Joy Nolting

TE876 Module 5 - Lesson Plan

Project Topic: Learning through Landscaping, Investing in our school
Grade level: 6 (Math and Science class)
There are many reasons for selecting this project. We are currently working on renovating the nature area near the
playground as well as re-landscaping an area due to the school building additional on the North side of the school. The 6th
grade teacher is very well organized and loves to use projects for learning where possible. As I was going through this
project, it fit her classroom needs well. With Earth Day this month and the celebration of Arbor Day soon, this would be a
good project for the students experience.
Project Idea:
Students will explore the topic of landscaping to improve the school grounds using math skills for the purpose of choosing
appropriate materials and reasonable costs. Students will be responsible for development of an action plan to map out the
schedule, plan needed changes and/or additions to perimeter of school building, and the design of the budget needed to
implement project. Students will organize data in a spreadsheet.
Guest Speakers:
Kyle Buchholz former B-R graduate that is the local golf course manager and grounds keeper with degree in Landscape
Architect from UNL
Kent Nuemann Lower Elkhorn NRD (Natural Resource District) employee (This organization provides tree to all of our
elementary students in celebration of Arbor Day)
Rod Peters owns and manages local lawn service (very active in the school scene and loves to support education)

Additional Online Resources:

NRD Programs and resources - http://nrdnet.org/nrd-programs.php
UNL guide to Nebraska grasses - http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1422&context=extensionhist
Arbor Day Foundation - http://www.arborday.org/
Yahoo Diction for Kids - http://kids.yahoo.com/reference/dictionary/english/entry/landscape
Do It Yourself Home Landscape Design http://diyhomedesignideas.com/landscape/design.php?gclid=CKi5l5ettrYCFc9cMgodkCEAOQ
Arbor Day Video Resources: http://www.youtube.com/user/arbordayfoundation
PHASE 1: (approximately 1 Week)
Introduce project to the students. Students then take a walk on the school grounds examining the current conditions of the
school landscaping. Children note their observations on the needs assessment document as they take pictures with the
digital cameras especially where the most work needs to be done.
Mini Lessons
What is the Area?
Investigating Perimeter
Assign group tasks for measuring and estimating costs.
PHASE 2: (approximately 1 Week)
Groups go outside and measure designated areas. Groups calculate the area for their assigned sections to determine how
much of the material will be needed for their group.
Groups conduct research online (price information, quantities items are sold in, etc). Groups will communicate with local
businesses and landscaping company Rod Peters to determine best buys. Groups will also talk with Kyle Buchholz to talk
about appropriate grasses and trees for landscaping nature area of playground.
Model how to prepare an Excel Spreadsheet. Students create spreadsheets with their findings included.
PHASE 3: (approximately 3 Days, depending on amount of groups to present)
Students design and present decisions and budget results. Practice presentations in classroom prior to formal presentation
to school administrators
Teacher Notes and Ideas:
The teacher should assign students to groups of 4 to 5 students. Students individual abilities and needs shall be considered
and addressed throughout this project.

Joy Nolting
TE876 Module 5 - Lesson Plan
Possible student roles: Project Manager, Materials Person, Time Keeper, and Recorder. These could vary based on the size
of groups and roles identified by the group. The teacher should review appropriate group behavior.
Possible groups could be divided into the following: Mulch Group, Gravel Group, Plants Group, and a Grass
Seed Group OR by landscaping area such as Playground Group, Nature Walk Group, North Parking lot Group, and
Greenhouse/Gardening (part of the preschool playgrounds) Group. The groups will each be trying to determine how much
of their supplies would be needed based on the measurements and area calculations performed outside the school.
What I Know- What I Need to Know Discussion:
After the teacher has launched the PBL with the entry event, lead a class discussion around the following questions: What
do I know that will help me complete this task? What do I need to know that will help me complete this task? Record the
student responses on the interactive whiteboard with columns labeled What I Know and What I Need to Know
Additional items may be added as students work to complete the PBL.
Additional resources and materials included below from the original project found online. All rubrics and templates are
linked and can be edited to fit needs of our project.

Teach21 Teach21 Project Based Learning

Learning Through Landscaping: Investing in Our School
Fourth Grade Fourth Grade
Page 1 of 6

Title

Learning Through Landscaping: Investing in Our School

Creator:

Hatcher, Tonya thatcher@access.k12.wv.us

Source:

2009-2010 PBL Project

Project Idea:

Students will explore the topic of landscaping to improve their school grounds using math skills for the
purpose of choosing appropriate materials and reasonable costs. Students will be responsible for
development of an action plan to map out the schedule, plan needed changes and/or additions to
perimeter of school building, and the design of the budget needed to implement project. Students will
organize data in an Excel spreadsheet.
The school principal presents a challenge to the 4th grade class. She asks students to develop an action
plan to implement the landscaping improvements needed; as well as, an estimate of the budget this
project would require. A local landscaper visits the classroom to share his expertise and to assist the
students during the planning process.

