Regenerative Soil & Healthy Food

Regenerative Soil Action PBL: Review the Challenge Guidelines

Review the challenge guidelines and discuss potential soil and food challenges in your communities. Brainstorm ideas for projects that promote regenerative agriculture or healthier food systems.

 

Driving Question:

How can we, as environmental scientists and agricultural innovators, design solutions that improve soil health and support healthier food options in our community?

Title:

Regenerative Soil Action PBL: Review the Challenge Guidelines

Description:

Students will review the Challenge Guidelines and the Rubric for Soil to Solution: Regenerative Agriculture PBL Challenge.

Target Grade Level: Grades 6-12 Discipline: Physical Science, Earth Science, Life Science,  Environmental Science, Biology, Agriculture, CTE, Sustainability, CivicsTime Frame: One 30-minute session Suggested Grouping: Groups of 3 or 4

Key Vocabulary: Advocacy, Erosion, Food systems, Impact, Nutrients, Organic matter, Regenerative Agriculture, Root Causes, Soil Health, Solution, Stakeholder, Sustainability

Special Population Accommodations:

  • Recommendations for supporting English Language Learner (ELL) students: Follow district guidelines for supporting ELL students.  Consider sensory supports such as physical movement or podcasts.  Use graphic organizers, anchor charts, and visuals to support and scaffold. Offer sentence frames and/or academic discourse stems for tasks such as explaining reasoning or comparing and contrasting ideas.  Pre-teach vocabulary within the content.  Pair with a peer buddy and assign a bilingual or high-proficiency English-speaking peer for support. Create opportunities for multiple ways to demonstrate understanding, such as through visual, oral, or written means.  Model thinking out loud to showcase reasoning and problem-solving skills.
  • Recommendations for supporting Gifted & Talented (GT) students: Follow district guidelines for supporting GT students.  Gifted students thrive when given choices and opportunities to explore the complexities of the content. Encourage students to explore across disciplines. Allow for opportunities for self-directed inquiry and research.  Encourage reflection on learning strategies and thinking processes used.  Provide executive functioning support and check-ins as needed. 
  • Recommendations for supporting students with Individualized Education Programs (IEPs) and 504s: Follow the required accommodations based on the student's IEP or 504 plan.  Provide small-group and individualized instruction as needed. Reduce cognitive load through chunking, scaffolding, and visual supports. Offer feedback frequently. Allow for extended time. Allow for breaks as needed.  Provided modeled examples and clear single-step instructions prior to students engaging in independent or group work

Remote Learning Adaptations:

This activity is appropriate for remote learning; no adaptations or modifications are necessary.

STUDENT CONTENT BELOW THIS LINE

In this activity, you will review the challenge guidelines for designing a realistic solution to help improve or solve an issue or problem and present it to a real-world audience.

Driving Question:

How can we, as environmental scientists and agricultural innovators, design solutions that improve soil health and support healthier food options in our community?

Materials:

Safety Notes:

  • Engage in safe, legal, and ethical behavior when using technology. This applies to devices (hardware), applications or programs (software), and interactions with others.
  • There are no anticipated physical safety risks associated with this activity.

Part 1: Review Challenge Guidelines for Soil to Solution: Regenerative Agriculture PBL Challenge

  1. Read through Article - Regenerative Soil Action PBL: Design a Solution Challenge Guidelines  
  2. As a class, discuss any questions you might have.

Part 2: Review the Rubric for Soil to Solution: Regenerative Agriculture PBL Challenge

  1. Go over the scoring system and develop an example of a 4 (all requirements are met with a high degree of quality) for each requirement. This will serve as an example only and cannot be used as one of your responses to the requirement.
  2. With a partner, read through all of the requirements and make notes of any questions you have.
  3. As a class, discuss your questions and ensure you understand all parts of the rubric.

Reflect and Apply:

  1. How does soil health impact the quality and availability of food in your community?
  2. What soil health issues will you try to solve in your community?