Progress 03/01/21 to 02/28/25
Outputs
Target Audience:The target audience for the pilot implementation of the AG SEED-LINGS curriculum was elementary teachers from Pennsylvania schools. Of the 58 participating teachers, two were from outside of Pennsylvania (Rhode Island, Florida). Teachers were employed at 28 school districts and two cyber charter schools, with brick-and-motor schools located in urban (19%), suburban (53.5%), and rural (28.5%) areas. The participating teachers came from schools where the percentage of economically disadvantaged students ranged from 4% to 78.6%. The numbersof teachers who participated in the various AG SEED-LINGS programs are presented in Table 1. Table 1. Number of teachers who participated in the AG SEED-LINGS program. Grade Level 2002 2023 Pilot 2023 Hybrid Workshop 2024 Virtual Workshop 2024 1-Day Workshop K 2 2 0 0 0 1 0 2 2 2 0 2 0 3 0 2 0 3 0 3 2 4 0 4 0 3 2 0 0 5 0 3 1 2 0 6 2 1 0 0 1 Multi Level 0 4 7 5 3 ---------------------------------------------------------------------------------------------------------------------------------------------- Total 4 21 14 15 4 Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The AG SEED-LINGS project offered multiple opportunities for teacher professional development. These included the following: Multi-day trainings with 4 elementary teachers at Penn State University Park campus 1-day workshop with 21elementary teachers for the pilot of the curriculum Hybrid 5-day summer workshop with 14 elementary teachers Virtual 5-day summer workshop with 15 elementary teachers 1-day workshop to train 4 elementary teachers on the online module series and the NetLogo model How have the results been disseminated to communities of interest?The AG SEED-LINGS program has been disseminated to K-12 educators, other professional development providers, and Research Impacts professionals. Educators - educator conferences through presentations (Pennsylvania Science Teachers Association Conference, 2023; AG Summer Institute for Educators, 2023) and vendor booths as well as school district presentations Professional development providers - Hawaii International Conference on Education 2025 Research Impacts professionals - Advancing Research Impacts in Society (ARIS) Summits 2023, 2024 Multiple audiences also received information regarding the AG SEED-LINGS programs and resources via CSATS social media outlets andemail newsletters. In June 2025, the AG SEED-LINGS program received the Commonwealth of Pennsylvania Governor's Award for Environmental Excellence for innovative projects that aim to protect our environment and provide a more sustainable future with a particular focus on developing the next generation of environmental stewards. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Goal 1: Increase elementary teachers' and students' understanding of science practices related to pollinator research. The AG SEED-LINGS project began with four elementary teachers participating in two days of pollinator research activities. In 2022, they visited the Arboretum for pollinator observations and a habitat assessment, then partnered with graduate students from the Penn State Center for Pollinator Research for fieldwork. This initial professional development led to two week-long summer workshops, with three days focused on building teachers' understanding of science practices related to pollinator research. In 2023 and 2024, 29 elementary teachers joined AG SEED-LINGS summer workshops to explore plant-pollinator research and curriculum materials. The first three days built teachers' knowledge of plants, pollinators, and scientific practices. Teachers engaged in science practices-based activities using resources at Penn State, including the Arboretum, Frost Museum, and Student Farm. They investigated insect and plant anatomy with microscopes, explored bee habitats, observed pollinator interactions, and learned how pollinators connect to food systems. Teachers reported an increase in their confidence level for engaging their students in the science practices after the workshop relative to before. Prior to the workshop, teachers reported a low level of confidence in engaging their students in the science practices included in the Next Generation Science Standards. On a Likert scale of 1 to 5 (low confidence to high confidence), the average rating in the pre-workshop survey was 3.1. Following the workshop, the average rating was 4.2, indicating an increased confidence in engaging students in the science practices. The teachers "significantly agreed" (29) that their understanding of pollinator research was enhanced from the workshop and "significantly agreed" (28) or "agreed" (1) that the program facilitators instructional techniques supported their learning. Teachers' open-ended responses to the week-long workshop surveys included the following: "The hands-on activities were awesome and kept me engaged as a learner. I really enjoyed building the Bee Hotel and going on the field trip." "I learned a great deal from visiting the Frost Museum and using the microscopes as well as visiting the Arboretum." "Observing the pollinators and pollen under