Garden Academic Connections
KINDERGARTEN
FIRST GRADE
Use observations to describe patterns of what plants and animals
(including humans) need to survive. K-LS1-1
Communicate solutions that will reduce the impact of humans on the
land, water, air, and/or other living things in the local environment. K-ESS3-3
Use materials to design a solution to a human problem by mimicking
how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 1-LS3-1
What is our community like? n How is our life different from those who lived in the past, and how is it the same?
SECOND GRADE
Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-1
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 2-LS2-2
Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-1
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Classify various foods into appropriate food groups. 1.2.N Identify the number of servings of food from each food group that a child needs daily. 1.3.N Discuss the benefits of eating a nutritious breakfast every day. 1.4.N List the benefits of healthy eating (including beverages and snacks).
n Why do people move? n How can we best describe California?
THIRD GRADE
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-3
Develop models to describe that organisms have unique and diverse
life cycles but all have in common birth, growth, reproduction, and
death. 3-LS1-1
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS3-1
Why did people settle in California? n Who were the first people in my community? n Why did people move to my community? n How has my community changed over time?
How can I help my community?
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Identify and define key nutrients and their functions. 1.2.N State the recommended number of servings and serving sizes for different food groups. 1.3.N Describe the relationship between food intake, physical activity, and good health.
Why did different groups of immigrants decide to move to California? n What were their experiences like when they settled in California?
FOURTH GRADE
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction. 4-LS1-1
In fourth grade students learn about plant and animal structures which function to promote survival, growth, and reproduction 4-LS1-1. For example students grow pineapple and compare the spines on the pineapple to those of a porcupine. They study the parts of a plant and what they do for the plant. In studying parts of the plants they collect plants from the garden discuss what parts are edible and eat them. They dissect a flower, examine the parts of a flower that become fruit and seeds, addition How do natural resources, climate, and landforms affect how plants, animals, and people live?
Native american plants, native plants, native to California plants
Plants and animals interact, eg pineapple, porcupine, parts, spines
Parts of a plant (song-roots, stems leaves, flowers, fruits, and seeds)
Lotusland: photosynthesis
Grow a salad
Producers, consumers, decomposers
FIFTH GRADE
Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-LS2-1
Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. 5-PS3-1
Make observations and measurements to identify materials based on their properties. 5-PS1-3
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Describe the food groups, including recommended portions to eat from each food group. 1.2.N Identify key components of the “Nutrition Facts” labels. 1.3.N Explain the relationship between the intake of nutrients and metabolism. 1.4.N Explain why some food groups have a greater number of recommended portions than other food groups.
How did the different regions of the area that would become the United States affect the economy, politics, and social organization of the nation?
In fifth grade students learn about plant photosynthesis and respiration 5-LS1-1, cycles of matter (such as Nitrogen and Carbon) 5-LS2-1 and energy through the environment 5-LS2-1 and about the properties of matter and their uses 5-PS1-
3. Fifth graders also learn about Nutrition and host a Food Day celebration for the school. Currently students experiment with leaf starch production in geraniums and respiration in aquatic elodea. They also test various food substances for the presence of macro and micronutrients. We would like to add investigations involving soil testing and the effects of varying amounts of NPK on plant growth. We will be acquiring soil-testing kits and devoting a garden bed to experimentation. These investigations will help students develop a deeper understanding about the properties of matter, specifically Nitrogen, Phosphorous, and Potassium and how this matter cycles through the environment. ]
SIXTH GRADE
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. MS-LS1-1
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and
out of organisms. MS-LS1-6
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-3How did the environment influence human migration, ancient ways of life, and the development of socieries.
In sixth grade students continue their studies of photosynthesis and its role in the cycling of energy and matter in ecosystems These studies include investigating that plants are made of cells and different cells may do different jobs. MS-LS1-1 Students use microscopes to examine prepared slides to view plant cells. They learn about the role of chloroplasts in photosynthesis. They also begin learning about genetic inheritance including the structure of DNA and the role Nitrogen plays in that molecule. We would like to add an investigation in which students grow spinach under varying Nitrogen levels, then collect leaves, extract the chlorophyll and notice the difference in chlorophyll production using blacklights. Students in sixth grade also learn about climate and its affect on cultures around the world. (How did the environment influence human migration, ancient ways of life, and the development of societies?) Investigating the role of phosphorous and potassium in helping provide crop resistance to drought and temperature extremes, along with the availability of these elements in different environments would help promote understanding between the relationship of climate, environment, food, and culture.
- Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-ESS3-1
- Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Name a variety of healthy foods and explain why they are necessary for good health. 1.2.N Identify a variety of healthy snacks. 1.3.N Describe the benefits of being physically active. 1.4.N Recognize the importance of a healthy breakfast.
- How are our lives different from those who lived in the past? How are they the same? n What is our neighborhood like?
