In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.
In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.
In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.
In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.
In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.
Students will observe and describe the physical properties of water by exploring water at different stations
Students will observe and record real-time weather measurements. Students will summarize important information and use written communication skills to inform and report.
Students, taking on the role of meteorologists, make observations of local weather to determine if the school garden is getting enough rain to give the growing plants the water that is needed. Students read science-based texts about how to plant and maintain a garden and about planting fruits/vegetables in patterned rows. They will use that information and their background knowledge to develop a plan for planting that will require them to count plants and arrange them in rows so the plants can share water and resources.
Students will observe and record the changes caused by weathering and erosion from moving water have on limestone.
Students will explore the different areas of the garden to determine how warm or cool it feels.
Students study photos and look for clues regarding weather conditions and seasonal variations. Students make and record weather measurements in their outdoor space, including temperature, precipitation, wind speed and direction, humidity (optional) and cloudiness over time. As a culminating activity, students study local climate patterns to determine the best time to plant fruits and vegetables in their outdoor space and create analogies to describe the difference between weather and climate.
Students will recognize that mixtures are made when two or more materials from the garden are mixed together and the physical properties do not change.
Students harvest garden fruits and vegetables to study their content in terms of the states of matter. They dry a piece of fruit or vegetable using a built solar oven to determine the liquid vs. solid content. Students build definitions of solids, liquids, and gases using a Frayer Model and write step-by-step procedure to explain to someone how to successfully determine how much water is in a watermelon or how to make a frozen popsicle from a strawberry liquid.
STUDENT ACTIVITY - 1st -- TXThis is a distance-learning lesson students can complete at home.Students will gather evidence that the wind is moving by creating windsocks.This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities. .
Students will observe that air is moving objects by creating wind socks.
In this lesson, students write a draft to plan for a brief expository composition.
Students will learn about the sequencing of stories, and they will have the opportunity to retell stories using sequencing words.
Students use the vegetables growing in the garden as inspiration to think about the steps that are needed when someone wants to grow crops.
Students will be able to share what they like and to write about their feelings using the learning garden as a context for the writing.
Students monitor and record their heart rate and breathing rate during rest, mindfulness activities, and outdoor activity. Through reading nonfiction text (or watching similar content via video) students learn about the respiratory and circulatory systems structures and functions in order to craft an individualized “Eco-exercise or Mindfulness” Plan that includes OUTDOOR exercise or mindfulness activities to keep their circulatory and respiratory systems healthy. Students begin a “Healthy Mind, Healthy Body, Healthy ME” journal that will be continued in later lessons.