The Garden Project - Journal - Observation (L2)

The Garden Project Journal of Observation

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The Garden Project Journal of Observation

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 Muddy Puddles

Lesson 1

Social & Emotional: I can explore how I feel about the rain, jumping in puddles, and getting wet.

I understand how different types of weather make me feel.

6

Season’s Palette

Lesson 1

My World: I can observe the different shades of colors in my immediate natural environment.

I can represent trees in different shades of green and/or colors I observe.

7

Outside My Window

Lesson 1

My World: I can identify clues in my natural environment and describe trees based on the season we’re in.

I can use one environmental clue to describe how the season will progress and/or change.

8

What’s the Weather like?

Lesson 1

My World: I can identify six types of weather.

I can observe and talk about five types of weather in my environment.

9

Leaf Edges

Lesson 2

My World: I recognize three types of leaf edges and notice that leaves can be grouped by their edge-type.

Expressive Arts: I use rubbings to explore leaf edges.

I use different techniques such as rubbings, stenciling and/or printing to explore parts of a leaf.

10

Leaf Parts

Lesson 2

My World: I can observe plants as living organisms and identify three parts of a leaf.

I can use a magnifying glass to observe leaves from close-up.

11

Patterns of Leaves

Lesson 2

My World: I can recognize a pattern.

I can reproduce a pattern with guidance, with natural materials such as leaves or stones on paper.

12-13

Spill the Beans

Lesson 3

Expressive Arts: I can create a composition using “repetition”, a technique used by many conceptual artists, with one or two types of bean repeated around the rectangle.

I can vary my composition by adopting a pattern, a combination of elements or shapes repeated in a recurring and regular arrangement.

14-15

A, B, Seeds!

Lesson 3

Early Numeracy: I can count the beans and observe their differences in size on my bean graph

I can name the beans on my graph.

16-17

Unit 2 - Planting Lesson 1

Expressive Arts: I can safely explore a variety of materials, tools, and techniques. I like to experiment painting with different textures.

I experiment painting with other natural materials that give off color, such as with fruits and vegetables that have natural dye.

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My Companion Plants

Lesson 2

Social & Emotional: I understand that plants have friends too, as they like to be planted next to some plants and not next to others.

I can make one or two plant combinations based on their friendships (companions).

19

Little Green Heads

Lesson 3

My World: I understand that a plant grows from a seed and needs soil or compost, water, sunshine, and care for it to grow.

I can sprout a plant from a seed.

20

Busy Bees

Lesson 4

My World: I understand that flowers attract bees to a garden.

I understand that bees are needed in order for some fruit and vegetables to grow.

21

Friends of the Garden

Lesson 4

Art: I can cut out and glue the ladybugs and bees along the dotted lines.

I recognize bees and ladybugs as insects that are friends of my garden.

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Mud Drawings

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Unit 3 – Growing Let It Rain!

Lesson 1

Art: I can adopt a simple art technique called pointillism to represent rain on paper.

My World: I recognize the signs of when a plant needs water.

Observing a Life Cycle

Lesson 2

My World: I observe the changes that occur in a sprouting seed.

I can order the stages of a sprouting seed.

24

Lesson 3

Early Numeracy: I recognize and create shapes with fruit and vegetables and explore their characteristics using mathematical language to describe them.

I can combine fruit and vegetable shapes to make more complex shapes or designs (for example, making a vegetable stamp mandala).

25

Lesson 4

Early Numeracy: I understand vegetables can be cut into two equal parts that are very similar to each other (symmetry) and their shape changes according to how they are cut.

I notice that many fruit or vegetables cut horizontally (widthwise) tend to be circular.

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Triangles and Circles and Squares…

Oh My!

Symmetrical Onions

I can experiment with different shades of blue or color to create depth in my drawing.

23

Unit 4 – Harvesting Developing My Sense of Taste

Lesson 2

My World: I can identify two types of taste sensations: sweet and sour.

I can recognize four fruits or vegetables by taste.

27

Fruit and Vegetable Color Wheel

Lesson 3

Healthy Habits: I understand that there are five main fruit/vegetable color groups: red, yellow/orange, white/brown, green, and blue/purple.

Expressive Arts: I can group pictures and cut-outs of fruit and vegetable by color.

I can categorize most fruit and vegetables into the five main color groups.

28

My Favorite Recipe

Lesson 4

Expressive Arts: I can represent a seasonal recipe using images or pictures.

I can exchange my favorite recipe with my friends.

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Unit 5 – Decomposing and Regenerating Regrown Plants

Super Seed Observation

Lesson 1

Lesson 2

Language Development: I can apply key vocabulary to explain how to regrow a carrot from a carrot top.

I can apply this activity to the regrowth of another root vegetable, like a parsnip.

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My World: I understand that seeds are stored in many fruits’ center and seeds are the plant’s way to start its life again.

I notice that some seeds can be stored in different parts, such as on the fruit’s skin, like in strawberries. Vegetable parts, such as stems, roots or bulbs, don’t contain seeds.