Entry Event:

Content
Standards &
Objectives:

Objectives Directly Taught or

Learned Through Discovery

Identified Learning Target

M.O.4.4.1
select appropriate measuring
tools, apply and convert standard
units within a system to estimate,
measure, compare and order
real-world measurements
including:
lengths using customary
(to the nearest one-fourth
inch) and metric units,
weight,
capacity,
temperature, and

Measure the designated areas to

determine amounts of materials
(mulch, gravel, plants, grass seed)
needed.
Determine the cost based on prices
from local businesses.
Explain their findings and present
the results

justify and present results.

21st Century
Skills

M.O.4.4.2
quantify area by finding the total
number of same sized units that
cover a shape, develop a rule and
justify the formula for the area of a
rectangle using the area model
representing multiplication

Compute area

M.O.4.5.2
pose a grade-appropriate question
that can be addressed with data,
collect, organize, display, and
analyze data in order to answer the
question

Students will construct questions

based on data generated.

Learning Skills & Technology

Tools

Use rule to justify formula for area

of rectangle using model
representing multiplication.

Evidence of Success in
Achieving Identified Learning
Target
Teacher will determine levels of
accuracy by checking measurements
and calculations using teacher criteria.
Through discussion teacher is
listening for mastery of measurement
of designated areas to determine
amounts of materials needed. Teacher
is also listening for evidence of
understanding of their findings from
local businesses. Teacher will use a
Group Observation Checklist to
note behaviors that were seen or heard
by students.
Area Worksheet
Through completion of worksheet by
student, teacher will gain a quick
assessment of the students
understanding of the concept of area.
This could be used as a formative
assessment to guide next steps of
instruction and could be useful when
providing differentiated instruction for
those students not mastering the
questions on worksheet.
Student questions in relation to
information recorded on Needs
Assessment form.
Students will reflect on their learning
through completion of Daily
Learning Log entries.

Teaching Strategies Culminating

Activity

Evidence of Success

Teach21 Teach21 Project Based Learning

Learning Through Landscaping: Investing in Our School
Fourth Grade Fourth Grade
Page 2 of 6

Information and
Communication
Skills:

21C.O.3-4.1.LS1 - Student
identifies information needed to
solve a problem or complete an
assignment, conducts a search
and prioritizes various sources
based on credibility and
relevance, retrieves relevant
information from a variety of
media sources, and uses this
information to create an
effective presentation.

21C.O.3-4.1.LS3 - Student,
cognizant of audience and
purpose, articulates thoughts
and ideas accurately and
effectively through oral, written
or multimedia communications.

Teach students how to research and

organize information.

Provide a model for students, noting

effective oral communication skills.

Through complete Daily Learning

Log entries accurate data organization,
student goals and concerns will be
monitored.

Using criteria from Presentation

Rubric, teacher will observe students
presentations which will later be made
to principal and PTO.

Teacher will model and demonstrate

for students how to use Excel.
Using Excel Rubric Teacher will
evaluate student created Excel
spreadsheets.

21C.O.3-4.1.TT6 - Student
enters data into a spreadsheet,
performs simple calculations
(e.g., Sum, Average), aligns data
(e.g., left, right, center
justification), applies different
formats (e.g., number format,
currency format, general
format), and creates simple
graphs and charts using the chart
wizard.

Thinking and
Reasoning Skills:

21C.O.3-4.2.LS3 - Student
engages in a problem solving
process that promotes
questioning, planning
investigations and finding
answers and solutions.

21C.O.3-4.2.LS4 - Student
generates ideas for solutions to
problems and asks questions in
order to create unusual, unique
or clever products. Student
begins to cognitively recognize
the skills of adapting,
improving, modifying, and
expanding existing thoughts or
ideas to create products.

Teacher will model as students work

together to develop a plan to solve the
problem identified in the project.

Teacher will facilitate classroom

discussions utilizing questioning
strategies to guide.

Teacher will monitor students as they

work together to create a solution for
the identified problem. Teacher is
observing using criteria from
Collaboration Rubric.

Teacher will use a Group

Observation Checklist to note
behaviors that were seen or heard by
students.

Teach21 Teach21 Project Based Learning

Learning Through Landscaping: Investing in Our School
Fourth Grade Fourth Grade
Page 3 of 6

Personal and
Workplace Skills:

Performance
Objectives:

21C.O.3-4.3.LS6 - Student
focuses on the larger goal of a
project, frames appropriate
questions related to the goal,
develops and initiates a plan of
action with specific tasks and
appropriate benchmarks, and
completes the project on time.

