Using the map from the previous workshop, younger students measure out square feet in the garden and plant early crop seeds directly into the soil. We introduce the concept of a ‘variety’ by planting two varieties of each vegetable in order to compare their differences and similarities as they grow.

Older students assess the existing biodiversity in the garden space and implement the plan they developed in the previous workshop, aimed at increasing biodiversity and creating a working garden ecosystem. They plant spring crops, including lettuce, peas, radishes and spinach 🌱.



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


Specific 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

▪ 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
▪Demonstrate and explain the relationship between equivalent fractions, using concrete materials.
▪ Compare, describe, and order objects, using attributes measured in standard units;

Specific Expectations

▪ Estimate, measure, and record length, height, and distance, using standard units (i.e., centimetre, metre, kilometre)

Grade 4


Overall Expectations
▪ Estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time, using a variety of strategies
▪ Determine the relationships among units and measurable attributes, including the area and perimeter of rectangles

Specific Expectations
▪ Estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre, centimetre, metre, kilometre)

Grades 3-4


Overall Expectations

▪ Apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings.

Grades 9-10


Overall Expectations

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


Specific Expectations

▪ 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