the microscopes and at the arboretum. The trip to the farm provided me with so many classroom ideas. The hands-on opportunities were fantastic and deepened my knowledge and enthusiasm for science and sharing these with students." For 5th and 6th grade teachers and students, we developed a NetLogo model and guides to explore how gardens support pollinators. Piloted in two 6th grade classes, students used the model to examine plant-pollinator relationships and analyze how flower color affects pollinator behavior. This led to the creation of a three-module series,Buzzing Buddies, developed with an instructional designer. Four teachers completed the modules and a 1-day workshop, reporting improved understanding of pollinator preferences and confidence in applying the content in their classrooms. Goal 2: Prepare elementary teachers to engage their students in classroom projects that parallel the PDs' pollinator research as it applies to issues of food production. In 2022, teachers spent two days with the AG SEED-LINGS team developing classroom research plans. They reviewed Pennsylvania's new science standards, explored how field activities aligned with them, and examined pollinator-related teaching resources. Teachers then collaborated on grade-level curriculum development. These efforts led CSATS to create 19 pollinator-focused lessons for grades K-5, integrating reading, writing, math, and social studies. In 2023 and 2024, the 29 participating teachers spent the final two days of the workshop exploring AG SEED-LINGS curriculum and materials. They built bee hotels, explored the WPSU virtual Arboretum tour, and reviewed curriculum in grade-level and environmental literacy groups. Teachers reported feeling prepared to lead pollinator-related investigations and activities in their classrooms. Some of their open responses on the workshop survey included: "I have background knowledge and activities to help engage my students in understanding pollinators and the importance of planning and implementing a pollinator garden at my school." "Absolutely! It was amazing. I have an abundance of material to not only teach but to directly engage students in Ag Science as well as other areas." "I'm going to reorganize my Life Science curriculum to revolve around pollination & food. It should be fun!" "I will be incorporating all of the AG-SEEDLINGS activities into my classroom. I love the labs and activity sheets. They go perfectly with concepts I already teach such as invasive species, pollinators, density, and using math in Science." Goal 3:Increase elementary teachers' and students' understanding of agricultural science concepts (e.g., life cycles, adaptations) underlying plant-pollinator research. Teachers attending the 2023 and 2024 AG SEED-LINGS workshops showed improved understanding of plant-pollinator research. Pre- and post-assessments revealed an average score increase from 7.1 (64.5%) to 9.7 (88.5%). Additionally, 28 of 29 teachers "significantly agreed" their understanding had been enhanced. Teachers' open responses included: "Not only [did I learn] about pollinators and their important role in agriculture, I learned how to utilize that information in application in my teaching my students and colleagues. Also, I learned actual content from research scientists which makes me feel more confident in teaching this material." "I really enjoyed learning the anatomical differences between bees, flies, and wasps. I loved using the microscopes to apply what we learned at the Frost Museum. Getting to experience Penn State's Arboretum and Student Farm were also highlights of this experience." "I really enjoyed and felt that going in the field aided in my learning with the topics taught. Also, getting information directly from scientists was incredible." Students' knowledge of these concepts was enhanced as teachers implemented the AG SEED-LINGS curriculum in their classrooms. Goal 4:Increase elementary teachers' awareness of available resources for engaging students in practices related to pollinator research. The AG SEED-LINGS program developed resources to support pollinator research in classrooms. A NetLogo model with teacher and student guides was created for grades 5-6 to explore how gardens support pollinators. A 19-lesson K-5 curriculum integrated agricultural science with reading, writing, math, and social studies. Teachers in the 2023 and 2024 workshops were also introduced to tools like Beescape, iSeek, and iNaturalist, along with other pollinator education resources. Teachers' open ended responses on the evaluation surveys included: "[I plan to] use the microscope during class with various insects and flowers, use the curriculum and projects that were given during the workshop. Show bee hotel and build either a mini model or an actual one." "I will be using the lesson plans, the resources, the videos, the literature and especially the microscope." "This program gave me resources, tools and materials to connect the STEELS standards to my students." "I love the connection with the suggested Apps, the field trip in our own neighborhood and the use of the microscope (the microscope was my favorite)."
