Professional Documents
Culture Documents
Founder/Director
The Rock n Renew Foundation
September 21, 2012
(808)315-5400
jonny@rocknrenew.com
12 W. 22nd St.
Bayonne, NJ
07002
School
gardens
are
sprouting
up
all
over
the
United
States
and
other
countries!
This
international
interest
in
school
gardens
is
refocusing
education
philosophy
on
an
activity
that
has
engaged
children
since
time
immemorial.
Rock
n
Renew
advocates
the
use
of
plant-based
learning
across
the
curriculum.
Training
teachers
to
incorporate
the
use
of
outdoor
gardens,
natural
settings
and
plant
activities
in
their
classroom
lessons
achieve
this
goal.
Our
goal
is
to
help
make
plant-based
learning
a
part
of
every
students
education.
1. Goals
The
goals
and
objectives
of
Rock
'n
Renew's
school
gardening
efforts
are
to
help
schools
establish
and
develop
the
following:
a
site
leadership
team
a
working
garden
for
use
as
a
living
laboratory
to
support
teaching
and
learning
a
well-trained
teaching
faculty
a
network
of
school
garden
projects
in
the
city/surrounding
region
to
provide
ongoing
support
a
network
of
parents
who
actively
participate
in
garden
activities
a
student
body
engaging
in
active
discovery
through
interdisciplinary
learning
Rock
n
Renews
garden
programs
focus
on:
Restoring
the
local
ecosystem+
Restoring
the
local
food
system
4. Training
Teacher
training
is
integral
to
the
school
garden
becoming
part
of
the
school's
culture
and
attendance
at
several
teacher
workshops
is
recommended
as
a
supplement
to
the
garden
planning
process.
Supplemental
training
sessions
serve
to
introduce
the
curricular
connections
to
the
garden
and
illustrate
how
to
weave
garden-based
activities
into
existing
curricula.
Rock
n
Renews
staff
can
help
teachers
determine
how
to
modify
activities
to
fit
into
or
replace
their
current
lesson
plan.
Ideas
for
particular
disciplines,
such
as
math,
reading,
language
arts,
science,
art,
etc
are
presented
below.
Rock
n
Renew
board
member,
Dr.
Koh
Ming
Wei
just
completed
her
doctoral
thesis
entitled,
Farm
as
School,
Food
as
Medicine:
The
effects
of
an
interdisciplinary,
standards
based
school
garden
curriculum
on
students.
There
has
not
been
a
lot
of
research
done
on
the
effects
of
a
school
garden
programming
on
a
students
overall
performance
and
achievement.
Dr.
Wei
spent
3
years
doing
extensive
research
on
this
subject,
and
Rock
n
Renew
has
been
l
part
of
the
research
and
development
as
we
have
built
and
developed
over
200
school
gardens
in
the
past
6
years.
Dr.
Wei
is
currently
the
Director
of
Sustainability
Curriculum
Development
at
Hawaii
Preparatory
Academy
on
The
Big
Island
of
Hawaii
and
throughout
the
2012/2013
school
year,
Rock
n
Renew
will
arrange
for
a
series
of
Skype/iChat
video
conferences
between
Dr.
Wei
and
the
schools
that
Rock
n
Renew
works
with.
Dr.
Wei
will
also
spend
a
week
on
the
East
coast
working
with
several
of
RnRs
partners
schools
to
help
refine
the
sustainability
and
school
garden
programming.
As
a
partner
with
Rock
n
Renew,
Rye
Country
Day
School
teachers
and
students
will
also
have
the
opportunity
to
work
on
collaborative
projects
with
students
and
teachers
across
the
U.S.
Neighborhood
context
Determine
how
the
property
relates
to
the
surrounding
neighborhood.
Go
out
and
do
a
walking
survey,
really
look
around
the
neighborhood
and
see
what
is
going
on,
even
at
various
times
of
day.
Ask
yourself:
Whats
next
to
the
property
on
each
side
and
what
goes
on
there?
Are
there
certain
traffic
patterns,
either
from
cars
or
from
people
walking?
What
do
you
need
to
consider
about
the
landscapes
of
the
adjacent
properties?
Are
they
all
very
tidy
and
neat
or
are
some
unkempt
and
in
need
of
attention?
Are
there
businesses
or
neighbors
who
will
have
a
view
into
your
garden
or
you
into
their
property?
Are
there
views
you
want
to
screen?
Think
about
the
neighbors
perspective:
Are
there
areas
that
should
be
screened
to
give
neighbors
better
privacy
or
screened
for
noise?
Draw
the
features
of
the
adjacent
properties
on
your
base
map
and
be
sure
to
note
any
views
to
emphasize
or
screen.
Light
Determine
the
light
conditions
of
the
space.
Observe
the
light
at
various
times
of
day.
Typically
full
sun
is
>
6
hours
per
day,
shade
is
<
2-3
hours,
and
part
shade
is
in
between
but
the
intensity
and
seasonality
factors
should
be
considered
as
well.
Ask
yourself:
Does
the
site
have
full
sun,
partial
sun,
or
shady
conditions?
Do
these
light
conditions
exist
based
on
seasonal
or
year-round
shade
due
to
buildings/evergreens?
Is
there
shade
in
the
morning
but
full
sun
in
the
afternoon?
Is
the
light
filtered
through
the
canopy
of
a
tree
overhead?
Tip:
Afternoon
light
and
southern
or
western
exposures
tend
to
make
the
light
more
intense,
so
even
if
shorter
in
duration,
it
may
still
be
considered
full
sun.
Tip:
Explore
how
the
sun
moves
from
east
to
west
and
how
the
time
of
day
or
the
angle
of
the
sun
affects
the
intensity
of
the
light.
This
is
a
great
way
to
link
the
study
of
the
earths
rotation
in
relation
to
the
sun
to
a
practical
application;
that
is,
looking
at
the
amount
of
sun
your
garden
will
receive
at
different
times
of
the
year.
Soil
Determine
the
type
of
soil.
Get
to
know
your
soil
by
taking
a
small
handful
and
squeezing
the
soil
between
your
fingers.
Ask
yourself:
Does
it
feel
gritty?
This
indicates
sand.
Does
it
feel
smooth
like
clay?
This
indicates
a
high
clay
content.
Does
it
feel
somewhere
in
between
gritty
and
smooth,
with
a
crumbly
texture?
This
indicates
a
loam
soil
that
contains
a
balanced
mix
of
the
sand,
silt,
and
clay
particles.
Do
you
see
little
pieces
of
leaves
and
bark?
Is
there
a
clean,
earthy
smell
to
the
soil?
This
indicates
a
good
amount
of
organic
material,
also
called
humus.
Tip:
Soil
may
be
different
in
different
areas
of
your
site,
so
sample
it
in
several
spots.
Soil
is
composed
of
mineral
and
organic
components
as
well
as
air
spaces.
The
mineral
particles
may
be
sand,
silt,
or
clay,
with
sand
being
the
largest
particle
and
clay
being
the
smallest.
All
soils
are
some
combination
of
these
three
(3)
particles.
The
organic
component
refers
to
the
bits
of
decomposing
plant
material
in
the
soil;
this
is
a
healthy
aspect
to
the
soil
as
it
provides
nutrients
and
improves
drainage.
Drainage
Determine
where
your
water
will
drain.
Surface
and
internal
are
the
two
main
types
of
drainage.
Surface
drainage
has
to
do
with
the
way
water
runs
across
the
site.
