Download pdf - Urban Gardening, Environment Sector

8/6/2019 Urban Gardening, Environment Sector

1/53

Urban GardeningApprenticeship

The Urban Gardening apprenticeship aims to teach students how to grow and care for plants inan urban garden, as well as design a brochure of our community garden. Students will learnabout what plants and our garden needs to thrive and produce compost through our classroomworm bins. Students will plant various seeds throughout the semester and track their growth inthe indoor grow stations. The plants will be transferred to larger pots and eventually thecommunity garden. Students will design the garden brochure that will include maps of thegarden in various seasons, information on maintenance, volunteer opportunities, distributioninformation and contact information for the caretakers. The apprenticeship will focus on buildingpublic speaking, teamwork and leadership skills. The WOW! will be a community garden partyfacilitated by the students. It will include tours of the garden, distribution of the brochures, abutterfly release, vermiculture (worm bin) activities and a plant sale. The WOW! will also be in

conjunction with other programs at our middle school that are involved with the garden.

Week

Stage LessonObjectives:

What do we needto get done

today?

LearningObjective:

What will thestudents learn

today?

Activities

1Learnnewskills

MODEL

Discuss WOW!, Maketeam contract, Complete

Plant Parts in a Bagactivity

6 Plant Parts,Teamwork

Opening RitualPlant Parts in a

BagTeambuilding

GameClosing Ritual

2Learnnew

skills

MODEL

Complete twoactivities TracingBack Pizza and

Tomato Activity andvisit the garden

Food Systems andvarious steps

involved how foodchoices affect their

lives.

Opening Ritual2 ActivitiesGarden Visit

Closing Ritual

3Learnnewskills

MODEL

Build Worm Bins andmeet our worms!

How to build wormbins

Concept ofVermiculture

How worms help thegarden/how to carefor our worms and

Opening RitualVermiculture 101Build Worm BinsMeet Our Worms

Closing Ritual

Page 1 of53

WOW! Plan


2/53

worm bins

4Produce

SCAFFOLD

Compost variousmaterials, plant seeds.

CompostingDifferent parts of

seedsHow to plant and start

seeds

Opening RitualComposting

ActivitySeed Station

Activity

Closing Ritual

5Produce

SCAFFOLD

Get soil samples, cleangarden area, prepare

soil, plant seeds!

Components of bestsoil

How to preparegarden for planting

Garden maintenance

Opening RitualSoil Sample

Trash Race &Garden WorkPlant Seeds

Closing Ritual

6Practice

COACHWatch 3 Media that

matters videos on

food justice, TrashSweep in Garden,

Form committees forWOW! Planning

Food Justice & whyour garden is

importantWhich WOW!

Planning Committeethey will be a part

of.

Opening RitualMedia that

MattersTrash Sweep

WOW! PlanningClosing Ritual

7Practice

COACHPlant seeds, start

designing flyer, brochureand finalizing WOW!Schedule/Activities

Proper use ofComputer/Printer

MicrosoftWord/Photoshop

Transfer photos fromcamera to computer

Opening RitualPlant Seeds

WOW! PlanningCommittees

Closing Ritual

8Practice COACHTransplant Seeds,

finalize flyer/print andcopy, work on brochure,

start making activitysigns

Teamwork Opening Ritual

Transplant SeedsWOW! PlanningCommittees

Closing Ritual

9Practice

FADE

Finish brochure and starttour talking points,

distribute flyers & chalkgarden/give

presentations, assignroles for WOW!/gather

activity resources

Effective OralPresentation Skills

AdvertisingTechniquesLeadership

Opening RitualWOW! Planning

CommitteesClosing Ritual

10Perform

FADEDistributeflyers/chalk/promote

WOW!Run through of WOW!

roles and responsibilities

TeamworkOral Presentation

Opening RitualWOW! PlanningCommittees

Closing Ritual

Page 2 of53


3/53

Lesson PlansLesson # 1

Name of theApprenticeship:

Urban Gardening

Citizen Teacher:

Apprenticeship OverviewNew Basic Skills: Teamwork & Technology

MA Learning Standards: Science, ELA, Visual Arts & Technology

New Basic Skills: TeamworkAchievement Target- Knowledge & Comprehension, Reasoning MA State StandardMiddle Grades ELA Standard Language Strand Standard 4 - Vocabulary and Concep

DevelopmentStudents will understand and acquire new vocabulary and use it correctly in reading and

writing.http://www.doe.mass.edu/frameworks/current.html

Learning Objectives: What will the students learn today?By the end of the lesson, the students will have learned:

1. 6 Plant Parts

2. WOW! Plans3. Group Agreement & Team builders

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Activity: Plant Parts in a Bag

4. Activity: Welcome to WOW!5. Activity: Group Agreement/Team Builders6. Closing and Teach Back7. Clean up

10 Minutes5 Minutes10 Minutes

15 Minutes30 Minutes5 Minutes5 Minutes

Preparation and Space Set up:

Page 3 of53
http://www.doe.mass.edu/frameworks/current.htmlhttp://www.doe.mass.edu/frameworks/current.html


4/53

VocabularyWhat terms or concepts will you introduce in this session? Post these for thestudents to see.

TeamworkCaretakersCommunityMaterials and Equipment

Grocery Bag, Plant Parts, Chart Paper, Markers, Stars, Visuals, Tape

Page 4 of53


5/53

Lesson # 1

Planning the Lesson

Opening Ritual (It should be tied to the focus ofyour Apprenticeship and this session if possible)

Time: 5 Minutes

Favorite Food Name Game Race- Students stand in a circle; teacher gives 30seconds to think of their favorite food. When teacher says go, students goaround the circle stating their name and favorite food, while teacher timesthe activity. Do this a couple times to see how fast team can go!

Set the Context and Review Agenda Time: 10Minutes

Provide Apprentices with a visual agenda written on flipchart paper andtaped up in the classroomReview Vocabulary:

Teamwork: Individuals working together towards a common goal.Caretakers- A person or persons who are responsible for somethingCommunity- A group of people that are similar in one or more ways.

Assign student jobs for the day.Job Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs to

correct formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.

ACTIVITIESTime: 60

MinutesActivity 1: Plant Parts in a Bag Time: 10

Minutes

Objective: Introduction to 6 Plant Parts as represented by differentfruits/vegetables in bag. Builds on prior knowledge of plants and plant parts,engages emotion (as they are excited to see what will come out of the bagnext) and also helps connect the relevance of knowing plant parts, so youknow what part of plants are good to eat!

