The Garden Project - Journal - Wonder (L1)

The Garden Project Journal of Wonder

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

1

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.

13

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

20

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 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 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

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

34

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

35

40