Santa Clara Day School. Santa Clara Day School Single Topic Planning Matrix THEME: Plants TOPIC: Schoolyard Habitat/Community Garden Important points to be covered in each level Growing Conditions Cycles Uses Santa Clara Culture Technology Integration Kindergarten Weeds & Trees Seasonal cycles of weeds & trees Of weeds, trees and fruit Tewa names & traditional uses Kid Pix 2: drawings and slide shows, journaling ClarisWorks: for word identification First Paths & trails, weather, insects Cycles of insects & weather Of insects, trails and weather cycles Weather predicting, insects control, stories, Tewa words Kid Pix 2: drawings and slide shows, journaling, predicting, recording ClarisWorks: for lists, labeling First – Second Combo Pruning herbs, weather, herb harvesting Cycles of weather & herb growth Of prunings and herbs Tewa words, pruning methods, herb use, weather predicting, stories Kid Pix 2: drawings and slide shows, journalling, predicting, recording ClarisWorks: for lists, labeling Third Moisture, Harvesting Daily, weekly and seasonal cycles of moisture Of moisture, or lack of, and plants harvested Harvesting methods, water use, conservation (past & present) stories, Tewa words Kid Pix 2: drawings and slide shows, journalling, predicting, recording ClarisWorks: for lists, labeling, describing Digital Camera: virtual database Internet & Quickcam: research Fourth Premaculture methods, weeds & vegetables Seasonal cycles & interaction of weed and vegetable growth Of weeds & vegetables and permaculture techniques Natural plant dyes Dye chart Tewa Words (color) Soil testing Water testing HyperStudio: presentations Publisher 97: website development ClarisWorks: reports, spreadsheets Digital Camera: virtual database Fifth Mulch and Compost Decomposition Cycles Of mulch, & compost Changes in gardening practices at SC Soil preparation Retest Soil ClarisWorks: word processing & draw, etc. Publisher 97: website Digital Camera: virtual database Email, Internet & Quickcam: research, sharing, mentoring, & communication Sixth Landscape planning, companion planing & soil preparation Evaluating cycles of planing and soil enhancements used Using & evaluating landscape planning, companion plants and fertilizers Past and present practices of landscape planning, companion planting, soil preparation, & food processing ClarisWorks: word processing & draw, etc. Publisher 97: website Digital Camera: virtual database Email, Internet & Quickcam: research, sharing, mentoring & communication Powerpoint: presentations Santa Clara Day School Needs Your Help! This Fall we are starting a very special project, A Schoolyard Habitat. We are building an outdoor classroom where we can study native plants and animals. Each grade will play a special role in studying and working to create out classroom. Kindergarten...........will study local animals and trees 1st grade ...............will study insects and weather influences 2nd grade...............will study native plants that are used for healing 3rd grade ...............will study the use of water and measurement 4th grade ...............will study the structures of life, soil, and the use of plants as dyes 5th grade ...............will video the progress of our building, study land forms and ecosystems 6th grade ...............will be in charge of our budget, purchases, and money management Resource ...............will build bird houses, walkways, and label plants You can help by volunteering your time and experience with whichever class you like. Please help us make our outdoor classroom a community project. Thank you! Santa Clara Day School Schoolyard Habitat Community Garden Project Santa Clara Schoolyard Habitat & Community Garden Parents, We are beginning to identify native plants that have been used by the community in the past for food, medicine, and/or dyes to plant in our garden. Can you help? If you are aware of a plant that is used by members of your family or other residents of the Pueblo, please write the name of it down in the space provided below and give it to your student to share with his or her classmates. Please do not include any information that might be considered of a religious nature. Thank you, Student’s Name Plant or Tree Name Use Plant or Tree Name Use Santa Clara Day School Plant Research Grade Level(s): 4 - 6 Introduction As you know we are going to begin planting our garden this Spring. We have chosen a place for your garden, we know the general shape that it will be, we have learned about our soil and how we can make it better for growing a garden, and we have a list of some of the plants we want to plant. But we don’t know much about the plants. What do they look like? Where should we plant each plant? What kind of conditions does each plant like to live in? How many do we need to plant? In this exercise you and a partner will be a research teams whose job it is to find out about two of the plants on our plant list. Your team’s job is to find out as much as you can about the two plants assigned to you and then put the information you gather in a chart using ClarisWorks Spreadsheet. Then we will combine our work and share all the information gathered by each team with the other classes at the school. The Task Put a check in each box as you complete the assignment. 