The Arizona STEM Acceleration Project
Let’s Taco ‘Bout Gardening (A 7-week lesson)
Let’s Taco ‘bout Gardening
A [4th] grade STEM After-School Garden Club
Author: Kiera Lombardi
Date- 3/20/2023
Notes for teachers
Materials on the next slide
Materials
Week 1 | Week 2 | Week 3 | Week 4 |
journal observation sheet glue writing and coloring utensils table of content and concept clavis soil seeds fruit containers paper towels paper rolls scissors | journal observation sheet glue writing and coloring utensils germination sheet ruler, or set of rulers watch me grow graph and/or average graph | journal observation sheet glue writing and coloring utensils ruler roots/seeds/plants from your week 1 prep magnifying glasses cups seltzer tablets beetroot sheet play doh placemats water timer | journal observation sheet glue writing and coloring utensils ruler leaves magnifying glass art materials for leaf art radish seeds (4 per student) sandwich sized zip top bags paper towel |
Materials
Week 5 | Week 6 | Week 7 |
journal observation sheet glue writing and coloring utensils ruler plastic jar soil magnifying glass water living and non-living things (seeds, leaves, sticks, rocks, etc.) | journal observation sheet glue writing and coloring utensils ruler petri dish radish seeds paper cloth or coffee filter paper plates pencil to track sun life cycle of a fruit: bring in leaves, flower, fruit, and seeds food signup sheet | journal observation sheet glue writing and coloring utensils ruler utensils food food strainer to wash the harvest supplies for celebration |
Science Standards
4.E1U3.9 Construct and support an evidence-based argument about the availability of water and its impact on life.
4.L4U1.11 Analyze and interpret environmental data to demonstrate that species either adapt and survive or go extinct over time. ● When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. ● Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. ● For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
S/L Standards
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding based on the discussion.
4.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
4.RL.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4.RL. 6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Science and Engineering Practices
● Ask questions and define problems
● Develop and use models
● Plan and carry out investigations
● Analyze and interpret data
● Use mathematics and computational thinking
● Construct explanations and design solutions
● Engage in argument from evidence
● Obtain, evaluate, and communicate information
Mathematical Practices
4.MP.1-Make sense of problems and persevere in solving them.
4.MP.2-Reason abstractly and quantitatively.
4.MP.3-Construct viable arguments and critique the reasoning of others.
4.MP.4-Model with mathematics.
4.MP.5-Use appropriate tools strategically.
4.MP.6-Attend to precision.
4.MP.7-Look for and make use of structure.
4.MP.8-Look for and express regularity in repeated reasoning.
ELA Standards
4.RI.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus, and the information provided.
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
Math Standards
4.MD.A.1 Know relative sizes of measurement units within one system of units which could include km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit and in a smaller unit in terms of a larger unit.
4.MD.A.3 Apply the area and perimeter formulas for rectangles in mathematical problems and problems in real-world contexts including problems with unknown side lengths.
4.G.A.3 Identify line-symmetric figures and draw lines of symmetry.
Students will design and develop a garden using plants that grow within the environment to conclude with a taco party.
I can identify area and perimeter of my garden plot.
I can explain and give examples of quantitative and qualitative data.
I can graph and measure growth over time.
I can convert measurements between the imperial system and metric system.
I can explain why plants adapt or die over time based on environmental data.
I can write from a different perspective.
Objectives:
Week 1 Goal Notebook Area + Perimeter of Planting Plan area for planning Quantitative vs Qualitative Data Plant seeds in garden Observe Weather Measure Greenhouse Take home greenhouse | Week 2 Discussion of greenhouse Germination Imperial vs. Metric Graphing Quantitative measurements Weather Observation Plant observation (characteristics) moisture check Graphing | Week 3 Discuss mini-greenhouse Observe roots Surface Area Intro Doh activity with roots Greenhouse discussion Quantitative measurements Weather Observation Plant observation (characteristics) moisture check Graphing | Week 4 Discuss mini-greenhouse Leaves leaf art What do most plants need to survive? (light energy, carbon dioxide, water) Diary of a radish seed Greenhouse discussion Quantitative measurements Weather Observation Plant observation (characteristics) moisture check Graphing Prepare for soil test |
Weeks 1-4
Week 5 Discuss alive vs non living seeds are alive! Soil Test Talk about decomposers and decay Quantitative measurements Weather Observation Plant observation (characteristics) moisture check Graphing | Week 6 Discuss experiment-petri dish Track the movement of the sun Plant Life Cycle Tostada/Taco Prep Quantitative measurements Weather Observation Plant observation (characteristics) moisture check Graphing | Week 7 Discussion Removing a plant to take home Harvest for Tacos Celebrate Quantitative measurements Weather Observation Plant observation (characteristics) moisture check Graphing |
Weeks 5-7
Agenda (7 Weeks, 1 hour each)
In Class 30-40 min.
