Learning By Design: A Performance Task Activity for a Soil Fertility Course.

Performance task facilitates student learning through inquiry and collaboration to create products that reflect student knowledge and self-efficacy. At the University of Nebraska-Lincoln (UNL), students in the Soil Nutrient Relationships course complete a semester long performance task activity by creating evidence based nutrient management plans that integrates the four R-scientific nutrient management principles. Performance task activity is supported by content and concepts presented during lecture and recitation. In week of the semester, students self-select into a team of 3-4 students and identify or select a team's member's crop production field. At different points during the semester, each team develops sections for the selected field to include soil & climate data and field history on soil and crop management. The proposed plan also includes research-based information on plant nutrient requirements, interpretations of soil test, and recommendations of nutrient source, rate, timing, and placement. The performance task last section proposes monitoring and spatial nutrient management plans. Course instructors provide written feedbacks to students for each section draft. In addition, instructors and learning assistants meet with each team to discuss the proposed plan, identify strengths and areas of improvements to finalize the proposal. The performance task culminates in public poster presentation at the end of the semester.