Page 5 of53


6/53

A Brown Grocery Bag is filled with different plants. One part of each plant isthe part we eat. Students will attempt to identify all 6 plants and the 6 partsof the plant that we eat (root, flower, fruit, stalk, leaves.) Example: Studentpulls a carrot out of the bag, identifies plant as a carrot and the part of theplant we eat is the root.Activity 2: Welcome to WOW! Time: 15

Minutes

Objective: Begin discussing and planning what we would like the WOW! toincludeCTs will explain what we will have at the WOW! Ladybug release, worm binactivities, garden tours. Then lead discussion about time, date and what otheractivities we should have, record on chart paper. Give students guidedchoices about which plants to grow and sell at WOW!Activity 3: Team Contact and Team Building Games Time: 30

Minutes

Objective: Create Team Contract and Build Teamwork through fun games!

Visual paper with a circle drawn on. Students decide which behaviors areappropriate/not appropriate and place them inside or outside circle. Studentsand CTs sign paper at conclusion.

Team Building Games- Purpose: Students will learn how to work together andcommunicate properly with each other and teachers

1. Toxic RiverStudents have to cross from one side of the room from the other usingprecut poster board as stepping stones One step in the toxic river andall team members must start over! Students must work together andproblem-solve to get everyone over to the other side without falling in.

2. Reverse Musical ChairsStarts like regular musical chairs, except when music stops everyone mustfit on the chairs that are left, No one leaves the game, but another chair istaken out each time. The object of the game is for team to work togetherto figure out how everyone can fit on fewer and fewer chairs until there isonly one left!3. Grape Toss!Pair students up. Start students 3 feet apart. Object of game is for onestudent to toss a grape and their partner to catch it in their mouth. Eachtime partners make a catch, both take one step backwards. Very fun! Seewho can move the farthest and keep track of your team total catches!

Page 6 of53


7/53

Page 7 of53

Closing & Teach Back Time: 5 MinutesReview vocabulary/Plant parts through teach backs, call for star nominations.

Clean Up Time: 5 Minutes

Students perform jobs based on their job card assignments for the day.Job Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographerClass Journal KeeperChair CaptainPencil PoliceFloor CaptainChalkboard Chica/Chico

Go Green Boss! (recycle Bin)Paper (Materials) PasserAttendance/Agenda CaptainLine LeaderErrand Chief


8/53

Lesson # 2Name of theApprenticeship:

Urban Gardening

Citizen Teacher:

New Basic Skills: Teamwork

Achievement Target- Knowledge & Comprehension, Reasoning MAState Standard- Middle Grades ELA Standard Language Strand Standard 4

- Vocabulary and Concept DevelopmentStudents will understand and acquire new vocabulary and use it correctly in

reading and writing.http://www.doe.mass.edu/frameworks/current.html


1. Students will learn what a food system is, the different steps in a foodsystem, and what happens in each of those steps.

2. Students will begin to understand how food choices affect their lives.3. Students will participate in the producer step of a food system in Our

Garden.Agenda based on the lesson plan. Post in the room for the studentsto see.

1. Opening Ritual2. Review Agenda and Set Context3. Activity: Tracing Back Pizza4. Activity: Tomato Activity5. Activity: Welcome to the Garden6. Closing and Teach Back7. Clean up

10 Minutes5 Minutes25 Minutes10 Minutes25 Minutes5 Minutes5 Minutes

Preparation and Space Set up:Make sure garden is free of hazardous materials before student trash sweep.Get gloves and trash bags for trash clean up.

VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.Food system

Materials and EquipmentChart Paper, Markers, Stars, Visuals, Tape, Food System Visual, Organic

Tomatoes, non organic tomatoes, garden tools, trash bags

Page 8 of53


9/53

Lesson # 2

Planning the Lesson

Opening Ritual Time: 10Minutes

Where the Wind Blows Questionsa. Describe a meal you had today or yesterday.b. Whats your favorite fruit?c. Whats something growing in Our Garden across the street?d. Whats your favorite meal that either you or one of your family

members cooks?e. Name a root that you eat.f. Name a flower that you eat.g. Name a stem or stalk of a plant that you eat.h. Name a seed that you eat.i. Whats your breakfast cereal made of?

j. What do you use to make cookies?k. What do you think is healthier: strawberry jam or fresh

strawberries?l. Describe a healthy meal.m. Whats a fruit or vegetable you could buy locally right now?n. Name a fruit that doesnt grow in New England.

Set the Context and Review Agenda Time: 5 MinutesProvide Apprentices with a visual agenda written on flipchart paper andtaped up in the classroom.Review vocabularyFood System: The parts that provide food to a community or how food gets to

you! Steps include growing, harvesting, storing, transporting, processing,packaging, marketing, retailing, and consuming of the product.

Assign student jobs for the day.Job Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.

Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.

Page 9 of53


10/53

Errand Chief- Runs errands for Citizen Teachers.

ACTIVITIESTime: 60Minutes

Activity 1: Tracing Back Pizza Time: 25Minutes

Objective: Learning about food systems and where our food comes from

a. Refer to vocabulary: what is a food system?b. Three groups: dough, sauce, cheesec. Each person in the group gets one to two food system component

cards where they write on them what happens at their step.d. After the trace back is done, the group presents to the other groups

and tapes their cards on our Pizza Food Map.

Activity 2: Tomato Activity Time: 10Minutes

Objective: Show understanding of food systems and how our food choicesrepresent certain systems.

a. Present the hypothetical situation that someone is hungry andwants to make a pizza. They want students to make the sauce. Butwhat kind of tomatoes should students use? Local, organic orconventional? How does this choice reflect different food systems?

b. Back in small groups, one group is symbolically making pizza sauceusing local tomatoes from our garden, one with organic tomatoesfrom the store, and one group with conventional tomatoes from thestore.

c. Each group puts together a food system using vocabulary cardsthat represent steps their tomato had to go through before they

bought them for sauce. (Example: Local Tomato Food System isOur Garden Consumer, Organic Tomato is Organic Farm

Local Grocery Consumer, Conventional Tomato is Factory Farm

Wholesaler - Thousands of Miles Retailer - Consumer)d. Present back to larger group

Activity 3: Welcome to the Garden Time: 25Minutes

Objective: Students learn where the garden is, where the tools/water arelocated, how to weed and harvest different plants

Students and CT water, weed, harvest and pick up trash.

Page 10 of53


11/53

Page 11 of53

Closing & Teach Back Time: 5 MinutesReview food systems through teach backs, call for star nominations.

Clean Up Time: 5 MinutesStudents perform jobs based on their job card assignments for the day.

Job Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographerClass Journal KeeperChair CaptainPencil PoliceFloor CaptainChalkboard Chica/ChicoGo Green Boss! (recycle Bin)

Paper (Materials) PasserAttendance/Agenda CaptainLine LeaderErrand Chief


12/53


Urban Gardening

Citizen Teacher:

New Basic Skills: Teamwork

Achievement Target- Knowledge & Comprehension, ReasoningMass. State Standard- Middle Grades Life Science Biology Standard Energy

and Living Things- Standard 15Students will explain how dead plants and animals are broken down by otherliving organisms and how this process contributes to the system as a whole.

http://www.doe.mass.edu/frameworks/current.htmlAchievement Target- Knowledge & Comprehension, Reasoning MA

State Standard- Middle Grades ELA Standard Language Strand Standard 4- Vocabulary and Concept Development

Students will understand and acquire new vocabulary and use it correctly inreading and writing.

http://www.doe.mass.edu/frameworks/current.html


1. How to build worm bins2. Concept of Vermiculture3. How worms help the garden

Agenda based on the lesson plan. Post in the room for the studentsto see.

