Learning Context/ Introduction
The wildflower project is real life evidence of our students' achievement of the New York Learning Standards in English Language Arts; Mathematics, Science and Technology; Health, Physical Education and Family and Consumer Sciences; The Arts; Career Development and Occupational Studies; and Social Studies. This project is an example of an integrated and relevant approach to learning.
The students use their strengths, interests, and experiences to make connections between the concepts and skills they learn growing wildflowers from seeds and planting them along the highway. With horticultural assistance from a community member, the students use the scientific inquiry strategies of observation, investigation, and prediction in planning and carrying out this community service project.
- Math concepts are relevant when planting the seeds and transplanting the flowers, which both require planning and measuring.
- Literary skills are polished when cooperative learning groups compose letters to several political and educational leaders regarding this project.
- Under the direction of the elementary music teacher, the children learn songs appropriate to sing during the Wildflower Ceremony.
- In addition, the elementary art teacher helps the children create a seed packet.
Then the classroom teacher instructs students to write a process essay specifying wildflower planting instructions. They write letters to property owners requesting use of their land to plant wildflowers. In addition, the students write invitations to their parents and to local, state, and federal dignitaries to attend their Wildflower Ceremony.
The students write their own scripts and memorize their parts to present at the ceremony. In our project, a special sign was placed by the Department of Transportation to commemorate the students' effort to beautify the highway. The students are active participants demonstrating ownership of the wildflower project.
Learning Experience Objectives and Standard Area Correlations:
English Language Arts
- Students will complete a KWL chart for the wildflower seed lesson.
- Students will listen to a horticulturist who instructs them before planting the wildflower seeds.
- Students will ask questions pertaining to planting seeds.
- Students will write information in their learning logs summarizing this lesson.
- Students will use the writing process to produce a well-constructed process essay describing the steps in seed planting.
- Students will accurately and fluently read aloud directions on the seed packet.
- Students will alternate speaking and responding to one another's ideas while participating in cooperative learning groups planting seeds.
Health, Physical Education, and Family and Consumer Sciences
- Students will follow classroom rules when actively involved in cooperative learning groups during this lesson.
- Students will listen and direct questions to horticulturist when planting seeds.
Career Development and Occupational Studies
- Students will ask relevant questions after listening to the horticulturist describe her job responsibilities.
- Students will apply their mathematics, scientific, and interpersonal skills to plant seeds.
Mathematics, Science and Technology
- Students will use customary measurement concepts and observe, predict, and record data when planting seeds.
- Students will plant seeds and transplant wildflowers to beautify the highway using mathematical operations.
Social Studies
- Students will utilize natural resources planting seeds to produce wildflowers for highway beautification at the local level.
- Students will identify and explain the concepts related to citizenship responsibilities by beautifying the highway with wildflowers.
- Students will participate in activities that focus on community involvement.
Resources
| Teacher Materials: |
Students Materials: |
- seeds in packets
- sterilized soil in trays
- water containers
- broom & dustpan
- wastepaper basket
- overhead projector with directions
enlarged from seed packet on transparency
|
- plastic spoons
- rulers
- journals
- pencils
|
Duration
| Planning: |
2 hours
|
| Implementation: |
1 hour |
| Assessment: |
1 hour |
Instructional/Environment Modifications
Students follow classroom rules to work in previously designated cooperative learning groups assisting one another while planting seeds. The classroom has sheets of heavy paper on tables designated for this lesson.
Procedure
First, the students use prior knowledge to brainstorm what they know about seed planting. The teacher writes their responses in the first column on the KWL chart. Next, the teacher directs the students' attention to the second column asking them what they would like to find out about seed planting. Their questions are then written on the chart.
After that, students listen to horticulturist's seed planting instructions and ask questions regarding planting. The horticulturist then answers their questions. They read directions together that are on the seed packet envelope using an overhead master.
The students assemble into previously designated cooperative learning groups. Next, the teacher instructs each group's representative to gather supplies needed to plant seeds.
Now students cooperatively measure and plant seeds 1 inch deep in the soil and two inches apart. Students, teacher, and horticulturist discuss a monitoring plan for daily observation and recording growth of seeds. Finally, students select members from each group who assume responsibility for watering their designated future plants.
After the seeds have been planted, a discussion follows regarding the importance of soil, that all living things need soil and that people need to help save soil. Students also review the five stages in the seed cycle of a plant. They discuss the elements that all living things, including the seeds that are planted during this lesson, need to live and flourish.
Furthermore, the horticulturist discusses her job and its dependence upon Mathematics, Science, Technology, and English Language Arts. She stresses the requirement to read, write, listen, and speak for information and understanding. She further discusses using math and science when planting and taking care of the agricultural products and operating her business. She informs the students that she will return to assist during the transplanting process.
When our community resource person leaves, the students review the KWL chart completing the third column. Then they summarize today's lesson in their learning logs. They also write a process essay identifying the steps they follow when planting the seeds.
Resource/Materials
Holistic Writing Rubric
KWL Chart
Holistic Learning Log Rubric
Student Process Essays
Assessment Plan
Students plant seeds following specific directions providing hands-on application of the lesson. The teacher observes students following directions in the hands-on application. Then students complete the third column of the KWL chart. Next, students write in their learning logs summarizing the lesson. They write a process essay recording the steps followed when seed planting. The teacher reads the students learning logs and process essays using a rubric to ascertain their understanding of this lesson. (See Support Materials.)
Student Work
See Student Process Essays in Support Materials.
Reflections
This lesson is a hands-on learning experience. It provides an opportunity for all students to participate in a living-scientific experiment, which benefits the students as well as the community. This lesson can be integrated across the curriculum connecting each of the learning standards. This innovative approach increases the students' awareness of the connection between what they learn in the classroom and real life.
Author
Cheryl Chartrand, South Lewis Central School District
