Color Matching in the Garden: (Activity)

Outdoors or Indoors; Fall, Winter, Spring; Prep Time: 15 minutes (check out a library book and procure paint chips) Teaching Time: 30-45 minutes

Description: Students go on a “color search” using paint chips. This works well as a walk outside or in the garden, but could also be done in the classroom. Optional library book that can be paired with this lesson, The Colors of Us, explores human diversity.

Objective: Students develop their observation and matching skills. Students discover the diversity of colors found in the world around them.

Harvest of the Month: Flexible

Source: Shelburne Farms

 

Bean Seed Necklace: (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 20 minutes; Teaching Time (Part One): 45 minutes

Description: In Part One, students germinate bean seeds using their body heat: a bean tied on a string as a “bean seed necklace”. Additional activities included as extension options.

Objective: Students will learn about and sequence the life cycle of a plant.

Curriculum Connections:

ELA

  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

NGSS

  • 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
    • DCI: LS2.A: Interdependent Relationships in Ecosystems
      Plants depend on water and light to grow. (2-LS2-1)

Harvest of the Month: Dry beans

Source: www.agclassroom.org/ok

 

Dirt Made Our Lunch: (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30 minutes

Description: Students will trace the origins of common foods back to the soil and learn about the nutrient cycle. For example, students would “deconstruct” a cheeseburger, to identify the source of the burger (beef->cow->grass->soil), cheese (milk->cow->grass->soil), bun (flour->wheat->soil) etc.

Objective: Students will be able to identify the origin of all food (dirt) and steps in the nutrient cycle and learn the song “dirt made my lunch”.

Curriculum Connections:

ELA

  • ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Harvest of the Month: Whatever’s in season can be prepared into a dish to be “deconstructed” as part of the activity.

 

Farm to Plate Game: Part 1 and Part 2  (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: Two-Part Lesson; Part One: 30-45 minutes; Part Two: 30-45 minutes

Description: Students are assigned a role to practice being one player in the first half of the food system (Part 1): farmer/producer, food transporter, food processor, and advertiser, and the second half of the food system (Part 2): food processor, food inspector, grocer, consumer, and waste manager. Afterwards they present on what they did to the rest of the class.

Essential Question: Students will  understand that a lot of people help to get food to our plates and will know the different jobs that are involved.

Curriculum Connections:

ELA

  • ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  • ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Social Studies GLCEs

  • 2 – G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community
  • 2 – G5.0.1 Suggest ways people can responsibly interact with the environment in the local community.
  • 2 – E1.0.1 Identify the opportunity cost involved in a consumer decision.
  • 2 – E1.0.2 Identify businesses in the local community.
  • 2 – E1.0.3 Describe how businesses in the local community meet economic wants of consumers.
  • 2 – E1.0.4 Describe the natural, human, and capital resources needed for production of a good or service in a community.

Harvest of the Month: Flexible

Source: Adapted to K-2 from USDA FNS Dig In!  “Lesson 2: Farm to Plate”

 

Indoor Plant Experiments: (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30-45 minutes

Description: The teacher guides students through setting up a class experiment to see what plants need to grow.  Small potted plants are placed around the room in various conditions. As a class, a chart is made to record the experiments, make predictions about what will happen, and record results.

Objective: Students will have an introductory understanding of what an experiment is, and know the basic needs of plants

Curriculum Connections: 

ELA

  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • ELA-LITERACY.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

NGSS

  • 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Harvest of the Month: Flexible

Source: Teaching Young Children Using Themes by Marjorie Kostelnik

 

Rocks to Radish: (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30 minutes

Description: Students are asked how we get from a rock to a radish, and put in order symbolic objects representing each step in the process, discussing each step along the way

Objective: Make connection between food sources and geology; understand what a “food system” is; understand the important actors and stages involved from seed to fork.

