Presentation on theme: "Connecting Kids to the Wonders of Plants Grade Levels 3-4"— Presentation transcript:
1 Connecting Kids to the Wonders of Plants Grade Levels 3-4 Presented by:Terry Ferriss and Jodi LarsonProject Developed by:Dr. Terry Ferriss, Professor of Horticulture,University of Wisconsin -River FallsKelly Holt, 3 rd - 4 th Grade TeacherKennedy Elementary School, Hastings, MNProject Funded by : MN Nursery and Landscape FoundationJodi Larson , Administrative Coordinator
2 Background “Green Industry “ Non-edibles part of Horticulture Horticulture IS the Original GREEN IndustryEnvironmental and Sustainable OrientatedImproving human life and the environment through the use of plants
3 Professional Careers in Horticulture Fruits / VegetablesPest ControlLandscape / NurseryTree Management – ArboricultureGarden CenterPublic GardensTurfInterior + Exterior Uses of PlantsNative & Adaptive PlantsGreenhousesPlant BreedingCreating and Managing Outdoor Living SpacesSeed CompaniesIrrigationDistribution of commercially grown plantsAnd so much more !!!Regulatory Agencies
4 Lack of supply of trained personnel for Green Industry positions Trends and IssuesLack of supply of trained personnel for Green Industry positionsFlat to declining enrollments in Horticulture programs at higher education institutions2003 – Consumers interest for conventional gardening has been declining15 – 24 % ( ) decline in participation in outdoor recreation activities --- study byUM and MDNR
5 Additional Trends Number of hunters declined 11% between 1991-2006 (US Fish and Wildlife Service)Increase in obesity (CDC)MN: = < 10 %2008 = 24.3 %2008 = 17% of all 6-11 yr old in USAll time high for children’s organized sports2005 – R. Louv’s book,Last Child in the Woods: Saving Our children from Nature-Deficit Disorder
6 “Nature Deficit Disorder” R. Louv Benefits of Children’s Interaction with NatureDecrease stress and anxiety (Cornell Univ.)Increased ability to concentrate (University of IL)Increased standardized test scores in science, math, language arts and problem solving (MN State Education & Environmental Roundtable – 150 schools in 16 states)
7 “Kids have studied the forest and looked at pictures of frogs but when have they held one?” R. Louv
8 Literature Review of Documented Health and Environmental Benefits Derived from Ornamental Horticulture ProductsFINAL REPORT Prepared for: Agriculture and Agri-Food Canada Markets and Trade 1341 Baseline Road, Tower 7, 7th Floor Ottawa, Ontario K1A 0C5 2007
9 Influence of Plants on Lifestyle and Quality of Life: Reduce stress and improve productivity (workplace, schools)Introduce calming effects and reduced discomfortsQuicker recovery (hospitals)Practice horticultural therapy to improve mind, body and spiritLong term care facilitiesPrisonsIncrease human health (e.g., use in medicine)
10 Influence of Plants on Quality of Life: (cont…) Improve life satisfaction and well-being:Increase positive emotionsImprove general quality of life in urban settingsCreate pride in community through community gardens and allotment gardensAttention and concentration improvements for childrenReduce aggression and violenceProvide space for recreationEnhance sport field safetyEncourage healthy active and passive lifestyle pursuits
11 “No Child Left Inside “ initiatives Nation’s Response“No Child Left Inside “ initiatives
12 There is a need to get more young people to: interact with natureconnect with and reap the benefits of interacting with plantsbecome aware of professional career opportunities related to plants – including Horticulture somewhere to take their potential passion for plants
13 Send Green Industry Members Into the 3-4th Grade Classrooms !!! Role model – career opportunitiesEngage students in hands-on activities related to Green Industry Professions and NatureConnect the activities to the MN Academic Standards for Science and Math (MN Dept Ed)
14 Difference from Other Kid’s Gardening Curriculum ????? Scheduling cropsIrrigationFocused on Green Industry Careerscareer activitieshow we use plant science and mathenvironmental aspects related to our professions in addition to plant growthLinked to MN Academic StandardsGarden CenterHardscapesID Landscape Plants
15 Example of Standards Code 18.104.22.168.2 3 (grade) Strand: 1. The Nature of Science and EngineeringSub-strand: 3. Interactions Among Science, Technology Engineering,mathematics, and SocietyStandard: 2. Men and women throughout the history of all cultures, including MinnesotaAmerican Indian tribes and communities,have been involved in engineering designand scientific inquiryBenchmark: 2. Recognize that the practice of scienceand/or engineering involves manydifferent kinds of work and engagesmen and women of all ages andbackgrounds.
