Curriculum Connections
The Garden Learning Program has a multitude of interconnecting curriculum connections. It provides integrated learning experiences across disciplines using the inquiry method of experiential learning. These include:
1. Literacy
2. Understanding vocabulary/terminology - this can be refined according to the age group and will include terms such as sustainability, environment, citizen. This will be presented at the outset of the project and materials such as books and videos on environmental sustainability, growing a garden and how to be a citizen will be used to engage students. The materials will all be age appropriate and specific to the project.
3. Mathematical knowledge – students will have to study the materials, budget constraints, quantities and chemical requirements for successful implementation.
4. Scientific knowledge on sustainability is required.
5. Knowledge on process/procedure - how are we going to set out to achieve this goal? And how long will it take to achieve this goal?
6. A unit on Sustainability will focus on using the environment to sustain the environment e.g. The value of composting and how to go about starting to compost.
7. What is my role and responsibility as a citizen in the GBL project? - Each student’s role has to be clearly defined and described with and emphasis on how each role compliments each other and that all roles must function together as a whole in order for the project to be successful.
8. Students will be required to keep a guided field-journal which will include diagrams, notes and observations that document every step of the project.
9. The teacher guides student –learning as the leader but it is the students themselves who will assess their work through a series of peer assessments.
1. Literacy
2. Understanding vocabulary/terminology - this can be refined according to the age group and will include terms such as sustainability, environment, citizen. This will be presented at the outset of the project and materials such as books and videos on environmental sustainability, growing a garden and how to be a citizen will be used to engage students. The materials will all be age appropriate and specific to the project.
3. Mathematical knowledge – students will have to study the materials, budget constraints, quantities and chemical requirements for successful implementation.
4. Scientific knowledge on sustainability is required.
5. Knowledge on process/procedure - how are we going to set out to achieve this goal? And how long will it take to achieve this goal?
6. A unit on Sustainability will focus on using the environment to sustain the environment e.g. The value of composting and how to go about starting to compost.
7. What is my role and responsibility as a citizen in the GBL project? - Each student’s role has to be clearly defined and described with and emphasis on how each role compliments each other and that all roles must function together as a whole in order for the project to be successful.
8. Students will be required to keep a guided field-journal which will include diagrams, notes and observations that document every step of the project.
9. The teacher guides student –learning as the leader but it is the students themselves who will assess their work through a series of peer assessments.
Links to teaching and assessment
Many teachers who are unfamiliar with garden based teaching may find structured plans useful. Many such plans are often found as links on your school division's website. Below is a file that contains one such example on the topic :
"Habitat & survival"
"Habitat & survival"
habitatsurvival_grade4science.htm | |
File Size: | 146 kb |
File Type: | htm |
For another useful resource link to garden based learning
http://schoolgardennetwork.ca/lessons/a-guide-to-growing-school-gardens-in-alberta/
http://schoolgardennetwork.ca/lessons/a-guide-to-growing-school-gardens-in-alberta/