Internal
drainage
is
the
way
water
runs
through
the
soil.
The
best
way
to
analyze
surface
drainage
is
simply
to
observe
the
water
and
where
it
goes
during
a
rainstorm.
There
may
be
soil
channels
in
the
ground
where
erosion
has
occurred,
and
you
(and
your
students)
will
probably
have
a
good
idea
of
where
it
puddles
when
it
rains.
Draw
the
drainage
patterns
on
your
base
map.
Existing
features
Determine
the
buildings,
sidewalks,
trees,
shrubs,
manholes,
fences,
light
poles,
utility
boxes,
playground
equipment,
and
anything
else
that
is
a
permanent
feature
on
your
site.
Measure
these
items
from
a
known
location,
like
the
building
or
property
corner
and
draw
them
onto
your
base
map
in
scale.
Label
all
the
features
and
make
notes
about
the
conditions;
if
a
sidewalk
is
broken
and
needs
repair,
state
that
on
your
base
map.
Do
it
democratically!
In
addition
to
team
members,
invite
other
faculty,
student
representatives,
a
few
interested
parents,
and
active
community
members
as
appropriate
so
that
everyone
who
is
impacted
by
the
garden
has
a
voice
in
the
planning
process.
Including
a
range
of
perspectives
will
result
in
a
greater
depth
of
information
and
will
generate
good
will
as
well
as
increased
support
and
participation
in
the
entire
school
community.
Scheduling
Schedule
the
Vision
Meeting
at
a
time
when
most
participants
can
attend,
ideally
setting
aside
at
least
90
minutes
for
the
exercise.
Roles
Assign
one
team
member
to
act
as
a
facilitator.
Another
garden
team
member
should
take
notes
and
be
prepared
to
transcribe
them
so
that
no
valuable
ideas
are
lost.
A
third
team
member
should
keep
track
of
the
groups
comments
on
chart
paper,
chalkboard,
or
another
large
writing
surface,
so
that
all
can
see
and
react
to
the
input.
Tip:
As
the
team
considers
different
possibilities,
they
can
begin
to
identify
teaching
goals
for
their
garden.
These
can
be
compiled
on
a
separate
list,
which
the
school
garden
team
will
further
refine
into
a
formal
garden
mission
statement
as
the
process
moves
forward.
The
resulting
list
of
educational
goals
will
guide
curricular
activities
and
teacher
training
sessions,
and
ultimately
connect
classroom
lessons
with
the
garden.
Go
Team
Go!
Responsibility
for
the
school
gardens
continued
success
and
sustainability
ultimately
rests
under
the
leadership
of
the
school
garden
team.
The
school
may
face
some
challenges
in
keeping
the
garden
growing
strong
on
all
fronts,
but
these
issues
can
be
overcome.
The
team
might
be
challenged
but
remember
that
its
the
team
members
abilities
to
take
leadership
roles
and
apply
what
they
gain
from
teacher
trainings
and
their
relationship
with
the
collaboration
that
will
affect
the
long-term
outcome
of
the
garden.
PRIMARY
SCHOOL
NATIONAL
STANDARDS
Kindergarten
Content
Standard:
Observe,
investigate,
describe
and
classify
living
things;
explain
life
cycles,
diversity,
adaptations,
structure
and
function
of
cells
and
systems
reproduction,
heredity,
interdependence,
behavior,
flow
of
energy
and
matter
and
changes
over
time.
Performance
Standards:
The
student
uses
senses
to
observe
characteristics
of
organisms
using
hand
lenses
when
appropriate
(earthworms,
insects,
flowers,
vegetables,
seeds,
etc.).
Describes
similarities
and
differences
between
organisms
(verbal
descriptions,
drawings
and
dictated
findings).
Can
sort
and
classifies
seeds,
contributes
to
a
picture
graph.
Describes
similarities
and
differences
between
organisms;
(verbal
descriptions,
drawings,
dictated
findings).
Observes
various
classroom
plants
and
classroom
animals,
contributes
daily
to
needs,
describes
basic
needs
and
how
to
keep
them
healthy.
Observes
and
describes
organisms
in
their
environments;
(habitats
on
school
grounds,
trees,
under
rocks,
puddles,
aquaria,
etc.).
Observes
organisms
in
their
environments;
(distinguishes
living
and
non-living
things;
describes
different
organisms
and
what
they
eat,
etc.).
Draws
and
decides
on
a
rule
to
sort
organisms
observed.
Sorts
and
tallies
pictures
of
organisms
observed.
Essential
Knowledge
and
Skills:
The
student
uses
senses
to
find
out
about
surroundings
and
her/himself.
Explains
how
different
senses
give
different
information.
Chooses
magnifiers
to
help
see
things
that
could
not
be
seen
without
them.
The
student
cares
for
organisms
in
order
to
understand
that
most
living
things
need
water,
food
and
air.
Technology
Integration:
The
student
uses
tools
such
as
magnifiers,
thermometers
and
microscopes
to
examine
organisms.
Grade
1
Content
Standard:
Observe,
investigate,
describe
and
classify
living
things;
explain
life
cycles,
diversity,
adaptations,
structure
and
function
of
cells
and
systems,
reproduction,
heredity,
interdependence,
behavior,
flow
of
energy
and
matter
and
changes
over
time.
Performance
Standards:
The
student
observes
and
describes
differences
and
a
variety
of
different
types
of
similarities
in
basic
characteristics
and
behavior
of
organisms.
Investigates
and
describes
the
relationship
between
structure
and
function
within
organisms
(e.g.,
wings
and
flight;
roots,
stems,
seeds,
leaves
of
plants
and
their
roles
in
meeting
basic
needs).
Grows
a
colony
of
earthworms
in
the
classroom.
Examines,
with
the
use
of
hand
lens
when
necessary,
the
different
individuals
in
the
populations
and
writes
or
uses
pictures
to
show
the
similarities
and
differences
between
them.
Grows
a
plant
from
a
bulb
and
describes
similarities
and
differences
between
this
plant
and
those
of
the
other
students.
Writes
or
uses
pictures
to
compare
the
plant
to
any
other
plant
in
their
neighborhood.
Compares
and
describes
the
behavior
of
living
things
in
relation
to
the
nature
of
their
environments
(e.g.,
plants
and
animals
in
a
terrarium
and
in
an
aquarium).
Observes
and
cares
for
classroom
animals
and
plants
and
explains
the
similarities
and
differences
in
their
requirements.
Distinguishes
real
from
fanciful
attributes
given
to
plants
and
animals
in
stories,
movies,
poems,
CD-ROMs,
etc.
Essential
Knowledge
and
Skills:
The
student
chooses
magnifiers
to
help
see
things
they
could
not
see
without
them.
Cares
for
organisms
and
concludes
that
plants
and
animals
both
need
to
take
in
water,
and
animals
need
to
take
in
food.
In
addition,
plants
need
light.
Investigates
organisms
to
know
that
different
plants
and
animals
have
external
features
that
help
them
thrive
in
different
kinds
of
places.
Explains
differences
in
stories
that
sometimes
give
plants
and
animals
attributes
they
really
do
not
have.
Technology
Integration:
The
student
uses
tools
such
as
computers,
clocks,
hand
lenses,
thermometers,
and
balances
to
collect
information.
Uses
word
processing
programs
to
write
about
organisms.
Grade
2
Content
Standard:
Observe,
investigate,
describe
and
explain
the
properties,
structure,
and
origin
of
the
earth
system,
the
solar
system
and
the
universe.