Harvest of the Month: Flexible, just replace “radish” with whatever food is growing

 

Seeds Part 1: Make Your Own Seed Packet

Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30 minutes

Description: Students learn what a seed packet is and why it is used. They choose a plant to focus on and answer questions, make predictions, draw pictures, and design their own seed packet for that plant. They also learn what a variety is, and practice imagining their own varieties for that plant.

Objective: Students will understand that plants come from seeds and that every plant grows differently.  Students will understand why we have seed packets and what kind of information goes on a seed packet.  Students will be able to use their creativity to create their own seed packet including a fictitious plant variety and business name.

Curriculum Connections:

ELA

  • ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • ELA-LITERACY.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • ELA-LITERACY.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

NGSS

  • 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
    • DCI: LS2.A: Interdependent Relationships in Ecosystems
      Plants depend on water and light to grow.

Harvest of the Month: Flexible

Source: FoodCorps Service Members Lianna Bowman and Meghan McDermott

 

Seeds Part 2: Make Your Own Seed Catalog

Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 45 minutes

Description: This lesson builds off of “Make Your Own Seed Packet”. Students continue to build on their knowledge of what a seed packet is and choose multiple plants to draw, imagine a variety name, and fill out information from the chart to make a seed catalog.  They can also practice making a logo and discuss why businesses would use logos.

Objective: Students will understand that plants come from seeds and that every plant grows differently.  Students will understand why we have seed catalogs and what kind of information is found there.  Students will be able to use their creativity to create their own seed packet including a fictitious plant varieties, a business name, and a logo.

Curriculum Connections:

ELA

  • ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • ELA-LITERACY.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • ELA-LITERACY.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Harvest of the Month: Flexible

Source: FoodCorps Service Members

 

Vermicompost: Skin Deep  (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 45 minutes to 1 hour

Description: Students bury fruit cut into different size pieces in either a worm compost or a backyard compost bin and record decomposition rates.

Objective: Students will see that cutting up organic material speeds decomposition by creating more surface area for decomposers to feed on. Students will see how skin acts as a protective covering to keep microorganisms out.

Curriculum Connections:

Harvest of the Month: Whatever’s in season can be fed to worms!

Source: Marin County Office of Waste Management

 

Vermicompost: Lab Activities (pg. 11-20) (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 60-90 minutes

Description: Students rotate through hands-on stations to discover the answers to questions about worms. ELA Extension for grades 1-2: writing and illustrating a picture book about Wally the Worm: My Work Story and Picture Book (pg. 23-26)

Objective: Students become more comfortable with worms, know the characteristics of a worm, and gain confidence in working in groups to make scientific observations

Curriculum Connections:

ELA

  • ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • ELA-LITERACY.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Harvest of the Month: Flexible

Source: Marin County Office of Waste Management

 

Vermicompost: Worm Bin Bingo (Activity)

Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30-45 minutes

Description: Students explore the creatures of the worm bin, identifying them using the pictures and words on the bingo sheet.

Objective: Students become more comfortable with worms, reading, and matching.

Curriculum Connections:

ELA

  • ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • ELA-LITERACY.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Harvest of the Month: Flexible

Source: California Integrated Waste Management Board

 

Note: The following lessons reference curriculum developed by Life Lab from their Growing Classroom lesson book. For more information and to purchase a copy of this wonderful resource click here.

 

The Seasons of a Tree (Lesson, Project)

Outdoors; Fall, Spring; Prep Time: 10 minutes; Teaching Time: Multiple 15-30 minute sessions

Description: Students make drawings of a selected tree throughout the school year

Objective: To observe seasonal changes in the life of a tree

Harvest of the Month: Apples, pears, plums, peaches, nectarines, cherries, saskatoons

Source: The Growing Classroom

 

Transplanting, or Let’s Move ‘Em Out! (Lesson)

Outdoors; Fall, Spring; Prep Time: 30 minutes

Description: Students transplant seedlings from flats to garden

Objective: To learn how to transplant seedlings

Harvest of the Month: Spring or Fall Crops that can be easily transplanted and harvested quickly, such as baby greens

