Garden TOOLS PD - Module 6

Erin Ingram Author

01/09/2023 Added

3 Plays

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In this module, we will present an overview of what learners will be learning and doing in the Garden TOOLS lessons.

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[00:00:01.980]Hi y'all, and welcome back to this next module
[00:00:06.540]in the Garden Tools Professional Development series,
[00:00:09.510]where we are going to be focused on digging
[00:00:12.660]into the garden tools lessons with a little more depth.
[00:00:19.950]So I wanna kick off
[00:00:21.120]by telling you a little bit more about
[00:00:25.080]the framework that went into writing the lessons.
[00:00:28.740]Starting off with this unit question,
[00:00:30.540]which is something that all of
[00:00:32.910]the sub-questions that are going to have
[00:00:35.965]a variety of different lessons grouped into them.
[00:00:38.850]All of those lessons are funneled into answering
[00:00:42.510]this bigger question that covers the entire unit,
[00:00:45.780]which is how can we use existing technology tools and create
[00:00:49.290]or modify new technology tools
[00:00:51.210]to explore, understand and improve our garden?
[00:00:55.380]So to kick off, we're actually gonna start
[00:00:57.769]with students to explore their ideas of technology,
[00:01:01.668]and this happens with adults as well,
[00:01:04.260]but we tend to have this very narrow view
[00:01:06.900]of technology as strictly digital tools.
[00:01:10.650]So we're going to broaden out those ideas
[00:01:13.620]and start introducing the tech tools that we're gonna use
[00:01:17.760]for the Garden Tools project.
[00:01:20.370]So first we're gonna explore garden technologies,
[00:01:22.980]the ones that are really obvious in this space,
[00:01:26.160]but also the ones that might be overlooked.
[00:01:28.980]And we're gonna do this starting by asking questions
[00:01:31.050]about whether a bucket could be
[00:01:33.390]a technology, which hint, yes it can be.
[00:01:37.267]Then we're going to do a quick introduction
[00:01:39.450]to the BBC micro:bit
[00:01:40.710]and do some student driven inquiry just
[00:01:43.440]to explore what's possible with the micro:bit.
[00:01:46.740]And we're going to introduce very briefly sort
[00:01:50.130]of why computers are a flexible technology tool
[00:01:54.780]that can be programmed to do lots of different things,
[00:01:57.750]but that we sort of have to speak the language
[00:01:59.970]of computers in order to give them direction.
[00:02:02.670]And that's where computational thinking comes in.
[00:02:07.260]Once students have this basic introduction to, you know
[00:02:10.830]technology more broadly and then kind of zeroing
[00:02:14.040]in on the tech tool we're gonna be using
[00:02:15.840]and thinking about how it's a computer,
[00:02:18.420]we're going to start off by building student confidence.
[00:02:21.420]And we're gonna do that by thinking
[00:02:24.420]about how can we beautify the garden
[00:02:26.130]with our music using the BBC micro:bit.
[00:02:30.270]So in this case, if you'll remember back
[00:02:32.280]we're moving students from consumers to creators
[00:02:35.820]of technology and art just happens to be one
[00:02:38.910]of those things that makes it very easy
[00:02:41.760]for students to start owning their own projects
[00:02:46.800]because they can use their creativity
[00:02:48.270]to come up with, you know
[00:02:50.160]whether that's a graphic,
[00:02:51.390]as in creating a garden icon.
[00:02:52.950]So I can show you that the BBC micro:bit
[00:02:54.870]could show a smiley face,
[00:02:57.090]but what can you come up with as far as an icon that relates
[00:03:00.360]to a garden that you can then substitute
[00:03:02.730]and use the same code that would show us a smiley face,
[00:03:05.700]but it shows your art instead.
[00:03:07.800]We also then show how to use the micro:bit
[00:03:10.800]and a piece of fruit to hook up a fruit button
[00:03:13.530]where if you touch the piece of fruit,
[00:03:15.150]it will make the micro:bit do something.