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2023
Citation:
Klixbull, S., & Hill, K.M. (2023, March). Planting Agricultural Science in the Elementary Classroom, AG-SEEDLINGS. In M. Johnson & S. Vasmer (Eds), Proceedings of the Annual Advancing Research Impact in Society Summit (p. 18-20).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Hill, K.M., & Klixbull, S. (2024, April). Unlock the Power of Elementary Science: Take Action & Impact Young Minds. [Poster session]. Advancing Research Impact in Society Annual Summit, Omaha, NE.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Klixbull, S. & Hill, K.M. (2025, January). A Hive of Learning: Promoting Agriculture and Pollination Science into Elementary Curriculum through AG-SEEDLINGS. [Conference session]. Hawaii International Conference on Education, Honolulu, HI.
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Progress 03/01/23 to 02/29/24
Outputs
Target Audience:The target audience for the pilot implementation of the AG SEED-LINGS curriculum was elementary teachers from a school district near Philadelphia, Pennsylvania and a school district near State College, Pennsylvania. School District Number of teachers Black or African American (%) Hispanic (%) Multi-race (%) White (%) Economically disadvantaged (%) Aston Elementary School 3 3.76 4.8 3.76 84.76 23.8 Coeburn Elementary School 4 5.73 3.44 4.87 80.52 27.8 Parkside Elementary School 3 18.05 4.33 6.14 67.87 35.74 Pennell Elementary School 3 1.48 2.96 0.74 91.85 15.8 Penns Valley Elementary and Intermediate School 2 0 0.47 0.47 98.83 37.09 The target audience for the 2023 AG SEED-LINGS summer workshop included 14 elementary teachers from Pennsylvania and one elementary teacher from Rhode Island. School District Number of teachers Black or African American (%) Hispanic (%) Multi-race (%) White (%) Economically disadvantaged (%) Sullivan County School District 1 1.0 0.7 0.7 97.2 46.3 Bald Eagle Area School District 1 0.9 0.9 1.5 95.8 34.3 Saint John the Evanglist Catholic School 1 0.0 0.0 1.1 96.8 Unknown State College Area School District 1 2.7 4.2 6.9 77.2 15.6 Saint Rose of Lima School 1 99.1 0.0 0.0 0.5 Unknown Queen of Angels Catholic School 1 2.5 2.0 0.0 94.4 Unknown Montgomery Area School District 1 0.9 3.0 3.3 92.1 45.4 Clearfield Alliance Christian School 1 0.0 1.1 0.0 97.8 Unknown Mary Queen of Apostles School 1 3.0 0.5 10.0 86.0 Unknown Jamestown Schools (Rhode Island) 1 0.0 0.5 4.0 95.0 4 Commonwealth Charter Academy 1 16.6 17.4 7.1 57.4 51 Shippensburg School District 1 4.9 7.9 3.8 80.9 32.4 Corpus Christi Catholic School 1 1.0 1.7 2.7 92.3 Unknown Pittsburgh Public Schools 1 51.6 4.8 9.2 30.5 78.6 Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?In summer 2023, professional development and training was provided to 14 elementary teachers regarding plant-pollinator research. Elementary teachers in 13 Pennsylvania schools and one Rhode Island school were provided with in-person professional development that involved a combination of laboratory and field work to understand the practices used by researchers studying plant-pollinator interactions. The teachers were also provided with an introduction to the AG SEED-LINGS curriculum for grades K through 5. These teachers will be implementing the curriculum in their classrooms in the 2023-24 school year. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we plan to: Design and implement the 2024 AG SEED-LINGS virtual summer workshop with 12 elementary (K-5) teachers. Add three lessons to the AG SEED-LINGS elementary curriculum. Lesson 1- Home Sweet Home: A lesson dedicated to understanding that bee species live in different homes, (solitary vs social bees). Students will then go outside to observe and find evidence and draw different bee homes. Lesson 2- Am I a Bee?!: A lesson dedicated to what definitions make a bee a bee! Students will also learn the difference between a fly, wasp, and bee. Students will get to observe with resin insects to define the head, wings, abdomen, and thorax. Lesson 3 - From Bee to Juice: A lesson dedicated to a part 2 of the "Bee to Pie" K-2ndlesson. Students will learn about the importance of cross pollination and Apple Orchards as it relates to the state of PA's agriculture industry. Students will learn how apple juice is made and will conduct a in-person experiment testing/tasting different types of apple juice using their senses and pH strips/materials to check balance of acid/base. Students will also learn about the history/patients of apple presses and the importance they played on the PA industry. Hold a workshop for middle-level teachers using the online Articulate modules and the NetLogo Pollinator Model. Develop additional modules for the virtual workshop in summer 2024.
