Green Schools PBL Instructional Design
Name of PBL: Rain Garden/Outdoor Classroom
Name of Author: Colleen, Mary, Cathy
Grade Level and Content Area: Third through Sixth Grade
LEED Categories: Sustainable Sites, Water Efficiency, Materials and Resources, Energy and
Atomosphere, Awareness and Education
Background: Students are aware of excessive rainwater runoff and standing water on the school
campus during rain events.
Relevance: Class research about solving this problem led to a rain garden model. Our town gets
their drinking water from an aquifer in part located below the township. By installing a rain garden
in our detention basin, the plan is to improve groundwater quality by installing native planting and
allowing natural succession to take place in the basin.
Objectives:
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Students will observe that stormwater basins do not function properly due to soil compaction and
lack of proper vegetation.
Students will discover how a rain garden on our school site manages water runoff.
Students will be able to discover that a rain garden is a specially designed landscape that absorbs
rainwater using native plants that act as natural sponges.
Students will be able to recognize the impact of natural interventions to manmade problems.
The Scenario: Our school grounds are often flooded following rain events. Runoff is the stormwater
that is not absorbed into the soil. It may erode soil, carry pollutants into waterways, and percolate into
the aquifer.
Implementation Time Frame:
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research/planning, seek district approval, acquire materials—one to two months
ground preparation/planting—one to two days
Time frames pending district approval, weather conditions, and availability of materials.
National and State Curriculum Content Standards
5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.9, 5.10, 5.12
21st Century Skills:
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Creativity and Innovation
Critical Thinking and Problem Solving
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Communication and Collaboration
Information, Communication, Technology Literacy
Green Collar Careers: Agriculture, conservation, construction, engineer, forestry, landscape architect
water treatment management, wildlife management,
Product(s): By creating a working landscape, students have successfully managed water runoff on the
school site. Additionally, wildlife habitats have been created and ground temperatures have been
lowered due to the growth of shade plants.
Intended Audience:
A successful rain garden could be publicized and serve as a model for other schools,
residences, and business sites.
Assessment:
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daily journal
illustrations and photos
teacher observation
data collection, tables and graphs
Materials and Resources:
County Soil Conservation District, NJ Forest Service, Barnegat Bay Estuary Program, local
garden centers
Environmental Education:
water cycle; watershed; water quality analysis; ecology & ecosystems; nutrient cycling; animal
tracking; habitat enhancements; native plant species; invasive species; secondary succession
Connections to Other Content Areas:
 Math – critical thinking, plotting, measuring (pacing), proportions, comparisons, erosion
measurements, etc.
 Language Arts – reflective writing, quick writes, poetry, journaling, song writing
 Social Studies – NJ history, geography, mapping, Native American and Colonial Garden
(traditional use of herbs, vegetables, dyes); cultural and seasonal ways of life, progress over
time
 Health – nutritional and medicinal value of plants; environmental health issues: plants add
oxygen to the atmosphere; plants clean pesticides and herbicides from the atmosphere;
plants remove pollutants from our water
 Art – sketching, landscape design, murals, designs and colors in nature, natural dyes, sand
casting, decorating a holiday tree, aesthetics
 Music – natural sounds; songs about nature; Rain Garden, Holiday, and Arbor Day Outside
Concerts
 Theater – interpretation, reader’s theater, role playing
 Dance – interpretive dance
 Phys. Ed. – physical labor (digging, mowing, weeding, lifting, raking, balancing),
wheelbarrow races
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Habits of Mind – cooperative learning, environmental ethics, applying learning to everyday
life, stewardship, pride in school & community, sharing knowledge with community,
applying knowledge to new situations, patience
Driving Questions:
 What positive impacts have we made to our environment?
 How do adding plants to the basin and not mowing improve the function of the detention basin?
 What examples of transfer of energy do you notice?
 What examples of nutrient cycling can you identify?
 What plant and animal adaptations can you identify?
 What changes will you predict will take place over time?
 How have people contributed to habitat loss at this site? How have people impacted this site to
increase specie habitat?
 How can we use native plantings and natural landscapes to solve other man made problems
(i.e. traffic noise, excessive lighting, air pollution, wind)?
Instructional strategies:
Per PBL the teacher leads the students in a discussion about the environmental concern. The
students then break into small cooperative groups to brainstorm and research. Groups will present
their findings to the class. Plans and plantings will be formulated. Differentiated instruction and
collaborative learning will meet individual student needs.
Implementation Plan:
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Engagement:
Students are upset because they cannot play outside on the school grounds for several days after a
rainstorm due to water accumulation on play areas adjacent to the detention basin.
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Exploration:
The students work in small groups following the “Instructional Strategies” stated above. The
teacher serves as a facilitator.
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Explanation:
The instructor guides the class outdoors to walk in the detention basin. Students then diagram the existing structure.
Depending on student grade levels and abilities, they may create scale drawings of the area. The activity is to remain
structured and students mindful of their purpose for visiting the plot. Students take inventory of native plants on the
campus. Inside activities include researching these native plants’ ecological requirements. Students then design a
reasonable landscape plan to be implemented, depending on budget and donations.
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Elaboration:
Students photograph the site before and after planting.
Creating the Rain Garden/Planting Day:
Planting teams are formed: 1) “Plant Setters” (group responsible for placing the plants according to
the plan); 2) “Rakers;” 3) “Diggers;” 4) “Team Peat Moss” (soil amenders); 5) “Water Company;” 6)
“Mulchers.”
Staff and adult assistants oversee that the plan is carried out properly.
Planting is completed by several classes – 45 minutes/class; or one class – taking most of the day; or
an hour a day over the course of a week by one or several classes depending on scheduling needs.
Upon completion of the instillation of the plants, the class walks the site to admire their work. Ask
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students the leading questions beginning by having students discuss what they have learned and then
make a prediction about the future of their site.
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Evaluation:
Student photos of the retention basin before and after planting.
Students log species biodiversity over time.
Immediately following a rain event, students measure the amount of water in the basin and note
the amount of time it takes for the water to percolate down through the soil.
Technology Integration:
 Research through the internet
 Google doc for small group student collaboration/ teacher monitoring
Network Collaboration:
Create a “Wikispace.”
Partnership/Community Connection:
Faculty, Custodial Staff, Parent Volunteers, Local Businesses
Location of Project/Learning Environment:
Classroom and Rain Garden site
Special Documents:
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written administrative approval
student/teacher contract i.e. behavior and performance expectations
parent letter/permission slip
Internet Acceptable Use Policy form
Accommodations for Special Needs or unique situations that need to be considered for this
instructional design:
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All activities completed by special needs students are per their IEP.
Be aware of individual 504 plans, allergies and asthma, and other unique limitations i.e.
broken limbs.
Safety Accommodations:
Following the development of the Rain Garden plan, instruction will review: staying on task,
emphasis on safety and proper use of tools, dressing for the weather conditions, wearing protective
clothing/footwear/eyewear, insect and UV protection.
Adult to student ratio will vary per grade level and class size.
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