The Educational EarthBox®
High School Testimonials
The Earthbox in IB classrooms
The International Baccalaureate Biology classes at Binghamton High School utilized the Earthbox in laboratory to achieve results in Plant Biology that could not have been realized by using traditional growing methods. Not only did the students study plant morphology, using soybean, but also the use of descriptive statistics to ensure meaningful results. Our students were able to utilize the plants grown to produce plant histology slides, TLC chromatography, separation of plant pigments utilizing gel-filtration techniques, determination of ascorbic acid content of selected vegetables, growth rates using various types of fertilizer, grow lights, water etc. Fiber content of a variety of vegetables was determined and compared with fiber content under varying environmental influences. We found the earthbox to be versatile, manageable and a tremendous resource in the laboratory component of the class. It lends itself to an incredibly wide range of activities within the school and community even in schools without an established greenhouse. Our class utilized grow lights, which, not ideal, did provide sufficient light for our purposes. The issue of proper lighting was our greatest challenge.
Our ultimate goal was to utilize the Earthbox in preparation of our Group IV IB Science project, a 10 hour research lab. In addition to the qualitative and quantitative observations of traditional growing methods we attempted the following:
- Examine growth and development: seed germination, leaf development, stem elongation, fruiting, and seed maturation.
- Examine growth responses.
- Investigate plant morphology.
- Investigate Reproductive biology such as flower development, pollen and pollination, fertilization and embryogenesis.
- Genetics; monohybrid and dihybrid genetics.
- Plant physiology; effects of hormones, photosynthesis, water relations, photoresponses, nutritional issues of macro and micronutrients.
- Ecological investigations such as salt pollution, herbicide resistance, acid rain, effects of various pollutants
— James Stiles
TERC’s Jeff Lockwood EarthBox Review
The EarthBox High School Curriculum - A Dynamic and Inquiry-based Method for Teaching Applied Plant Science
Teachers, scientists, and business leaders have recently developed a hands-on, guided-inquiry curriculum that uses EarthBoxes® to demonstrate and elucidate standard-based life science principles. Instead of learning about science by reading a book, students work through a sequence of 12 logically sequenced activities that allow them to engage in active inquiry to learn the nature of and interrelationships between concepts such as photosynthesis, respiration, plant and leaf structures and functions, the hydrologic cycle, and nutrition. Each activity offers opportunities for long-term study and analysis instead of quickly jumping to a new topic, making the curriculum one that is focused instead of scattered, student-centered rather than teacher-centered, and one that allows students to work collaboratively to solve problems—modeling the process of scientific investigation.
Along with a strong emphasis on standards-based content, and interdisciplinary connections in each activity, the EarthBox high school curriculum offers students opportunities to develop many research inquiry skills. Most activities involve investigations that allow students to uncover the central concept themselves. Students establish a control in each investigation and test the effect of changing a dependent variable on plant growth or behavior (tropisms). Students collect quantitative data, graph and analyze results, again modeling true research inquiry.
The EarthBox curriculum materials are both teacher- and student-friendly. One unusual feature is that teacher lesson-plan steps are keyed to indicate the learning style the step addresses—including visual, auditory, and tactile-kinesthetic learners. Lesson plans are clearly written and specific science objectives are mapped throughout. The 12 activities can be done in a linear sequence or groups of students can do different activities and then come together to present their results to the entire class in a type of research colloquium in which each group learns from the other. This curriculum is applicable to any biology, environmental, integrated, or agricultural science class that would like students to construct their own knowledge, and that would like students to apply biological principles in a relevant context. Added benefit: Students produce many types of vegetables and herbs that the class can eat at the end of each activity!
— Jeff Lockwood
Former high school biology teacher
Sahuaro High School
Tucson, Arizona
Current Project Director TERC
www.terc.edu
TERC’ work in mathematics and science education includes research, curriculum and technology development, and implementation support in the form of professional development and assistance to districts and schools. Our programs span pre-kindergarten through college, and include adult basic education and informal learning at museums, at home, and in after-school programs. Research drives the development of our activities and products. It also informs our efforts to create new knowledge about science and math teaching and learning.