Apple Fractions: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30 min
Description: Students prepare a class batch of applesauce to share through this activity. While preparing the apples to cook, students will visualize the apple pieces as parts of a whole and practice writing fractions.
Objective: Students will have a basic understanding of fractions. Students will be able to apply fractions to cooking situations. Students will know how to make applesauce.
Curriculum Connections:
Math Common Core
- 5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Harvest of the Month: Apples (Fall)
Eat the Invaders: (Lesson)
Outdoors; Spring; Prep Time: 30 minutes; Teaching Time: 45-60 minutes
Description: Students harvested garlic mustard and prepared a pesto in an outdoor kitchen while learning about the importance of invasive species removal and the basics of food safety.
Essential Question: How do humans affect plant life in the environment?
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Social Studies GLCEs
- 5 – U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious). (National Geography Standard 13, p. 169, C, E)
NGSS
- 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
- DCI: ESS3.C: Human Impacts on Earth Systems
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space…
- DCI: ESS3.C: Human Impacts on Earth Systems
Harvest of the Month: None
Fibonacci Spirals in Nature: (Lesson)
Indoors; Fall, Winter, Spring: Prep Time: 15-30 minutes; Teaching Time: 30-60 minutes
Description: Students explore spirals found in nature, and recreate a spiral using the golden ratio and math skills.
Objective: To make connections between math, art, and nature
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Math Common Core
- MATH.CONTENT.5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product
Harvest of the Month: Flexible
Fruits and Vegetables Around the World: (Project)
Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30-60 minutes, depending on independent research time for students
Description: Students investigate the cultural and environmental reasons for the use of specific foods in different cultures around the regions of U.S. and/or world. They may consider taste, seasons, communications technology, transportation, nutrition, and other factors when conducting their research. To demonstrate their new understanding students can create an international “passport” for their fruit or vegetable which may include including a photo or drawing of the food, where it is grown, where it travels (export/import), and additional fun facts.
Essential Question: How do culture and environment affect the foods that people grow and eat?
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
- ELA-LITERACY.W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic
GLCE’s Social Studies
- 5 – U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
Harvest of the Month: Flexible
Source: USDA FNS Dig In! “Lesson 6: Global Garden”
The Impact of Genetically Modified Organisms:
Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30-45 minutes
Description: This lesson plan utilizes Food, Inc., a documentary that examines food in the United States and the industry that produces it from farming to distributing to consuming. Classrooms can use this lesson to explore the pros and cons of using genetically modified seeds.
Objective: To educate students on the developing industry and science behind genetically modified seeds and the impact they have on the agriculture industries of America.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
- ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Harvest of the Month: Flexible
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30 minutes
Description: This lesson plan utilizes a clip from the film Food, Inc., a documentary that examines food in the United States and the industry that produces it. Students can use these materials to explore what consumers should be able to learn about food from Nutrition Facts panels.
Objective: Encourage students to think critically about ingredients in their food and the ethics behind labeling ingredients or not.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
- ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Harvest of the Month: Flexible
Source: Cari Ladd M. Ed
Life of a Tomato: (Lesson)
Indoors or outside; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30-45 minutes
Description: Students will learn about local and non-local food systems through demonstrating the life of a tomato as it journeys through both a local, low processed food system and an international, highly processed food system.
Objective: Students will be able to define a food system and identify at least one difference between local and nonlocal food systems.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- ELA-LITERACY.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Harvest of the Month: Tomatoes
Source: Poughkeepsie Farm Project
Map the Distance: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30-45 minutes
Description: Using paper or online maps, students will calculate the miles from various food-producing locations to their hometown and graph these distances. Finally, your class will discuss the differences in supply chains by examining the advantages and disadvantages of a local supply chain and identifying local food sources in your community.
Essential Question: How does communication and transportation technology affect how our food gets from place to place?
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Common Core Math
- MATH.CONTENT.5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
- MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Harvest of the Month: Flexible
Source: USDA FNS Dig In! “Lesson 2: Farm to Plate”
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30 minutes
Description: Crush iron-rich, fortified cereal to illustrate the presence of minerals in the everyday foods we eat. Educators will have an opportunity to discuss nutrition, science of minerals and vitamins, and why eating foods of high nutrition is important to our health.