In the Garden 30-20 min.
Intro/Driving Question/Opening
How can we, as resourceful students, use what is around us to create a garden full of toppings to add to a tostada or taco?
What do we need in order to grow food?
Food for a tostada or taco:
Week One: Journal
Garden Journal
Decorate the Cover
Document your findings, wonderings, etc.
Text Features: Table of Contents, graphs, diagrams.
I wonder…
I noticed…
What if…
On the Cover: name, title, Table of Contents, Concept Clavis
Ruler
Glue, pencils, colored pencils, crayons, markers
Daily Observation page
What is Area and Perimeter?
Talk with your partner
Share with your group
Plan out your garden space in your journal.
Think about- sunlight, water, where you will plant your seeds.
Be sure to label your journal appropriately.
Goal
Plan, take care of, document findings, and harvest plants
Grown in a “cube”
Length= 12 inches
Width= 12 inches
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Weekly Practices
You can use the Weather observation sheet to help you analyze data.
Within your observations, include both qualitative and quantitative data.
Quantitative vs. Qualitative Data
What you notice/observe:
color
adjectives/descriptive words
Numbers:
measurement
height
length
width
mean
median
mode
Take-Home Greenhouse
Plan for four to six seeds in your journal.
Directions:
Place a paper towel at the bottom of your container
place your rolls into your container
fill your container with soil
place your seed just under the soil
water (keep moist each day)
Time to Garden!
Your Plot:
Be sure to follow your plan or make adjustments as necessary.
Place your seed in the area, cover with a light amount of soil, give a light pat, then water.
Notes to Educator
You will need this week to prepare for week three, the root analysis. In one of your greenhouses, fill with soil and spread a handful of seeds. Keep watered and in sunlight. You will want a variety of plants in different stages in order to look at their root construction. I used a package of sweet pea seeds in a 16 oz strawberry container. It is a lot, however, will give you a variety of sprouts (some seeds just sprouting, to actual sprouts with great roots).
Week Two- One hour
Today’s Agenda
Get Journal
Discuss mini-greenhouse
Date and glue in Observation sheet
Glue Germination Sheet
What is germination?
Metric vs. Imperial System
Garden Time!
Outside: observation journal, measurement, graph.
Germination Sheet
What does germination mean?
Make sure to take your journal when we go outside.
Glue this into your journal
Imperial vs. Metric System, Ruler Time!
Imperial System | Metric System |
inch | millimeter |
foot | centimeter |
yard | meter |
mile | kilometer |
In which situations would we want to use the imperial system? | In which situations would we want to use the metric system? |
Glue: what is cm? in?
Garden Time!
Bring a…
Objectives: Measure plants,
observe weather, observe plants, moisture check and water, graph data.
Week Three Agenda
Inside:
Discuss mini-greenhouse
Glue Observation Sheet
Root Observation
Experiment
Activity
Outside: observation journal, measurement, graph.
What is the purpose of roots?
Think
Write/Draw
Discuss
Write
Experiment
3 cups with water ⅓ of the way full
3 seltzer tablets: 1 whole, 2 halves, 1 pulverized in baggie
*Timer on board or one timer per team
Drop the tablets and powder into the cups at the same time. Observe, take notes.
What did you notice?
Which will dry faster? Why?
Surface Area
What is surface area?
Why might the clothing with greater surface area dry faster than the rolled rag?
Why would one plant have greater surface area compared to another?
Which has a greater surface area?
Root Challenge
Challenge: use the least amount of play doh to create the most root surface area.
Supplies
Plastic placemat
beet sheet
play doh
Garden Time!
Bring a…
Objectives: Measure plants,
observe weather, observe plants, moisture check and water, graph data.
Week Four Agenda
Inside:
Discuss mini-greenhouse
Photosynthesis
Leaf Outline
Radish Diary
Outside: observation journal, measurement, graph.
How do plants get energy?
Do plants eat?
What do plants need to survive?
What is a plant’s food?
What is Photosynthesis?
Leaf Art: show the components of a leaf through art
Diary of a Radish Seed
As you observe your radish seeds in a bag, write from the perspective of one seed for five days.
