Students will use their senses, observations, and community experiences to learn what herbs are, how people use them, and why growing them well matters for a bread-sharing event. They will begin building science knowledge about plant parts and plant needs while gathering evidence from real places and people to understand what families and partners might need at the exhibition.

Students will sort evidence from herb observations and community partner learning, identify what families and guests need for a welcoming bread-sharing event, and turn those ideas into a simple class problem statement that guides later sketches and prototypes.

Students will use what they learned about herb growth, plant parts, and family needs to generate many possible ways to grow and use herbs for a bread-sharing event. They will sort ideas by what guests need most, sketch promising options, give and receive peer feedback, and choose one clear direction to develop in the next phase.

Students will use what they already learned about herbs, plant parts, and family needs to build first drafts of herb-growing and herb-using solutions. They will make quick models, create early bread and herb-butter plans, document herb growth evidence, and improve their ideas through structured peer feedback before moving on to testing.

Students will test their herb bread, herb butter, decoration, and welcome ideas with peers and invited users, gather evidence from observations and simple interview questions, and revise their draft plans based on what guests actually need and notice.

Students will use structured critique to study feedback from a practice audience, compare it to class expectations for the family bread-sharing event, and revise their herb products and display plans. They will reflect on herb growth evidence, decide which changes will best help guests, and improve their class solution before the exhibition phase.

Students will present their herb bread learning to families and bakery guests, notice how well their products and hospitality choices met class expectations, document evidence from the herb-growing process, and reflect on how feedback helped improve the final result.