Observe,
investigate,
describe
and
explain
changes
in
the
earth
and
sky
with
time,
energy
in
the
earth
system
and
geochemical
cycles.
Performance
Standards:
The
student
observes,
describes,
and
compares
physical
properties
of
soil,
water
retention,
layer
formation,
and
decomposition
of
materials.
Observes
erosion
on
school
ground
or
in
the
neighborhood.
Compares
three
different
types
of
soil
to
describe
observable
properties
and
investigates
effect
of
each
on
plant
growth.
Collects,
organizes,
and
analyzes
patterns
in
data
to
infer
the
effect
of
different
types
of
soil
on
plant
growth.
Constructs
histograms,
stem-and-
leaf
plots
and
box
plots
of
the
seeds
growth
planted
in
different
soils.
Constructs
and
explains
time
series
plots
of
root
growth
in
different
soils.
Investigates
how
water
moves
through
different
earth
materials.
Essential
Knowledge
and
Skill:
The
student
conducts
investigations
to
know
that
soil
is
made
partly
from
weathered
rock,
partly
from
plant
remains
and
also
contains
many
organisms.
Technology
Integration:
The
student
uses
tools
such
as
computers,
clocks,
hand
lenses,
thermometers
and
balances
to
collect
information
about
the
weather.
Grade
3
Content
Standard:
Observe
investigate,
describe
and
classify
living
things;
explain
life
cycles,
diversity,
adaptations,
structure
and
function
of
cells
and
systems,
reproduction,
heredity,
interdependence,
behavior,
flow
of
energy
and
matter
and
changes
over
time.
Performance
Standards:
The
student
creates
an
artificial
habitat
using
plants
and
animals
together.
Identifies
food
sources
for
different
organisms
based
on
observation
of
the
habitat
and
creates
food
webs
based
on
observations
(fish,
crabs,
fruit
flies,
plants).
Explains
the
role
of
each
organism
in
the
food
chain.
Observes
and
records
effects
of
changes
on
the
created
habitat
(e.g.,
changes
in
light,
temperature,
water,
population).
Grows,
observes,
and
completes
the
life
cycle
of
a
plant
including
pollination
and
collection
of
seeds
for
the
next
generation.
Measures
and
makes
drawings
of
observations
of
the
growth
of
a
plant.
Collects
and
describes
evidence
to
explain
effects
of
temperature,
light,
and
water
on
the
life
cycle,
dispersal
methods,
traits,
and
variation
in
plants.
Investigates
and
describes
the
parts
of
plants;
explains
and
predicts
the
functions
of
different
parts
of
a
plant.
Essential
Knowledge
and
Skills:
The
student
collects
evidence
from
selected
habitats
to
know
that
changes
in
an
organisms
habitat
are
sometimes
beneficial
to
it
and
sometimes
harmful.
Infers
that
for
any
particular
environment,
some
kinds
of
plants
and
animals
survive
well,
some
survive
less
well
and
some
cannot
survive
at
all.
Concludes
that
insects
and
various
other
organisms
depend
on
dead
plant
and
animal
material
for
food.
Reasons
that
almost
all
kinds
of
animals
food
can
be
traced
back
to
plants.
Produces
evidence
to
explain
that
some
source
of
energy
is
needed
for
all
organisms
to
stay
alive
and
grow.
Investigates
organisms
to
know
that
they
interact
with
one
another
in
various
ways
besides
providing
food.
Concludes
that
many
plants
depend
on
animals
for
carrying
their
pollen
to
their
plants
or
dispersing
their
seeds.
Technology
Integration:
The
student
uses
tools
including
hand
lenses,
clocks,
thermometers,
balances,
computers,
rulers,
meter
sticks,
measuring
cups,
calculators,
micro-
scopes,
cameras,
safety
goggles
and
sound
recorders
to
collect
and
analyze
information.
Uses
educational
software,
drawing
and
writing
tools
to
gather
information
about
the
life
cycles
of
several
plants
in
different
environments
and
produces
a
report
showing
the
role
of
animals
in
pollination
and/or
seed
dispersal
of
three
plants.
Grade
4
Content
Standard:
Observe,
investigate,
describe
and
classify
living
things;
explain
life
cycles,
diversity,
adaptations,
structure
and
function
of
cells
and
systems,
reproduction,
heredity,
interdependence,
behavior,
flow
of
energy
and
matter,
and
changes
over
time.
Performance
Standards:
The
student
observes
and
groups
organisms
or
specimens
to
identify
similarities
and
differences
among
them
(live
specimens
as
well
as
videos,
and
pictorial
representation
of
animals,
plants,
fungi,
singe-celled
organisms,
bacteria).
Constructs
a
large
or
small-scale
compost
pile
in
the
fall
and
records
changes
in
decaying
material
over
time.
Explains
reasons
that
these
changes
are
taking
place
(compost
pile
can
be
indoors
or
outdoors
and
product
can
be
used
for
spring
planting).
Uses
and
explains
data
collected
for
a
back-to-back
histogram,
parallel
box
plot
or
time
series
plot
to
compare
pollution
on
plant
growth.
Uses
stereomicroscope
to
examine
the
organism
in
compost
tea
at
monthly
intervals.
Draws
representative
organisms
and
explains
why
there
are
changes
in
the
types
of
organisms
present
at
different
times.
Essential
Knowledge
and
Skills:
The
student
observes
that
organisms
interact
with
one
another
in
various
ways
besides
providing
food.
Investigates
ways
that
many
plants
depend
on
animals
for
carrying
their
pollen
to
their
plants
or
dispersing
their
seeds.
Conducts
a
long-term
investigation
to
know
in
any
particular
environment,
some
kinds
of
plants
and
animals
survive
well,
some
survive
less
well,
and
some
cannot
survive
at
all.
Deduces
that
over
the
whole
earth,
organisms
are
growing,
dying
and
decaying
and
the
old
ones
are
producing
new
organisms.
Observes
and
describes
how
organisms
interact
with
one
another
in
various
ways
besides
providing
food.
Observes
that
many
plants
depend
on
animals
for
carrying
their
pollen
to
their
plants
or
dispersing
their
seeds.
Technology
Integration:
The
student
uses
measuring
tools
to
collect
accurate
data
for
comparing
objects
and
events
for
designing
and
constructing
things.
Uses
communication
and
word
processing
software
to
construct
journal
entries
and
scientific
reports
of
related
narratives.
Grade
5
Content
Standard:
Observe,
investigate,
describe
and
classify
living
things;
explain
life
cycles,
diversity,
adaptation,
structure
and
function
of
cells
and
systems
reproduction,
heredity,
interdependence,
behavior,
flow
of
energy
and
matter
and
changes
over
time.
Performance
Standards:
The
student
compares
fossil
plants
and
animals
in
the
classroom,
field,
or
museum.
Prepares
comparative
charts,
tables,
descriptions,
etc.,
to
show
similarities
and
differences
with
existing
organisms.
Essential
Knowledge
and
Skills:
The
student
examines
environments
to
know
for
any
particular
environment,
some
kinds
of
plants
and
animals
survive
well,
some
survive
less
well,
and
some
cannot
survive
at
all.
Gives
examples
of
how
some
source
of
energy
is
needed
for
all
organisms
to
stay
alive
and
grow.
Examines
various
fossils
to
know
they
can
be
compared
to
one
another
and
to
living
organisms
according
to
their
similarities
and
differences.
