From Seed to Shared Bread

Learning Goals & Products

Learning Goals

Students will be able to investigate how sunlight and water affect herb growth by observing plants over time and recording evidence of change.

Students will be able to identify and label basic herb plant parts by making drawings and simple models of roots, stems, leaves, and flowers.

Students will be able to gather information about herbs from garden, bakery, and restaurant partners using teacher-supported questions and observations.

Students will be able to define a simple problem for growing and using herbs by explaining what families need for a special bread-sharing event.

Students will be able to prototype a simple herb-growing or herb-using idea by sketching, building, or trying one clear improvement based on feedback.

Students will be able to collaborate to test, refine, and justify a class herb product by using observations and feedback from a practice audience.

Products

individual

Herb Research Journal and Simple Prototype Sketch

Each student creates a research journal with labeled drawings, observation notes, and one low-tech prototype sketch for growing or using herbs. The artifact must show what the student learned from firsthand evidence and how that evidence shaped a testable idea.

team

Class Herb Bread Exhibition Display and Shared Prototype Demo

The team produces a shared problem statement, a higher-fidelity class herb solution, and an exhibition display for families and partners. Students present how their individual research and prototypes informed the final bread, herb butter, decorations, and hospitality plan.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Effective Communication	I can listen to partners and take turns sharing what I noticed about herbs (smell, taste, and observations) using simple words, pictures, or sentence stems during class discussions and practice.	I can explain my observations about how herbs grow by sharing labeled drawings and “because” statements (e.g., “The plant looks different because we gave it more water”), and I can answer simple questions about my herb work.	I can communicate my learning for guests by presenting my plant journal and models (plant parts and what herbs need) with clear steps and correct labels, using evidence from our observations and partner visits to support what I say.	I can present and reflect on my final herb products for an audience by clearly linking observations, investigation results (sunlight/water), and community partner input to my claims, and I can revise what I share based on feedback to meet class hospitality and quality expectations.
Deeper Learning Competencies	Collaboration	I can work with a partner by taking turns, sharing materials, and completing my assigned job during herb planting, observing, and labeling I can listen to my teammates’ ideas and help them when they need it.	I can work with my group to co-design and carry out our herb-plant investigation by helping make a plan, choosing roles, and doing my part carefully over time I can ask respectful questions, use simple shared records (drawings/photos), and update our class chart with what we notice together.	I can collaborate to improve our herb planter/model by using feedback from classmates and community partners to revise our work I can explain how I contributed (what I did and what I learned), resolve minor disagreements by using group rules, and help others stay on track during building, testing, and presentation practice.	I can lead productive teamwork by guiding shared decision-making, coordinating roles, and making sure everyone contributes during the bread/herb butter and exhibition preparation I can use evidence from our observations and partner input to support group choices, help the team rehearse, and communicate clearly and kindly with families and guests.
Deeper Learning Competencies	Content Expertise	I can describe what herbs need to grow (like sunlight and water) using pictures and simple words from my observations and the garden visit.	I can use evidence from my observation journal (drawings/photos and notes) to explain how sunlight and water affect herb growth and connect it to plant parts (root, stem, leaves) using science vocabulary we practiced.	I can plan and carry out a simple investigation to test a plant need (sunlight or water), record results over time with labeled drawings/photos, and use my data to support a claim about how herbs grow.	I can design, test, and revise a solution/model to help herbs meet a goal (for example, a planter setup or a model of how plant parts help plants survive), using multiple sources from partners/texts, and I can explain my reasoning and what I learned in my final product and exhibition.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can ask a question and make careful observations (smelling, tasting, and watching plants) to notice what herbs need and what changes over time.	I can plan and carry out a simple test with my classmates (for example, with sunlight and water) and record what happens using pictures, drawings, and simple notes.	I can explain my observations and use evidence to revise my idea—such as choosing a planting plan or model (plant parts/needs) that helps herbs grow well for our bread, herb butter, or decoration.	I can design and improve a solution by using information from community partners and multiple sources, and I can defend my final plan by connecting my data and models to a clear claim about how growing herbs helps us make something special to share.
Deeper Learning Competencies	Self Directed Learning	I can notice what happens to herbs over time and record my observations in my journal using drawings, simple labels, and/or a few words (with help from my teacher).	I can plan a simple herb-care test (like sunlight and water), follow a step-by-step class plan, and update my journal with pictures, labeled drawings, and what I observed compared to my prediction.	I can use what I learn from books, photos, and garden/community partner conversations to ask focused questions, explain what the evidence shows about what herbs need, and revise my plan or model based on feedback.	I can independently monitor my herb growth, take accurate observation notes (including measurements or repeated trials when possible), use evidence to support a scientific claim, and revise my product/presentation to meet class expectations after a test audience.
Deeper Learning Competencies	Academic Mindset	I can follow my plan and keep trying when I observe herbs growing, using class tools (journal pages, pictures, and drawings) to record what I notice about what herbs need I can share one way I changed my work after a teacher reminder.	I can make careful observations of my herbs over time and use my observation journal (labeled drawings and/or simple writing) to explain what is happening and what I think will help the herbs grow I can use feedback from my teacher and peers to revise one part of my planter, model, or testing plan before I share it.	I can ask and answer questions about herbs using what I observe and information from garden visitors, texts, and/or media (with simple keywords or picture clues) I can test ideas (such as sunlight and water) and use my notes or measurements to adjust my design/model, explaining how my changes connect to meeting our goal.	I can set personal next steps for learning during the project, choosing strategies to improve my herb plan, models, or bread/herb-butter presentation based on evidence from my observations and feedback I can reflect in my journal to describe what worked, what didn’t, and what I will do differently to help our herbs grow well and share something special with others.