High school earth science students evaluating agricultural solutions

With the Next Generation Science Standard (NGSS) implementation it is imperative to include three-dimensional learning in any curriculum designed. In addition, NGSS lends itself well to inquiry based and project based learning.I chose to focus my curriculum project on developing a project-based learning (PBL) piece targeting NGSS ESSS 3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. The PBL was designed for ninth-grade earth science students at a rural school. This project was designed with 5 E-learning in mind to help organize the end product, a presentation. It was developed using an understanding by backward design template, that allows the project to target: the Science and Engineering Practice (SEP) of Constructing Explanations and Designing Solutions, the Cross-Cutting Concept of Stability and Change, and the Disciplinary Core Ideas (DCI) of Human Impacts on Earth Systems and Developing Possible Solutions. Students created a project presentation that addressed a chosen solution to an agricultural-related issue influenced by humans.During the presentation, students took notes on all the solutions and issues. Afterward, they wrote a final reflection that involved two scenarios to show understanding of both their presented solution and others. After examining average rubric scores earned by both groups and individual students, the project appears to fulfill the intention of the standard. This was not the case for all students after I took a deeper look at scores for individuals and groups.