Unit 2: Garden-Based Math & Science Inquiry
Unit Two Learning Objectives
Upon completion of this unit, participants will:
~Explore garden-based inquiry of Science and Math
~Explore case studies and identify results of environmental-based education
~Identify and reflect on teaching strategies and challenges for curriculum integration
~Identify assessment methods of garden-based learning
~Develop project-based science and math lessons that fulfill educational goals and focus on garden-based learning principles and learner-centered assessment
Overview
As you have learned from Unit One, there's a bounty of inquiry-based lessons that can grow from the garden. In this unit you will explore Math and Science. You will study schools that have successfully used the garden to explore Science and Math lessons, and learn how to cultivate authentic assessment from garden-based lessons. You will explore and practice at least one math and one science lesson, and experience each lesson in the same way students do. For your portfolio, you will develop new "tools" for use in your own classroom, one garden-based math and one science lesson plan. You may use any grade level or format for your lesson plans.
Reading
Math Lessons from the Garden
Many mathematical concepts can be actively explored in the garden, not just numeration and measurement. Shapes, patterns, volume, data compilation and estimation are just a few. At Del Rey Elementary school in California, teachers have piloted a series of math lessons called “Math in the Garden”.
Take a look at these "Math in the Garden" lessons at http://www.orinda.k12.ca.us/delrey/Programs/MathGarden.htm
Then view a short video on Garden-based Math and kinesthetic learners: http://gardenbasededucation.org/2009/05/13/garden-based-education-math/
Science Lessons from the Garden and the Environment
The ecology of the garden is a natural place to study the living environment, plant science, and the interconnectedness between people, plants and the Earth in which they all live. In garden-based science lessons, students learn by doing. “Using nature as an outdoor laboratory helps create conditions conducive to learning. Students’ natural interest in the environment motivates them to learn and understand the complexities of their world” thereby increasing motivation (NEEF, 2000). As your are about to read in the National Environmental Education & Training Foundation (NEEF) study, using the environment as a classroom has achieved “educational goals” of the schools studied, while serving the needs of all learners. Read about the NEEF study on pages 1-16 in "Mainstreaming Environmental Education in the Nation’s Schools" from The National Environmental Education & Training Foundation's "Environment-based Education: Creating High Performance Schools and Students".
Read pages 1-16 in “Environmental-based education: Creating high performance schools and students” about "Mainstreaming Environmental Education in the Nation’s Schools"
The Math/Science Connection
Why not go beyond planting bean seeds on the windowsill or doing the usual "Wisconsin Fast Plant" study? Expand on these typical activities with a more comprehensive look at seeds, which can easily integrate math as well. In "A Handful of Seeds" read chapters 5 and 6, on pages 36-69. Study the many cross-curricular lessons that focus on studying and saving seeds, and how these activities naturally fit into both the math and science curriculum.
Read pages 36-69 in "A Handful of Seeds" (chapters 5 & 6): http://www.oaec.org/sites/default/files/A-Handful-of-Seeds_0.pdf
Authentic Assessment of Garden-Based Math & Science Inquiry
Using project-based activities, models, rubrics and journaling are just a few examples of evaluating lessons from the garden. As you read in the last unit, garden-based learning is an ongoing exploration of all subject areas. Theoretically, garden-based learning lays the groundwork for authentic assessment. Constructivist, experiential, and project based learning theories "emphasize processes of discovery, reflection and the co-construction of knowledge [and] support the learner-centered theoretical framework and the application of its principles. School gardens serve as a natural context for learner-centered pedagogy enabling educators to develop curriculums that engage all the necessary components for meaningful learning outcomes" (Subramaniam, 2003, p.6). In Aarti Subramaniam's "Garden-Based Learning: Considering Assessment from a Learner-Centered Approach", read more about the "theoretical roots of school gardening: a grounded framework for assessment" on pages 6-30.
Read pages 6-30 in "GBL: Considering Assessment from a Learner-Centered Approach" http://www.ca4h.org/files/1314.pdf
Group Discussion
After reading about garden-based math and science inquiry and learner-centered assessments, and viewing the video on math in the garden, please discuss the following with your classmates: 
How do you see environment-based education enhancing student achievement in math and science? Does your school have adopt these principles, and if they do, how? If they don't, why not? What are some effective learner-centered assessments that can be used in garden-based learning?
Case Study & Reflection
Review the case studies featured in The National Environmental Education & Training Foundation's "Environment-based Education: Creating High Performance Schools and Students", found on pages 17-41.
Journal entry:
Reflect on at least two of the schools evaluated in Media:Env_Based_Education.pdf, and how they effectively integrate garden and environment-based learning to increase student performance and meet educational goals.
Your Portfolio
Now, it's teacher's turn to learn!
Browse through the many garden-based lessons found in your readings and "additional resources" in this unit, and select two lessons that target Math and Science learning objectives. Practice them on your own. Find lessons that will engage students in real-world activities that can easily connect to other content areas.
Include in your portfolio a critique both "practice" lessons.
Next, add two new lesson plans and learner-centered assessments to your portfolio "tool box". Lessons should focus on garden-based principles that fulfill the educational objectives of your existing curriculum.
You may use any grade level or format for your lesson plans.
1. Create one garden-based lesson plan that targets Math and one lesson plan that targets Science learning objectives.
3. Design a detailed plan of learner-centered assessments for your lesson plans, following the same approaches you've read about and discussed. Include a description of your particular approach in your portfolio.
Additional Resources
Kids Gardening.org: http://www.kidsgardening.com from the National Gardening Association
"Reasons to Garden: SCHOOL GARDENS IMPROVE ACADEMIC PERFORMANCE For Teachers and Administrators": http://groups.ucanr.org/victorygrower/importance/Improved_Academics.htm
References
Del Rey Elementary School, CA (2002-2008). Math in the Garden Retrieved from http://www.orinda.k12.ca.us/delrey/Programs/MathGarden.htm
Garden Based Education (2010). Garden-Based Education: Math. Retrieved from http://gardenbasededucation.org/2009/05/13/garden-based-education-math/
National Environmental Education & Training Foundation. (2000, September). Environmental-based education: Creating high performance schools and students. Retrieved from http://www.neefusa.org/resources/publications.htm#eepubs
The National Gardening Association (2010). Kids Gardening.org. Retrieved from http://www.kidsgardening.com
Pole, T. A (n.d.). A Handful of Seeds: Seed saving and study for educators. Retrieved from http://www.oaec.org/school-garden/handful-of-seeds
Subramanian, A. (2003, Fall). Garden-Based Learning: Considering assessment from a learner centered approach. Retrieved from http://ucanr.org/sites/UC4-H/Research/CYD/Publications/Archive/
University of California Agriculture and Natural Resources (2008). Reasons to Garden: School gardens improve academic performance. In Improved Academics. Retrieved from http://groups.ucanr.org/victorygrower/importance/Improved_Academics.htm
Congratulations, you're read to move on to
Unit 3: Garden-Based English Language Arts & Social Studies Lessons