october, 2007jim egenrieder, virginia tech school-based grow-out stations jim egenrieder virginia...

October, 2007 Jim Egenrieder, Virginia Tech

School-Based Grow-Out Stations

Jim EgenriederVirginia Tech

Math and Science Education


Overview

• Introductions• Potomac Watershed Partnership• Cacapon Institute – Oh Deer! Forum• Growing Native overview• Inquiry and project-based learning• Grow Out Station planning and design• American Chestnut programs

http://www.cacaponinstitute.org/


Potomac Watershed Partnership

• Colleen Langan, Potomac Conservancy


Cacapon Institute

• Oh Deer! Environmental Forum• Deer Fencing experiment

http://www.cacaponinstitute.org/


Growing Native Overview

• Colleen Langan, Potomac Conservancy


Project-based learning, inquiry, and integrative STEM

• Project-based learning has been part of the school curriculum for nearly a century

• teacher strategies have changed significantly • now an integral part of the curriculum, rather

than a supplement • breaks the traditional classroom routines

characterized by control, reiteration and duplication, and standardization.


Goal for the STEM educator

• to develop and maintain students’ connections to STEM tools and practices that foster lifelong learning and appreciation for STEM disciplines

Even when such students do not pursue STEM careers, their appreciation for STEM connections in the world around them benefits everyone.


Pedagogy of Project-Based Learning

• involves students in project design, • problem-solving investigations or • experiences that give students extended

periods of time to work autonomously.• resulting products or presentations

demonstrate understanding, application and often, synthesis.


Other components of PBL:

• authentic content and assessment, • a reduced role for the teacher as instructor, • increased role as a facilitator• cooperative learning• reflective self-assessment• constructivism• development of adult skills• community involvement• cognitive use of technology-based tools


Project-based learning is also well-rooted in constructivist principles

• Collaboration• personal autonomy• guiding the next generation• reflection and self

assessment• Peer assessment• active engagement• personal relevance• and pluralism


Project-based learning as inquiry

• Project-based learning is an informal type of inquiry learning.

• provides relevance, depth, application and understanding to the formal transfer of knowledge

• inquiry, whether formal or informal, does not entirely replace the efficiency and effectiveness of lectures and classroom discussion.


Inquiry means….

• Investigate• Experiment• Explore• Design• Develop• •


5-E Approach to Inquiry

IDENTIFY THE SCIENTIFIC CONCEPT FOR THE LESSON

• Engage - real-world or practical applications • Explore - opportunities for students to observe, collect

and record information

• Explain – driven by research questions

• Elaborate (Extend) – deepen students’ understanding

• Evaluate – throughout; and then revise


Inquiry and Established Curricula

• NSES promote an emphasis on guiding students in active and extended inquiry

• NSES also promote teachers’ recognizing and responding to students’ individual interests, strengths, experiences and needs

• AAAS promotes inquiry through investigation as the tool for scientific literacy


In Virginia

• Beginning with the third grade, all Virginia Science Standards of Learning except chemistry begin with, “The student will plan and conduct investigations in which…” followed by a grade-specific or subject-specific list of metrics that typically include observations, background research, and the construction of a scientific viewpoint (Virginia Department of Education, 2007).

• Standards for the younger grades and chemistry include investigations but not planning.


Project-based learning parallels the most familiar scientific methods:

a.) a problem or question is identified; b.) background information is developed to identify

possible solutions (and predictions and hypotheses); c.) procedures to evaluate the solution are performed; d.) inferences are made; e.) the solution is evaluated in consideration of other

knowledge; f.) the results are presented to others; and g.) the outcomes are discussed and further inquiry is

considered


The Nature of Science:

• demand for empirical evidence• multiple approaches to defining problems and

conducting research• the creative aspects of research• the role of technologies• recognition of inherent subjectivity, and • the cultural and social influences on science


Planning

• School year• Science fairs• Phenology


The Grow-Out Cycle

• Choosing species• Species’ requirements• Finding seeds • Choosing seeds• Designs• Growing• Planting


Which species?

