SUMMARY

In this workshop, students work in groups to develop a plan for the school garden. We explore plant diversity and companion planting, as well as the important roles they play in creating a healthy, thriving garden 🌿.

VIDEO

CURRICULUM OBJECTIVES

Grade 3


Overall Expectations
▪ A1 – Assess ways in which plants have an impact on society and the environment, and ways in which human activity has an impact on plants and plant habitats
▪ A2 – Investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow
▪ A3 – Demonstrate an understanding that plants grow and change and have distinct characteristics


Specific Expectations
▪ 1.2 – Assess the impact of different human activities on plants, and list personal actions they can engage in to minimize harmful effects and enhance good effects
▪ 3.1 – Describe the basic needs of plants, including air, water, light, warmth, and space
▪ 3.7 – Describe the different ways in which plants are grown for food (e.g., on farms, in orchards, greenhouses, home gardens), and explain the advantages and disadvantages of locally grown and organically produced food, including environmental benefits

 

Grade 4


Overall Expectations
▪ A1 – Analyse the effects of human activities on habitats and communities
▪ A2 – Investigate the interdependence of plants and animals within specific habitats and communities
 

Grade 5

 

Specific Expectations

▪ Assess the effects of social and environmental factors on human health, and propose ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial.


Grade 6

 

Overall Expectations

▪ 3 – Demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans


Specific Expectations
▪ 2.2 – Investigate the organisms found in a specific habitat and classify them according to a classification system
▪ 3.2 – Demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them
▪ 3.4 –Describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities
▪ 3.5 – Describe interrelationships within species, between species and between species and their environment, and explain how these interrelationships sustain biodiversity


Grade 7


Overall Expectations

▪ 1 – Assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts
▪ 2 – Investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem
▪ 3. – Demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment


Specific Expectations
▪ 3.2 – Identify biotic and abiotic elements in an ecosystem, and describe the interactions between them
▪ 3.8 – Describe ways in which human activities and technologies alter balances and interactions in the environment
▪ Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them

Grade 3

 

Overall Expectations
 ▪ Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using standard units
▪ Compare, describe, and order objects, using attributes measured in standard units
 
 

Specific Expectations

▪ Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names, without using numbers in standard fractional notation

 

Grade 4

 

 Overall Expectations

▪ Estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsedtime, using a variety of strategies

▪ Determine the relationships among units and measurable attributes, including the area and perimeter of rectangles

▪ Identify and describe the location of an object, using a grid map, and reflect two-dimensional shapes

 

Specific Expectations

▪ Represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered

▪ Demonstrate and explain the relationship between equivalent fractions, using concrete materials

 

Grade 5

 

Specific Expectations

Estimate and measure the perimeter and area of regular and irregular polygons using a variety of tools and strategies

Grade 5

 

Specific Expectations

▪ Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Grade 9

 

Overall Expectations

▪ C2 – Demonstrate an understanding of various factors that influence food choices

▪ D2 – Demonstrate an understanding of how various food-purchasing choices and food-preparation practices affect the environment

 

Specific Expectations
▪ C2.1 – Identify different factors that influence people’s food choices (e.g., nutritional, cultural, emotional, environmental, religious, social, ethical, economic)
▪ C2.2 – Explain how personal, family, and community resources (e.g., money, time, knowledge, ability, equipment, availability of foods) influence personal food choices
▪ D2.1 – Assess their personal and family food-purchasing and food-preparation practices to determine their effect on the environment
▪ D2.2 – Assess programs and practices that reduce the impact of food production and consumption on the environment
▪ D2.3 – Outline environmentally responsible food-related strategies that can be used in the home

 

Grade 10

 

Overall Expectations

▪ Identify the various reasons for the choices people make about food

 

Specific Expectations

▪ Categorize the reasons why people eat the foods they eat (e.g., cultural,

emotional, environmental, nutritional, religious, social)

▪ Explain how families, peers, and the media influence an individual’s food choices and habits

▪ Identify consumer responsibility in the investigation of current food issues

▪ Describe the influence of marketing and advertising on personal food choices

▪ Examine the relationship between consumer awareness and food marketing

▪ Describe organic foods, and explain their increased availability

WORKSHOP BY GRADE