1. Examine the list of plants we want to grow. With your partner, pick two plants you would like to research. (Each team will have different plants.) Write the plant names here. _________________________ __________________________ 3. Find out what kind of soil they like. 4. Find out how big they grow. 5. Are the plants annual or perennial? 6. Do they like sun or shade? 7. Find out whether we should plant them from seed or transplant live plants. 8. Find out what they look like. 9. Find out what they can be used for. 10. Decide how many plants we need to grow of each for pollination. 11. Determine what insects or animals might hurt them in our garden. 12. Draw your plants in color using the computer program of your choice or find a color picture of both plants. 13. Make a list of the sources of information that you used and type the list on the computer using ClarisWorks word processing. 14. Combine all your work you both did into one document. Resources Santa Clara Schoolyard Habitat Library. Santa Clara Pueblo Library. Seed catalogs: Plants of the Southwest , Southwest Plants or any others Search ( HYPERLINK http://www.aps.edu/thmlpages/plants.html http://www.aps.edu/thmlpages/plants.html ) Processes First decide together which parts of the research each of you will do. As you complete each part of your job write down what you have found and put a check in the box next to the numbers you have finished. Work together on one computer to set up the spreadsheet so that you can enter information you gathered into a chart. One of you will enter the information and the other will do numbers 12 and 13. Finally, work together to do number 14. When we are all finished documenting the information, we will develop a database of the information we gathered. Advise Help each other! If you decide to use the Santa Clara Schoolyard Habitat Library, you may have to check the Teacher Checkout Chart to see where the book is that you need. Then ask that teacher to return it so you can check it out. If you decide to use the Internet address, you will be given time to go to the Tribal library and go on line there. When you have all the information you need, ask for time on the classroom computer or time during our computer lab to make and fill in your chart. Be sure to answer all the questions about each plant. Be sure to put your team’s name on your final work. Conclusions By doing this project you have helped our school garden project, learned how to do research using sources other than encyclopedias, and have learned to make a chart using a ClarisWorks spreadsheet. You have also done some of the work we will be putting on our Web Site next year when we get the Internet connected. Have fun! I can’t wait to see how your plants grow! Name Community Garden Design Worksheet Grade Level(s): 4 - 6 Our garden area is ‘ by ‘. (Measure it) I. Draw a picture of the area as it is now including a compass rose, the compost pile and the remaining playground equipment. II. Develop a list of problems we need to solve before we can plant. Include water, soil considerations (richness and erosion), shade, and wind. III. Develop a list of plants we might want to grow. Use the information we collected from your parents and the books we have describing the uses of native plants. IV. Now divide the list up according to how you might use the different plants in the garden or after they grow. Medicine Food Windbreak Shade Dyes Draw a landscape plan on a large sheet of graph paper showing where you would put these things: Use the space below for notes if you need it. Windbreaks Swales and berms Pond (?) Paths Medicinal plants Plants for dyes The “Three Sisters” A waffle garden Bird or bat feeders Fencing Animal habitats Use your imagination and have fun with your drawing! Name ________________________ Date ________________________ Permaculture Review Grade Level(s): 3 - 6 I. Use the words from the list to fill in the blanks below. You may use a word more than once and you might not use all the words. (2 points each) sand clay silt gritty sticky smooth mulch humus minerals erosion water gullies rills sheet air wind Dust swale soil Permaculture Gritty soil is called ________________. 2. Erosion is caused by ___________________ and ____________________. 3. We can control wind ___________________ by using ______________________. 4. The best kind of soil for planting is ___________________________. 