The Garden Project - Journal - Wonder (L1)

The Garden Project Journal of Wonder

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The Garden Project Journal of Wonder

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

I can apply these colors to make beautiful seasonal drawings.

6

Unit 1 – Preparing Season’s Palette

Lesson 1

My World: I can talk about the different colors I see in relation to nature and natural objects in my immediate environment.

Today’s Weather

Lesson 1

My World: I can identify four different types of weather.

I can observe and talk about at least three types of weather in my environment.

7

Leaves, Leaves, Everywhere

Lesson 2

My World: I can observe plants as living organisms and recognize leaves as parts of a plant.

I can feel differences in the texture of the veins on a real leaf.

8

Lesson 2

Early Numeracy: I recognize circles as a primary shape.

I notice that flowers can be represented with circles and use squiggly lines to finish my flowers. I experiment with color.

9

Lesson 2

My World: I can identify at least one season.

I notice the change in seasons based on my observation of trees and can represent them using a technique called pointillism.

10

Lesson 2

Fine Motor: I can glue and stick leaves onto paper.

I am imaginative by representing trees using other natural materials, such as leaves, twigs, and/or moss.

11

Lesson 3

Expressive Arts: I respond to different tactile experiences, for example, observing the difference between the texture of beans and that of paper.

I experiment with texture through sound, with the sounds beans make in different containers.

12

Lesson 3

Expressive Arts: I make a simple tactile board by gluing beans onto the white dotted lines.

I make a zig-zag pattern by alternating one bean up and the other one down, without the need of the dotted lines.

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14

Flower Garden

Leaves and Seasons

Forest of Leaves

Sunflower

Bean Art

Unit 2 - Planting Muddy Print

Lesson 1

Expressive Arts: I experiment with the texture of mud.

I understand that soil is an element found outdoors (natural element). I describe texture using adjectives like “smooth”, “rough” and/or “soft”.

Little Green Heads

Lesson 3

Language Development: I can describe a seed using an adjective.

I understand that a plant grows from a seed.

15

Friend or Pest?

Friend!

Lesson 4

Expressive Arts: I recognize the pattern on a ladybug.

I can recognize a simple pattern on a ladybug’s shell.

16

Friends or Pests?

Pests!

Lesson 4

My World: I can identify a snail by its two tentacle eyes and shell.

I can represent a snail using a handprint.

17

Friends of the Garden

Lesson 4

My World: I can recognize some bugs or creatures are good for the garden and plants.

I can represent two or more bugs using finger painting.

4

18-19

Unit 3 – Growing Rain, Rain, Come Again!

Lesson 1

Fine Motor: I experiment with water, by pouring and splashing.

I understand that water comes from rain and is a vital element of nature. I experiment with color to represent rain on my paper.

Sprouting a Seed

Lesson 2

My World: I understand that a seed is the beginning of a plant’s life.

I can represent a sprout with two small leaves.

Lesson 3

Early Numeracy: I notice that fruit and vegetables have different shapes.

I explore language to describe the shapes of fruits and vegetables and combine them into foodscapes.

Foodscape

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21

22-23

Unit 4 – Harvesting Lesson 2

My World: I notice that some parts of a vegetable grow underground (bulb and root vegetables) and others grow above the ground (leafy greens).

I can visually represent a root vegetable under the ground.

24

Lesson 2

Expressive Arts: I can represent seeds in a fruit or vegetable using the technique of finger painting.

I can identify when a fruit is ripe based on my sense of touch.

25

At the Market

Lesson 3

Early Numeracy: I can count up to 5 (for example, five pears).

I represent up to five items of something (for example, I make five brown dots to represent five pears).

26

Colorful Vegetables

Lesson 4

Expressive Arts: I explore the vivid colors of fruits and vegetables.

I explore lines and dots to make patterns. I add color to make patterns more interesting.

27

Carrots and Radishes Squeeze Your Vegetables

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.

28

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 four colors and can name three vegetables.

29

Specialized Science & Nature Skills Assessment

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

30

Bees and Ladybugs Cut-Outs

To be used with Friends of The Garden on pages 18-19.

31

Vegetable Cut-Outs

To be used with the Sensory Page on page 28.

