Lima or kidney beans (soaked overnight)


Common seeds (sesame, corn, rice, acorns, peas, pumpkin seeds, kidney beans), 


Less common seeds (lentils, flax)


Very small seeds (poppy seeds) 


Very large seeds (acorn; coconut).


Jiffy pots


Soil seed-starting mix


Popsicle sticks


Plastic tray



In this workshop, younger students start seedlings for the garden while exploring the differences and similarities between various seeds.


Older students start seedlings for the garden while exploring the importance of seed biodiversity and heirloom varieties. In the process they will explore the role of energy in the food supply chain and discuss different ways of increasing the sustainability of our food supplies. They will compare a conventional supply chain to a local organic chain and identify ways of reducing the use of non-renewable energy in food production and consumption.



Grade 3


Specific Expectations

▪ 2.3 – Germinate seeds and record similarities and differences as seedlings develop

▪ 3.1 – Describe the basic needs of plants, including air, water, light, warmth, and space

▪ 3.2 – 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 environment

▪ 3.3 – Describe the changes that different plants undergo in their life cycles


Grade 5


Overall Expectations

▪ Analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources

▪ Demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved


Specific Expectations

▪ 1.1 – Analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts

▪ 1.2 – Propose ways in which individuals can improve energy conservation


Grade 6


Specific Expectations

▪ 1.1 – Analyse a local issue related to biodiversity taking different points of view into consideration, propose action that can be taken to preserve biodiversity, and act on the proposal

▪ 1.2 – Assess the benefits that human societies derive from biodiversity and the problems that occur when biodiversity is diminished

▪ 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

▪ 3.3 and 3.4 – Describe ways in which biodiversity within species is important for maintaining the resilience of those species and communities

▪ 3.6 – Identify everyday products that come from a diversity of organisms


Grade 7


Specific Expectations

▪ 3.8 – Describe ways in which human activities and technologies alter balances and interactions in the environment


Grade 7


Specific Expectations
▪ C3.1 – Demonstrate an understanding of personal and external factors that affect people’s food choices and eating routines

Grades 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 7

Themes of Geographic Inquiry
▪ Identify and explain the themes of geographic inquiry: location/place, environment, region, interaction, and movement 
▪ Analyse current environmental issues or events from the perspective of one or more of the themes of geographic inquiry


Patterns in Physical Geography
▪ Explain how patterns of physical geography affect human activity around the world
Geography: Natural Resources
▪ Describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment