mountain, GA, so I guess I'm doing something right! :)