Objective: Learn about the Earth’s minerals and metals and how they are vital to our health.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
NGSS
- 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
- 5-PS1-3. Make observations and measurements to identify materials based on their properties.
Source: Katherine Harmon; Scientific American
My Michigan Plate: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 45-60 minutes
Description: Students learn about agriculture in Michigan, the various crops that are grown here, and how agriculture contributes to Michigan’s economy. Through a class discussion, they decode a legend and create their own MyPlate guide to create a balanced meal made entirely from products grown in Michigan.
Objective: Students will understand how to identify whether food items belong to fruit, vegetable, protein, grain or dairy food group. Students will understand what “agricultural diversity” means and that Michigan is a major agricultural producer within the United States.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Harvest of the Month: Apples, (Fall), Frozen Fruit, Squash (Winter), Asparagus (Late Spring)
Source: Meghan McDermott, FoodCorps Service Member 2013-15
Indoors; Fall, Winter, Spring; Prep Time: 20 minutes; Teaching Time: 1 hour
Description: Students learn about solids, liquids, and gases using the ingredients of parsnip pancakes and learn about the metric system, conversions and math through measurements of ingredients in this recipe. Students can also have an opportunity to use their five senses, learn about the parsnip, and write about their observations of the cooking process. Then, they make and eat some pancakes!
Objective: Using parsnips as the catalyst, students learn states of matter, metric system conversions, and write observations of the cooking process.\
Curriculum Connections:
ELA
- ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Common Core Math
- MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
NGSS
- 5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
- 5-PS1-3. Make observations and measurements to identify materials based on their properties.
Harvest of the Month: Parsnips
Source: Revised by Mikaela Taylor, FoodCorps Member
Read About Seeds: (Lesson)
Indoors Winter Prep Time: 20 minutes Teaching Time: 60 min + 30-60 min to plant seeds + 30-60 min to move seedlings to the garden
Description: Students read seed packets to learn what a seed needs to grow. They will use observation and language skills to decode the words and graphics on the packet and predict how a seed will grow. Options include allowing students to plant their own seeds and transplant the seedlings into the school garden. February or March is a good time to complete the lesson if you want to start seeds in the classroom that can be moved later to the school garden.
Objective: Students will learn why seeds are essential for life cycles, and what we need to know about seeds to help them grow.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Harvest of the Month: Flexible
Source: Eat.Think.Grow from Portland Partners for School Food and Garden Education
Rocks to Radish: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30-45 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.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Harvest of the Month: Flexible, just replace “radish” with whatever food is growing
Source: “Rocks to Cheese” in Project Seasons by Shelburne Farms in VT
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.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- ELA-LITERACY.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Harvest of the Month: Flexible
Source: FoodCorps Service Members
Soil Types Experiment: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 45-60 minutes
Description: Students discuss how rock particles are weathered into smaller sizes and compare three particle sizes: sand, silt and clay. They then measure how quickly water drains through the three particle sizes, and discuss what the ideal ratio of particle sizes would be in a garden.
Objective: To learn about soil composition and carry out a scientific experiment.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
NGSS
- 5-PS1-3. Make observations and measurements to identify materials based on their properties.
Harvest of the Month: Flexible
Source: Inspired by Food, Land and People
The Three Sisters: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30-45 minutes; Teaching Time: 45-60 minutes
Description: This activity explores the foods, the customs, and the stories that evolved from the planting of corn, beans, and squash—the Three Sisters—which is a tradition of several Native American tribes from the northeastern region of North America. The lesson also uses myths/legends and traditional stories to teach about American Indians beliefs and cultures.
Objective: Students will know who the three sisters are (corn, beans and squash) and will be able to explain why Native Americans planted the three plants together. They will be able to make a “Three Sisters” soup.
Harvest of the Month: Dry beans, Squash
Source: Cornell University and Centennial College in Toronto, Canada
Vermicompost: Skin Deep: (pg. 25-26) (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 45-60 minutes
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.
Harvest of the Month: Flexible, 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 min.