5. Soil which is mostly ____________________ is OK for planting if you are careful. 6. All soil is made up of some ___________________, ___________________ and _____________________and humus. 7. The best _______________________ has lots of humus. 8. ______________________ is made of animal and plant parts. 9. ____________________ and __________________ are forms of water ___________ 10. In the ________________ Bowl of the 1930’s, tons of top ____________ was blown away. 11. A ___________________ is a little ditch across a hill that catches water. 12. Soil which is mostly __________________ is very poor for growing things. Draw a picture of a garden in the box below. Show how you would save water using swales and block the wind with trees. (20 points) The wind The hill blows this way. goes like this Santa Clara Day School Community Garden / Schoolyard Habitat Summer Journal Name: Date: Time: Today’s Weather: (Circle One) sunny partly sunny cloudy raining Temperature: (Thermometer is on a post on the porch.) Wind: (Circle One) no wind light moderate strong wind Wind Direction: (What direction is it coming from?) north south east west What did the gardeners do today in each area. Section 1 Orchard Section 2 Three Sisters Garden (3 gardeners) Section 3 Shrubs and Butterfly Garden Section 4 Walkways and Recorder Was the Three Sisters garden watered today? For how long? Every Tuesday measure how high the corn in? beans? Squash (in Three Sisters garden only.) Chile? Was anything new planted today? What? Were any new blossoms found today? ____ If so, where? On what plants? Record your observations about the produce we are getting. Is anything ready to pick? __________ What? How many were picked? ___________ What did you do with what was picked? What insects were found today? How did you deal with them? Have any plants died today? ________ If so, What and what do you think happended? Did you find any other animal damage today? ________ What happened and what kind of animal do you think did it? General observations: Write anything you think is important, or interesting below. Please try to write something here each day. Cooking with Your Three Sisters Grade Level(s): 6 - 7 Introduction Native American and Hispanic families of New Mexico have used the "Three Sisters" in their diets for centuries. Who are the "Three Sisters"? In recent times, the diets of Hispanic and Indian people have been affected by the modern world. There is evidence to show that this has caused an increased incidence of diabetes. But, the people of Southwest are gradually finding their way back to healthier diets. Can the Three Sisters help? The Three Sisters of New Mexican Agriculture The Task You and your partners are a team of specialty cooks. You have decided to write a cookbook using the Three Sisters to provide recipes for a healthier diet for diabetics. In order to complete your project you will need to: Make a list of questions you need to answer, for example: Who are the Three Sisters? What is diabetes? What foods should diabetics avoid? What foods should diabetics eat? Research your answers using the references listed in Resources Write a short explanation of how the Three Sisters might help correct diabetes. You will use this information as the introduction to your cookbook, Cooking With Your Three Sisters Interview grandparents and other elders. Have them give you old recipes that they remember using in their families. Interview a health provider who can help you determine the nutritional value of the recipes, especially in relation to whether or not they will be good for diabetics. Make conversions to a set of the old recipes that you will put into your cookbook making sure the changes will make the recipes more nutritious for diabetics. Create your Cooking With Your Three Sisters cookbook. Use the original recipes and your converted healthy versions and prepare lunch for the class. Conduct an experiment to see if your classmates can tell the difference between the recipes using sight and taste indicators. Resources Offline A Taste of Mexico by Linda Illsley Indian Givers by Jack Weatherford Native American Gardening Projects by Michael J. Cudto and Joseph Bruchac Online Food and Diet Ask An Expert Ask an Expert Dietician Hpyoglycemic Remedies for People with Diabetes The Vegetable Group Three Sisters Cookbook Currant Maize Issues and Hot Topics Backyard Biodiversity Yahoo Search Engine Menu Bar The Process Break up into groups of three or four. In your group you will have a computer expert, a writer/researcher, and an organizer. Discuss the project within your group. Brainstorm how you will work together. Go to resources and explore. Note and bookmark your findings. Brainstorm the questions your team will ask in the expert interviews before you invite your experts to the class. Each team will conduct interviews with the experts they