The Garden Project - Journal - Investigation (L3)

The Garden Project Journal of Investigation

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The Garden Project Journal of Investigation

Name ............................................................................................

Age ......................................................

Time Frame ................................................... to ...................................................

Contents The Garden Project adopts a multidisciplinary project-based approach to learning.

Activities under Next Steps give you ideas of how you can extend learning!

Activity Name

Lesson

Early Learning

Next Steps

Page

Unit 1 – Preparing Budding Meteorologist

Lesson 1

My World: I can forecast the weather based on existing weather conditions.

I can link weather patterns to seasons.

6

Root Drawing

Lesson 2

My World: I can explain the role roots play in plants in one sentence.

I can represent roots visually by thinning out the extremities, just the way roots grow in nature.

7

Leaf Insect

Lesson 2

Imagination: I can rearrange leaves to represent a bug or other imaginary insects

I can make a variety of leaf compositions

8

Reduce, Reuse, Recycle

Lesson 4

My World: I can categorize most items in their appropriate recycling bins

I can find alternative uses for many of the items in the paper and plastic recycling bins.

9

Unit 2 - Planting Plant Me

Garden in the Box

Ladybug Spots

Lesson 3

Early Numeracy and Listening: I recognize numbers from 1 to 12 and can follow simple instructions.

My World: I can identify the seasonality of two or more fruits and vegetables.

I can plant a young plant into the soil and firm it in.

Lesson 3

Technology: I can use a photo taking device to take a picture to represent my garden.

I can adopt simple compositional techniques such as filling my camera frame with one element (this technique is called “fill the frame”).

12

My World: I understand that ladybugs can have different number of spots.

The numbers can be categorized as even (equal numbers of spots on either side of its elytra) or odd (equal number of spots on either side of its elytra and a spot in the middle).

13

Lesson 4

10-11

Unit 3 – Growing Lesson 1

Early Numeracy: I understand that a thermometer is used to measure temperature.

I can investigate the difference between water temperatures using my thermometer.

14

Life Cycle Journal

Lesson 2

My World: I understand that plants change over time from seed, to sprout, to plant.

Early Numeracy: I can order and sequence the stages of a plant.

I can document the simple life cycle of a sprouting seed.

15

X-Ray Onions

Lesson 3

Early Numeracy: I can quantify the number of layers in an onion.

I can distinguish between an onion (or another vegetable) that is cut horizontally or vertically.

16

Shapeshifter

Lesson 3

Early Numeracy: I notice that most unripe fruit start off as small spheres.

I can point out 2 to 3 main differences that occur to most fruit/ vegetables as they mature.

17

Measure Me!

Lesson 4

Early Numeracy: I understand the concept of measurement and can measure the height of one or two plants.

I can represent a plant on paper at its life-size height.

18-19

Investigating Temperature

4

Plant Growth Chart

Lesson 4

Early Numeracy: I can order two or three of my plants by height or length.

I can tell which is the fastest growing plant based on my growth chart.

20

See How They Grow

Lesson 4

Design and Imagination: I can transform a black and white image into color to represent my garden.

I can add color to my black & white image to make my pictures more interesting

21

Unit 4 – Harvesting Vegetable Families

Lesson 1

My World: I look for similarities and differences to categorize vegetables into their respective families.

I understand that most bulb and root vegetables grow underground.

22-23

My Family Tree

Lesson 1

Social & Emotional: I can confidently place myself at the center of my family tree and identify my immediate family.

I can make additional family connections, such as cousins, aunts, and uncles.

24

Lesson 2

Early Numeracy: I can demonstrate an understanding of language of position. For example, on, under, and above.

I can describe other parts of plants based on how and where they grow.

25

My Harvest Chart

Lesson 3

My World: I understand the seasonality of fruits and vegetables. I can determine when fruits and vegetables are mature and ready to be picked.

I understand that every fruit and vegetable has a different maturing time.

26-27

Creative Juices

Lesson 4

Healthy Habits: I can make nutritious juices by squeezing and mixing fresh ingredients together.

I can experiment with fresh ingredients to make my own unique juices

28

Fruit Mandalas

Lesson 4

Expressive Arts: I can demonstrate pattern awareness in nature and can construct a simple pattern when prompted.

I can construct a pattern with purpose using a variety of resources.

29

Fruit Thaumatrope

Lesson 4

Science: I can make a simple animation using a thaumatrope by blending two images into one.

I explore opposites in nature using a thaumatrope (winter/ summer, half/whole, night/day).