1. Opening Ritual2. Review Agenda and Set Context3. Activity: Vermiculture 1014. Activity: Build Worm Bins5. Activity: Meet our worms6. Closing and Teach Back7. Clean up


Preparation and Space Set up:Newspaper, desks in groups to build bins

VocabularyVermiculture, Castings, Coir

Materials and EquipmentNewspaper, spray bottles, plastic bins, worms, food for worms, visuals, chart

paper, markers, paper towels, hand sanitizer, dowels

Page 12 of53
http://www.doe.mass.edu/frameworks/current.htmlhttp://www.doe.mass.edu/frameworks/current.htmlhttp://www.doe.mass.edu/frameworks/current.htmlhttp://www.doe.mass.edu/frameworks/current.html


13/53

Lesson # 3

Planning the Lesson


Time: 10Minutes

Focus on Teamwork!Worm Race- In preparation to meet our worms, students will mimic wormhabits! Split students into two groups in circles on opposite side of the room.Explain that worms like to burrow down in the dirt and are often entangledwith other worms. Once they are out in the sun and warmth they untwistthemselves and start to explore. Each team will grab another team membersright hand with theirs (not directly next to them), and then repeat with lefthands, Groups must untangle themselves. Once they are untangled entireteam must worm crawl to the finish line. First team finished wins!

Set the Context and Review Agenda Time: 10

MinutesProvide Apprentices with a visual agenda written on flipchart paper andtaped up in the classroom

Review VocabularyVermiculture: The study of worms and their habitsCastings: The nutrient rich waste from worms or worm poopCoir: A substance similar to bark that helps worms digest. Chocolate forworms!

Assign classroom JobsJob Cards Include (but not limited too):

Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.

Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.


Activity 1: Vermiculture 101 Time: 10Minutes

Page 13 of53


14/53

Objective: Learn what vermiculture is and why worms are good for thegarden.Discussion using visual, getting student input.Students give reasons why they think our garden needs worms. Instructor willscaffold discussion to include how worms act as decomposers and take things

in and create castings which fertilize the soil naturally. A healthy gardenhas lots of worms and does not need unnatural fertilizers to help our plantsgrow!Worm bins are a way to produce a lot of worms to put into our garden andalso study decomposition.Make a list of what is good for our worms to eat (greens, vegetables, paperegg cartons) and what is not good (meats, dairy, and any citrus) have astudent record on a visual and post by worm bins.Brainstorm ways we can collect food for our worms (lunch, snack, fromhome?)Activity 2: Build Worm Bins Time: 20

Minutes

Objective: Learn about how our worm bins work and build them!

a. Introduction to worm bins- materials needed- Plastic Bins with pre-drilled air holes, newspaper, coir,compostable food, spray bottlesb. Why the worms like their homes- How do the bins compare to the ground? Worms like the center ofthe bin where it is away from the light and surrounded by the damppaper towel, this is similar to being underneath the ground.c. Distribute materials to students to prepare bins and assign jobs

to build bins.d. Tear newspaper, wet newspaper, add coir, and build bins! Makesure the newspaper is only damp, not dripping wet,condensation is not good for the worms and can lead to mold inthe bin.

e. Introduce the worm journal where we will write downobservations of our worms, how much they are eating, if theyare multiplying, how they are behaving.

Activity 3: Meet Our Worms! Time: 20Minutes

Objective: Learn how worms move and react!

Instructor introduces worms to students. Sets down expectations for workingwith worms (treat them with respect, no stabbing them. If a worm is in yourhand, you are sitting in a chair, etc.) Students will get a damp paper toweland dowels. They will be able to meet our worms and see how they react tolight/heat/touch etc.

Closing & Teach Back Time: 5 Minutes

Page 14 of53


15/53

Review vocabulary/what we learned about worms through teach backs, callfor star nominations.

Clean Up Time: 10Minutes

Students perform jobs based on their job card assignments for the day.Assign classroom Jobs




Urban Gardening

Citizen Teacher:

New Basic Skill- TeamworkAchievement Target- Knowledge & Comprehension, Reasoning MA

State Standard- Middle Grades ELA Standard Language Strand Standard 4- Vocabulary and Concept Development

Students will understand and acquire new vocabulary and use it correctly inreading and writing.

http://www.doe.mass.edu/frameworks/current.html

Learning Objectives1. Learn about composting2. Learn about parts of seeds through dissection and exploration of seeds

3. Learn how to plant and start seedsAgenda based on the lesson plan. Post in the room for the studentsto see.

1. Opening Ritual2. Review Agenda and Set Context3. Activity: Composting4. Activity: Seed Stations5. Closing and Teach Back

10 Minutes5 Minutes20 Minutes40 Minutes5 Minutes

Page 15 of53


16/53

6. Clean up 5 MinutesPreparation and Space Set up:

VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.

Compost, Fertilizer

Materials and EquipmentCompost, Pens, Paper

Page 16 of53


17/53

Lesson # 4

Planning the Lesson

Opening Ritual Time: 5 MinutesFocus on Teamwork!Plant Part Relay Pictionary: Break students into two teams. Students will raceto other side of the room, get a plant part word from teacher, race back toteam, draw the part. Once team guesses correctly, next team member runsfor the next word. First Team to identify all 6 Plant Parts successfully wins!


Provide Apprentices with a visual agenda written on flipchart paper andtaped up in the classroomReview VocabularyFertilizer: A nutrient rich substance for plants (compost is a type of fertilizer)

Compost: a mixture of various decaying organic substances, such as deadleaves, manure, or fruits and vegetables, it is used for fertilizing soil.

Assign classroom JobsJob Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.

Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.

ACTIVITIES (Please factor a 5 minute break in the

middle of 1 activity or in between 2 activities)

Time: 60

Minutes

Activity 1: Time: 20Minutes

CompostingObjective: Students will learn what can and cannot be composted and why!

Page 17 of53


18/53

1. We will start in the garden in two groups. To get the kids thinking aboutcomposting we will hand each one an item; some can be composted,some cannot. We will go around the circle and ask each to say whatthey are holding, whether or not it can be composted, and why or whynot.

2. Students will pull out old broccoli, cabbage, and other things as directed

by CT to put in the compost. While theyre doing this or before, have adiscussion/Q&A about composting, covering:

- What is compost? Plant/organic material (things that were at onepoint growing) that has been broken down (vocabulary:decomposed) to make the nutrients in it available to the plants.

- What happens to the stuff to make compost? It gets decomposed bymicroorganisms, bacteria, heat (it gets up to around 150,sometimes worms. This makes the nutrients in it available to plantsagain.

- What does compost need to work? Air, a mix of wet (green) and dry(brown) material, rainwater running through it.

- What kinds of things can be composted, what cant? Anything thatwas once living (from berries to paper to spaghetti) can becomposted, as long as it doesnt have any grease or oil or otherchemicals or coating with it.

- Can you think of a way to get things to break down quicker? Forexample, if we had a whole corn cob or a whole melon orsomething? Break it into smaller pieces itll get more air to it anditll have more surface area for the organisms to do theirdecomposing work.

- Why do we compost? When plants grow in the garden, they takenutrients from the soil to make nutrients for us to eat. We have toput some of that back in the soil if we want to keep growing thingsthere.

- Why dont we just throw that stuff away and use fertilizer? This isfree!! And its more complete nutrition for the plants its like abalanced meal with all the food groups, instead of just a couple, likestore-bought fertilizer has.

Activity 2: Time: 40Minutes

Seed Stations

Objective: Students will learn about identifying seeds, parts of seeds, how tostart seeds and plant seeds that will grow and be a part of WOW! Plant Sale.

Back indoors, four stations will be set up around the room. Students willbe in 4 groups and spend about 10 minutes at each station. At each

station, students will have an instruction sheet and worksheet withquestions to fill out, including some drawing.

1. Planting station: Students will plant lettuce, nasturtium, radish, andspinach seeds.

2. Sprout station: Students will start growing sprouts from broccoli seedsand garbanzo beans (chick peas) in a sprout tray and glass jars.

3. Seed dissection station: Students will explore the inside of a seed(bean) and learn the names for parts of the seed.

Page 18 of53


19/53

4. Leaf and seed i.d. station: Students will have a few leaves and a fewseeds in front of them and try to identify what kind they are (there willbe a seed and a leaf of each kind).

Page 19 of53

Closing & Teach Back Time: 5 MinutesReview composting/seed stations/days vocabulary through teach backs. Askfor star nominations.


Job Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographerClass Journal KeeperChair CaptainPencil PoliceFloor CaptainChalkboard Chica/ChicoGo Green Boss! (recycle Bin)Paper (Materials) PasserAttendance/Agenda Captain

Line LeaderErrand Chief


20/53


Urban Gardening

Citizen Teacher:

New Basic Skill- Teamwork





1. Importance of soil samples & How to take one2. How to prepare garden for direct seed

3. Components of the best soil4. Connect components of best soil with different types of rock.


1. Opening Ritual2. Review Agenda and Set Context3. Activity: Soil samples4. Activity: Garden Clean Up & Prep5. Activity: Plant Seeds6. Closing and Teach Back7. Clean up


Preparation and Space Set up:Lesson will utilize classroom space and outdoor garden space.Spread newspapers over tables inside classroom for soil samples.Make sure garden is free of hazardous materials. Bring gloves and trash bagsfor trash sweep.VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.Direct Seed PlantingSoil SampleClaySiltSand

Materials and EquipmentGardening gloves, trowels, rakes, hoes, 2 large bowls, grow station/seeds,water, potting soil.

Page 20 of53


21/53

Lesson # 5

Planning the Lesson


Time: 15Minutes

Focus on Teamwork!Soil Maze- Briefly explains that the best soil is made of silt, sand and clay.Have students stand up in a group (clearing a large space) and assign 3students to be air, water and worm. Have students stand arms with apart.

Then air, water and worm must make their way through group to other side.Repeat with group elbow width apart, and air, water and worm go through.Repeat with group shoulder width apart. This represents silt, sand and clayand how the three things can move through it. The best soil is made of thesethree things.

Set the Context and Review Agenda Time: 5 Minutes

Provide Apprentices with a visual agenda written on flipchart paper andtaped up in the classroom

Review VocabularyDirect Seed Planting- Planting seeds into the ground outside, instead ofstarting them in pots indoors.Soil Sample- A collection of soil/dirt to be tested for toxins.Clay- a natural, earthy material that is plastic when wet.Silt- a watery, sandy, earthy material.Sand- small, earthy, loose rocks

Assign classroom Jobs

Job Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not

the trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.


Page 21 of53


22/53

Activity 1: Soil Sample Time: 20Minutes

Objective: Students will understand why we take soil samples and test them.Students will learn how to properly get a soil sample.

Transition students outside to the garden.

Once in the garden, explain what a soil sample is. We will dig up soil from ourgarden and hillside. Once we have a good amount of soil we will send it to alab at Harvard to be tested. (Highlight a career, lab technician or scientist).

The purpose of the test is to see if there are high levels of anythingdangerous in our soil.

Ask students why high levels of lead or other toxins are bad. (Anything bad inthe soil will be absorbed by our plants as they grow).

Each student will get trowel and gloves. Split students into two groups, 1

group will take a soil sample from garden and the other from the hillside.Each student will dig a hole the depth of the trowel and get a good soilsample, putting it in the appropriate bowl.Activity 2: Garden Clean Up and Prep for directseed

Time: 25Minutes

Objective: Take pride in our garden area and prepare the garden for directseed

Students and Citizen Teachers will pick up any trash/glass in the hillside areaand sweep steps. Students will be assigned in three groups to three separateparts of the garden. One or two students will be assigned to sweep the steps.

Students will learn about direct seed planting (seeds that we plant directlyinto the garden after the last frost, instead of starting them in the growstations inside). In order for the soil to be ready for direct seed we need touse hoes and rakes to till the soil. This helps the soil breathe.Activity 3: Plant seeds Time: 20

Minutes

Objective: Start more seeds that will be sold at WOW! Plant Sale. Teach backtheir planting skills

Transition students inside to classroom. Once inside we will plant more seedsthat need to germinate in the grow stations before being transplanted.Student will individually take one six pack, fill it with soil, plant seedsaccording to information on seed packet, write information on dowel (name,plant name, date) and prepare water/grow bags based on how they learnedto plant last week.

Closing & Teach Back Time: 10Minutes

Page 22 of53


23/53

Teach back vocabulary and 3 components of good soil, why we take soilsamples, what direct seed means. Ask students to think of star nominations,specifically on who displayed teamwork in the garden. Take star nominations.




Page 23 of53


24/53


Urban Gardening

Citizen Teacher:

New Basic Skill- Advanced Literacy/Oral Communication





1. What Food Justice means and relate it to our garden2. Where to find video resources about Food Justice/Urban Gardening

3. Their WOW! Planning CommitteesAgenda based on the lesson plan. Post in the room for the studentsto see.

1. Opening Ritual2. Review Agenda and Set Context3. Activity: Trash Sweep of Garden4. Activity: Food Justice Movies & Discussion

5. Activity: WOW! Committees6. Closing and Teach Back7. Clean up


Preparation and Space Set up:

Grab coats to go outside if needed. Set up computer, projector and speakersfor movies. Gloves and trash bags for trash sweep. Make sure garden is freeof hazardous materials before student trash sweep.

VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.Food JusticeCommitteeRed lined neighborhoodOrganicMaterials and Equipment

Trash bags, gloves, projector, laptop and speakers or TV. Paper, pencils

Page 24 of53


25/53

Lesson # 6

Planning the Lesson


Time: 10Minutes

Where the Wind Blows Questions- Focus on Food Justicea. Name grocery stores in East Bostonb. What does organic mean?c. Whats your favorite restaurant?d. How close do you live to the store?e. What shops are around your house (within 5 blocks)?f. Do you know anyone with a garden?g. Have you gardened before this apprenticeship?h. Did you or your family garden in Dominican Republic/El

Salvador/ Other Places?i. If you had a yard would you start a garden?

Set the Context and Review Agenda Time: 5 MinutesProvide Apprentices with a visual agenda written on flipchart paper andtaped up in the classroom

Review Vocabulary:Food Justice- Access to healthy, affordable food for all people.Committee- A group of people working together for on a project.Red lined neighborhood- A community that businesses refuse to enter.Organic- made from natural substances

Assign classroom Jobs

Job Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not

the trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.


Page 25 of53


26/53

Activity 1: Trash Sweep in Garden Time: 15Minutes

Objective: Take ownership in the garden and their community. Exposure tohow much a little trash adds up in a week, but how quickly a team of peoplecan clean vs. one or two people.

Students will get gloves and bags. Split students into two teams and do quicktrash sweep race of garden and hillside to ensure that it is maintained forcommunity and for our WOW! Event. Explain that the team that collects themost trash will earn teamwork stars, to be put into the star jar raffle. Closewith quick discussion about how when 1 or 2 people clean the garden it takesa long time, but when a group takes ownership and attacks the trash with apurpose, it is cleaned up in no time.Activity 2: Media that Matters Videos Time: 35

Minutes

Objective: Teach students through different medium expose them to workgoing on in other places, connect their garden to food justice, and connecttheir work to other youth work throughout the country. Get them thinkingabout what food justice means in their community, and also where their ownfood comes from.View 3 videos from the Media that Matters film festival focused around food

justice. Videos watched are:

1. The Meatrix- focused on the meat industry and animal abuses.Quick Discussion lead by CT- Students practice oral communication throughverbal response.

Did you know that animals were treated that way?

Does this mean that you have to be a vegetarian now?

(NO! This was an important discussion question. The Meatrix isnt meant toforce people to stop eating meat- rather its to empower people withknowledge of where their meat comes from, how the animals were treatedand gives them access to places where animals are treated humanely withoutantibiotics)

2. Food Justice in Oakland- focuses on a communitys fight againstdiscrimination against their neighborhood and access to fresh, organic food.Quick Discussion lead by CT- Students practice oral communication throughverbal responseQuestions include:

What reminded you of East Boston in the Food Justice in Oakland

video? Do you think its fair that some neighborhoods dont have access to

fresh food?

What does redlining mean?

Learning through Gardening in Providence, RI- How the garden has helpedstudents take ownership, what the students think about their garden and itsimpact on their community.

Page 26 of53


27/53

Discussion lead by CT- Students practice oral communication through verbalresponseQuestions include:

Did students seem excited to garden in Providence?

How did they show and share their knowledge?

Why did they have raised beds instead of beds in the ground like ourgarden?

Option: Students that choose not to participate in the class discussion canteach back knowledge through a 3 paragraph essay responding to thefollowing open response question:

Choose one video from the Media that Matters Films. After viewing that film,would you be interested in learning more about food justice or urbangardening? Why or why not?Activity 3: WOW! Planning Committees Time: 15

Minutes

Objective: Work towards WOW!

Introduce 3 WOW! Planning Committees, Logistics, Graphic Design andAdvertising and what each group will be working on.

Logistics- Plan schedule for the day (when we will do community planting,when the local foods talk will happen, introduction), make signs for tables andactivities, create roles for day and assign students to roles.

Graphic Design- Create garden brochure, decide what information will beincluded and design brochure using available digital images/clip art and

scanned maps of the garden.

Advertising- Write press release, create flyer, distribute flyer around schooland community, and potentially give brief presentations about WOW! Togroups of teachers/students during ELT Time.

Have students rate which committees they would like to be on with a 1, 2,and 3. Place students into groups accordingly.

Closing & Teach Back Time: 5 MinutesReview vocabulary and ask for teach backs from the Media that MattersVideo. Ask for students opinions on the videos, if it encouraged them in their

work for food justice, or other thoughts they had when viewing the videos.

Take Star Nominations looking specifically for students who earned Focus onLearning stars or Respect stars during the videos and discussion.


Page 27 of53


28/53

Students perform jobs based on their job card assignments for the day.Job Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographerClass Journal Keeper

Chair CaptainPencil PoliceFloor CaptainChalkboard Chica/ChicoGo Green Boss! (recycle Bin)Paper (Materials) PasserAttendance/Agenda CaptainLine LeaderErrand Chief

Page 28 of53


29/53


Urban Gardening

Citizen Teacher:

New Basic Skill- Teamwork, Technology

Achievement Target- Knowledge & Comprehension, ReasoningMA State Standard- Middle Grades ELA Standard Composition Strand

Standard 24- ResearchStudents will gather information from a variety of sources, analyze and

evaluate the quality of the information they obtain, and use it to answer theirown questions

http://www.doe.mass.edu/frameworks/current.htmlAchievement Target- Knowledge & Comprehension, Reasoning,

ProductMA State Standard- Middle Grade Visual Art Standards Visual Art Standards

3.5 and 3.7

3.5 Students will create symbolic artwork by substituting symbols for objects,relationships or ideas.

3.7 Students will create artwork that shows knowledge of the ways architects,craftsmen and designers; develop abstract symbols, by simplifying elements

of the environment.Achievement Target- Knowledge & Comprehension, Product,

Performance SkillWord Processing, Graphic Design

Students will practice using word processing programs to create writtendocuments with visuals/photos. Understand how to use word processing tools

(fonts, colors, borders, etc.)http://www.doe.mass.edu/frameworks/current.html


1. How to use Microsoft Word to design flyer2. How to write a press release3. How to transfer photos from camera to computer4. Planted seeds/transplant bigger plants


1. Opening Ritual2. Review Agenda and Set Context3. Activity: Plant more seeds/Transplant

4. Activity: WOW! Planning Committees5. Closing and Teach Back6. Clean up

10 Minutes5 Minutes20 Minutes45 Minutes5 Minutes5 Minutes

Preparation and Space Set up:Laptop computer, desks in groups, newspaper for transplanting

Page 29 of53


30/53


Jump DrivePress Release

TransplantMaterials and Equipment

Laptop, Jump Drive, digital camera, newspaper, bigger pots, plants, seeds,potting soil, gloves, hand sanitizer, paper towels, water, paper and pencils

Page 30 of53


31/53

Lesson # 7

Planning the Lesson

Opening Ritual Time: 10Minutes

Simon Says: Grow like a Plant Game! This game is similar to Simon saysexcept that instead of touching your toes, shoulder, etc. Simon Says differentplant parts that show growth, seed, stalk, leaves, plant! Teacher explainspositions for each part and then starts the game; Students are out based onhow well they listen to directions. At the end of the game explain that like theplants grew bigger in our game, our plants have grown bigger so we need totransplant them.