Some
organisms
that
lived
long
ago
are
similar
to
existing
organisms,
but
some
are
quite
different.
Technology
Integration:
The
student
uses
a
variety
of
tools
to
collect
and
analyze
data
such
as
the
computer,
calculators,
microscopes,
cameras,
hand
lenses,
thermometers,
compasses,
balances,
hot
plates,
meter
sticks,
sound
recordings,
and
safety
apparatus.
Uses
multiple
sources
of
information
such
as
the
Internet,
print,
instructional
TV
and
databases.
Grade
6
Content
Standard:
Observe
investigate,
describe
and
explain
the
properties,
structure,
and
origin
of
the
earth
system,
the
solar
system
and
the
universe.
Observe,
investigate,
describe
and
explain
changes
in
the
earth
and
sky
with
time,
energy
in
the
earth
system
and
geochemical
cycles.
Performance
Standards:
The
student
observes,
records,
and
describes
patterns
of
changing
weather
and
how
they
are
measured.
Designs
and
carries
out
a
study
to
compare
the
composition
of
soils
sampled
form
three
different
locations
in
the
area.
Essential
Knowledge
and
Skills:
The
student
performs
experiments
to
know
although
weathered
rock
is
the
basic
component
of
soil,
the
composition
and
texture
of
soil
and
its
fertility
and
resistance
to
erosion
are
greatly
influenced
by
plant
roots
and
debris,
bacteria,
fungi,
worms,
insects,
rodents,
and
other
organisms.
Technology
Integration:
The
student
operates
a
weather
station
and
makes
daily
measurements
of
temperature,
pressure,
humidity,
wind
direction,
and
rainfall.
Maintains
graphs
of
these
data
and
compare
with
daily
weather
maps
as
well
as
radar
maps
of
cloud
cover.
Identifies
the
types
of
clouds
(cumulus,
cirrus,
stratus,
and
numbus)
and
makes
weather
predictions.
Uses
communication
and
word
processing
software
to
construct
journal
entries
and
scientific
reports
or
related
narratives.
Grade
7
Content
Standard:
Observe,
investigate,
describe
and
classify
living
things;
explain
life
cycles,
diversity,
adaptations,
structure
and
function
of
cells
and
systems
reproduction
heredity,
interdependence,
behavior,
flow
of
energy
and
matter
and
changes
over
time.
Performance
Standards:
The
student
designs
and
conducts
at
least
one
experiment
to
show
the
influence
of
the
physical
environment
on
the
survival
of
primary
producer.
Describes
what
the
ecosystem
would
be
like
in
the
absence
of
decomposers.
Selects
one
species
of
plant
and
one
species
of
animal
in
studied
ecosystem.
Justifies
why
each
can
be
considered
a
species.
Selects
a
group
of
animals
or
plants
in
the
studied
ecosystem
and
devises
a
key
based
on
external
features,
which
may
be
used
to
distinguish
one
species
from
another.
Designs
a
simulation
of
how
the
characteristics
of
one
species
might
change
with
successive
generations
if
one
of
the
physical
conditions
in
the
ecosystem
were
gradually
changing.
For
example,
the
average
annual
rainfall
might
increase
or
the
average
temperature
might
decrease.
Essential
Knowledge
and
Skills:
The
student
examines
energy
inter-relationships
to
know
that
food
provides
the
molecules
that
serve
as
the
fuel
and
the
building
material
for
all
organisms.
Plants
use
the
energy
from
light
to
make
sugars
from
carbon
dioxide
and
water.
This
food
can
be
used
immediately
or
stored
for
later
use.
Organisms
that
eat
plants
break
down
the
plant
structures
to
produce
the
materials
and
energy
they
need
to
survive
before
other
organisms
consume
them.
Observes
an
ecosystem
to
understand
that
two
types
of
organisms
may
interact
with
one
another
in
several
ways:
They
may
be
in
a
producer/consumer,
predator/prey,
or
parasite/host
relationship.
Or
one
organism
may
scavenge
or
decompose
another.
Relationships
may
be
competitive
or
mutually
beneficial.
Some
species
have
become
so
adapted
to
each
other
that
neither
could
survive
without
the
other.
Examines
an
ecosystem
in
detail
to
know
that
over
a
long
time,
matter
is
transferred
from
one
organism
to
another
repeatedly
and
between
organisms
and
their
physical
environment.
As
in
all
material
systems,
the
total
amount
of
matter
remains
constant,
even
though
its
form
and
location
change.
Describes
how
energy
can
change
from
one
form
to
another
in
living
things.
Animals
get
energy
from
oxidizing
their
food,
releasing
some
of
its
energy
as
heat.
Almost
all
food
energy
comes
originally
from
sunlight.
Identifies
in
the
studied
ecosystem
at
least
one
member
of
each
of
the
kingdoms
of
living
things
(plant
animal,
fungus,
protist,
bacteria).
Explains
why
any
of
the
kingdoms
is
under-represented
or
absent.
Grows
a
population
of
one
species
of
fern
from
spores.
Uses
stereomicroscope
to
follow
and
record
the
complete
life
cycle
from
spore
germination,
gametophyte
development,
sexual
reproduction,
embryo
development
and
growth
of
mature
sporophyte.
Collects
data
to
demonstrate
variation
within
the
population.
Explains
how
the
various
stages
of
the
life
cycle
enable
ferns
to
survive
in
the
natural
environment.
Compares
different
reproductive
strategies
to
know
that
in
some
kinds
of
organisms,
all
the
genes
come
from
a
single
parent,
whereas
in
organisms
that
have
sexes,
typically
half
of
the
genes
come
from
each
parent.
Performs
investigations
to
know
that
animals
and
plants
have
a
great
variety
of
body
plans
and
internal
structures
that
contribute
to
their
being
able
to
make
or
find
food
and
reproduce.
Observes
a
wide
range
of
organisms
to
understand
that
one
of
the
most
general
distinctions
among
organisms
is
between
plants,
which
use
sunlight
to
make
their
own
food,
and
animals,
which
consume
energy-rich
roods.
Some
kinds
of
organisms,
many
of
them
microscopic,
cannot
be
neatly
classified
as
either
plant
or
animal.
Technology
Integration:
The
student
uses
measuring
tools
to
collect
accurate
data
for
comparing
objects
and
events
or
for
designing
and
constructing
things.
Uses
communication
and
word
processing
software
to
construct
journal
entries
and
scientific
reports
or
related
narratives.
Grade
8
Investigations
focus
on
Physical
Science
at
this
grade
level.
Use
of
a
school
garden
to
support
science
standards
would
depend
on
the
teachers
application
of
lessons
to
the
garden.
Cross-Discipline
Learning
PRIMARY
SCHOOL
NATIONAL
STANDARDS
Kindergarten
Measuring
the
schoolyard
garden,
both
before
and
after
construction,
with
various
non-standard
units.
Identifying
shapes
in
the
garden.
Recording
the
daily
temperature
on
a
classroom
chart.
Grade
1
Measuring
the
schoolyard
garden
both
before
and
after
construction
with
non-standard
and
standard
units.
Identifying
two
and
three-dimensional
shapes
in
the
garden.
Collecting
data
on
daily
temperature
in
the
garden
and
recording
it
on
a
classroom
chart.
Recognizing
patterns
in
the
garden.
Grade
2
Measuring
the
garden
in
metric
units.
Dividing
garden
beds
to
gain
understanding
of
simple
fractions.