31

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

32

New Vocabulary

Language Development: I recognize the fruit and vegetables we planted and can mime the key action words used throughout the project (for example, mix, plant, water, grow). I know at least five colors and can name six vegetables.

33

Specialized Science & Nature Skills Assessment

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

34

Bees and Ladybugs Cut-Outs

To be used with Friends of The Garden on page 22.

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Seasonal Fruit and Vegetable Cut-Outs

To be used with Fruit and Vegetable Color Wheel on page 28.

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Sensory Page

5

I can use these words to answer simple questions about The Garden Project.

> Lesson 1

Muddy Puddles Splish! Splash! Splosh!

Complete the puddles below adding your favorite weather in the background.

> EARLY LEARNING Social & Emotional: I can explore how I feel about the rain, jumping in puddles, and getting wet.

6

Next step: I understand how different types of weather make me feel.s.

> Lesson 1

Season’s Palette Nature’s colors change constantly depending on the season we’re in.

Take a walk outside and complete your palette with the colors you see around you.

> EARLY LEARNING My World: I can observe the different shades of colors in my immediate natural environment.

Next step: I can represent trees in different shades of green and/or colors I observe.

7

> Lesson 1

Outside My Window What season is it?

Look outside your window for clues and complete your window with a picture of a tree you see outside.

> EARLY LEARNING My World: I can identify clues in my natural environment and describe trees based on the season we’re in.

Next step: I can use one environmental clue to describe how the season will progress and/or change.

8

> Lesson 1

What’s the Weather Like?

All plants need some sun and rain or water to grow, which is why the weather is so important for them. Look outside and circle today’s weather.

Circle your favorite weather in a different color.

> EARLY LEARNING My World: I can identify six types of weather.

Next step: I can observe and talk about five types of weather in my environment.

9

> Lesson 2

Leaf Edges Leaf edges can be smooth, toothed or even lobed.

Finish the leaves below by finding 3 different types of leaves and rubbing the corresponding leaf edge with charcoal

Smooth

Toothed

Lobed

> EARLY LEARNING My World: I recognize three types of leaf edges and notice that leaves can be grouped by their edge-type.

Expressive Arts: I use rubbings to explore leaf edges.

10

Next step: I use different techniques such as rubbings, stenciling and/or printing to explore parts of a leaf.

> Lesson 2

Leaf Parts There are so many different types of leaves, yet they almost all have the same parts.

Complete the leaf below by pressing a leaf on an ink pad and printing it inside the dotted leaf. tip

midrib

petiole

> EARLY LEARNING My World: I can observe plants as living organisms and identify three parts of a leaf.

Next step: I can use a magnifying glass to observe leaves from close-up.

11

> Lesson 2

Patterns of Leaves Leaves come in all shapes and colors. Find some fallen leaves, match and arrange them next to the leaves below to complete the patterns.

> EARLY LEARNING Early Numeracy: I can recognize a pattern.

Next step: I can reproduce a pattern with guidance, with natural materials such as leaves or stones on paper.

12

13

> Lesson 3

Spill the Beans Create a beautiful composition by spilling your beans in the middle rectangle and then placing your beans on the dotted lines.

Glue the beans to the page once you’re happy with your composition.

> EARLY LEARNING Expressive Arts: I can create a composition using “repetition”, a technique used by many conceptual artists, with one or two types of bean repeated around the rectangle.

14

Next Step: I can vary my composition by adopting a pattern, a combination of elements or shapes repeated in a recurring and regular arrangement.

15

> Lesson 3

A, B, Seeds!

Give your beans a home by placing them next to the same sized beans.

10 9 8 7 6 5 4 3 2 1

16

Next step: I can name the beans on my graph.

> EARLY LEARNING Early Numeracy: I can count the beans and observe their differences in size on my bean graph.

17

> Lesson 1

Mud Drawings Did you know that you can paint with thick oozy mud? Make a mud painting!

> EARLY LEARNING Expressive Arts: I can safely explore a variety of materials, tools and techniques. I like to experiment painting with different textures.

Next step: I experiment painting with other natural materials that give off color, such as with fruit and vegetables that have natural dye.

18

> Lesson 2 1

My Companion Plants Plants love to be planted next to their friends. In the example below, garlic likes to be planted with a strawberry plant.

Complete the blank garden marker with your favorite vegetable plant and a picture of its friend.

Garlic

___________________ plant

> EARLY LEARNING Social & Emotional: I understand that plants have friends too, as they like to be planted next to some plants and not next to others.

Next step: I can make one or two plant combinations based on their friendships (companions).

19

> Lesson 3

Little Green Heads Draw a little sprout growing from the ground in the picture below.

> EARLY LEARNING My World: I understand that a plant grows from a seed and needs soil or compost, water, sunshine, and care for it to grow.

Next step: I can sprout a plant from a seed.

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> Lesson 4

Busy Bees Flowers attract bees and other pollinators that are needed for our plants to grow fruit and vegetables.

Finish the flower garden and make sure you paint lots of bees buzzing around!

> EARLY LEARNING My World: I understand that flowers attract bees to a garden.

Next step: I understand that bees are needed in order for some fruits and vegetables to grow.