Provide Apprentices with a visual agenda written on flipchart paper and

taped up in the classroom

Review Vocabulary:Jump Drive- A portable memory holder.Press Release- An announcement to the community with information.

Transplant- to move from one place to another.

Assign Job CardsJob Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activities

Class Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.

Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.

ACTIVITIES (Please factor a 5 minute break in themiddle of 1 activity or in between 2 activities)

Time: 60Minutes

Activity 1: Plant seeds and transplant Time: 20Minutes

Page 31 of53


32/53

Objective: Plant new seeds for WOW! Plant sale. Learn how to transplant soplants keep growing.

Teacher (along with Materials passer and Errand Chief if necessary) distributeseeds, six packs, dowels, potting soil, and bags. Each student will workindividually, to fill six packs with soil and find information on how deep toplant the seeds based on previous plantings. Take 5-10 minutes to plant. Asstudents finish planting new seeds, they will join CT to take part intransplanting plants that have grown too big for the six packs into their ownbigger pots. CT will model how to prepare larger pots and safely andeffectively transplant.

Students can also help adjust grow lamp heights for new plants. Green thumbshould water plants.Activity 2: Time: 40

Minutes

Objective: Work extensively on WOW! Planning!

Break into three WOW! Planning Committees

Logistics- 3-4 person group withTake brainstorm ideas from previous WOW! Planning Sessions and decidewhat we want to have that day. Record Activities/Booths and who is in chargeof what. Decide on timetable for the day. Break students into two groups forshifts. Start making table signs if time.

Graphic Design- 3-4 Person group withBrainstorm ideas of what the brochure should look like. Decide on format (tri-fold, half-fold, etc.), decide what graphics it should include (photos of

students working, map of garden, pictures of our garden, what informationshould be included (Name, address, contact information, History of theGarden, Why the garden exists). Start making lists of Why the garden exists,groups of people who use it and any other information that would beimportant to a visitor. Connect with CT about NOAH contact information andwho to contact to get involved. Build technology skills by recording all noteson computer using Microsoft Word and saving to desktop. Upload photos fromdigital camera onto a jump drive

Advertising- 3-4 Person group withWrite press release with help of CT. Decide on who, what, when, where, why,etc. Information. Make sure all information is present. Decide who will be the

contact person for the press (Probably CT and NOAH). Based on theinformation (research) that they have gathered students will write a roughdraft, and then edit it for grammar and reading ease using the 6 +1 editingcards used in ELA. Brainstorm list of potential newspapers to contact. Buildtechnology skills by creating press release on the laptop using Microsoft Word


Page 32 of53


33/53

Review vocabulary through teach backs, remind students to tellparents/friends about the WOW! One member from each planning committeebriefs the group on what they accomplished for the day. Ask for starnominationsand highlight TEAMWORK.


Students Clean up based on assigned Job CardsJob Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographerClass Journal KeeperChair CaptainPencil PoliceFloor CaptainChalkboard Chica/ChicoGo Green Boss! (recycle Bin)Paper (Materials) PasserAttendance/Agenda CaptainLine LeaderErrand Chief


Urban Gardening

Citizen Teacher:







3.5 and 3.73.5 Students will create symbolic artwork by substituting symbols for objects,

relationships or ideas.3.7 Students will create artwork that shows knowledge of the ways architects,craftsmen and designers; develop abstract symbols, by simplifying elements




Page 33 of53


34/53



1. How to work on team projects, how to make a democratic decision2. What it means to work in a budget3. Learn how to target a specific audience for advertising4. Learn how to use Microsoft Word/Publisher to create a flyer


1. Opening Ritual2. Review Agenda and Set Context3. Activity: Trash Sweep and Garden Clean Up

4. Activity: WOW! Planning Committees5. Closing and Teach Back

6. Clean up

10 Minutes5 Minutes15 Minutes50 Minutes5 Minutes5 Minutes

Preparation and Space Set up:Gloves and trash bags for trash sweep. Check garden and remove anyhazardous materials.VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.BudgetMaterials and EquipmentComputers, jump drive, digital camera, pens/paper, signage supplies, gloves,trash bags, music (if you choose)

Lesson # 8

Planning the Lesson


Time: 10Minutes

Focus on Teamwork!WOW! Name race- Students stand in a circle, teacher gives 30 seconds tothink of their WOW! Planning Committee and what they need to do today to

get ready for the WOW! When teacher says go, students go around the circlestating their name and what they need to get done today (make brochure,create flyers, practice public speaking, etc.) while teacher times the activity.Do this a couple times to see how fast team can go!


Provide Apprentices with a visual agenda written on flipchart paper and

Page 34 of53


35/53

taped up in the classroom

Review VocabularyBudget- An amount of money set aside for one purpose.

Assign Jobs

Job Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.


Activity 1: Trash Sweep Time: 15Minutes

Objective: Keep our garden and space clean for the WOW! and communityuse!

Transition students outside. Hand out gloves and trash bags. Quick trashsweep of garden and hillside. Students have gloves and trash bags. Oneoption is to break into teams and race for a prize (Teamwork stars in the star

jar?)Activity 2: WOW! PLANNING! Time: 50

Minutes

Objective: Getting towards WOW!

Break into three WOW! Planning Committees

Logistics-3-4 Person Team with CTUsing work from last week. Working on schedule for day. Assign shift teams

and jobs for each student. Write job descriptions for each job. Discuss budgetand how much money we have to spend. Start materials list of what we willneed (tables, tablecloths, chairs, sidewalk chalk, etc) Give completed list toCT. Start making signs for tables if there is time.

Page 35 of53


36/53

Graphic Design- 3-4 person team with CTUsing work from last week. Start designing brochure using chosen layout andinformation. Students can either use Microsoft Word or Publisher. Groupworks together to choose font, photos, colors etc. Connect with CTs to discussbudget. Can we print in color? How many copies we can make? Where can we

make them?

Advertising- 3-4 Person team with CTUsing information from last week, create a flyer for the event as a groupeffort. Connect with CT about budget. Also create talking points for classroompresentations about the WOW! How will you sell this event to different groupsof people? Think about the benefits for Students, families, teachers orcommunity members. Write out advertising script for each group.

Closing & Teach Back Time: 5 MinutesReview vocabulary and ask for teach backs from each planning committee toinform group where we are at. Ask for star nominations looking specificallyfor students who displayed teamwork or focused on learning.