Measuring
the
daily
temperature
and
recording
it.
Identifying
symmetry
and
asymmetry
in
the
garden.
Grade
3
Measuring
the
perimeter
and
area
of
the
garden.
Measuring
temperature
of
air
and
soil
in
the
garden.
Diving
garden
beds
into
fractional
units.
Identifying
geometric
shapes
and
concepts
in
the
garden.
Grade
4
Measuring
the
garden
and
creating
a
map
to
scale.
Identifying
geometric
shapes
and
concepts
in
the
garden.
Using
the
garden
measurements
to
demonstrate
fractions
and
decimals.
Create
a
graph
to
illustrate
data
from
plant
studies,
such
as
a
bar
graph
to
show
the
number
of
seedlings
that
sprout
or
a
line
graph
to
show
the
growth
of
a
plant
over
time.
Grade
5
Measure
perimeter
and
area
of
the
garden
using
metric
units.
Calculate
the
volume
of
soil
in
a
plant
bed.
Create
graphs
to
illustrate
data
from
plant
studies
in
the
garden.
Identify
geometric
shapes
and
concepts
in
the
garden.
Grade
6
Measure
the
garden;
calculate
the
volume
of
soil
in
a
garden
plot.
Observe
a
plant
over
time
and
graph
its
growth
over
time.
Solve
story/word
problems
related
to
the
garden.
Grade
7
Measure
and
calculate
perimeter,
area,
surface
area,
and
volume
of
garden
beds.
Create
graphs
to
show
data
collected
from
experiments
in
the
garden.
Identify
geometric
shapes
and
concepts
in
the
garden.
Grade
8
Perform
experiments
in
the
garden,
collect
numerical
data,
and
create
a
graph.
Identify
geometric
shapes
and
concepts
in
the
garden.
Practice
various
measuring
techniques
in
the
garden.
PRIMARY
SCHOOL
NATIONAL
STANDARDS
Kindergarten
Identifying
garden
plants
that
are
used
or
have
been
used
by
various
cultures.
Relate
folk
tales,
fables,
and
myths
to
the
garden.
While
discussing
family
roles
of
various
cultures,
highlight
agriculture
and/or
gardening
practices.
Grade
1
Relate
legends,
myths,
stories,
and
fables
to
the
garden.
Apply
what
is
learned
about
rules
of
conduct
and
work
to
behavior
in
the
garden.
Relate
study
of
elements
of
culture
to
the
plants
and
activities
in
the
school
garden;
grow
plants
used
by
various
cultures.
Grade
2
Apply
rules
of
conduct,
rights
and
responsibilities
to
behavior
in
the
school
garden
Introduce
botanical/garden/agricultural
details
into
study
of
the
diversity
of
backgrounds
of
Americans;
grow
plants
from
other
cultures
in
your
school
garden.
Use
the
garden
to
illustrate
simple
economic
concepts.
Grade
3
Highlight
gardens,
plants,
agriculture,
and
nature
in
study
of
cultural
diversity.
Grow
plants
from
theses
cultures
in
the
school
garden.
Consider
how
inventions
and
new
developments
in
agriculture
have
influenced
gardening
practices
used
in
the
school
garden.
Grade
4
Use
the
garden
to
illustrate
economic
concepts
such
as
effects
of
supply
and
demand.
Grow
plants
from
Africa
and
Asia.
Grade
5
Discuss
botanical/agricultural
contributions
by
various
cultures
and
grow
some
of
the
plants
discussed.
Grade
6
Use
the
garden
to
illustrate
economic
concepts
such
as
effects
of
supply
and
demand.
Grow
plants
from
Africa
and
Asia.
Grade
7
Investigate
how
agricultural
discoveries
and
inventions
changed
daily
life
and
affect
practices
in
the
school
garden.
Grow
plants
farmed
or
used
by
indigenous
people.
Grade
8
Investigate
plants
used
by
various
Western
Hemisphere
civilizations;
grow
some
examples.
PRIMARY
SCHOOL
NATIONAL
STANDARDS
Kindergarten
Compare
a
simple
map
of
the
garden
to
the
actual
garden.
Create
and
identify
symbols
to
represent
features
on
the
garden
map.
Grade
1
Compare
a
map
of
the
garden
to
the
actual
garden
Use
a
map
legend
to
identify
features
on
the
garden
map.
Observe
the
weather
and
seasons
effect
on
the
garden.
Grade
2
Create
simple
maps
of
the
school
garden.
Collect
data
on
weather
and
seasonal
changes
in
the
garden.
Grade
3
Create
map
of
school
garden
using
relative
locations:
distance,
scale,
and
map
symbols.
Discuss
the
neighborhood
and/or
community
involvement
in
the
school
garden.
Collect
data
on
weather
and
seasonal
changes
in
the
garden.
Grade
4
Create
a
scale
map
of
the
school
garden.
Collect
data
on
weather
and
seasonal
changes
in
the
garden.
Discuss
their
impact
on
the
school
garden.
Use
the
garden
to
describe
interaction
of
climate,
weather,
soil,
and
natural
vegetation.
Grade
5
Highlight
crops
and
other
plants
that
moved
with
human
migrations;
grow
some
examples.
Collect
data
on
weather
and
seasonal
change
in
the
garden;
compare
this
to
historical
patterns.
Grade
6
Highlight
crops
and
other
plants
that
have
influenced
growth
and
decline
of
empires,
political
policy,
and
other
human
activities;
grow
some
examples.
Collect
data
on
weather
and
seasonal
change
in
the
garden;
com-
pare
this
to
historical
patterns.
Grade
7
Highlight
crops
and
other
plants
that
have
human
activities
across
the
globe;
grow
some
examples.
Collect
data
on
weather
and
seasonal
change
in
the
garden;
com-
pare
this
to
historical
patterns.
Grade
8
Discuss
the
effect
of
climate
on
vegetation
as
it
relates
to
the
school
garden.
Use
the
school
garden
as
an
example
when
discussing
patterns
of
land
use.
PRIMARY
SCHOOL
NATIONAL
STANDARDS
Kindergarten
Reading
childrens
literature
on
plants,
gardens,
or
nature.
Exercises
in
following
directions
when
planting
or
caring
for
the
garden.
Grade
1-3
Reading
childrens
literature
on
plants,
gardens,
or
nature.
Writing
and
talking
about
the
garden;
asking
questions
about
what
is
happening
in
the
school
garden.
Grade
4
&
5
Reading
childrens
literature,
both
fiction
and
nonfiction
on
plants,
gardens,
or
nature.
Writing
and
talking
about
the
garden;
giving
a
written
or
oral
report
on
the
garden.
Grade
6
Reading
literature,
both
fiction
and
nonfiction
on
plants,
gardens,
or
nature
and
identifying
literary
devices
in
such
literature.
Communicating
about
plans
and
tasks
in
the
garden;
making
group
decisions.
Grade
7
Reading
literature
on
plants,
gardens,
or
nature
including
a
selection
of
folk
tales,
fables,
and
parables,
and
multi-ethnic
literature.
Writing
a
report
or
a
research
paper
on
a
garden-related
theme.
Communicating
about
plans
and
tasks
in
the
garden;
making
group
decisions.
Group
presentations
on
a
garden-related
theme.
Grade
8
Relating
Greek
and
Roman
mythology
to
the
garden.
Writing
a
research
report
on
a
garden-related
theme.
Individual
and
group
presentation
on
garden-related
themes.