Use the formula for area

Find perimeter of sections to be landscaped
Use appropriate measuring tools
Keep a Daily Learning Log
Prepare and deliver a presentation
Prepare an Excel spreadsheet
Accurately measure
Work collaboratively

How can we make the most economical choices in the landscaping designs of our school grounds?

Assessment Plan:
Major Group Products
Major Individual Projects
Assessment and
Reflection:

Student Self Assessment The student

self assessment will be completed by
the student to assess their collaboration
and workplace skills each day.

Know: Vocabulary: square units, perimeter, area

The role of data in decision making
Which measuring tools are appropriate
Standard units of measure

Do:

Driving Question:

Guide students as they set goals,

Using criteria from Presentation
remain on task, and adhere to timeline. Rubric, responsibilities of meeting
deadlines, etc. were met by students.

Rubric(s) I Will Use:

Student presentations to principal and PTO of costs and proposed plan.

Needs Assessment
Excel spreadsheets
Daily Learning Log
Collaboration
Collaboration Rubric
Critical Thinking & Problem
Solving
Oral Communication
Presentation Rubric

Other Classroom Assessments Quizzes/Tests

For Learning:
Area Quiz
Area Quiz Answer Sheet
Self-Evaluation
Student Self-Assessment

Reflections:

X Written Communication
Content Knowledge
X Other
Excel Spreadsheet Rubric

X Practice Presentations
Presentation Rubric

X Notes

Peer Evaluation

Checklists/Observations
Group Observation Checklist

Online Tests and Exams

Concept Maps

Survey

Focus Group

Discussion

Task Management Chart

Journal Writing/Learning Log

Daily Learning Log

X Other

Teach21 Teach21 Project Based Learning

Learning Through Landscaping: Investing in Our School
Fourth Grade Fourth Grade
Page 4 of 6

Map The Product:

Product: Excel Spreadsheet

Knowledge and Skills Needed

1. How to use appropriate measuring tools

Already Have
Learned

Taught
Before the
Project

2. How to collect and organize data

3. How to use Microsoft Excel

4. Work in a cooperative group
Resources:

School-based Individuals:
Parent volunteers may assist in supervising students while measuring the perimeter of the school building. The
librarian may assist students as they gather books and magazines related to landscaping. The Title I Teacher and/or
Special Education Teacher may assist if you are in a co-teaching arrangement. The principal will be involved with
the entry event and the final presentation. The school or county technology facilitator may assist, as well as an art
teacher. In addition, the PTO members/officers may assist throughout project.
Technology:
Computers, Internet access, and Microsoft Excel need to be readily available to students.
The following websites may be useful during teacher planning and instruction or for interactive whiteboards:
http://www.mathleague.com/help/geometry/area.htm
http://www.shodor.org/interactivate/activities/AreaExplorer/
http://www.tmwalandscapeguide.com/landscape_guide/interactive/images/tmwa_layout.pdf
http://dnr.wi.gov/forestry/publications/newtreeplanting.pdf
Community:
In addition to the Landscaping Company, the teacher should invite the local 4-H Organization and/or Boy Scout
Troop to provide relevant information and offer assistance in the design and implementation of actual landscaping
work. Students should develop questions in advance in order to gain the most important concepts from the guest
speakers.
Materials:
Appropriate measuring tools should be available for students. Provide books and magazines in a center for
students to refer to as they research various plants, mulch, gravel, etc. choices for their landscape design.
Brochures from local home and garden stores (Lowes, Home Depot, etc.) are often free resources to be
utilized. (NOTE: Be sure that all materials are age appropriate for 4 th grade students).
Books:
A Kids Guide to Landscaping by Marylou Morano Kjelle
Magazines from Better Homes and Gardens
Various magazines and brochures from local businesses

Manage the
Process:

You have been asked by your school principal and local Parent Teacher Organization (PTO) to address
the mounting problems around the school grounds. Parents and teachers have noted that the outside
area needs substantial improvement. The principal agrees that the greenery and bushes are overgrown
and the perimeter of the building is in poor condition. She has challenged your class to tour the outside
area and create a needs assessment for the school. Furthermore, she has asked that you develop an
action plan to implement the improvements needed, as well as an estimate of the budget this project
would require.
PHASE 1: (approximately 1 Week)
Introduce project to students through the Entry Event.
Students then take a walk on the school grounds examining the current conditions of the school
landscaping. Children note their observations on the needs assessment document as they take pictures
with the digital cameras documenting where the most work needs to be done.

