This introductory lesson is used to engage the students in the project. It also explores the concept of sustainability and gives an overview of this technology cycle.
First, introduce the concept of sustainability. There is a clip below that explains the concept. After students have watched the clip, brainstorm ideas about sustainability in small groups. There is a PDF resource below to scaffold discussions. After the groups have shared together, share ideas in a whole class discussion and brainstorm to consolidate findings and check understanding. Student's can then complete page 2 of Technology Booklets.
Introduce the class project of a whole-class garden. Present challenge and make direct links to sustainability. Ask the students for their opinions to make links before you make explicit links.
Challenge: Design and create a sustainable garden that produces edible herbs or plants.
The next stage of the lesson is to introduce the process of design. You may want to create a wall display for this that can be added to each lesson. An example of this is provided below. The display acts as another means of presenting and organising the learning.
The first objective is to define the challenge/need and parameters. For this lesson sequence the challenge is supplied to the students. The parameters are to be determined by the teacher and class according to the budget, space and other elements. This may include a visit to the location of the garden to identify sun exposure and space parameters. It is important to also look/discuss if the garden will be in full sun/part sun as this is important for plant selection. It is vital that in this stage of the lesson the teacher asks questions and scaffolds for discussions to critique the need/opportunity of the garden. Students then complete pages 3 - 5 of their Technology Booklet.
To conclude the lesson, explore and discuss the general aspects of the garden - to engage, excite and create ownership for the students. This could be achieved by exploring the location, viewing images of other class gardens and discussing the parameters. These meaningful conversations investigate the context of the project.
Assessment
Formative
observations of group/class discussions
Group brainstorm handouts
Summative
Portfolio booklet (Pages 2 - 5)
Differentiation
For small group work, put together students who may have difficulty with the concept and work more closely with this group or if a teacher aid is available ask them to work mainly with that group
Pre-teach the concept of sustainability and gardens using texts during reading groups or independent reading (see below for a list of possible books), key vocabulary in spelling lists and any other similar early exposure
Using the visual wall display will also support students at different academic levels