have found. Encourage the rest of the class to use the information they hear as they see fit for their research. Meet as a team, analyze your findings, and develop your cookbook. Conduct the experiment with the class. Evaluation Your projects will be assessed in two ways. First your group work will be assessed using the following rubric. Click on this link to view the assessment rubric. Assessment Then both your cookbook and your science experiment will be assessed and given an evaluation. Learning Advice Be sure to have one member of your group keep a record of all your findings. You might want to keep a journal of everything you find and do. Create a word processing document and copy the URLs that are of interest to your group and then save them on your disks. Also save graphics or pictures you might want to use in your cookbook or experiment on your disk. Create a file folder for each type of information you save so that your work is easy to find. Menu Bar Conclusion After completing this WebQuest you will have a better idea of the effect diet has on diabetes. You also have learned how to use the computer as a resource, how to create a cookbook, hot to cook for a group of people, and how to conduct a real life science experiment. Do you think your classmates will change recipes at home because of what they learned? Do you think diet affects other health problems such as asthma or obesity? Do you think you could use the computer to investigate other areas of interest? This page written by Rose Naranjo & Robin Rodar, Santa Clara Day School Santa Clara Day School Schoolyard Habitat Harvest Festival Grade Level: K – 6 Subject Area(s): Culture, Art, Social Studies, Math Science, Language Arts Name of Activity: Harvesting of Garden Products Time Requirement: 1 – 2 weeks; 30 – 40 minutes per day Objective(s): The Students will: experience the preservation of produce in traditional and modern ways explore and create imaginative pictures and stories using harvested or dried form of garden produce and natural plants. express their gratitude for harvesting through the art of dancing Material(s): Native plants and produce from garden harvested products Assessment: Finished products by students at all grade levels K – 6 through: Reports Video taping Participation in cultural events Illustrations (pictures, stories, poetry, etc.) Bookmaking Processing of harvested products journals Description: Students (K – 6) will be actively and cooperatively involved in all phases of schoolyard habitat in preparation of Harvest Festival. (Preparing dishes, processing garden goods, inventing and playing games, cleaning the garden area, singing songs of the garden, dancing, Corn & Harvest, and sharing with the community) State Standards: Language Arts: 4 – 10 Math: 1 – 5, 7, 9, 11 & 12 Science: All standards 1 – 16 Social Studies: 1 – 6, 10 – 14 Art: All standards 1 – 8 Physical Education: 1, 3, 5, 7 Careers: 1 – 5 Health: All standards 1 – 7 Learning Styles: Kinesthetic Cooperative Learning Tactile All seven intelligences Visual Spatial Auditory Santa Clara Day School Schoolyard Habitat Grade Level(s): 2 - 6 Group Review Names:_______________________________________________________________________________________________________________________________________________________________________________________________________________ Reader:__________________________ Recorder:________________________ Presenter:_______________________ Words to know: compost mulch tomato horn worms weeds vegetable cabbage loopers fruit seeds grasshoppers flowers trees squash bugs shrubs insects butterflies ants fertilizer harvest 1. Talk about each of the words above. Then put a check next to the words your group knows the meaning of. 2. Think of what vegetables we didn't plant this year that you would like to plant in next year's garden. Write them here. ___________________________ _________________________ ___________________________ _________________________ 3. Think of what fruit we didn't plant this year that you would like to plant in next year's garden. Write them here. _______________________________ _____________________________ _______________________________ _____________________________ 4. Think of other thing you would like to do or have next year in our garden. Write them here. _______________________________ _____________________________ _______________________________ _____________________________ 5. Do you know of anything we should plant now, in the Fall? If so what? _______________________________ _____________________________ 6. What were some of your favorite things about the garden. Make a web below. Write everything your group thinks. Make more lines if you need to. 7. Have your presenter share your group’s ideas with the class. Give your worksheets to your teacher. 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