30

Above and Under the Ground

Unit 5 – Decomposing and Regenerating

Seed You Next Year

Guerrilla Gardening

Composting and Recycling

Lesson 2

My World: I can harvest the seeds from my vegetables to plant a new garden next year.

I know when to plant at least 3 types of vegetables and I remember what care they need (for example, amount of sun and water).

31

Lesson 3

My World: I understand that a seed is a fruit’s/vegetable’s way to start its life again.

Fine motor: I can mix the ingredients together to make the right consistency for the seed bomb to stick together.

My seed bomb germinates with water and some care.

32

Lesson 4

My World: I understand that whenever possible, I should compost leftover food and recycle all other material.

I can find ways to reuse items that are being recycled. For example, turning a plastic bottle into a watering can or vase.

33

Support Documentation Pages Sensory Page New Vocabulary

The Sensory Page is used to record and document things we have heard, seen, tasted, smelled, or touched during The Garden Project.

34

Language Development: I have extended my vocabulary and applied it in a new context to observe changes in my plants.

35

I can use my new vocabulary to talk about highlights of The Garden Project.

Specialized Science & Nature Skills Assessment

The assessment page is used to highlight science and nature skills that have been developed during the project.

36

Vegetable Cut-Outs

To be used with Plant Me on pages 10-11 and the Sensory Page on page 31.

37

Fruit Cut-Outs

To be used with Plant Me on pages 10-11 and the Sensory Page on page 31.

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5

> Lesson 1

Budding Meteorologist The weather can be so unpredictable.

Observe today’s weather and complete the wheel below with your findings.

> EARLY LEARNING My World: I can forecast the weather based on existing weather conditions. For example, sunny, rainy.

Next step: I can link weather patterns with seasons.

6

> Lesson 2

Root Drawing Roots can grow in all directions looking for food and water.

Finish the roots of the tree by blowing the ink in the direction of the main roots.

Drop your ink here

> EARLY LEARNING My World: I can explain the role roots play in plants in one sentence.

7

Next step: I can represent roots visually by thinning out the extremities, just the way roots grow in nature.

> Lesson 2

Leaf Insect Now use your imagination to make a bug out of leaves.

Glue them onto the page below.

> EARLY LEARNING Imagination: I can rearrange leaves to represent a bug or other imaginary insects.

Next step: I can make a variety of leaf compositions.

8

> Lesson 4

Reduce, Reuse, Recycle How good is your class at recycling?

Check and draw the items you find in each bin: plastic, paper and regular.

Color the signs and tops in their recycling color. Which has the most items?

PLASTIC

PAPER

> EARLY LEARNING My World: I can categorize most items in their appropriate recycling bins.

9

Next step: I can find alternative uses for many of the items in the paper and plastic recycling bins.

> Lesson 3

Plant Me Document the fruit and vegetables you will plant by using the cut-outs on page 37 or drawing your own.

Name

1

2

3

4

5

January

February

March

April

May

Radish

> EARLY LEARNING Early Numeracy and Listening: I recognize numbers from 1 to 12 and can follow simple instructions.

My World: I can identify the seasonality of two or more fruits and vegetables.

10

6

7

8

9

10

11

12

June

July

August

September

October

November

December

11

Next step: I can plant a young plant into the soil and firm it in.

> Lesson 3

Garden in the Box Take a picture of your Garden in the Box and stick it on this page.

Draw bees on the plants that need pollinators.

Date .....................................................................

> EARLY LEARNING Technology: I can use a photo taking device to take a picture to represent my garden.

12

Next step: I can adopt simple compositional techniques such as filling my camera frame with one element (this technique is called “fill the frame�).

> Lesson 4

Ladybug Spots Complete the ladybugs below, one with an even and the other with an odd number of spots. Not all ladybugs are red with black dots, so be creative with the colors you use!

> EARLY LEARNING My World: I understand that ladybugs can have different number of spots.

13

Next step: The numbers can be categorized as even (equal numbers of spots on either side of its elytra) or odd (equal number of spots on either side of its elytra and a spot in the middle).

> Lesson 1

Investigating Temperature

Freezing

Cold

Hot

Very Hot

Color the strip in your thermometer red from the top down to the middle and blue from the bottom up. Find your ideal water temperature by finding the middle point between red and blue.

> EARLY LEARNING Early Numeracy: I understand that a thermometer is used to measure temperature.

14

Next step: I can investigate the difference between water temperatures using my thermometer.