Clean Up Time: 5 MinutesStudents clean up based on assigned jobs.

Job Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographerClass Journal KeeperChair Captain

Pencil PoliceFloor CaptainChalkboard Chica/ChicoGo Green Boss! (recycle Bin)Paper (Materials) PasserAttendance/Agenda CaptainLine LeaderErrand Chief

Page 36 of53


37/53


Urban Gardening

Citizen Teacher:







3.5 and 3.7

3.5 Students will create symbolic artwork by substituting symbols for objects,relationships or ideas.

3.7 Students will create artwork that shows knowledge of the ways architects,craftsmen and designers; develop abstract symbols, by simplifying elements






1. How to use a copy machine2. How to promote an event through word of mouth advertising


1. Opening Ritual2. Review Agenda and Set Context

3. Activity: WOW! Planning and Advertising4. Closing and Teach Back5. Clean up

10 Minutes5 Minutes60 Minutes5 Minutes5 Minutes

Preparation and Space Set up:Set up desks into small groups of 3-4. Quick sweep of garden for hazardousmaterials.VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.Word of mouth advertising!

Page 37 of53


38/53

Materials and EquipmentPens, Pencils, Paper, Laptops, Copier, Printer, Tape

Page 38 of53


39/53

Lesson # 9

Planning the Lesson


Time: 5 Minutes

Focus on teamwork!Worm Knot!Students will practice teambuilding through the Worm Knot game which isvery similar to Human Knot. Each team member will grab another teammembers right hand with theirs (not directly next to them), and then repeatwith left hands, Group must untangle themselves in three minutes or less!



Review VocabularyWord of mouth advertising: Telling people about an event, then they tellsomeone else.

Job Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs to

correct formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboardGo Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.

ACTIVITIES (Please factor a 5 minute break in themiddle of 1 activity or in between 2 activities) Time: 60Minutes

Activity 1: WOW! Planning! & Advertising Time: 60Minutes

Objective: Finish planning for the WOW! Finish brochure and flyer andpromote our event!

Page 39 of53


40/53

Transition students indoors. Split into WOW! Planning Committees

Logistics- Finish making signs for tables. Signs should include (but not limitedto!)

1. Food!2. Community Art Projects

3. Worm Bins4. Plant Here5. Welcome Table6. Raffle

Graphic Design- Finish brochure and translate into Spanish. Double checkwith CTs for spelling and grammar using 6 +1 Editing used in ELA.

Advertising- Translate flyer into Spanish. Double check with CTs for spellingand grammar using 6 +1 Editing used in ELA. Print flyer in both Spanish andEnglish and copy double-sided 50-100 copies. Give note cards of advertisingscript to other groups.

Break- 5 Minutes to relax and get waterOnce flyers are copied- and as each group finishes tasks, Split up and canvasschool hanging flyers in Spanish and English. Each group member shouldhave one of the following roles and remain with CT at all times:

1. Door Knocker- Knocks on classroom doors2. Presenters- Presents advertising pitch about our event3. Flyer Hangers- Tapes flyers around school making sure to alternate

Spanish and English

Present in classrooms/to others in the building using following protocol.1. Knock on door and quietly ask permission to make a quick

announcement.2. Presenters tell all about the event and answer questions.3. Flyer hangers ask to hang a flyer in the room.4. Thank the teacher and class and exit quietly.

Do not disturb rooms that are taking tests!

Closing & Teach Back Time: 5 MinutesReview Vocabulary and ask for Star Nominations- Look Specifically forstudents who took a positive risk today!

Clean Up Time: 5 MinutesStudents clean up based on assigned job

Job Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographer

Page 40 of53


41/53

Class Journal KeeperChair CaptainPencil PoliceFloor CaptainChalkboard Chica/ChicoGo Green Boss! (recycle Bin)


Page 41 of53


42/53


Urban Gardening

Citizen Teacher:

New Basic Skill- Teamwork, Oral Presentation


1. Their role for the WOW!2. How to work as a team and compete in a review game.


Opening RitualReview Agenda and Set ContextActivity: Urban Gardening Jeopardy!Activity: WOW! OverviewActivity: Advertise WOW!Closing and Teach BackClean up


Preparation and Space Set up:Jeopardy Board with categories and number values or make board onchalkboard/whiteboard.


Materials and Equipment

Pens, Paper, tape, flyers, buzzers for jeopardy game.

Page 42 of53


43/53

Lesson # 10

Planning the Lesson


Time: 5 Minutes

SNOWBALL FIGHT!Each apprentice writes down one thing they learned this semester on a pieceof paper and makes a ball. When the teacher says GO team membersthrow their snowballs at one another for 1 minute! When the teacher saysSTOP everyone stops, finds a snowball and shares what is written with thegroup.



Assign JobsJob Cards Include (but not limited too):Lights Captain- Turns the lights on/offGreen Thumb- Checks and waters plants as neededPhotographer- Takes photos of class activitiesClass Journal Keeper- Records daily activities including vocabulary,teachbacks and other important information.Chair Captain- Helps move chairs as needed, directs others to move chairs tocorrect formation.Pencil Police- Passes out pencils and collects pencils.Floor Captain- Picks up trash off of floorChalkboard Chica/Chico- Erases chalkboard

Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and notthe trash.Paper (Materials) Passer- Passes out materials as needed.Attendance/Agenda Captain- Takes attendance and checks items off ofagenda.Line Leader- Leads the line to/from the room.Errand Chief- Runs errands for Citizen Teachers.

ACTIVITIES (Please factor a 5 minute break in themiddle of 1 activity or in between 2 activities)

Time: 60Minutes

Activity 1: Urban Gardening Jeopardy Review

Game!

Time: 25

Minutes

Objective: Students review what we have learned this semester!

This review game is set up like jeopardy and will have students in two eventeams. The categories will be Vocabulary, Plant Parts, Worms, Our Gardenand WOW! Each category will have 5 questions ranging from 100-500 points.

Page 43 of53


44/53

All answers must be given in question form!

Activity 2: WOW! Overview Time: 10Minutes

Objective: Students will be reminded of the Who, What, Where, When andWhy of the WOW!

Teacher will go over WOW! Day logistics with class. Logistics team will handout job assignments and descriptions including:

1. Welcome/Raffle Table: In charge of getting people to sign in and givingraffle tickets to those wearing green. SMILE!

2. Food Table: In charge of saying hello and refilling food and water3. Planting Stations: Helping people plant!4. Worm Bins: Explaining Vermiculture and our worm bins, monitoring the

sidewalk chalk and worm coloring pages5. Photographer: Takes picture of the day

Remind students of the time they need to arrive and to wear green!

Activity 3: More Advertising Time: 20Minutes

Objective: Get the word out about our event!

Split into three groups and hang flyers in school, present in classrooms, hangflyers in community and sidewalk chalk our event in the garden!