33

Fruit Cut-Outs

To be used with the Sensory Page on page 28.

35

Sensory Page

5

I can give a simple explanation of how plants grow and change.

> Lesson 1

Season’s Palette Nature is so rich in colors. Take a walk outside and complete your palette with the colors you see in trees, flowers, grass, leaves, and plants around you!

> EARLY LEARNING My World: I can talk about the different colors I see in relation to nature and natural objects in my immediate environment.

Next step: I can apply these colors to make beautiful seasonal drawings.

6

> Lesson 1

Today’s Weather Circle today’s weather with a blue crayon.

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

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

7

> Lesson 2

Leaves, Leaves, Everywhere There are so many different types of leaves: big, small, round, long.

Can you trace the leaves?

> EARLY LEARNING My World: I can observe plants as living organisms and recognize leaves as parts of a plant.

Next step: I can feel differences in the texture of the veins on a real leaf.

8

> Lesson 2

Flower Garden Some plants, like flowers, can grow very quickly. Finish these flowers by drawing blue, red, and yellow spirals or squiggles inside the circles

> EARLY LEARNING Early Numeracy: I recognize circles as a primary shape.

Next step: I notice that flowers can be represented with circles and use squiggly lines to finish my flowers. I experiment with color.

9

> Lesson 2

Leaves and Seasons Some trees change color according to the season they are in. Take a cork and dip it in paint using this season’s palette to complete the tree below.

> EARLY LEARNING My World: I can identify at least one season.

Next step: I notice the change in seasons based on my observation of trees and can represent them using a technique called pointillism.

10

> Lesson 2

Forest of Leaves If you position a leaf stem down, it looks like a tree. Find some fallen leaves and create a forest of leaves. Glue them onto your page.

> EARLY LEARNING Fine Motor: I can glue and stick leaves onto paper.

Next step: I am imaginative by representing trees using other natural materials, such as leaves, twigs, and/or moss.

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> Lesson 3

Sunflower Plants need sunshine to grow tall. This flower is called a “sunflower” because it turns its face to look at the sun throughout the day.

Complete this sunflower with sunflower seeds on its “face”.

> EARLY LEARNING Expressive Arts: I respond to different tactile experiences, for example, observing the difference between the texture of seeds and that of paper.

Next step: I experiment with texture through sound, with the sounds beans make in different containers.

12

> Lesson 3

Bean Art Beans are types of seeds and come in many shapes, sizes, and colors.

Glue white colored beans on the dotted lines to make a pattern.

> EARLY LEARNING Expressive Arts: I make a simple tactile board by gluing beans onto the white dotted lines.

Next step: I make a zig-zag pattern by alternating one bean up and the other one down, without the need of the dotted lines.

13

> Lesson 1

Muddy Print When it rains enough, the ground is wet and takes on the shape of what you print onto it. Dip your foot in mud and make a mud print on paper.

> EARLY LEARNING Expressive Arts: I experiment with the texture of mud.

Next step: I understand that soil is an element found outdoors (natural element). I describe texture using adjectives like “smooth”, “rough” and/or “soft”.

14

> Lesson 3

Little Green Heads A seed, though very small and hard, is the beginning of a plant’s life and will sprout into a plant if watered and cared for.

Glue a seed in the middle of this hand.

> EARLY LEARNING My World: I can describe a seed using an adjective.

Next step: I understand that a plant grows from a seed.

15

> Lesson 4

Friend or Pest? Friend!

Ladybugs are beetles that are very good for the garden.

Can you complete this ladybug’s pattern?

> EARLY LEARNING Expressive Arts: I recognize the pattern on a ladybug.

Next step: I can recognize a simple pattern on a ladybug’s shell.

16

> Lesson 4

Friends or Pests? Pests!

Snails like to eat salad. Finish the snail by using your fist/hand print.

Add a trail of sand around the salad to keep other snails from eating your greens.

> EARLY LEARNING My World: I can identify a snail by its two tentacle eyes and shell.

Next step: I can represent a snail using a handprint.

17

> Lesson 4

Friends of the Garden Our garden needs help from all the creatures to grow strong.

Cut out the bees and ladybugs on page 31.

Glue the ladybugs onto the leaves and stems close to where you see the aphids.