> Lesson 2

Life Cycle Journal Document two different stages of your bean sprout below adding the timeframe in the boxes.

days

days

> EARLY LEARNING My World: I understand that plants change over time from seed, to sprout, to plant.

Early Numeracy: I can order and sequence the stages of a plant.

15

Next step: I can document the simple life cycle of a sprouting seed.

> Lesson 3

X-Ray Onions Things can look very different from the inside.

Stamp the halved onion that allows you to best count its layers.

Print here

How many layers does your onion have?

> EARLY LEARNING Early Numeracy: I can quantify the number of layers in an onion.

16

Next step: I can distinguish between an onion (or another vegetable) that is cut horizontally or vertically.

> Lesson 3

Shapeshifter How do vegetable/fruit shapes change over time?

Document these differences by tracing the unripe fruit/vegetable above “Young” and the ripe fruit/vegetable above “Mature”, writing its name on the dotted line below. Color your drawings.

Young

> EARLY LEARNING Early Numeracy: I notice that most unripe fruit start off as small spheres.

Mature

17

Next step: I can point out 2 to 3 main differences that occur to most fruit/vegetables as they mature.

Next step: I can document the simple life cycle of a sprouting seed.

> Lesson 4

Measure Me!

Draw your plant here

Let’s measure the plants to see how much they have grown.

Take a string or ruler and measure one or two plants.

Mark the height and draw them.

Measure again another week to see the difference.

.. ....... . . . . . . ...... .......

> EARLY LEARNING

18

Early Numeracy: I understand the concept of measurement and can measure the height of one or two plants.

Draw your plant here

... ....... . . . . . . ..... .......

Next step: I can represent a plant on paper at its life-size height.

19

> Lesson 4

Plant Growth Chart Document your plants’ growth for the next four weeks by measuring them with a string or ruler.

NAME

Week 1 Height

Week 4 Height

> EARLY LEARNING Early Numeracy: I can order two or three of my plants by height or length.

20

Next step: I can tell which is the fastest growing plant based on my growth chart.

> Lesson 4

See How They Grow Our plants look so different now that they’ve grown!

Glue a black and white picture of your garden/Garden in the Box and color it.

Which plant grew the most?

Date .....................................................................

> EARLY LEARNING Design and Imagination: I can transform a black and white image into color to represent my garden.

21

Next step: I can add color to my black and white image to make my pictures more interesting.

> Lesson 1

Vegetable Families Did you know that even vegetables have families?

Categorize the vegetables on page 23 into their family types.

VEGETABLE FAMILY

Draw vegetables

Draw vegetables

Draw vegetables

Draw vegetables

Flower

Fruit

Leafy

Roots

> EARLY LEARNING My World: I look for similarities and differences to categorize vegetables into their respective families.

22

Next step: I understand that most bulb and root vegetables grow underground.

23

> Lesson 1

My Family Tree Let’s take a look at your family!

Complete this family tree with pictures of yourself and your family

Like

bra

nch

es o

fa

me

tree

, we

o ain as m e r s t o o yet our r

all grow

s, tion c e r di ent r e f f in di

ne

> EARLY LEARNING Social & Emotional: I can confidently place myself at the center of my family tree and identify my immediate family.

24

Next step: I can make additional family connections such as cousins, aunts, and uncles.

> Lesson 2

Above and Under the Ground Vegetables grow in many different ways.

Complete the plants below by drawing the missing vegetables.

> EARLY LEARNING Early Numeracy: I can demonstrate an understanding of language of position.

For example, on, under, and above.

25

Next step: I can describe other parts of plants based on how and where they grow.

> Lesson 3

My Harvest Chart Inspect the Garden in the Box and complete the table with the fruit or vegetables that are ready to be eaten this month.

Name

1

2

3

4

5

January

February

March

April

May

Radish

> EARLY LEARNING My World: I understand the seasonality of fruit and vegetables. I can determine when fruits and vegetables are mature and ready to be picked.

26

6

7

8

9

10

11

12

June

July

August

September

October

November

December

27

Next step: I understand that every fruit and vegetable has a different maturing time.

> Lesson 4

Creative Juices Fresh fruits can be squeezed to make delicious juice.

Add two new fruity ingredients and color this glass with the fresh ingredients.

> EARLY LEARNING Healthy Habits: I can make nutritious juices by squeezing and mixing fresh ingredients together.

Next step: I can experiment with fresh ingredients to make my own unique juices.