Basic
Garden
Design
Principles
Line
The
visual
line
is
formed
by
the
contrast
between
features.
Lines
in
a
design
help
move
our
eye
through
the
space,
whether
they
be
flowing
curves
or
energetic
angles.
Vertical
lines
move
your
eye
up
and
down.
(Dont
forget
opportunities
to
make
use
of
vertical
space
in
your
garden,
which
can
add
a
whole
other
dimension.)
Horizontal
lines
draw
your
eye
across
the
scene.
Curving
lines
will
tend
to
draw
you
into
the
space,
as
you
want
to
see
where
it
leads.
Example:
A
line
is
formed
by
the
edge
of
the
turf
grass
and
the
flowerbed.
Tip:
Strong
lines
that
denote
the
edge
of
beds
are
much
easier
for
young
students
to
identify.
If
kids
can
distinguish
between
spaces,
they
will
stay
on
paths
and
out
of
the
middle
of
beds,
as
long
as
they
can
make
out
the
distinction.
Form
Design
features
perceived
by
our
eye
have
an
overall
form
and
are
used
to
add
interest
through
contrast,
harmony,
or
repetition.
Example:
A
pyramidal
evergreen
or
a
vase-shaped
ornamental
tree
can
draw
our
eyes
in
and
create
focal
points
in
the
landscape.
Or,
an
arch
or
two
upright
scrubs
can
be
spaced
to
create
a
visual
entrance
to
the
garden.
Texture
Rough
or
smooth,
textures
affect
our
perception
of
the
relative
distance
of
the
object.
Fine
textures
tend
to
recede
and
coarse
textures
tend
to
advance.
Contrasting
coarse
and
fine
textures
tend
to
provide
energy.
Example:
Magnolias,
with
their
large
leaves,
are
considered
coarse-
textured,
while
Japanese
Maples,
with
their
delicate,
serrated
leaves
are
fine-textured.
Color
Color
can
provide
a
subtle,
soothing
mood
when
used
in
monochromatic
families
or
they
can
inject
energy
when
used
with
contrasting,
complimentary
colors.
Example:
Red,
orange,
and
yellow
are
considered
hot
colors,
appear
to
advance
(appear
closer),
and
are
excitable
colors.
Blues,
purples,
and
greens
are
considered
cool
colors,
appear
to
recede
into
the
distance,
and
are
calming
colors.
Tip:
People
tend
to
design
landscapes
around
flower
colors
first,
but
really
should
focus
on
the
lines,
forms,
and
textures
of
the
overall
plants,
as
the
flowers
are
only
in
bloom
for
a
short
time.
Did
you
know
that
most
meditation
gardens
use
cool
colors,
while
large
theme
parks
often
use
hot
color
schemes
to
keep
people
excited
and
moving?
Perhaps
the
overall
presence
of
green
in
any
garden
is
one
contributing
factor
to
gardens
being
regarded
as
calming
places.
Repetition
Add
harmony
to
the
design
by
repeating
an
element,
particularly
form
or
color,
throughout
the
landscape.
Variety
Add
energy
and
interest
by
varying
the
features
so
its
not
all
the
same
view;
think
in
terms
of
seasonal
variations
and
varying
focal
points
at
different
times
of
year.
Balance
Place
comparable
masses
on
either
side
of
a
feature;
may
be
symmetrical
or
asymmetrical.
Emphasis/Focal
point
Create
a
spot
in
the
landscape
where
the
eye
pauses
and
looks
for
a
longer
period,
usually
because
something
is
particularly
interesting
or
pleasing.
Sequence
Provide
cues
for
the
garden
visitor
on
how
to
move
through
the
various
areas
and
what
to
do
in
each;
refer
to
the
sequence
of
the
flowering
and
seasonal
colors
of
the
planting
scheme.
Scale
Keep
in
mind
the
relative
sizes
of
the
areas
within
the
garden
and
the
features
and
plants
used.
Choreography
of
experience
When
designing
a
garden,
the
designer
is
in
essence
choreographing
a
dance
of
movement
through
a
space;
she
is
specifically
planning
how
you
will
move
through
that
space
and
what
you
will
do
in
each
area,
for
example.
Do
you
meander
slowly
along
a
stepping
stone
path?
Do
you
move
quickly
along
a
broad,
paved
walkway?
Are
there
quiet
alcoves
with
seating
that
entice
you
to
pause
and
reflect?
How
the
garden
space
is
arranged
creates
a
particular
experience
visitors
will
have
as
they
move
through
it.
Transitions
Spatial
transitions
refer
to
how
the
various
areas
of
the
garden
relate
to
one
another.
For
example,
how
do
you
transition
from
the
vegetable
growing
area
to
the
prairie
and
butterfly
meadow?
Seasonal
transitions
refer
to
how
the
garden
includes
features
and
plant
choices
that
keep
the
space
interesting
and
functional
in
every
season
even
winter!
Movement
This
is
how
you
move
through
a
space,
but
it
also
refers
to
plant
movement.
For
example,
ornamental
grasses
are
great
for
adding
movement
to
the
planting
design.
Focus
This
is
where
your
eye
rests,
which
is
often
on
the
details
of
the
plants
or
the
added
features
(like
arbors
or
artwork).
The
spot
where
your
eye
comes
to
rest
naturally
is
called
the
focal
point.
Too
many
focal
points
in
a
small
space
are
mentally
confusing,
as
the
eye
does
not
know
where
to
rest.
Sense
of
space
This
is
the
overall
feeling
the
space
conveys
when
you
view
it
and
when
youre
in
it.
For
example,
is
the
garden
sunny,
open,
and
colorful?
Is
it
shady,
secluded,
and
quiet?
What
atmosphere
do
you
want
to
create?
Composition
This
is
the
overall
garden,
the
overall
impact
of
the
space,
and
how
all
of
the
features
and
areas
work
together
to
create
a
whole.
Understanding
Your
Climate
Where
you
are
located
in
the
country
dictates
your
climate,
or
the
overall
weather
and
temperature
conditions
in
your
area.
Climate
also
affects
what
activities
you
may
be
able
to
do
during
a
given
season.
The
term
growing
zone
is
used
by
the
nursery
and
gardening
industry
as
a
common
reference
point
for
determining
the
range
of
a
plant.
A plant hardy in zones 3 to 7 is well suited for all of Connecticuts hardiness zones
as long as the plant is properly located to meet its light, soil, moisture and wind exposure
needs. A plant listed hardy in zone 7 to 9, however, will likely only survive in
Connecticuts chillier zone 6 if given extra winter protection.
What
is
my
microclimate?
Microclimate
refers
to
the
small-scale
conditions
specific
to
your
site.
For
example,
if
your
garden
is
on
the
east
side
of
a
large
building,
it
likely
will
be
sheltered
from
prevailing
western
winds
during
the
winter
and
may
only
receive
direct
sunlight
during
the
morning
hours.
Conversely,
if
your
site
is
on
the
southern
or
western
side
of
a
brick
building,
it
likely
has
hotter,
drier
conditions
given
the
exposure
to
afternoon
sun
and
radiant
heat
from
the
building.
Wildlife
Garden:
Incorporate
a
tree
with
berries
for
the
birds
in
your
garden.
Use
tall
grasses
for
cover
for
small
animals
such
as
rabbits.
Install
a
birdbath
or
birdfeeder
outside
a
classroom
window.
