"I was delighted how well my emotionally disturbed kindergarten through third graders responded to working in the earth and nurturing living things," reports Waterford, CT, teacher Joann Flynn. "So, after receiving a grant that supported connections between suburban and inner city schools, I worked with a teacher in a nearby urban school to develop what we've come to call our Friendship Garden Project," she adds.
"My third graders felt very important when we received seed from the Kids in Bloom Seed Guardian Program," reports Indianapolis, IN, teacher Jane LaMar. The class was charged with planting and tending black beans, birdhouse gourds, strawberry popcorn, and other "heirloom" plants so the seeds could, in turn, be passed on to other gardeners.
As spring approaches, visions of bountiful gardens, greenhouses, and windowsills inspire classroom growers to plant seeds indoors. By learning a bit about what makes seeds tick, you can better focus students' seed observations and investigations, and enrich their understanding of what these little treasures need to spring to life.
"On the first day of class, I ask my second and third graders to draw a picture of a scientist," says Louisville, Kentucky, teacher Andrea Miller. "Most of their images are of males with wild hair and white coats."
After donning their space suits, a 5th-grade "astronaut commander" leads a crew of three K-2 "astronaut trainees" into a shuttle simulator, blasts into space, docks with the space station, and travels through the airlock into the space station simulator. Says Planetarium Resource Educator Dr. Stephen Schiff, "Once inside the International Space Station model, this young crew will work on different missions, including growing vegetables using a hydroponics gardening system."
"If we want students to become better scientists, problem-solvers, and thinkers, we have to give them opportunities to design investigations to answer intriguing questions," explains teacher Diane Hren from McLean, VA. A school greenhouse provided a context for her students to do just that. With an eye toward engaging students in exploring how different factors affect plant growth, she presented her eighth grade class with a problem and challenge.
Your students may have memorized the parts of a flower, but do they conceptually understand the role of flowers in relation to plant life cycles, pollinators, and agriculture? One way to gain insight into what students know, to assess what they've learned, and to help them organize and represent concepts and meaningfully evaluate their own growth is to have them create "concept maps."
When Christine Staskiewicz invited a local farmer and hydroponic grower to talk to her fourth grade students in Westport, Massachusetts, about growing herbs in their GrowLab, she had hoped the students would be inspired to try raising herbs hydroponically and in soil. This project blossomed into a year-long, multidisciplinary herb-growing business that featured lessons in plant needs, hydroponics, economics, marketing, and cuisine.