Students will make a wind vane, anemometer, barometer, and thermometer to measure wind direction, wind strength, air pressure, and temperature. They will collect data from these instruments and use this information to make predictions about the weather that will help inform decisions they make for their garden.
Students will use their senses to explore objects from the schoolyard and then classify them as living or non-living, developing descriptors for each of the two classifications. Further explorations demonstrate plant movement (as a qualifier for being “living”) and provide an opportunity for students to sort plants based on observable traits.
Students will play a game pretending to be birds hunting for worms to understand how camouflage is an effective adaptation for survival over many generations. Students will play another game hiding different color “insects” made of pipe cleaners in the garden to understand camouflage further. Students will also explore plant adaptations and co-adaptations or co-evolution.
Students will build an understanding of the idea that all of our food relies on healthy soil (beyond fruits and vegetables, to bread, eggs, milk, honey, meat, etc). Students will compare soil samples and explore the different ingredients in soil by dissecting soil samples and doing a “soil shakedown.”
Students will explore how to use the movement of the sun to tell time and direction without a clock or a compass and extend this understanding by making a shadow stick / sun dial. Students can further create a sun map of the schoolyard garden to determine how the sun’s movement across the sky could … Read more
Students will learn about biomonitoring – what it means, how it is used, and how we can use it to learn more about our schoolyard garden.