Have
your
students
research
plants
and
flowers
that
specifically
attract
hummingbirds,
butterflies,
or
moths.
In
winter
months,
create
a
variety
of
bird
snacks
to
hang
in
the
garden
as
a
cold-season
snack.
Use
plants
with
seed
heads
that
will
naturally
provide
snacks
for
birds,
such
as
sunflowers
and
millet.
3
Sisters
Garden:
The Three Sisters are the three main agricultural crops of various Native American
groups in North America: squash, maize, and climbing beans (typically tepary beans or
common beans).
In one technique known as companion planting, the three crops are planted close
together. Flat-topped mounds of soil are built for each cluster of crops.[1] Each mound is
about 30 cm (12 in) high and 50 cm (20 in) wide, and several maize seeds are planted
close together in the center of each mound. In parts of the Atlantic Northeast, rotten fish
or eels are buried in the mound with the maize seeds, to act as additional fertilizer where
the soil is poor.[2][3] When the maize is 15 cm (6 inches) tall, beans and squash are
planted around the maize, alternating between the two kinds of seeds.
The three crops benefit from each other. The maize provides a structure for the beans to
climb, eliminating the need for poles. The beans provide the nitrogen to the soil that the
other plants utilize, and the squash spreads along the ground, blocking the sunlight,
helping prevent establishment of weeds. The squash leaves also act as a "living mulch",
creating a microclimate to retain moisture in the soil, and the prickly hairs of the vine
deter pests. Maize lacks the amino acids lysine and tryptophan, which the human body
needs to make proteins and niacin, but beans contain both and therefore maize and beans
together provide a balanced diet.
Strong
school
garden
teams
continue
to
seek,
cultivate,
and
include
participants
from
within
the
school
as
well
as
from
the
broader
community.
Schools
that
are
eager
to
involve
the
community,
especially
parents,
have
the
greatest
success
because
they:
encourage
visits
by
community
members,
provide
easy
access
to
tools
and
materials
for
volunteer
use,
build
educational
or
recreational
components
into
the
garden
experience,
invite
community
members
to
contribute
wealth
and
wisdom
and
to
play
a
role
in
active
gardening
These
practices
keep
the
level
of
involvement
and
commitment
high.
Commitment
to
Integrate
Curricula
Integration
of
the
garden
across
the
teaching
curricula
over
multiple
grade
levels
is
essential
to
success.
The
school
garden
is
a
natural
forum
for
cross-disciplinary
connections,
enabling
fluid
learning
across
the
curriculum.
Plant-based
activities
based
on
a
school
garden
or
outdoor
habitat
support
a
variety
of
learning
styles
and
abilities
and
are
always
hands-on
and
engaging,
real-life
learning
endeavors
that
help
kids
gain
lifelong
skills
in
a
natural
environment.
Tip:
Vigilant
evaluation
of
a
program,
both
within
the
school
and
at
the
level
of
a
school
gardening
network,
can
help
document
improved
student
performance
and
validate
the
value
of
gardening
and
plant-
based
activities
within
the
educational
system.
Try
these
online
resources
to
search
for
local
school
garden
initiatives:
American
Community
Gardening
Association
http://www.communitygarden.org
American
Horticulture
Society
http://www.ahs.org
Garden
Mosaics
http://www.dnr.cornell.edu/gardenmosaics/
Junior
Master
Gardener
Program
http://www.jmgkids.com/
National
Gardening
Association
http://www.garden.org/
Earth
Day
Network
http://www.earthday.net
Rock
n
Renew
has
worked
with
Earthday
Network
for
6
years
to
share
curriculum
and
activity
information
and
to
share
the
inspiring
artistic
influence
that
makes
Rock
n
Renew
unique.
For
an
amazing
volume
of
PDFs
that
will
get
teachers
started
lining
up
their
lesson
plans
to
sustainability
programming
just
register
here:
http://edu.earthday.org/user/register
and
begin
exploring
several
options
for
your
next
lesson
plan.
Ongoing
Fundraising
Have
you
heard
the
phrase
Nothing
succeeds
like
success?
That
is
the
reason
Harvard
Universitys
endowment
is
well
over
a
billion
dollars.
You
can
think
of
endless
examples
of
this
phenomenon.
People
want
to
be
associated
with
worthy
projects
that
are
doing
a
good
job
and
achieving
goals.
Everybody
gets
satisfaction
from
pointing
to
a
success
and
saying
I
helped
this
project
get
underway.
So
the
basic
rules
of
successful,
ongoing
fundraising
are
to:
1)
start
your
school
garden
with
the
assistance
of
others,
2)
share
news
about
the
project
on
a
regular
basis,
and
3)
give
your
contributors
credit
for
their
help.
There
is
a
fourth
important
rule:
be
open
to
new
ideas
and
change.
School
gardens
should
be
dynamic,
like
all
social
constructs.
The
school
garden
team
and
your
contributors
will
welcome
the
chance
to
see
the
idea
of
the
garden
evolve
and
expand
to
meet
newly-formulated
needs
and
fresh
resources.
Create
a
positive
feedback
loop
around
your
school
garden
and
the
people
and
the
money
will
come.
Obtaining
funding
to
expand
the
garden
and
its
programs
is
necessary.
Tools,
materials,
expertise,
and
labor
are
all
required
to
sustain
a
garden
and
its
programs,
and
these
items
cost
money.
For
example:
A
manager
of
a
local
hardware
store
might
be
willing
to
provide
a
discount
on
regular
retail
prices
or
even
donate
some
tools
and
supplies
outright
Or
urseries
and
greenhouses
may
offer
free
or
very
inexpensive
plant
material.
Rock
n
Renew
partner
gardens
are
generally
able
to
become
100%
financially
sustainable
within
3
years.
This
is
done
through
a
series
of
plant/flower/food/value-
added
agriculture
product
sales
done
throughout
the
year.
The
funds
raised
from
these
sales
go
to
pay
for
all
the
supplies
and
tools
needed
to
keep
the
garden
running
smoothly.
Apart
from
Rock
n
Renews
initial
role
as
educational
consultant,
these
ongoing
fundraising
activities
are
run
by
the
schools
and
are
completely
self-
contained
within
the
schools
preferred
infrastructure.
Rock
n
Renew
can
simply
help
to
provide
the
templates
for
how
to
run
these
programs
based
on
our
best
practices
that
we
have
developed
over
the
years.
Conducting
an
Evaluation
Conducting
a
self-assessment,
is
much
like
assessing
student
performance.
Student
assessment
actually
begins
as
the
teacher
writes
a
lesson
plan.
In
the
process,
she
identifies
goals
and
objectives
that
will
demonstrate
whether
the
students
have
learned
the
new
content
and
skills.
You
should
have
already
determined
your
goals
through
defining
measurable
outcomes
earlier
on
in
the
school
garden
project.
Read
through
each
of
the
following
questions
and
take
time
to
write
your
responses.
You
may
want
to
have
each
teacher
who
is
participating
respond
to
some
portions
individually,
such
as
the
first
section
addressing
learning
goals.
Tip:
At
the
conclusion
of
the
evaluation,
all
of
the
components
can
be
assembled
into
an
Annual
Report
for
the
school,
which
will
be
of
great
use
in
new
funding
projects.
This
can
also
be
featured
online
along
with
a
series
of
blogs
which
can
use
photos
and
videos
to
chart
the
progress
of
the
garden
throughout
the
years.
Getting
the
Kids
Involved
Kids
love
to
measure!
