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Contextual Learning Portal

Community Garden Project

Basics

  • Project TitleCommunity Garden Project
  • ThemeTo develop a pre-K through high school collaboration with at risk students while introducing them to growing sustainable, local produce.
  • Submitted ByLeanne Yinger
  • OrganizationDrury High School/Community Transition Program
  • Brief DescriptionPre-K students from Head Start and middle and high school students in the alternative education programs design and build 6 raised garden beds to grow organic produce that will be donated to the local food project for the daily lunches they provide to those in our community experiencing food insecurity.
  • Materials / ResourcesMaterials used to design and build and maintain 6 raised garden beds measuring 6
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    View/Download File: /project232_0228/materials list community garden.docx

  • Team membersStudent groups in the three programs were led by 2 teachers from Head Start, 4 teachers from The Steeples Program, 4 Teachers from The Community Transition Program
  • Pre-requisite knowledgePre-K - Information about starting/planting seeds indoors to transplant into beds.
    Middle & high school - Information about food insecurity
    Information about sustainable, local organic produce
    Information about designing and building raised garden beds.
  • Technical support neededAssistance of our green house and wood shop teachers for the planting and design of gardens

Key Questions

  • Key Questions1. How can students help to alleviate food insecurity in their community? 2. What skills are needed to design and build raised garden beds? 3. What skills do students need to grow healthy organic produce? 4. How do we create a sustainable garden including composting?
  • Connections: How or why was this topic identified? Why is it meaningful?Students started with researching the level of need in the community and who benefits from the free lunches. They began to research sustainable gardening practices during their earth science classes and they asked if we could start our own gardens to help to provide vegetables to the kitchen. There is a well established community garden service learning program in the schools town so our students joined with several staff and two other school programs to design, build and plant 6 raised garden beds.

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    View/Download File: /project232_0228/connections SL community garden.docx

  • Background Research: What resources were used to find background information for this project?In addition to researching local food insecurity students utilized the following websites:
    http://www.wwlp.com/dpp/news/local/hampden/food-insecurity-in-western-massachusetts
    www.foodbankwma.org/learn/local-hunger-facts
    http://www.howtocompost.org/
    www.popularmechanics.com/home/how-to-plans/lawn-garden
    http://organicgardening.about.com/od/startinganorganicgarden/a/raisedbed.htm
    http://sarep.ucdavis.edu/concept.htm
  • Outcomes: What was the outcome? How was it shared or applied in the community?See attached photo garden in progress. Students wrote press releases describing what they had done. The project will be ongoing from year to year but this group of students have decided to focus on and participate in adding other gardens that include community members in the fall 2011.
  •  /project232_0228/kristen 002.JPG

Units / Activities

  • Gardening Project Math LessonStudents determine the amount of landscape mesh and soil needed to cover and fill garden beds.Paper, pencils, yardstick, calculator
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    View/Download File: /project232_0228/Gardening Project Math Lesson Plan.doc

  • Designing layout of garden bedsStudents researched companion planting to assure the best combinations of plantings for the best yield.
  • Gardening Project Science LessonStudents will find information needed to grow a viable vegetable garden. Once the research and ground work is complete the students will then plant all the vegetables in the garden boxes on C.T.P grounds.Seeds, potting soil, pots
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    View/Download File: /project232_0228/Gardening Project science.doc

Instructional Techniques

  • Self reflectionStudents utilized the brainstorm clouds handout to begin organizing their thoughts.
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    View/Download File: /project232_0228/brainstorm clouds[1].doc

  • Student writingStudents kept weekly journals at the middle and high school levels and wrote final reflection papers.
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    View/Download File: /project232_0228/Jack Simpson garden reflections.doc

  • Group reflectionRepresentatives from all three programs both students and staff meet to outline how to continue the garden collaboration next year.

Assessment Techniques

  • Pre-writing1)Students in all programs developed a "dream" list of potential outcomes of this project.
    2) Students in middle and high school developed a list of at least 2 facts per pupil they would be responsible to research in relation to any aspect of the project.
  • JournalsMiddle and high school students kept weekly journals to document progress and challenges of starting this project.

