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2nd, 4th Grades  Project 12 weeks

Veggie Patch Playground

Christine H
Updated
SS.PS3.d.1
SS.PS4.a.e
SS.PS4.b.2
SS.Inq1.a.e
SS.Inq1.b.e
+ 24 more
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Purpose

The purpose of this project is to immerse students in a hands-on, collaborative journey of designing and nurturing raised vegetable gardens. By actively engaging in the planting process, performing scientific experiments, and participating in community discussions, students will deepen their understanding of sustainable agriculture and the impact of local resources. This experience promotes curiosity, fosters problem-solving, and builds communication skills as students document their learning journey to share the value of gardening with their peers and community.

Learning goals

By participating in the raised vegetable garden project, students will learn to effectively collaborate and communicate their ideas, enhancing their problem-solving skills to address real-world challenges in agriculture. They will gain hands-on experience with scientific inquiry through soil testing and growth observations, developing an understanding of the nutritional benefits and economic significance of locally grown produce. Through this immersive process, students will cultivate a deeper appreciation for their community’s agricultural resources and the environmental impact of gardening. Additionally, they will gain practical skills in map-making and data documentation, integrating art and science to visually narrate their garden's growth journey.

Standards
  • [Wisconsin] SS.PS3.d.1 - Predict how people come up with different ideas to solve a problem.
  • [Wisconsin] SS.PS4.a.e - Compare and contrast perspectives on the same topic.
  • [Wisconsin] SS.PS4.b.2 - Give an example of a compromise.
  • [Wisconsin] SS.Inq1.a.e - Explain why or how a teacher- or text-provided question is important to a topic or issue.
  • [Wisconsin] SS.Inq1.b.e - When provided with a question, determine what other questions are needed to support the research (i.e., “What more do we need to know?”).
  • [Wisconsin] SS.Inq2.a.e - Brainstorm what resources would be valuable to guide the inquiry.
  • [Wisconsin] SS.Inq2.b.e - Review and ask questions about books, photos, artifacts, websites, and other sources that will give insight into the inquiry.
  • [Wisconsin] SS.Inq3.a.e - With prompting and support, state a claim to answer a question that the class is considering.
  • [Wisconsin] SS.Inq3.b.e - Determine which evidence in teacher-provided sources support a claim that answers a compelling question.
  • [Wisconsin] SS.Inq3.c.e - Explain how evidence supports a claim for a class inquiry.
  • [Wisconsin] SS.Inq4.a.e - Communicate conclusions.
  • [Wisconsin] SS.Inq4.b.e - Respond effectively to questions about their inquiry.
  • [Wisconsin] SS.Inq5.a.e - Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.
  • [Wisconsin] SS.Econ1.a.1 - Differentiate between a “want” and a “need”. Describe resources that are important or useful to you, your family, community, and country.
  • [Wisconsin] SS.Econ2.a.1 - Differentiate between buyers (consumers) and sellers (producers).
  • [Wisconsin] SS.Econ2.c.2 - Predict how producers use the factors of production (i.e., land, labor, human and physical capital, and entrepreneurship) to make goods, deliver services, and earn profits.
  • [Wisconsin] SS.Econ2.b.2 - Define product market and categorize prices of products in a local market.
  • [Wisconsin] SS.Econ3.a.1 - Identify the cost of everyday goods (e.g., milk, bread, fruit, vegetables, cheese).
  • [Wisconsin] SS.Econ3.b.1 - Categorize types of money (e.g., coins, bills) and explain why money is used. Formulate reasons why people save.
  • [Wisconsin] SS.Econ4.a.2 - Hypothesize how a good gets to the local community market.
  • [Wisconsin] SS.Geog1.c.1 - Construct a map (paper or digital) of a familiar place (i.e., bedroom, classroom, playground) using title, compass rose, and symbols.
  • [Wisconsin] SS.Geog2.b.2 - Explain why people have moved to and away from their community.
  • [Wisconsin] SS.Geog2.d.1 - Identify and explain differences between rural and urban areas.
  • [Wisconsin] SS.Geog3.a.1 - Analyze how different access to resources can create stress in a society (e.g., Who sits closer to the bathroom? Who gets to the lunchroom first?)
  • [Wisconsin] SS.Geog4.a.2 - Categorize characteristics of the local community (e.g., weather and climate, population, landforms, vegetation, culture, industry). Describe how certain places have meanings that distinguish them from other places. (e.g., shopping mall, park, places of worship).
  • [Wisconsin] SS.Geog5.a.1 - Provide examples of human changes to the environment surrounding the school or neighborhood.
  • [Wisconsin] SS.Geog5.b.2 - Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.
  • [Wisconsin] SS.Hist1.a.e - Identify one or more causes of an event, issue, or problem.
  • [Wisconsin] SS.Hist1.b.e - Identify one or more effects of an event, issue, or problem.

Products

Students will collaboratively create a garden-themed mural, using illustrations, photographs, and plant samples, transforming the school hallway into a dynamic narrative of their project's progress. Additionally, they will produce a 'Garden Recipe Book' featuring student-contributed recipes that use garden-grown vegetables, which will include illustrations and personal reflections. During the 'Reflection Celebration,' these creative artifacts will be shared with the broader community, showcasing the students’ learning and achievements throughout the project.

Launch

Kick off the project with an exciting 'Hands-in-the-Soil Challenge' event, engaging students with rotating stations featuring interactive planting techniques like seed sowing and soil testing. Encourage collaboration as students explore their stations, allowing them to delve into the real-world aspects of gardening from the very start. This hands-on experience sets the stage for inquiry-based learning, cultivating curiosity and teamwork as they embark on their raised garden journey.

Exhibition

Students will transform the school hallway into an interactive exhibit inspired by the garden's growth journey. A large map pinboard, adorned with their art, crafts, and artifacts, will guide visitors through the project's lifecycle. This exhibit allows students to engage visitors with personal narratives, offering insights into their learning experiences and the impact of their garden project on the community.