[00:03:19.417]In this case it might show, you know
[00:03:21.450]a picture that will show up,
[00:03:22.980]but then they can alter, modify that code in order
[00:03:26.460]to, when they touch the button
[00:03:29.070]have it play some sort of music.
[00:03:30.390]So again, they're bringing their creativity,
[00:03:32.550]they're growing their confidence
[00:03:33.960]around computational thinking and
[00:03:36.000]around coding these BBC micro:bits.
[00:03:40.020]Once students have sort of a baseline of understanding
[00:03:43.950]about how to code the micro:bit,
[00:03:46.110]we can start getting into the real meat
[00:03:47.547]of the garden tools lessons.
[00:03:51.150]And we're gonna get to how can technology help us
[00:03:54.263]to manage our garden better in some way?
[00:03:59.130]And in this case, we're going to explore
[00:04:02.550]weather and data informed decision makings.
[00:04:07.380]And this is in relation to, we already talked about
[00:04:10.770]coding environmental sensors in a previous module.
[00:04:13.470]This is going to be saying like,
[00:04:15.300]why might we be measuring
[00:04:17.280]and gathering this data in our garden?
[00:04:19.380]What can that help us to do?
[00:04:21.540]And then we're gonna introduce the idea
[00:04:23.250]of a few already existing technologies,
[00:04:26.430]but also emerging technologies that are important
[00:04:28.920]in agricultural spaces and gardening spaces,
[00:04:32.130]including precision ag technologies.
[00:04:34.740]This might be something like,
[00:04:35.970]do we need to water everywhere
[00:04:37.440]in the garden or can we take measurements
[00:04:39.210]and then only water in areas that need the water?
[00:04:42.360]Again, this is reducing inputs and preserving, you know
[00:04:46.740]productivity of your garden.
[00:04:48.810]Looking at things, like automation and robotics.
[00:04:51.780]So can you use the sensor data that's coming
[00:04:56.550]into the micro:bit, for example,
[00:04:58.320]could you use light level
[00:04:59.430]that's coming in to then trigger some sort of action?
[00:05:02.400]So could you use a light level when it gets, you know,
[00:05:07.050]low that it triggers some sort of motion
[00:05:09.720]or light level sensed scarecrow to move, right?
[00:05:14.310]So those are examples of something that you could do
[00:05:16.470]around automation and robotics.
[00:05:18.030]And finally, to again reiterate this idea
[00:05:21.120]that technology is more than digital tools,
[00:05:22.980]we also have a brief lesson on biotech and how, you know
[00:05:27.390]what goes into creating new varieties that are planted
[00:05:31.980]in your garden is also technology.
[00:05:35.880]And then we're gonna finish off the lesson set
[00:05:38.310]with this idea of sort of letting students loose
[00:05:41.250]with this information, this knowledge that they've gained
[00:05:43.980]about existing garden technologies,
[00:05:46.380]and then having them think about,
[00:05:47.790]what are some real garden challenges that are
[00:05:50.100]in your school garden space and how might you be able
[00:05:53.190]to tackle them with
[00:05:54.510]a technology rich engineering solution?
[00:05:58.560]And for this, we're gonna introduce them
[00:06:00.300]to the engineering design process
[00:06:02.160]if they haven't already been introduced to it,
[00:06:04.620]and take them through what
[00:06:06.240]the real steps of an engineer would be
[00:06:09.210]if they were tackling a garden challenge.
[00:06:11.820]And again, this is wide open.
[00:06:13.290]Students are really gonna be able
[00:06:14.790]to bring their creativity to the table
[00:06:17.040]and explore questions that are interesting to them.
[00:06:21.534]I look forward to hearing how you want to use the lessons,
[00:06:27.240]what you like, what looks interesting to you in this module.

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Tags:
Garden TOOLS
Growable
K-12
Professional Development
School Garden

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Garden TOOLS PD - Module 6

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