Impacts
What was accomplished under these goals?
Goal 1: Increase elementary teachers' and students' understanding of science practices (e.g., analyzing and interpreting data) related to pollinator research. The AG SEED-LINGS hybrid summer workshop activities were designed to build teachers' knowledge of pollinator science with connections to food security and introduce the AG SEED-LINGS curriculum. In July of 2023, 14 teachers participated in the hybrid AG SEED-LINGS summer workshop to engage in laboratory and field work related to plant-pollinator research as well as learn about the AG SEED-LINGS curriculum and classroom materials. The first 3 days of the workshop were at Penn State University campus and focused on building teachers' knowledge of plants, pollinators, and research practices used by scientists. Outline of Workshop Activities: Day 1: AG SEED-LINGS Team and Teacher Introductions Goals of the workshop and connections to science standards Introduction to Plant-Pollinator Interactions Visit to the Frost Entomology Museum Microscopes: Insect and Plant Anatomy Exploration of Pollen Shapes and Colors Penn State Berkey Creamery Visit Review of Bee in a Cup Lesson Day 2: Visit to the Penn State Arboretum Overview of pollinator garden Bee habitat Pollinator observations Return to the classroom Review of The Waggle Dance Lesson Teachers explored the grade-level AG SEED-LINGS curriculum kits Day 3: Visit to the Penn State Student Farm Overview of food production at the farm Fresh vs. store-bought produce - look, smell, taste Student farm stations - food production, weed and pest control strategies, soil, garden-grown vs. store-bought produce Teachers returned home Goal 2: Prepare elementary teachers to engage their students in classroom projects that parallel the PDs' pollinator research as it applies to issues of food production. In July of 2023, 14 teachers participated in the hybrid summer AG SEED-LINGS workshop to engage in laboratory and field work related to plant-pollinator research as well as learn about the AG SEED-LINGS curriculum and classroom materials. The final 2 days of the workshop were held virtually and focused on the AG SEED-LINGS curriculum and classroom materials. Outline of Workshop Activities: Day 4 (Virtual): Make a Bee Hotel activity AG SEED-LINGS Grade-level Curriculum Review WPSU Virtual Tour of the Penn State University Arboretum Grade-level Breakout Sessions to discuss AG SEED-LINGS curriculum kits Day 5 (Virtual): Environmental Literacy & Grade Band lessons (K-2; 3-5) Grade-band Breakout Sessions to discuss AG SEED-LINGS curriculum kits Activity: Will the Bees like it Here? AG SEED-LINGS Curriculum Sequence Brainstorm Session: Challenges/Q&A Goal 3: Increase elementary teachers' and students' understanding of agricultural science concepts (e.g., life cycles, adaptations) underlying plant-pollinator research. In the spring 2023, the AG SEED-LINGS curriculum was piloted in multiple elementary schools across all grade levels and improvements were made to lessons based upon teachers' feedback. In addition, the teachers who attended the 2023 AG SEED-LINGS summer workshop increased their understanding of plant-pollinator research. From the post-workshop survey, 13 out of 14 teachers stated that they significantly agreed (5 out of 5) that their understanding of plant-pollinator research had been enhanced. Examples of open responses included: "I really enjoyed learning the anatomical differences between bees, flies, and wasps. I loved using the microscopes to apply what we learned at the Frost Museum. Getting to experience Penn State's Arboretum and Student Farm were also highlights of this experience. Further, I am excited about the curriculum and resources we have been given to implement our learning into our own classrooms. My students are going to love the waggle dance lesson among many others." "I enjoyed the Lab work at the entomology museum. The field day at the farm was great as well. I will be using many of the activities we have done across my K-12 classes." "I really enjoyed and felt that going in the field aided in my learning with the topics taught. Also, getting information directly from scientists was incredible. Hearing things first hand about research-based facts and the importance was very beneficial. Especially how information can be easily misrepresented in Youtube videos and information out there." "Thank you to EVERYONE! I cannot wait to turn my excitement from what I learned during this workshop into my lessons this school year and get my students and school excited about pollinators as well." They increased their students' knowledge of these concepts by implementing the AG SEED-LINGS curriculum with their students. Goal 4: Increase elementary teachers' awareness of available resources for engaging students in practices related to pollinator research. In the fall of 2022, we developed pollinator-plant curriculum for grades K through 5. As part of the curriculum development, classroom resources were identified and obtained to create multiple curriculum kits for each grade level such that the agricultural science integrated with appropriate levels of math and language arts. In the spring 2023, the AG SEED-LINGS curriculum was piloted in multiple elementary schools and improvements were made to lessons based upon teachers' feedback. In addition, teachers who participated in the 2023 AG SEED-LINGS summer workshop were introduced to the AG SEED-LINGS curriculum, classroom supply kits, and additional resources for teaching about pollinators.