FIRST GRADE
Use observations to describe patterns of what plants and animals
(including humans) need to survive. K-LS1-1
Communicate solutions that will reduce the impact of humans on the
land, water, air, and/or other living things in the local environment. K-ESS3-3
Use materials to design a solution to a human problem by mimicking
how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 1-LS3-1
What is our community like? n How is our life different from those who lived in the past, and how is it the same?
SECOND GRADE
Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-1
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 2-LS2-2
Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-1
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Classify various foods into appropriate food groups. 1.2.N Identify the number of servings of food from each food group that a child needs daily. 1.3.N Discuss the benefits of eating a nutritious breakfast every day. 1.4.N List the benefits of healthy eating (including beverages and snacks).
n Why do people move? n How can we best describe California?
THIRD GRADE
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-3
Develop models to describe that organisms have unique and diverse
life cycles but all have in common birth, growth, reproduction, and
death. 3-LS1-1
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS3-1
Why did people settle in California? n Who were the first people in my community? n Why did people move to my community? n How has my community changed over time?
How can I help my community?
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Identify and define key nutrients and their functions. 1.2.N State the recommended number of servings and serving sizes for different food groups. 1.3.N Describe the relationship between food intake, physical activity, and good health.
Why did different groups of immigrants decide to move to California? n What were their experiences like when they settled in California?
FOURTH GRADE
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction. 4-LS1-1
In fourth grade students learn about plant and animal structures which function to promote survival, growth, and reproduction 4-LS1-1. For example students grow pineapple and compare the spines on the pineapple to those of a porcupine. They study the parts of a plant and what they do for the plant. In studying parts of the plants they collect plants from the garden discuss what parts are edible and eat them. They dissect a flower, examine the parts of a flower that become fruit and seeds, addition How do natural resources, climate, and landforms affect how plants, animals, and people live?
Native american plants, native plants, native to California plants
Plants and animals interact, eg pineapple, porcupine, parts, spines
Parts of a plant (song-roots, stems leaves, flowers, fruits, and seeds)
Lotusland: photosynthesis
Grow a salad
Producers, consumers, decomposers
FIFTH GRADE
Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-LS2-1
Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. 5-PS3-1
Make observations and measurements to identify materials based on their properties. 5-PS1-3
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Describe the food groups, including recommended portions to eat from each food group. 1.2.N Identify key components of the “Nutrition Facts” labels. 1.3.N Explain the relationship between the intake of nutrients and metabolism. 1.4.N Explain why some food groups have a greater number of recommended portions than other food groups.
How did the different regions of the area that would become the United States affect the economy, politics, and social organization of the nation?
In fifth grade students learn about plant photosynthesis and respiration 5-LS1-1, cycles of matter (such as Nitrogen and Carbon) 5-LS2-1 and energy through the environment 5-LS2-1 and about the properties of matter and their uses 5-PS1-
3. Fifth graders also learn about Nutrition and host a Food Day celebration for the school. Currently students experiment with leaf starch production in geraniums and respiration in aquatic elodea. They also test various food substances for the presence of macro and micronutrients. We would like to add investigations involving soil testing and the effects of varying amounts of NPK on plant growth. We will be acquiring soil-testing kits and devoting a garden bed to experimentation. These investigations will help students develop a deeper understanding about the properties of matter, specifically Nitrogen, Phosphorous, and Potassium and how this matter cycles through the environment. ]
SIXTH GRADE
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. MS-LS1-1
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and
out of organisms. MS-LS1-6
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-3How did the environment influence human migration, ancient ways of life, and the development of socieries.
In sixth grade students continue their studies of photosynthesis and its role in the cycling of energy and matter in ecosystems These studies include investigating that plants are made of cells and different cells may do different jobs. MS-LS1-1 Students use microscopes to examine prepared slides to view plant cells. They learn about the role of chloroplasts in photosynthesis. They also begin learning about genetic inheritance including the structure of DNA and the role Nitrogen plays in that molecule. We would like to add an investigation in which students grow spinach under varying Nitrogen levels, then collect leaves, extract the chlorophyll and notice the difference in chlorophyll production using blacklights. Students in sixth grade also learn about climate and its affect on cultures around the world. (How did the environment influence human migration, ancient ways of life, and the development of societies?) Investigating the role of phosphorous and potassium in helping provide crop resistance to drought and temperature extremes, along with the availability of these elements in different environments would help promote understanding between the relationship of climate, environment, food, and culture.
Gardening: Lessons and Resources
Plant Cool Season Vegetables in September by The Noozhawk
Garden Detective Activities and Lessons by USDA Appendix C gives advice about what to plant and when
Garden and Nutrition Lessons from KidsGardening.org
School Gardening Resources by lifelab.org
Garden Detective Activities and Lessons by USDA Appendix C gives advice about what to plant and when
Garden and Nutrition Lessons from KidsGardening.org
School Gardening Resources by lifelab.org