Frameworks / Skills

  • ELA Frameworks (5-8)
    2.3
    Gather relevant information for a research project or composition through interviews.For example, students generate questions about their family history, interview family members, and present their information to the class.
    (ELA Frameworks (5-8))
  • Math Frameworks (7-8)
    8.G.1
    Analyze, apply, and explain the relationship between the number of sides and the sums of the interior and exterior angle measures of polygons.
    (Math Frameworks (7-8))
  • Math Frameworks (7-8)
    8.G.5
    Use a straightedge, compass, or other tools to formulate and test conjectures, and to draw geometric figures.
    (Math Frameworks (7-8))
  • Math Frameworks (HS)
    10.G.1
    Identify figures using properties of sides, angles, and diagonals. Identify the figures
    (Math Frameworks (HS))
  • Math Frameworks (HS)
    10.G.2
    Draw congruent and similar figures using a compass, straightedge, protractor, and other tools such as computer software. Make conjectures about methods of construction. Justify the conjectures by logical arguments.
    (Math Frameworks (HS))
  • ELA Frameworks (HS)
    19.26
    Write well-organized essays (persuasive, literary, personal) that have a clear focus, logical development, effective use of detail, and variety in sentence structure.
    (ELA Frameworks (HS))
  • Work-Based Learning
    Attendance and Punctuality
    Showing up in timely manner prepared for work Providing sufficient notice if unable to report for work
    (Work-Based Learning)
  • Work-Based Learning
    Workplace Appearance
    Dressing appropriately for position and duties Practicing personal hygiene appropriate for position and duties
    (Work-Based Learning)
  • Work-Based Learning
    Accepting Direction and Constructive Criticism
    Accepting direction and feedback with positive attitude through appropriate verbal and non-verbal communication skills Displaying willingness to work in a cooperative manner
    (Work-Based Learning)
  • 21st century
    Civic Literacy
    Participating effectively in civic life through knowing how to stay informed and understanding governmental processes. Exercising the rights and obligations of citizenship at local, state, national and global levels. Understanding the local and global implications of civic decisions.
    (21st century)
  • Work-Based Learning
    Motivation and Taking Initiative
    Participating fully in task or project from initiation to completion Initiating interaction with supervisor for next task or project upon successful completion of previous one
    (Work-Based Learning)
  • Work-Based Learning
    Understanding Workplace Culture, Policy and Safety
    Demonstrating understanding of workplace culture and policy Complying with health and safety rules for the specific workplace Respecting confidentiality and exhibiting understanding of workplace ethics
    (Work-Based Learning)
  • Work-Based Learning
    Speaking
    Speaking clearly Using language appropriate to the environment, both in person and on phone
    (Work-Based Learning)
  • Work-Based Learning
    Listening
    Listening attentively Making and maintaining eye contact appropriate to the workplace culture Confirming understanding
    (Work-Based Learning)
  • Work-Based Learning
    Interacting with Co-Workers
    Relating positively with co-workers Working productively with individuals and in teams Respecting racial and cultural diversity
    (Work-Based Learning)
  • Work-Based Learning
    Critical Thinking
    Gathering background information and analyzing various points of view about an issue related to a workplace, community or school setting. Using an analytical approach to raise relevant questions and draw conclusions about the topic.
    (Work-Based Learning)
  • Work-Based Learning
    Equipment Operation
    Understanding, using and maintaining the tools and equipment related to a profession.
    (Work-Based Learning)
  • ELA Frameworks (HS)
    27.6
    Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic.For example, in preparation for a local election, students in a television production class prepare for a debate among the candidates. They write an introductory script and questions for the candidates, then plan how they will use three cameras: a wide-angle view of all candidates on stage; a close-up view of each candidate for answers and reaction shots; and reaction shots of the audience.
    (ELA Frameworks (HS))
  • ELA Frameworks (HS)
    27.7
    Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.
    (ELA Frameworks (HS))
  • ELA Frameworks (HS)
    27.8
    Create coherent media productions that synthesize information from several sources.For example, students create web pages that demonstrate understanding of the social or political philosophy of several writers of a historical period, a literary movement, or public issue.
    (ELA Frameworks (HS))

Tags = gardening | community-garden | Subject = ELA, Mathematics, Science, Technology, Physical_Education, CVTE, Service_Learning | Grade Level = Elem, MS, HS | Time Period = School Year | Program/Funding = 355 |
Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=232.0228