Growing Up Organic Grandir Bio planning a garden




This workshop will use a variety of materials depending on the grade level. Check the workshops per grade to explore the activity and its required materials in depth.


Check out the workshops by grade at the bottom of the page to get instant access to the full activity


This workshop allows students to explore the loss of biodiversity associated with industrial food production while creating an opportunity to participate in the age-old tradition of seed-saving,
thereby preserving genetic diversity in the school garden. 🌿🌱🌳🍃


Depending on their grade level, students will understand what information a seed package has on it and in what order. We explore some of the techniques used by First Nations and early settlers to save seeds and dry herbs. We further discuss how different plants interact with their habitat’s living and nonliving components to ensure their survival through seed dispersal.

VIDEO (Coming soon – Stay tuned!)


Grade 3


Specific Expectations
▪ Investigate ways in which a variety of plants adapt and/or react to their environment,
including changes in their environment, using a variety of methods
▪ Identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed,
and fruit, and describe how each contributes to the plant’s survival within the plant’s


Grade 4


Overall Expectations
▪ Investigate the interdependence of plants and animals within specific habitats and communities


Grade 6


Specific Expectations
▪ Analyse a local issue related to biodiversity taking different points of view into
consideration, propose actions that can be taken to preserve biodiversity, and act on the
▪ Assess the benefits that human societies derive from biodiversity and the problems that
occur when biodiversity is diminished
▪ 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
▪ Describe ways in which biodiversity within species is important for maintaining the
resilience of those species and communities


Grade 3-4


Specific Expectations
▪ Use elements of design in art works to communicate ideas, messages, and understandings





Grade 3

Specific Expectations
▪ Compare and contrast aspects of life in early settler and/or First Nation communities in Upper
Canada and in their own community today

Grade 6-7-8

Specific Expectations
▪ Explain how a variety of media texts address their intended purpose and audience
▪ Identify the conventions and techniques used in a variety of media forms and explain how
they help convey meaning and influence or engage the audience
▪ Produce a variety of media texts for specific purposes and audiences, using appropriate
forms, conventions, and techniques

Grade 9

Overall Expectations
▪ Assess the impact of human activities on the sustainability of terrestrial and/or aquatic
ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate
negative impacts;
▪ Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and
explain how they affect the sustainability of these ecosystems.


Grade 11

Overall Expectations
▪ Describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual
selection, genetic variation, genetic drift, biotechnology), and explain how they affect the
evolutionary development and extinction of various species;
▪ Analyse the economic and environmental advantages and disadvantages of an artificial selection
technology, and evaluate the impact of environmental changes on natural selection and
endangered species.

Grade 9


Specific Expectations
▪ Explain how human activities can alter physical processes and contribute to occurrences
of natural events and phenomena (e.g., paving over land can alter drainage patterns and cause
sinkholes; some agricultural practices can contribute to soil erosion; deforestation can make
slopes vulnerable to landslides)
▪ Analyse the effects of food production practices, distribution methods, and consumer
choices on the sustainability of Canada’s food system;

Grade 9-10

Specific Expectations
▪ Determine how food-production methods can contribute to satisfying global food needs;
▪ Differentiate between the food-production methods of developed and developing countries and
the impact of those methods on food security.


Grade 12


Overall Expectations
▪ Identify the social, psychological, economic, emotional, cultural, religious, and physical factors
that affect food choices.