Publications
- Type:
Other
Status:
Accepted
Year Published:
2023
Citation:
Klixbull, S., & Hill, K.M. (2023, October). AG-SEEDLINGS, Agricultural Science in Elementary Education, Learning in Gardens at School. Presentation at the meeting of the Pennsylvania Science Teachers Association, Lancaster, PA.
- Type:
Other
Status:
Accepted
Year Published:
2023
Citation:
Hill, K.M., & Klixbull, S. (2023, July). AG SEED-LINGS for K-6 Educators and Alignment to the new PA STEELS Standards. Presentation at the meeting of the AG Summer Institute for Educators, University Park, PA.
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Progress 03/01/22 to 02/28/23
Outputs
Target Audience:The target audience you describe should include only those that your efforts reached during the current reporting period; this may mean that the audiences you list are only a subset of all those you included on your projects initiation. Target audiences include individuals, groups, market segments, or communities that will be served by the project. Where appropriate, you should also identify population groups such as racial and ethnic minorities and those who are socially, economically, or educationally disadvantaged. Efforts include acts or processes that deliver science-based knowledge to people through formal or informal education programs. Examples include: formal classroom instruction, laboratory instruction, or practicum experiences; development of curriculum or innovative teaching methodologies; internships; workshops; experiential learning opportunities; extension and outreach. The target audience for the pilot implementation of the AG SEED-LINGS curriculum was elementary teachers from a school district near Philadelphia, Pennsylvania and a school district near State College, Pennsylvania. School District Number of teachers Black or African American (%) Hispanic (%) Multi-race (%) White (%) Economically disadvantaged (%) Aston Elementary School 3 3.76 4.8 3.76 84.76 23.8 Coeburn Elementary School 4 5.73 3.44 4.87 80.52 27.8 Parkside Elementary School 3 18.05 4.33 6.14 67.87 35.74 Pennell Elementary School 3 1.48 2.96 0.74 91.85 15.8 Penns Valley Elementary and Intermediate School 2 0 0.47 0.47 98.83 37.09 Changes/Problems:I am requesting a no-cost budget realignment to support the success of the project: Faculty in the Penn State College of Education will be fulfilling the work of developing and building the online modules. Remove purchase services and add monies to salaries to enable Penn State faculty to build the online modules and continue to improve the pollinator model. Stephanie Klixbull and Kit Martin are trained in the Articulate 360 platform to build the online modules. Kit Martin will continue to improve the pollinator model in NetLogo. The cost for housing teachers on campus during the workshop has nearly doubled. In addition, we have received many applications from teachers who are interested in attending the AG SEED-LINGS summer workshop, however, many of these teachers are not located within a commutable distance to Penn State University Park campus. I plan to adjust the budget to cover the increased costs of housing for participants coming from a distance. Also, increase the participant costs to cover the expenditures for 12 teachers to travel to State College, PA. What opportunities for training and professional development has the project provided?In summer 2022, professional development and training was provided to four elementary teachers regarding plant-pollinator research. Elementary teachers in Penn-Delco and Penns Valley school districts were provided with an introduction to the AG SEED-LINGS curriculum for grades K through 5. These teachers will be piloting the curriculum in their classrooms in the spring 2023. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we plan to: Pilot the AG SEED-LINGS elementary curriculum at Penn-Delco schools. Make improvements to the AG SEED-LINGS elementary curriculum based upon feedback from the pilot at Penn-Delco schools. Develop online modules that will support the 2023 summer workshop. Develop and implement the hybrid summer teacher workshop with teachers in grades K-5. Develop additional modules for the virtual workshop in summer 2024.