21

> Lesson 4

Friends of the Garden There are many bugs and insects that are good for our garden.

Inspired by the aboriginal drawings of Australia, these bugs like to go in circles!

Complete their journey around your garden with the cut-outs on page 35.

> EARLY LEARNING Art: I can cut out and glue the ladybugs and bees along the dotted lines in the right direction.

22

Next step: I recognize bees and ladybugs as insects that are friends of my garden.

> Lesson 1

Let It Rain!

Look! One of our plants is thirsty.

Give water to the thirsty plant by fingerpainting rain from the clouds.

> EARLY LEARNING Art: I can adopt a simple art technique called pointillism to represent rain on paper.

My World: I recognize the signs of when a plant needs water.

23

Next step: I can experiment with different shades of blue or color to create depth in my drawing.

> Lesson 2

Observing a Life Cycle Below are the four stages of the life cycle of the seed you have sprouted.

Complete the sprouts after 6-10 days and 11-15 days.

1-5 days

6-10 days

11-15 days

16-20 or more days

> EARLY LEARNING My World: I observe the changes that occur in a sprouting seed.

24

Next step: I can order the stages of a sprouting seed.

> Lesson 3

Triangles and Circle and Squares...Oh My! Can you transform these colorful shapes into fruit and vegetables?

> EARLY LEARNING Early Numeracy: I recognize and create shapes with fruit and vegetables and explore their characteristics using mathematical language to describe them.

25

Next step: I can combine fruit and vegetable shapes to make more complex shapes or designs (for example, making a vegetable stamp mandala).

> Lesson 4

Symmetrical Onions Onions can be cut into two equal parts, horizontally (widthwise) or vertically (lengthwise). Complete the two onions below with their other half.

horizontal

vertical

> EARLY LEARNING Early Numeracy: I understand vegetables can be cut into two equal parts that are very similar to each other (symmetry) and their shape changes according to how they are cut.

26

Next step: I notice that many fruit or vegetables cut horizontally (widthwise) tend to be circular.

> Lesson 2

Developing My Sense of Taste Draw the fruit/vegetable you tasted next to its taste sensation.

What color do you think of when tasting it?

Sweet:

Sour:

Color association:

Color association:

> EARLY LEARNING My World: I can identify two types of taste sensations: sweet and sour.

27

Next step: I can recognize four fruits or vegetables by taste.

> Lesson 3

Fruit and Vegetable Color Wheel Use the cut-outs on page 37 and glue them on top of their matching color.

Add the extra cutouts.

> EARLY LEARNING Healthy Habits: I understand that there are five main fruit/vegetable color groups: red, yellow/orange, white/ brown, green, and blue/purple.

Expressive Arts: I can group pictures and cut-outs of fruit and vegetable by color.

28

Next step: I can categorize most fruit and vegetables into the five main color groups.

> Lesson 4

My Favorite Recipe Draw the ingredients you need for your favorite recipe.

Ingredients

> EARLY LEARNING Expressive Arts: I can represent a seasonal recipe using images or pictures.

29

Next step: I can exchange my favorite recipe with my friends.

> Lesson 1

Regrown Plants Show that this carrot is still alive by drawing fresh green leaves stemming out of its top and color it in its vibrant color.

Repeat with another vegetable, showing which part you replanted and drawing it in the pot below.

> EARLY LEARNING Language Development: I can apply key vocabulary to explain how to regrow a carrot from a carrot top.

30

Next step: I can apply this activity to the regrowth of another root vegetable, like a parsnip.

> Lesson 2

Super Seed Observation Peppers store their seeds at their core (center), although where they are positioned varies according to the way they were cut in two.

Color the two halves of the bell pepper and glue the seeds you extracted on the pepper in the right position.

> EARLY LEARNING My World: I understand that seeds are stored in many fruits’ center and seeds are the plant’s way to start its life again.

31

Next step: I notice that some seeds can be stored in different parts, such as on the fruit’s skin, like in strawberries. Vegetable parts, such as stems, roots or bulbs, don’t contain seeds.

Sensory Page Draw the pictures of fruit, vegetables and plants you have smelled, tasted, felt, seen, and heard in your garden.

I can see

I can hear

I can smell

I can touch

I can taste

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

Seasons

Wet

Dry

Summer

Friends of the Garden

Ladybug

Bee

Earth worm

Shapes

Circle

Square

Oval

Fruits & Vegetables

Carrot

Bell Pepper

Apple

> EARLY LEARNING Language Development: I recognize the fruit and vegetables we planted and can mime the key action words used throughout the project (for example, mix, plant, water, grow). I know at least five colors and can name six vegetables.

33

Next step: I can use these words to answer simple questions about 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 sow small seeds such as radish seeds

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, fruits, 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 start my new vegetable garden by extracting seeds from harvested vegetables and storing them to plant the following year.

I can water established plants I can pinch out plants such as sweet peas, broad beans, and tomatoes Teacher’s comments

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Bees and Ladybugs Cut-Outs Use with Friends of the Garden on page 22.

35

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Seasonal Fruits and Vegetables Use with Fruit and Vegetable Color Wheel on page 28.

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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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