If
the
group
can
use
measuring
tapes,
have
them
develop
the
base
map.
Let
them
work
in
small
groups
and
then
compare
the
various
base
maps
produced
to
assess
accuracy.
Discuss
the
issues
of
accuracy
in
measuring.
A
good
tie
to
the
concept
of
replication
in
the
real-world
science
experiments!
Tip
on
drawing
to
scale:
If
the
group
is
too
young
for
formal
tape
measures,
have
them
use
their
arms,
feet,
or
whatever
is
handy
as
units
of
measurement
to
measure
the
site.
Tip
on
measuring:
Explore
the
marking
on
a
ruler
and
talk
about
how
you
can
draw
a
place
that
is
20
wide
on
a
much
smaller
piece
of
paper.
If
the
real
object
measures
16
arm
lengths,
can
we
draw
it
on
paper
as
16
finger
widths?
Ask
your
students
to
take
temperature,
light,
and
wind
measurements
at
different
locations
around
your
campus;
see
how
the
measurements
are
different
or
similar.
Discuss
the
weather
patterns
for
your
region
and
how
the
variations
of
your
schoolyard
affect
the
conditions
that
plants
may
face.
(For
instance,
is
there
a
protected
courtyard
area?)
Ask
them
to
create
a
diagram
of
the
schools
microclimate
conditions.
Tip:
If
you
are
studying
weather
as
part
of
your
curriculum,
you
may
want
to
have
students
repeat
these
measurements
throughout
the
year
to
create
an
annual
climate
log.
Take
kids
on
a
neighborhood
walk
with
their
journals
and
let
them
record
their
observations;
if
they
are
too
young
to
write,
have
them
draw
pictures.
Discuss
the
things
they
saw
when
you
return
to
class.
For
older
students,
it
may
be
possible
to
have
them
actually
measure
the
light
with
light
meters
used
for
photography,
an
example
of
using
the
tools
of
science.
For
younger
students,
simply
focus
on
how
sunny
it
is
in
various
areas.
Watch
the
shadows
move
across
the
schoolyard
throughout
the
day;
visit
each
hour
and
mark
where
the
building
shadows
fall.
Let
them
get
dirty!
Have
teams
collect
soil
samples
from
locations
scattered
throughout
the
site
(say
points
1-10),
and
then
do
feel
tests
on
each
of
their
labeled
samples.
How
do
they
describe
and
rank
each
sample?
Put
your
sample
into
a
jar
and
fill
it
with
water;
let
the
jar
sit
overnight
to
settle
and
examine
how
the
layers
of
particles
have
distributed
in
the
morning.
The
different
particles
will
create
separate
layers.
Clay
will
sink
to
the
bottom,
with
sand
above
it,
and
silt
on
top.
Organic
matter
will
float
to
the
surface
and
form
a
layer
there.
Students
can
then
clearly
estimate
percent
sand,
silt,
and
clay
and
compare
it
with
the
predictions
they
made
when
they
collected
the
samples.
For
older
students,
have
them
test
pH
and
basic
nutrient
rates
for
N,
P,
and
K
(nitrogen,
phosphorous,
and
potassium)
back
in
the
classroom
(simple
kits
are
available
at
garden
centers.
Tip:
Send
a
representative
sample
off
to
your
university
extension
service
for
actual
testing;
this
usually
costs
less
than
$20.
To
measure
internal
drainage,
students
can
conduct
a
percolation
test.
Percolation
refers
to
the
rate
at
which
water
drains,
or
percolates,
through
the
soil.
Dig
a
small
hole,
about
1
x
1
and
fill
the
hole
with
water
and
monitor
how
quickly
the
water
drains.
If
the
water
disappears
in
less
than
30
minutes,
the
soil
is
extremely
well
drained
and
probably
has
a
lot
of
sand
in
it.
If
the
hole
still
has
water
in
it
after
an
hour,
your
site
has
poor
drainage
and
likely
has
high
clay
content.
Draw
any
areas
of
poor
or
excessive
drainage
on
your
base
map.
Let
kids
go
out
and
look
at
the
site
during
a
rainstorm
(under
umbrellas,
when
there
is
no
lightening!);
work
in
partners
so
one
student
can
hold
the
umbrella
and
one
can
draw
the
patterns
of
surface
flow.
Have
them
conduct
a
basic
percolation
test
as
described
above.
School
References:
During
2010/2011
Rock
Renew
built
school
gardens
at
all
11
schools
in
the
Bayonne
School
district.
During
the
2011/2012
school
year,
Rock
n
Renew
helped
these
schools
to
grow
over
1
ton
of
food!
In
addition,
Rock
n
Renew
helped
students
from
School
14s
middle
school
and
Bayonne
High
School
Juniors
to
construct
an
engineered
Osprey
nest
(which
became
home
to
a
family
of
Osprey)
and
also
began
work
on
a
1/4
acre
shoreline
native
plant
restoration
program
which
also
included
restoring
a
series
of
mussel
and
oyster
beds
in
Newark
Bay
and
The
Hudson
River.
Through
these
ecological
restoration
programs
students
perform
a
variety
of
science
projects
that
examine
water
quality,
soil
quality,
biodiversity,
and
a
variety
of
other
topics.
Bayonne
School
District
Patricia
L.
McGeehan,
Ed.D.
Superintendent
of
Schools
667
Avenue
A
Bayonne,
NJ
07002
Dr.
McGeehan
can
be
reached
through
her
assistant:
Liz
Fiadini
<LFiadini@bboed.org>
Rock
n
Renew
has
just
launched
a
5
year
partnership
with
Cole
Hammels
(Pitcher
for
the
Philadelphia
Phillies)
and
his
wife
Heidi
and
their
foundation,
The
Hammels
Foundation
and
Bayard
Taylor
Elementary
School
in
North
Philadelphia,
PA.
RnR
built
a
$30,000
production-level
greenhouse
facility
which
will
be
used
to
grow
food
and
native
plants
to
be
integrated
into
school
garden
programs
across
N.Philly.
For
photos
of
the
project
go
to:
http://tinyurl.com/9lozqb4
Rock
n
Renew
began
working
with
The
Browning
School
(NYC)
in
2006.
The
Browning
School
Chris
Dunham;
Middle
School
Head
212
838
6280
cdunham@browning.edu
As a co-founder and partner in Honokaa Energy Partners, Mr. Dubowsky has spent the
last five years developing forest management and reforestation practices in the renewable
energy sector. Jonny Dubowsky is also an established singer/songwriter and performer
and his band Jonny Lives! Has appeared on Late Night With Conan O'Brien, The Today
Show, and every major radio show in the U.S. He has shared the bill with Stevie Wonder,
Debbie Harry, Meatloaf, Everclear, The Strokes, The Killers and many others and
continues to perform as an artist on Sony/ATV/Long Live Crime Records. His band
Jonny Lives! will perform at the NME Magazine festival in London, England on Nov.
1st. Look for them in Paris, Antwerp, Ghent, Guerneys Island, and Brighton.
Contact Info:
For
more
info
or
to
set
up
a
program
for
your
school
please
contact:
Alexandra
Wells
Field
Director
Rock
n
Renew
Alex@rocknrenew.com
(408) 656-0363
Chelsea
Madrigal
Director
of
Outreach
Chelsea@rocknrenew.com
1
(917)
539-6466
Jonny
Dubowsky
Founder/Director
Rock
n
Renew
(808)315-5400
jonny@rocknrenew.com