Impacts
What was accomplished under these goals?
Goal 1: Increase elementary teachers' and students' understanding of science practices (e.g., analyzing and interpreting data) related to pollinator research. Four teachers who are co-leading the curriculum development were identified and engaged in two days of activities related to pollinator research. The first day occurred in May of 2022 while the second day occurred in July of 2022. Teachers visited the pollinator garden at the Arboretum and engaged in pollinator observations and a habitat assessment on the first day. For the second day, the teachers were paired with graduate students from the Center for Pollinator Research to engage in field activities related to the graduate students' research. In the summer of 2022, we also developed a NetLogo model and associated teacher and student guides designed for 5th and 6th grade students to understand how pollinator gardens can support pollinators. The pollinator model and guides were used in two 6th grade science classes as a pilot. Students engaged in the practice of using models to understand relationships between plants and pollinators. In addition, the students used the graphical output of the model to make claims about the relationship between flower color and particular pollinators. Goal 2: Prepare elementary teachers to engage their students in classroom projects that parallel the PDs' pollinator research as it applies to issues of food production. In July of 2022, teachers spent an additional two days with the AG SEED-LINGS team to develop classroom research project plans. These plans were designed to engage students in science practices from the two days of research experiences. Outline of Workshop Activities: Day 1: Review of program goals Pennsylvania's new science standards Review of Field Day Activities Share Available Resources Outdoor Education Activities Grade-Level Curriculum Development Work Day 2: Grade-Level Curriculum Development Work Goal 3: Increase elementary teachers' and students' understanding of agricultural science concepts (e.g., life cycles, adaptations) underlying plant-pollinator research. Teachers visited the Arboretum to learn about plant-pollinator relationships. The teachers also participated in a research field day with graduate students from the Center for Pollinator Research. The concepts underlying plant-pollinator research were then supported by Pollinator researchers during the curriculum development sessions that occurred in July of 2022. Using the NetLogo model and associated teacher and student guides designed for 5th and 6th grade, students increased their understanding of how pollinator gardens can support pollinators. We observed 6th grade students in two science classes use the model. The teacher introduced the lesson by having students write in science journals, "How are pollinators connected to what we have learned in class so far this year?" Example student responses: Growth/reproduction of cells Classification of animals Reproduction In small groups students collaborated on "what they know about pollinators?" Example student responses: Seed dispensing Collecting pollen Pollinators and plants have a working relationship and benefit each other. Honey is "bee barf" The teacher then introduced the student guide for the whole group discussion and gave students an overview of basic pollination education to be able to navigate using the model. The teacher presented about living communities of pollinators and threats to pollinators. The teacher led the whole group in setting up a garden in the model with particular flower colors and particular pollinators. The students observed the model run for a set period of time and then recorded their observations in their science journals. Student responses: "Bees only went for yellow." "Bees went for magenta as well but mostly yellow. You can tell by the chart." Teacher had students collaborate and decide on one variable to change in scenario 1. The teacher discussed "preferencing of flower color" with pollinators. Students as a class decided to run scenario 1 again but plotting all colors except yellow and magenta to observe if pollinator (bees) would change their preference. Students observed that when scenario 1 was run again, the bees did not pollinate and thus there were no new flowers. Goal 4: Increase elementary teachers' awareness of available resources for engaging students in practices related to pollinator research. During the two days of curriculum development in the Summer of 2022, the teachers were shown a collection of available resources for engaging students in practices related to pollinator research. These resources came from the Penn State Center for Pollinator Research, the Penn State Center for Science and the Schools, Shaver's Creek, and other identified USDA projects. In the summer of 2022, we also developed a NetLogo model and associated teacher and student guides designed for 5th and 6th grade students to understand how pollinator gardens can support pollinators. During the classroom observation, we identified areas of improvement for the model and the curriculum guides. Both the model and guides were updated to make these improvements. In the fall of 2022, we developed pollinator-plant curriculum for grades K through 5. As part of the curriculum development, classroom resources were identified and obtained to create multiple curriculum kits for each grade level such that the agricultural science integrated with appropriate levels of math and language arts.
Publications
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