Teach21 Teach21 Project Based Learning

Learning Through Landscaping: Investing in Our School
Fourth Grade Fourth Grade
Page 5 of 6

Mini-Lessons taught on perimeter and area within the mathematics classroom.

Assign group tasks for measuring and estimating costs.
PHASE 2: (approximately 1-2 Weeks)
Groups go outside and measure designated areas (which have been previously measured by co-teacher
for accuracy and reasonableness). Groups calculate the area for their assigned sections to determine how
much of the material will be needed for their group.
Groups conduct research online (price information, quantities items are sold in, etc). Groups will also
communicate with local businesses and landscaping company to determine best buys.
Model how to prepare an Excel Spreadsheet. (NOTE: for WV schools, techSteps at the 4 th grade level
could be incorporated here as it does explain and demonstrate appropriate Excel usage. Other school
systems would possibly need to incorporate a mini-lesson here to model and teach how to complete an
Excel spreadsheet).
Students create spreadsheets with their findings included.

PHASE 3: (approximately 3 Days, depending on amount of groups to present)

Students design and present their presentation to school principal and PTO.
Additional Teacher Notes
Possible Grouping Ideas:
The teacher should assign students to groups of 4 to 5 students. Students individual abilities and needs
shall be considered and addressed throughout this project. Appropriate scaffolding should be embedded
throughout the project to ensure learning for each child. Lead a discussion identifying the roles necessary
to complete this PBL. Possible roles: Project Manager, Materials Person, Time Keeper, Recorder. These
could vary based on the size of groups and roles identified by the group. The teacher should review
appropriate group behavior. The teacher may have the groups role play appropriate and inappropriate
behavior. It is important for the teacher to set the expectations for group behavior. The teacher should
review the Collaboration Rubric with the groups at this time. The groups will self assess at the end of
each time the group works on the PBL using the Student Self-Assessment.
The groups could be divided into the following: Mulch Group, Gravel Group, Plants Group, and a Grass
Seed Group. The groups will each be trying to determine how much of their supplies would be needed
based on the measurements and area calculations performed outside the school. These groups will
research online and communicate with local businesses to find out the appropriate costs of each. They will
then come together to decide which material(s) would be the most cost effective. The students will use
Excel to enter the data and calculate the results. The information will be in a spreadsheet and be used in
their presentation as they attempt to get the materials purchased.
What I Know- What I Need to Know Discussion:
After the teacher has launched the PBL with the entry event, lead a class discussion around the following
questions: What do I know that will help me complete this task? What do I need to know that will help me
complete this task? Record the student responses on the interactive whiteboard with columns labeled
What I Know and What I Need to Know Additional items may be added as students work to complete
the PBL.
Mini Lessons--The teacher may use lessons he/she designs, from the adopted text or the following mini-lessons to
develop these mathematical concepts:
What is the Area?
Investigating Perimeter
These mathematical concepts are to be developed during the PBL as the need to know arises.
It is important for students to develop an understanding of these mathematical concepts. It is not enough
to learn only enough math to complete the project.

Teach21 Teach21 Project Based Learning

Learning Through Landscaping: Investing in Our School
Fourth Grade Fourth Grade
Page 6 of 6

to learn only enough math to complete the project.

Project Evaluation: The students and teacher should reflect on the work that has been done based on the outcome of the
Needs Assessment and the results shown on the Excel spreadsheet.
The children should have gained an understanding of Microsoft Excel, along with determining reasonable
costs when choosing appropriate materials to complete a project. The children should show mastery of
finding the area of a defined space, as well as, reasonable estimates. They should also be able to justify
their results and convey those results through a presentation. Quizzes, discussions, and rubric
assessments will provide evidence of the mathematics content learned and mastered during the project.
The teacher, through observation, will have observed collaborative team work within the groups, insured
that timelines and deadlines were met throughout project, and noted that children were generating and
asking appropriate questions and providing relevant responses. Both teacher and student should reflect
on the projects successes and areas which need improvement. This discussion will be valuable in that
each child has input and is asked to give their thoughts. This affords all an opportunity to clarify any
misconceptions and/or errors that may have occurred during project work and team discussions.
Resource Files
Uploaded

Resource Files
UP3508WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS2.doc)
UP3508WS3.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS3.doc)
UP3508WS4.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS4.doc)
UP3508WS5.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS5.doc)
UP3508WS6.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS6.doc)
UP3508WS7.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS7.doc)
UP3508WS8.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS8.doc)
UP3508WS9.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS9.doc)
UP3508WS10.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS10.doc)
UP3508WS11.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS11.doc)
UP3508WS12.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3508WS12.doc)