Description: Students rotate through hands-on stations to discover the answers to questions about worms.
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.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
NGSS
- 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Harvest of the Month: flexible
Source: Marin County Office of Waste Management
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.
A Day at the Races (Lesson)
Outdoors; Fall, Spring; Prep Time: 60 minutes; Teaching time: 45-60 minutes
Description: Students prepare soil flats using five different soil conservation techniques and then compare water flow and soil loss.
Objective: To demonstrate soil erosion and ways to conserve soil.
Harvest of the Month: Flexible
Source: The Growing Classroom
Companion Planting (Project, 4-6 weeks)
Outdoors; Fall, Spring
Description: Students plan and conduct a garden experiment on the effects of intercropping (companion planting) selected crops. Students choose a plant to test and plant it with a plant it likes and one it dislikes, according to the Companion Planting Guide, along with a control plant on its own.
Objective: To determine if plants influence one another’s growth.
Source: The Growing Classroom
Ravishing Radish Party (Project, 4-6 weeks)
Outdoors; Fall, Spring
Description: Students place flats sown with radish seeds in five locations that have different microclimates and make biweekly observations. Can harvest in 25-40 days and have a radish party.
Objective: To measure and observe the effects of different microclimates on soil temperatures, soil moisture, and plant development
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
Weeding, Writing and Arithmetic (Project, 4-6 weeks)
Outdoors; Fall, Spring
Description: Students maintain a weeded and non-weeded section in a garden bed. Works well with beans or radishes.
Objective: To explore and observe weeds in the garden
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
Garden Puzzle (Activity)
Outdoors; Fall, Spring
Description: Students role-play plants in a garden to show how different plants have different space requirements, how different-shaped plants can be grown together to use root and canopy shapes efficiently, and how efficient use of garden space leaves little room for leaves.
Objective: To demonstrate the principles of companion planting (intercropping).
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
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
Processed or Not? (Project)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 90 minutes + 4 hours bread rising time + 1 hour baking time
Description: In this activity, foods are first defined according to the amount of processing. Then wheat is used as an example to demonstrate how processing can affect nutritional value. Finally, students grind flour and bake bread.
Objective: To learn the nutritional value of unprocessed foods compared to processed foods
Harvest of the Month: Flexible, any vegetable that can be processed
Source: The Growing Classroom
Salsa for Science (Project)
Indoors; Fall; Prep Time: 15 minutes; Teaching Time: Two 60 minute sessions, plus a cafeteria or classroom taste test
Description: In small groups, students develop and prepare a salsa recipe as well as review the scientific method to form a hypothesis on what ingredients (and in what proportions) will come together to create the most popular salsa.
Objective: Students will conduct an experiment based on their understanding of proportions and personal taste preferences to create a successful salsa recipe. Students will collect and analyze data to determine the most popular salsa recipe.
Curriculum Standards: Can be tailored to fit needs, but suggestions include:
Science: 5.PS1.3: measure and observe to identify materials based on properties
5.PS1.4: does mixing substances result in new substance?
Math: 5.G.2: graphing and interpretation
Harvest of the Month: Tomatoes, Bell Peppers, Onions, Peaches, Beans, Cilantro, Chives, Garlic
Source: The Growing Classroom
Seedy Character (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 20 minutes, plus soaking beans overnight. Teaching Time: Part One: 30-45 minutes, Part Two: 30-45 minutes
Description: In Part One, students examine and classify different types of seeds (Grades 3-5 best suited to the guessing game of categories, and K-2 best suited for a hands-on exploration of the different types of seeds). In Part Two, students dissect soaked pinto beans. (Great additional visual metaphors for the parts of a seed can be found in the activity “a seed is a plant in a box with its lunch” on pg. 41 of A Handful of Seeds)
Objective: To observe, classify, and identify seeds and seed parts
Harvest of the Month: Dry beans
Source: The Growing Classroom and A Handful of Seeds from the Occidental Arts & Ecology Center
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
Curriculum Standards:
Science: 3-5.ETS1.3: plan and carry out tests, control variables, consider failure
points to identify model or prototype that can be improved
ELA: 5.SL.1: collaborative discussions
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