28

> Lesson 4

Fruit Mandalas When cut in half, some fruits reveal beautiful patterns and designs for you to observe. Complete the pattern of this orange.

> EARLY LEARNING Expressive Arts: I can demonstrate pattern awareness in nature and can construct a simple pattern when prompted.

29

Next step: I can construct a pattern with purpose using a variety of resources.

> Lesson 4

Fruit Thaumatrope Complete this thaumatrope by coloring this circle orange.

Cut it out and see how the two images blend together as one!

> EARLY LEARNING Science: I can make a simple animation using a thaumatrope by blending two images into one.

30

Next step: I explore opposites in nature using a thaumatrope (winter/summer, half/whole, night/day).

> Lesson 2

Seed You Next Year Extract the seeds from your vegetable harvest to prepare for next year’s garden.

Complete the seed pack below with instructions on how to care for your favourite vegetable plant.

My Vegetable

When to plant

When to harvest

> EARLY LEARNING My World: I can harvest the seeds from my vegetables to plant a new garden next year.

31

Next step: I know when to plant at least 3 types of vegetables and I remember what care they need (for example, amount of sun and water).

> Lesson 3

Guerrilla Gardening Our plants have left us seeds so that we can keep growing more of them.

Make seed bombs with the leftover seeds and then draw the plants in your seed bombs in the patch of earth below.

> EARLY LEARNING My World: I understand that a seed is a fruit’s/ vegetable’s way to start its life again.

Fine motor: I can mix the ingredients together to make the right consistency for the seed bomb to stick together.

32

Next step: My seed bomb germinates with water and some care.

> Lesson 4

Composting and Recycling Now that our plants have been harvested, the remains can be composted. Categorise the items below by drawing a line connecting them either to the compost or the recycling bin.

> EARLY LEARNING My World: I understand that whenever possible, I should compost leftover food and recycle all other material.

33

Next step: I can find ways to reuse items that are being recycled. For example, turning a plastic bottle into a watering can or vase.

Sensory Page In my garden

I can see

I can hear

I can smell

I can touch

I can taste

34

New Vocabulary Below are some of the words I learned during The Garden Project.

Vegetable Families

Measuring Tools

Gardening Tools

Parts of a Plant

> EARLY LEARNING Language Development: I have extended my vocabulary and applied it in a new context to observe changes in my plants.

35

Next step: I can use my new vocabulary to talk about highlights of The Garden Project.

Specialized Science & Nature Skills Assessment Use these statements to assess the hands-on science and nature skills that have been developed during the project.

EQUIPMENT SKILLS

HARVESTING SKILLS

I can use a watering can to water plants

I can dig root crops, such as carrots and radishes, without damaging them

I can use a measuring stick to measure plant growth

I can harvest leafy crops, such as lettuce and spinach, without damaging the plant

PLANTING SKILLS

OTHER SKILLS

I can sow large seeds such as lima beans

I can conduct hand texturing tests of soil to determine soil type

I can sow medium seeds such as spinach

I can categorize vegetables by family type

I can sow fine seeds such as tomatoes, coriander, and lettuce

I can distinguish sweet from sour

I can fill a container ready for sowing

I can observe the changes in plants, fruit, and vegetables

I can fill a cup with soil

PLANNING SKILLS

I can remove a young plant from its container

I can draw my garden plan

I can plant a young plant into the soil and firm in

I can choose plants to grow

AFTER-CARE SKILLS

RE-PLANTING SKILLS

I can water seedlings

I can plan a new vegetable garden by extracting the seeds from my vegetables

I can water established plants

I can start a seed library in my classroom with the seeds I extract from vegetables

I can pinch out plants such as sweet peas, broad beans, and tomatoes

Teacher’s comments

36

Vegetable Cut-Outs To be used with Plant Me on pages 10-11.

37

38

Fruit Cut-Outs To be used with the Sensory Page on page 34.

39

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The Garden ProjectŠ 2016 Hoopla Education Pte. Ltd. 8 Wilkie Road, #03-01, Wilkie Edge, 228095, Singapore www.hooplaeducation.com First published in 2016 Second Edition 2020 No part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, reading or otherwise, without the prior written permission of the publishers other than in legally stipulated exceptions.

ILLUSTRATIONS:

Ignazio Fulghesu

The Vegetable Plot: Words and Music by Luke Escombe All rights reserved Copyright Luke Escombe 2015

Printed in Italy on Certified FSCŠ paper

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