Teach back the Who, What, Where, When and Why of WOW! Teach back jobassignments for WOW!Ask for Star nominations.

Clean Up Time: 5 MinutesStudents clean up based on assigned roles.

Job Cards Include (but not limited too):Lights CaptainGreen ThumbPhotographer

Class Journal KeeperChair CaptainPencil PoliceFloor CaptainChalkboard Chica/ChicoGo Green Boss! (recycle Bin)Paper (Materials) PasserAttendance/Agenda CaptainLine Leader

Page 44 of53


45/53

Errand Chief

Resources

Social Capital

One of the best resources to support an urban gardening program is social capital. Mostindividuals and organizations involved in urban gardening are more than happy to shareresources and help! Here are some of the apprenticeships most valuable resources.Although most are based in Boston, similar organizations exist across the country.

Boston Naturals Area Association (BNAN)Boston, MAhttp://www.bostonnatural.org/index.htm

BNAN provides many resources for urban gardening in Boston including free workshops,

a citywide gardeners gathering and most importantly SLUG (Students Learning ThroughUrban Gardening). Through a generous grant SLUG provided:

Two indoor grow stations

Potting Soil and various seeds

Compost

Worm Bins and Guest Speaker

SLUG Manual with lesson plans

Free teacher training andmaterials

Community Contacts

Neighborhood of Affordable Housing (NOAH), East Boston, MA

http://www.noahcdc.org/

NOAH does many great things for the East Boston and Chelsea communities includingpromoting environmental justice through the Environmental Chelsea Creek Crew (EC3)and managing the urban garden at 301 Border St. NOAH generously provided:

Citizen Teachers

Urban Garden Space

Community and CollaborationContacts

Tables, Chairs and Supplies

Gardening Gloves and Tools

Guest Speakers and Volunteers(EC3)

Page 45 of53
http://www.bostonnatural.org/index.htmhttp://www.noahcdc.org/http://www.bostonnatural.org/index.htmhttp://www.noahcdc.org/


46/53

Maintenance of the GrowStation/Garden

Use of a projector, screen andspeakers

Meeting/Planning Space

Raffle Prizes

Free Copying!

Promotion of our WOW!

Digital Camera

Paper

Lets Get Movin- Eastie Moves East Boston, MA

Lets Get Movin is a nutrition and obesity prevention program that runs during the extendedlearning day. The class partnered with the apprenticeship to use the grow stations and providedthe following:

Page 46 of53


47/53

Community and Collaboration Contacts

Promotion of the WOW!

Maintenance of the Grow Stations/Garden

Gardening Knowledge

Blueprint of Garden included in the brochure

Mario Umana Middle School- Gardening Class East Boston, MA

The middle school runs an urban gardening class during the extended learning day. Theclass partnered with the apprenticeship to use the grow stations and provided thefollowing:Community and Collaboration ContactsPromotion of the WOW!Maintenance of the Grow Stations/GardenGardening Knowledge

reVision House Urban Farm Dorchester, MA

http://www.vpi.org/Re-VisionFarm/

The reVision Urban Agriculture Project works in conjunction with reVision House. Theurban farm is an innovative agriculture and aquaculture project aiming to increase accessto affordable, nutritious, culturally appropriate food for shelter residents and communitymembers through the community-supported farm and greenhouses. reVision Housegenerously provided us with:

Hundreds of eggplant, pepper and tomato seed startsCommunity and Collaboration ContactsPromotion of the WOW!

Materials and Supplies List

Most supplies were borrowed or donated. Things purchased for the apprenticeshipsessions or the WOW! included:

Gardening Gloves- $2 a pair x 12 = $25 per apprenticeshipWater- FreeSidewalk Chalk- $5Silver and Gold Pens: $5Posterboard: $5
http://www.vpi.org/Re-VisionFarm/http://www.vpi.org/Re-VisionFarm/


48/53

Activities

Name:

EAT REAL FOOD QUESTIONNAIRE:

Where do you get your food?

Where does your food come from?

What is a food system? Can you name one kind of food system?

Name a plant that you eat the fruit of:

Name a plant that you eat the root of:

Name a plant that you eat the flower of:

Name a plant that you eat the seed of:

Name a plant that you eat the stem/stalk of:

What are some of the differences between a vegetable grown in your grandmothersgarden and that same kind of vegetable grown on a huge farm in California that you canbuy at Shaws?

What did you eat for lunch or snack today and why did you choose that?

What does a plant need to grow?


49/53

Urban Gardening Scavenger Hunt Celebration!

This scavenger hunt will take us through many community gardens inEast Boston and test what you learned this semester!

The winning team will be rewarded with a special prize!

Extra Points will be given for teams that display teamwork and respect!

Team Name: ____________________ Team Members:_____________________________________________

1. What is the name of the garden we worked in all semester? 1Point

Extra Credit- Name of the garden in Spanish

2. Who is in charge of the garden across the street from the school?

1 Point (Hint: look at the Mural on the wall).

3. How many steps must you walk down to get from Meridian St. tothe garden? 1 Point

4. How many trash cans are in the garden? 1 Point

5. What do the signs hanging on the fence say? (Hint: Make sure

you find ALL the signs!) 1 Point

6. Name 3 things we planted IN the garden (1 Point for each!)

7. Name 2 things we planted in the grow stations in the classroomover the semester. (1 Point each)

8. How deep should you plant a seed? (If you lost the package that

tells you how deep to plant). 1 Point

9. What are the 3 parts of good soil? (We did a soil shake thatshowed these 3 parts, we played a game that showed these 3parts). (1 point for each part)


50/53

10. What were the names of our Citizen Teachers? (1 Point foreach name)

11. Where does (CT) work? 1 Point

Extra Credit: What is the name of the high school group that worksin the garden and with (CT)?

12. (CT) is going to have a baby! Is it going to be a boy or a girl?

13. What are the 6 Parts of a Plant? (1 Point for each part)

14. What was the name of our WOW! Celebration that was held onSunday? 1 Point

15. What did people have to do to get a raffle ticket at the WOW!? 1Point

16. What did we release at the WOW! to help keep our plantshealthy? (Hint: there were thousands of them!) 1 Point

17. What did the T-Shirts from the WOW! have on them? (Hint-animal and something else). 1 Point

18. Why did we get the soil in our garden tested? 2 Points

19. What did we feed our worms? 1 pointExtra credit 2 POINTS! - What did we feed our worms at the

beginning that was like chocolate for worms?

20. What is the name of the community garden next to MiPueblito? 1 Point


51/53

21. What types of plants are growing in this garden? 1 Point foreach correct plant!

22. Who is in charge of this garden? 1 Point

23. How many flowers are in Central Square? 1 Point

24. What does NOAH stand for? 1 Point

25. What is one thing you LEARNED in Urban Gardening thissemester? (1 Point for each different thing listed!)


52/53


53/53