Glue the bees in the flowers and draw earthworms in the tunnels.

> EARLY LEARNING My World: I recognize that some bugs and creatures are good for the garden and plants.

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19

Next step: I can represent two or more bugs using finger painting.

> Lesson 1

Rain, Rain, Come Again!

Paint rain coming down from the clouds, dipping cotton swabs in blue paint.

> EARLY LEARNING Fine Motor: I experiment with water, by pouring and splashing.

Next step: I understand that water comes from rain and is a vital element of nature. I experiment with color to represent rain on my paper.

20

> Lesson 2

Sprouting a Seed A seed contains the beginning of a plant’s new life.

Complete this sprout by finger painting two small leaves with green paint.

Up to 10 days

> EARLY LEARNING My World: I understand that a seed is the beginning of a plant’s life.

Next step: I can represent a sprout with two small leaves.

21

> Lesson 3

Foodscape Fruit and vegetables grow in many different shapes and sizes.

Finish this landscape by dipping halved fruit and vegetables in paint and printing them on the page.

> EARLY LEARNING Early Numeracy: I notice that fruit and vegetables have different shapes.

Next step: I explore language to describe the shapes of fruit and vegetables and combine them into foodscapes.

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> Lesson 2

Carrots and Radishes You can only see the leaves of carrots and radishes because they grow under the ground. Handprint the leaves above the ground to complete these vegetables.

> EARLY LEARNING My world: I notice that some parts of a vegetable grow underground (bulb and root vegetables) and others grow above the ground (leafy greens).

Next step: I can visually represent a root vegetable under the ground.

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> Lesson 2

Squeeze Your Vegetables If you lightly squeeze some vegetables you will find out whether they are ready to be eaten! Find the squeezed veggies and finger paint the seeds inside.

> EARLY LEARNING Expressive Arts: I can represent seeds in a fruit or vegetable using the technique of finger painting.

Next step: I can identify when a fruit is ripe based on my sense of touch.

25

> Lesson 3

At the Market It’s fun to buy seasonal fruit and vegetables at the local market.

Finish this fruit stand by coloring in the missing fruit.

2 red cherries

1 orange peach

3 yellow bananas

4 green avocados

> EARLY LEARNING Early Numeracy: I can count up to 5 (for example, five pears).

Next step: I represent up to five items of something (for example, I make five brown dots to represent five pears).

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5 blueberries

> Lesson 4

Colorful Vegetables It’s important to eat colorful fruit and vegetables every day.

Complete these vegetables in bright colors.

> EARLY LEARNING Expressive Arts: I explore the vivid colors of fruit and vegetables.

Next step: I explore lines and dots to make patterns. I add color to make my patterns more interesting.

27

Sensory Page Use the cut-outs on pages 33 and 35 to complete what you have smelled, tasted, felt, seen, and heard in your garden.

28

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

Parts of a plant

leaf

stem

roots

Natural elements

sun

rain

earth

Fruit/Vegetables

tomato

apple

potato

> 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 four colors and can name three vegetables.

Next step: I can give a simple explanation of how plants grow and change.

29

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 pour water slowly using a rain cup or light container

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

I can dig a hole using a small trowel or spade

I can identify when some vegetables are ripe by squeezing them lightly I can delicately pick a ripe vegetable from its branch, for example a cherry tomato

PLANTING SKILLS

I can sow large seeds, such as a lima bean or seed bomb

OTHER SKILLS

I can dig up the earth

I can identify the natural elements that a plant needs to survive

I can fill a cup with soil

I can identify one or two seasons

I can put a plant in a hole that I have dug up

I can describe the texture of natural elements and materials

I can firm in a plant in with help

I can identify one or two bugs/ creatures that can be found in a garden

AFTER-CARE SKILLS

FINE MOTOR SKILLS

I can water seedlings

I can represent a flower using squiggly lines

I can water established plants

I can use a cork or cotton for printing I can glue natural materials on paper

Teacher’s comments

30

Bees and Ladybugs Cut-Outs Use with Friends of the Garden on pages 18-19.

31

32

Vegetable Cut-Outs Use with the Sensory Page on page 28.

33

34

Fruit Cut-Outs Use with the Sensory Page on page 28.

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36

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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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