UgMO is committed to delivering purpose-built platform solutions that drive sustainable change in natural resource management practices and outcomes. Through agronomic expertise and cutting-edge technology solutions, UgMO delivers live soil conditions and actionable insights that conserve resources, save money and improve operations – all while guaranteeing healthy sustainable landscapes.
Recognizing that education is the foundation of all sustainability efforts, UgMO has partnered with Project Green Schools to support and inspire the next generation of environmental leaders to innovate new ways of driving water conservation and sustainability. Through this partnership, UgMO develops impactful water conservation curriculum for K-12 students and sponsors the students implementing those initiatives.
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Project Green Schools is a national non-profit organization whose mission it is to develop the next generation of environmental leaders through education, project-based learning, and community service. That is why we are excited to be embarking on this curriculum journey with a leader in the field of sustainability. Project Green Schools and UgMO Technologies both believe that students must be engaged at the intersection of science, technology, engineering and math (STEM), energy, environment and public health in order to develop sustainable solutions, employability, college and career readiness knowledge and skills. UgMO, which stands for Underground Monitoring, is the leader in advanced wireless soil moisture monitoring. That is why this project is the perfect marriage between leaders in the E-STEM community.
Since the dawn of modern education, and probably before, students have asked the questions, “Why do I need to know this? And when will I use this??” It’s a struggle that any good teacher continually seeks to overcome. As a result, a pedagogy known as project-based learning has exploded in popularity. Project-based learning gives students relevance, as well as something to relate to, by having them work on a current problem-based project that meets them where they are at in life. This teaching strategy seeks to give students both the relevance and relatability that they crave.
While those who engage in project-based learning have good intention, the concept is still misunderstood in some circles and is more than just having the students create a product. According to Farber & Bishop (2018), the authentic PBL that does exist is limited at best. In addition to this problem, we have also noted from observations on popular online teacher planned learning communities that there seems to be universal difficulties with finding access to quality material for the instruction of certain skills in the Practice of Science unit. For that reason, it is the goal of this Green School Action Project to attempt to provide the following solutions:
- To provide schools with more high-quality service-learning opportunities for their students which are directly connected to and aligned with curriculum standards and personally relevant to
- To provide students with access to relevant lessons that will increase their understanding in core Practice of Science competencies, including but not limited to, identifying variables in scientific
Correspondingly, this resource was created as a way to help teachers bring relevance into their classroom by bringing them into the world in which they live—their school grounds. We do so using Peg Grafwallner’s (2017) methods:
- Keeping it real. We want students to have an understanding on how things have an impact on them in their daily lives and schools have many factors that impact student learning, such as finances, socio-demographics of the community, and That is why we encourage teachers and students to audit school energy and water bills. This provides utility value to students, as well as connecting it to their lives and what they already know, by giving them context to what they are learning and empowers them power to provide recommendations for how their school can save money.
- Keeping it relevant. In developing future environmental leaders, we understand the importance of giving students Adolescents, especially those in the middle grades, possess an innate yearning to want to make a difference in the world. We understand this, as well as the fact that their brain is going haywire and that they just want to make sense of the world. That is why we encourage projects which are student-directed. Thanks to UgMO’s online dashboard, students are able to monitor campus soil moistures live and make recommendations as to how often to water campus green areas.
- Keeping it relatable. By allowing students to see school water usage, this provides transparency and keeps schools accountable in their environmental This accountability builds a trust between students and the school and students and the teacher.
Green School Action Project
The lay-out of this curriculum was designed to be used as a source of both stand alone standards-based lessons and a whole-action-based project, depending on the flexibility of a school’s scope and sequence.
In the case of an action-based project, each section of this curriculum represents a step towards your classes’ Student Green School Action Project. Your goal being to monitor school water usage and to make recommendations as to how your school can be responsible stewards in the realm of water conservation.
Consider using this as a binder for field notes, research results, drawings, and photos, so it can serve as a record of the year’s efforts, enabling you to compare investigation results from year to year, as well as to incorporate your won lesson ideas, new resources, and “lessons learned.”
- Exploring Your Watershed
- Assessing Your Campus
- Campus Assessment of Soil Moisture
- Sun/Shade Observation
- Permeability Prediction
- Planning Your Project
- Project Goals
- Site Selection
- Site Characteristics & Plant Preferences
- Plant Selection & Garden Design
- Picking Plants
- Planning color for the seasons
- Maintaining Your Project
- Research a problem based on a specific body of knowledge.
- Differentiate replication from repetition
- Identify a “testable” question, research and develop a hypothesis, use materials provided to conduct a simple experiment, record and share results.
- Explain when a scientist might choose to use an investigation rather than an experiment.
- Explain the difference between the test (independent) and outcome (dependent) variables
- Describe the method that a scientist might use where they would need to choose variables.
- Describe why some scientists choose to use an experiment to gather data rather than an investigation.