1. Andrea Dee, horticulturalist from Kenton County Extension Office. Her contact information is andrea.dee@uky.edu and phone number is 356-3155.
Tyler Teke, 6th and 7th grade mathematics teacher at Tichenor Middle School. His contact information is tyler.teke@erlanger.kyschools.us and phone is 727-2255.
Asha Clark, 6th grade language arts teacher at Tichenor Middle School. Her contact information is asha.clark@erlanger.kyschools.us and phone is 727-2255.
Jennifer Clark, 6th grade mathematics teacher/math department head at Tichenor Middle School. Her contact information is jennifer.clark2@erlanger.kyschools.us and phone is 727-2255.
2. I am building off of my service learning project in Module 3. The plan is to develop our courtyard back into an outdoor classroom. It has become over run with weeds and has not been kept up, so we want to have the students design blueprints, learn about the ecosystems of the courtyard and plants that can be planted, and then put everything in place and create it. I believe the students need the background information about the plants, courtyard, and systems in the courtyard before they create their blueprints. I would like Andrea to come in, look at our courtyard and discuss with our students the problems with our courtyard presently, what we need to do to get it ready for our classroom, and then the plant life that will be successful in the courtyard. As a horticulturalist, she can educate our students to the plants that are native to the area and how they will survive and interact and which plants would thrive in our ecosystem. She can contribute information that goes beyond our curriculum to help the students make connections as well.
Some technologies we could use are emailing or skyping companies about donating plants or questions they have throughout the process. Also, the students will be researching plants they want to use and information about the plant life. One last technology tool the students can use in the math classes is an online landscaping software. Some possibilities are Better Homes and Garden or Smart Draw.
3. The Standards addressed are:
Science - SC-07-4.6.4 and SC-07-4.7.1
Math - 7.G.1, 7.G.4, 7.G.6, 7.EE.3, 7.RP.2A
Language Arts - W.7.4
4. Assessment for this project will occur within different content areas inolved with the project. For example, in language arts, students will be assessed on their letter writing (writing business letters or thank you letters to different companies who helped with the project); science, they will be assessed on if they chose and planted plants that would survive in the courtyard; math, if the scale drawing is to scale and used properly in the design. We also discussed having the group (everyone involved in project - students, teachers, businesses, etc) develop a rubric so everyone knows what is expected in each part of the project. Finally, the finished project.
Developing your courtyard into an outdoor classroom sounds fantastic! You have designed a project that integrates interdisciplanary/cross-curricular teaching. You are covering language arts, science, and math, while also having students work together collaboratively in groups to make a beneficial change for your school. You are also reaching out for community support. This project seems engaging and for your students. The only potential challenges I see in the future may be keeping up with the courtyard in the future and costs. I am sure you will find support from your school & community.
ReplyDeleteGreat idea! Best of luck!
I am reading The Highly Engaged Classroom by Robert J. Marzano and Debra J. Pickering. In the text it states that in order for students to be attentive and engaged, they have to understand "Why is this important?" In this project you have made comarisons to students' personal lives and classroom content in order to make important connections to what they are learning.
ReplyDeleteI was also talking to some teachers about this and we were talking about how we could turn this into a project we could take across grade-level as well. After we create the courtyard this year maybe something else the following. Thanks for your thoughts.
DeleteElaine...
ReplyDeleteBy doing a project like this, I can see two goals being accomplished. The students will get involvement in working with a needed area. They are able to help an area look better plus gain from writing thank you notes and appreciation. I also see you reaching the goal of being a distinctive teacher who is willing to be daring and try different things rather than the same ole same ole.
In The Skillful Teacher by Stephen Brookfield, he explains that students are looking for conviction in us as teachers and instructors. We need to be sending messages to say how important their learning is to us. This is an opportunity for you to make that clear to them.
Best wishes.
I agree with your readings from your book! Sometimes our students don't get the support they need from home, so they need to hear it from us!
DeleteI love the idea. Does your school have a greenhouse? If so, maybe the students can grow some of the plants themselves. One of the schools that I work with saved 2-liter pop bottles to build a greenhouse (http://www.guardian.co.uk/lifeandstyle/gardening-blog/2009/apr/02/plastic-bottle-greenhouse). The student then grew lettuce and onions for use in the kitchen. Another idea is to ask parents to donate a plant from their garden. Any native plant area/garden will thin out plants -- most likely in the spring.
ReplyDeleteThe book that I am reading would be a great source for you. The book is 'Asphalt to Ecosystems: Design ideas for schoolyard transformation' by Sharon Gamson Danks. This is a fabulous book with detailed information and inspiring photographs.
I know our students have done the 2 liter bottle greenhouse, but I don't think they have ever tried growing things like vegetables that we could use in the kitchen! Great idea! We do not have a greenhouse but maybe another class could do what you have suggested and we could start one that way! Also, thanks for the resource!
DeleteElaine: I thought about you several times today as I was ready my book. Developing the outdoor classroom can be difficult, but from personal experience I can tell you that it is extremely rewarding and exciting. Danks (2011) discusses several researches that promote the use of outdoor classroom and play areas. One of the studies states that traditional playgrounds lack diversity to engage a wide tange of students, while another states that playgrounds based on adults tules and not exploration and imaginary play discourages interaction. And another discusses the sponstanousa and social activities that are enhanced in outdoor settings.
DeleteSome examples that she gave were the single swing is isolating while a tire swing fosteres group play. Such a simply change in the way we design our outdoor play areas can really make a difference.
Another example that Danks (2011) discuss is that playground accidents decreased when a school replaced asphalt with boulders for climbing.
Danks, S. G. (2011). Ashphalt to ecosystems: Design ideas for schoolyard transformation. Oakland, CA: New Village Press.