• Planting locations• Form• Soil types• Sun• Drainage• Frost• Other considerations


Which species?

• Growing Native• USDA NRCS Wetlands• VT Dendrology sheets• VT fact sheets• CBF

http://www.growingnative.org/pdfs/desired_species.pdf

http://plants.usda.gov/wetland.html


Species recommended by CBF

• Green ash (Fraxinus pennsylvanica) – dendro, site

• River birch (Betula nigra) – dendro, site

• Black gum ( Nyssa sylvatica) – dendro, site

• Sweet gum (Liquidambar styraciflua) – dendro, site

• Red maple (Acer rubrum) – dendro, site

• Sycamore (Platanus occidentalis) – dendro, site



• Hackberry (Celtis occidentalis) – dendro, site

• Sweetbay magnolia (Magnolis virginiana) – dendro, site

• Loblolly pine (Pinus taeda) – dendro, site

• Black willow (Salix nigra) – dendro, site

• Pin oak (Quercus palustris) – dendro, site

• Willow oak (Quercus phellos) – dendro, site



• Southern arrowood (Viburnum dentatum) – dendro, site

• Winterberry (Ilex verticillata) – dendro, site

• Spicebush (Lindera benzoin) – dendro, site

• Buttonbush (Cephalantus occidentalis) – dendro, site

• Red Chokeberry (Aronia arbutifolia) – dendro, site

• Serviceberry (Amelanchier canadensis) – dendro, site


Other species

• Swamp White oak (Quercus bicolor)• Paw paw• American chestnut


Planting methods


Planting methods (cont.)


Other Resources

There are other resources available that may help one in establishing an orchard and for further growing:

– The TACF handbook to Growing American Chestnuts

– Other TACF growers– http://chestnut.cas.psu.edu/breeding.html– The Northern Nut Growers Association

• Many knowledgeable growers, particularly for growing chestnuts for nut production

• http://www.nutgrowing.org


Species requirements

• Soil type• Drainage• pH• Light• Deer damage


Trees that don’t need much help

• Silver maple• Redbud• Cedar• Black locust


Phenology

• Timing of natural events• Make a calendar• Southern Illinois Univ.

– Index– By month

• NSAIS-Nat’l Sustainable Ag Information Service

• Nat’l Phenology Network

http://twister.lib.siu.edu/calendar/events.html

http://twister.lib.siu.edu/calendar/index.html

http://attra.ncat.org/attra-pub/phenology.html

http://www.uwm.edu/Dept/Geography/npn/




Seed Handling

• Natural germination• Dormancy• Germination indoors• Container-in-container methods


Resources Links

• Growing Native• CBF Grow-Out stations - Marcy Damon: (443) 482-2156

• Virginia Tech’s Dr. Dendro• More VT dendrology links• Cooperative Extension: MD, VA, WV

• Science Content Standards: MD, VA, WV

http://www.potomacconservancy.org/growingnative/resources.htm

mailto:[email protected]?subject=CBF%20Grow-Out%20Station%20resources

http://www.cnr.vt.edu/dendro/dendrology/doctor/doctor.cfm

http://www.cnr.vt.edu/dendro/dendrology/doctor/doctor.cfm

http://www.cnr.vt.edu/dendro/dendrology/links.htm

http://mdk12.org/instruction/curriculum/science/index.html

http://www.pen.k12.va.us/VDOE/Instruction/sol.html#science

http://wvde.state.wv.us/policies/csos.html


Contact me.Contact me.Jim EgenriederWood House Research FarmHC 86 Box 404 Green Spring, WV 26722

[email protected] or [email protected]

304-492-4292703-599-3643 (cell)

www.woodhouseresearch.org or

http://www.nvc.vt.edu/education/mathscience/

october, 2007jim egenrieder, virginia tech school-based grow-out stations jim egenrieder virginia...

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