Include:
Date
Greeting
Body
Closing
Signature
optional: pictures
Garden Time!
Bring
journal
ruler
writing utensil
water bottle
Objectives: Measure plants,
observe weather, observe plants, moisture check and water, graph data.
Next week, bring back your mini-greenhouse if you want to transplant your plants in the garden
Week Five Agenda
Inside:
Discuss mini-greenhouse
Turn in Diary of a Seed
Soil activity
Living vs Non-living
Decomposition
Outside: observation journal, measurement
transplant-optional
Soil Test: What is soil? What are the components?
Bags of soil
Jars
Water
Magnifying glass
Soil: four main components
sand | silt | clay | organic material |
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Living vs. Non-living
What does it mean to be living?
What was once living?
What does decomposition mean?
What is Decomposition?
Think
Share
Revise
Share
Define
Why do we need
things to
decompose?
Garden Time!
Bring
journal
ruler
writing utensil
water bottle
Objectives: Measure plants,
observe weather, observe plants, moisture check and water, graph data.
Transplant: make sure paper roll is completely covered with soil.
Week Six Agenda
Inside:
Discuss mini-greenhouse
Experiment
create a sun-tracking tool
life cycle of a fruit
Tostada/Taco Party Prep
Outside: observation journal, measurement, graph.
How can we track the path of the sun?
Where is the sun when you wake up?
Where is the sun at lunch time?
When you go to sleep?
Think
Write
Share
Write
Sun-Dial Plate
Pencil
Tape
paper plate
Take outside, what do you notice? Mark the shadow with a writing utensil.
Where will the shadow be in two hours? Make a prediction.
Take home, write notes.
Take Home Petri Dish Experiment
Class Discussion:
What is a control group?
What is a variable?
You decide: what will be your variable?
No sun? Coffee? Soda?
Take home:
Two petri dishes
two absorbent cloths
10 radish seeds
Fruit Life Cycle
What is the life cycle of a fruiting plant?
What do you notice?
If we had to label the parts, what would we say?
Tostada/Taco Party Preparation
What do we have to harvest next week?
Write your name down with what you can bring.
Garden Time!
Bring
journal
ruler
writing utensil
water bottle
Objectives: Measure plants,
observe weather, observe plants, moisture check and water, graph data.
Week Seven Agenda
Inside:
Discuss mini-greenhouse
Seed Experiment: discussion
Graphing
Outside: observation journal, measurement
Harvest
Celebrate!
Seed Experiment
What did you notice?
What were your variables?
Discuss your findings
Graphing
What information is being shown?
How might this information benefit someone else?
In which other ways can we graph the same information?
Garden Time!
Bring
journal
ruler
writing utensil
water bottle
Objectives: Measure plants,
observe weather, observe plants, moisture check and water, graph data.
Harvest, wash what you harvested, wash your hands, party!
Take any remaining plants home, plant and water.
Assessments
Week 1: Explain area and perimeter. Explain qualitative vs. quantitative. | Week 2: Explain germination. Convert between the imperial and metric system | Week 3 Explain surface area. Explain why plants might have a large root system.: | Week 4: A written diary from the perspective of a seed. Explain photosynthesis. |
Week 5: Explain living vs. non-living. Explain and give examples of decomposition. | Week 6: What is a control group? What is a variable? Sequence the fruit life cycle. Create a tool which can track data from the sun. | Week 7: Culminating experience. What did you learn? Graphing data over time, look at cm vs. inches. Which is easier to work with?. | |
Differentiation
You should make a journal as well, this will help with any students who may miss a session, need additional time, or if you would like this for the following years.
Students can pair up with complimentary partners.
Remediation
Extension/Enrichment
Students can find the average growth with this chart, or finding the median and mode of the plants/sprouts.
Have students document findings using fractions and/or decimals
Students can document growth using additional graphs/charts.
Have students notice the animals and insects around.
What plants are beneficial to be around each other?
Get a microscope and look at the cell of a leaf from fall, winter, spring and summer. Ask students to identify the similarities and differences.
Differentiation
You should make a journal as well, this will help with any students who may miss a session, need additional time, or if you would like this for the following years.
Students can pair up with complimentary partners.
Remediation
Extension/Enrichment
Purchase those same fruits and/or vegetables, spices, etc. and have students compare and contrast the taste, look, price, etc. of what was grown and harvested versus what was purchased from the store.
Templates:
Table of Contents and Concept Clavis
Week Two Germination Observation
Weather, Soil, and Plant Observations
Feel free to use this permission slip, make sure to make a copy for yourself.