SUMMARY

In this workshop students learn to transplant the seedling 🌱 they’ve grown in the previous workshop. Younger students learn to identify the different parts of a plant and their functions, as well as differences and similarities between plants and varieties. They discuss the relationship between the seedlings they transplanted and the insects they can find in the garden.

 

Older students make a first evaluation of their biodiversity enhancement plan developed in the planning workshop. They assess biodiversity levels in the garden space and compare them to their initial assessments. They identify connections between various components of the garden ecosystem and discuss the implications, specifically identifying abiotic and biotic relationships.

 

High school students will also make presentations outlining the changes their seedlings have undergone during their few weeks of growth.

VIDEO (Coming soon – Stay tuned!)

CURRICULUM OBJECTIVES

Grade 3


Specific Expectations
▪ 2.3 – Germinate seeds and record similarities and differences as seedlings develop
▪ 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 4


Overall Expectations
▪ Investigate the interdependence of plants and animals within specific habitats and communities
▪ Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them

 

Grade 5

 

Overall Expectations
▪ 2 – Investigate the interdependence of plants and animals within specific habitats and communities
▪ 3 – Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them


Specific Expectations
▪ 3.2 – Demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals).
▪ 3.5 – Classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)

 

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
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

Grades 9 – 10


Overall Expectations
▪ D1 – Demonstrate an understanding of where various foods are produced

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

 

Specific Expectations
▪ D1.2 – Explain how various factors affect the availability of local foods
▪ 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

WORKSHOP BY GRADE