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Vacant Lot to Community Garden

Vacant Lot to Community Garden. Amber Beene Anny Bui Allison Payne Elizabeth Haney. Purpose.

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Vacant Lot to Community Garden

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  1. Vacant Lot to Community Garden Amber Beene Anny Bui Allison Payne Elizabeth Haney

  2. Purpose • We have been given a vacant space in a lot close to our school Lakeland Elementary. We plan to put this lot to great use by using it to relate and support our curriculum inside the classroom. We will also use this to involve the community around us as well. • We plan on using the lot to make a community garden. Each class in the school will have a designated area in this garden to plant a plant or plants of their choice to have some part of ownership. This will teach students about responsibility because they need to take care and maintain this garden. This will also support science and social studies curriculum inside the classroom. This can also easily fit into other curriculum areas as well.

  3. Grade Level The grade level at our school, Lakeland Elementary, we chose to focus on for the vacant lot project was first grade. This particular unit can be adapted for any grade level and used school wide.

  4. Length of Unit This can be an ongoing unit covered throughout a semester. It is a process of seeing a community garden grow, not something that just happens in a week. So this unit can be stretched across many, many weeks and involve many curriculum areas.

  5. TEKS: Social Studies • Social Studies • (5)  Geography. The student understands the purpose of maps and globes. The student is expected to: • (A)  create and use simple maps to identify the location of places in the classroom, school, community, and beyond; and • (6)  Geography. The student understands various physical and human characteristics of the environment. The student is expected to: • (A)  identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; • (B)  identify examples of and uses for natural resources in the community, state, and nation; and • (C)  identify and describe the human characteristics of places such as types of houses and ways of earning a living.

  6. TEKS: Social Studies Continued • 7)  Economics. The student understands the concepts of goods and services. The student is expected to: • (A)  identify examples of goods and services in the home, school, and community; • (B)  identify ways people exchange goods and services; and • (C)  identify the role of markets in the exchange of goods and services. • 19)  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: • (A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and • (B)  use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

  7. TEKS: Science • (1)  Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to: • (A)  demonstrate safe practices during classroom and field investigations; and • (B)  learn how to use and conserve resources and materials. • (4)  Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: • (A)  collect information using tools including hand lenses, clocks, computers, thermometers, and balances; • (B)  record and compare collected information; and • (C)  measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils.

  8. TEKS: Science Continued • (6)  Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to: • (B)  observe and describe the parts of plants and animals • (7)  Science concepts. The student knows that many types of change occur. The student is expected to: • D)  observe and record changes in the life cycle of organisms. • (9)  Science concepts. The student knows that living organisms have basic needs. The student is expected to: • (A)  identify characteristics of living organisms that allow their basic needs to be met; and • (B)  compare and give examples of the ways living organisms depend on each other for their basic needs.

  9. TEKS: Mathematics • §111.13. Mathematics, Grade 1. (b)  Knowledge and skills. (1.1)  Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. • The student is expected to: • (A)  compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models; • (B)  create sets of tens and ones using concrete objects to describe, compare, and order whole numbers; (1.4)  Patterns, relationships, and algebraic thinking. The student uses repeating patterns and additive patterns to make predictions. • The student is expected to identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems.1.6)  Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. • The student is expected to: • (A)  describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares

  10. TEKS: Language Arts (10) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (A) read fiction, nonfiction, and poetry, including classic and contemporary works, for pleasure and/or information (1); and (B) use graphs, charts, signs, captions, and other informational texts to acquire information (1). (11) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and (C) identify words that name persons, places, or things and words that name actions (K-1). (12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3); (D) monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3); (E) draw and discuss visual images based on text descriptions (1-3); (F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and (G) identify similarities and differences across texts such as in topics, characters, and problems (1-2). (13) Reading/literary response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (K-1); (B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1); (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); (D) connect ideas and themes across texts (1-3); and (E) describe how illustrations contribute to the text (K-1).

  11. TEKS: Art (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to: (B)  identify color, texture, form, line, and emphasis in nature and in the human-made environment. (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A)  invent images that combine a variety of colors, forms, and lines; (B)  place forms in orderly arrangement to create designs; and (C)  increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

  12. Language Arts The students respond to a story in which a child inspires her neighborhood to work together and improve a vacant lot. The students recognize that they can have a positive impact on others. The class decides on a philanthropic project related to the literature that will benefit the school or larger community. • http://www.learningtogive.org/lessons/unit182/lesson1.html

  13. Language Arts After reading The Secret Garden Notebook: A Gardening Book for Children by Judy Martin, Students will make a list of possible plants to grow in our school garden

  14. Social Studies and Science Planning a school garden harvest festival based upon the foods grown. This involves social studies and science because students see how things grow over time and how people make a living by growing plants and selling them. • http://www.kidsgardening.com/Dig/digdetail.taf?Type=Art&id=2124

  15. Social Studies and Science • Share the book “From Seed to Plant” by Gail Gibbons • Teacher will use the book to describe in detail the parts of the plant (flower, leaf, stem, roots) and their functions. • Students are given different types of seeds (lima bean seed, apple seed, flower seeds, etc.) and back ground information for the seed chosen. • Students are to identify the major parts of a plant, flower, or fruit, and where they are originated (this helps students learn about different cultures).

  16. Science Class will create a KWL chart on plant, next students will watch a video from unitedstreaming.com, The Importance of Plants. After viewing they will add more information to the KWL Chart. http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=6B4E1452-2067-4495-807D-9A4E722D8CAC

  17. Activity 5- Science • The Students will identify and explain the different parts of a plant- leaf, flower, roots, and stem. • Students will have a chance to observe real plants that have been growing in the garden and identify the different parts. • Students will draw and label the parts of the plant they observed in their science journals.

  18. Science • Students will have an opportunity to learn about and grow their very own sunflowers in the garden. • Students will be able to identify sunflowers, sunflower seeds, some foods made from sunflowers, and other uses of the plant after the activity. • Students will also demonstrate the basic steps in planting a seed. http://forces.si.edu/ltop/pdfs/PreK-HereComestheSunflower.pdf

  19. Science • Students will perform an experiment to find out how plants react to different types of soil and how it can affect the way the plants grow. http://sciconn.mcb.arizona.edu/experimenting_Plantext.html

  20. Art • Watch the video of The Magic School Bus Plants Seeds. Review the video and what they have learned. Students are to create their own flower or plant. The art materials would include different types of pictures of plants and flowers, seeds, tissue paper, pipe cleaners, glitter and colored sugar. Once everything is complete, students will present their new inventions. Students will then sort and classify the invented flowers.

  21. Art • Students will go on a nature walk and collect several different types of leaves. • Students will then make a leaf rubbing of each leaf and then glue them together on a piece of paper to make a leaf collage.

  22. Art • Students will collect different flowers from outside or from home and will place them in a flower press to dry them out. • After the flowers have dried out, they will paste them to a bookmark which they get to decorate. • The bookmarks will be laminated and the students can take them home.

  23. Art • Students will be asked to design construct a new type of flower that they have invented on their own. They will be given a variety of materials to use to construct their new flower and will give it its own unique name.

  24. Math Activity Read The Tiny Seed, by Eric Carle.Students will form an assortment of categories for the different types of seeds and shapes (carrot seed, lettuce seed, bean seed, pumpkin seeds) and they will create graphs to display their categories. Each student will receive a cup filled with various seeds. Students will sort the seeds according to shape, color, or size. Each student will mark a graph showing the number of seeds in each category.

  25. Resources • http://www.learningtogive.org/lessons/unit182/lesson1.html • http://www.kidsgardening.com/Dig/digdetail.taf?Type=Art&id=2124 • http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=6B4E1452-2067-4495-807D-9A4E722D8CAC • http://forces.si.edu/ltop/pdfs/PreK-HereComestheSunflower.pdf • http://sciconn.mcb.arizona.edu/experimenting_Plantext.html

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