Source: The Growing Classroom

 

What Good is Compost? (Project)

Outdoors; Fall, Spring; Prep Time: 30-60 minutes; Teaching Time: Multiple 15-40 minute sessions

Description: Students grow two identical crops, one in a bed with compost and one in a bed without compost

Objective: To determine the effects of compost on plant growth

Harvest of the Month: Spring or Fall Crops that can be grown in school garden

Source: The Growing Classroom

 

Inch By Inch, Row By Row (Project)

Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 60-90 minutes

Description: Students plan and map garden beds using information about growth requirements for each plant.

Objective: To combine several skills to create a garden design, including research, mapping and drawing to scale

Harvest of the Month: Flexible

Source: The Growing Classroom

 

Me and the Seasons (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30-45 minutes

Description: Students construct a pictorial wheel depicting seasonal differences in their activities, clothing, and environment.

Objective: To reinforce the cycle of seasons and identify different clothing and activities that correspond to the different seasons

Harvest of the Month: Flexible

Source: The Growing Classroom

 

Plant Properties Experiments: Glass Seed Sandwich; Let’s Get a Handle on This; Run Root Run; and Which Way Did it Grow (Project)

Indoors; Fall, Winter, Spring

Description: These four activities demonstrate different traits (tropisms) of plants. You could divide your students into four groups and have each group set up and monitor one demonstration and then share their observations and results with the rest of the class.

Glass Seed Sandwich: how roots react to water (sprouting seeds between two pieces of plastic and seeing if the roots move towards a dry or wet paper towel)

Let’s Get a Handle on This: Thigmotropism: how certain plants connect themselves to outside structures for support (growing a pea plant with and without a stick for support)

Run, Root, Run: how roots can grow around barriers in the soil (root view boxes)

Which Way Did it Grow:  Geotropism: The effect of gravity on plants (placing a barrier in a root view box and watching the root grow around it)

Source: The Growing Classroom

 

The Power of the Circle (Lesson)

Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30-60 minutes

Description: Students color drawings of different cycles in nature

Objective: To introduce the concept of cycles and identify cycles in nature

Harvest of the Month: Flexible

Source: The Growing Classroom

 

Shoebox of Sunshine (Project)

Indoors; Fall, Winter, Spring; Advanced Prep: 1 potted bean or pea plant per pair of students; Prep Time: 30 minutes (5-6) or 60 minutes (K-4) Teaching Time: 60 minutes (5-6) or 30-60 minutes (K-4)

Description: Students construct miniature greenhouses in shoeboxes and observe and measure their effects on plant growth. They relate these experiences to food production methods and to the earth’s greenhouse effect, an important factor in the formation of our climate.

Objective: (Grades 5-6): students will be able to describe how the earth radiates heat from the sun to our atmosphere (Grades K-4): students will get an introductory peek into the effects of the sun on plants and atmosphere

Harvest of the Month: Flexible, beans or peas would go well

Source: The Growing Classroom

 

Water We Doing (Project)

Indoors, Outdoors; Fall, Spring; Advanced Prep: 1 week prior, plant 1 bean or pea seed per pair

Part 1: Prep Time: 30-45 minutes; Teaching Time: 30-60 minutes

Part 2 (1 week later): Prep Time: 30 minutes; Teaching Time: 30-60 minutes

Part 3 (4 days later): Prep Time: 15 minutes; Teaching Time: 30-60 minutes

Description: In this two-week project, students observe the relationship between watering and plant growth and apply their experimental findings to the garden. The three activities are planned for a Monday/Monday/Friday sequence. For Grades K-1: the teacher should supervise watering closely, rather than assigning students to do the watering individually

Objective: To control the application of water to plants

Harvest of the Month: Flexible, beans or peas work well

Source: The Growing Classroom