16 Standard Format of Each Curriculum Unit MNLA Curriculum Unit A, Lesson 1UNIT TITLE:LESSON 1: Learning Plant Parts minutesMINNESOTA ACADEMIC STANDARDS IN SCIENCE/ MATH:AUTHORS: Terry Ferriss and Kelly HoltGRADE LEVEL / SUBJECT: 3 or 4 Math &/or ScienceOVERVIEW:OBJECTIVES: As a result of this activity, students will be able to:MATERIALS:ACTIVITIES AND PROCEDURES:ASSESSMENT: Students will be able to …….HANDOUTS and WORKSHEETS:
17 Overview of “Hooked on Horticulture Curriculum” Using Garden Centers to Discover the Wondersof Plants5 Lessons: Plant Parts , Plant ID, Plant Propagation,Transplanting, Scheduling a Crop to FlowerUsing Math to Create Beautiful Landscapes4 Lessons: Designing planting beds, paver walkways and patios, retaining walls; measuring pot volume, determining number of plants per benchWater in the Landscape4 Lessons: Water Cycle, Soils Filtering Water, Rain Gardens, Rain Sensors and Water Conservation
18 Curriculum UnitsA. “Hooked on Horticulture: Using Garden Centers to Discover the Wonders of Plants”Lesson 1: Learning Plant PartsMINNESOTA ACADEMIC STANDARDS IN SCIENCE:Compare how the different structures of plants and animals serve variousfunctions of growth, survival and reproduction.Identify common groups of plants and animals using observable physicalcharacteristics, structures and behaviors.Lesson 2: ID MN Trees and Plants in the Garden CenterMaintain a record of observations, procedures and explanations, beingcareful to distinguish between actual observations and ideas aboutwhat was observed. For example: Make a chart comparing observationsabout the structures of plants and animals.Identify common groups of plants and animals using observable physicalcharacteristics, structures and behaviors. For example: Sort and identifycommon Minnesota trees based on leaf/needle characteristics.
19 A. (Cont..) “Hooked on Horticulture: Using Garden Centers to Discover the Wonders of Plants” Lesson 3: Transplanting and caring for plantsCompare how the different structures of plants andanimals serve various functions of growth, survival andreproduction.Lesson 4: Greenhouse Plant Technicians and Golf Course Superintendents Propagate PlantsRecognize that the practice of science and/orengineering involves many different kinds of work andengages men and women of all ages and backgrounds.animals serve various functions of growth, survival and reproduction.Identify common groups of plants and animals using observable physical characteristics, structures and behaviors.Give examples of differences among individuals that cansometimes give an individual an advantage in survival and reproduction.
20 A. (Cont..) “Hooked on Horticulture: Using Garden Centers to Discover the Wonders of Plants” Lesson 5: Scheduling Planting Dates for Flowering Potted Plants (graphing the growth of a plant + predicting when it will flower)MINNESOTA ACADEMIC STANDARDS IN SCIENCE:Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigationsMaintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.Construct reasonable explanations based on evidence collected from observations or experiments.Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made.Measure temperature, volume, weight and length using appropriate tools and units.MINNESOTA ACADEMIC STANDARDS IN MATH:Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.Use half units when measuring distances.Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units.Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results.
21 B. “Using Math to Create Beautiful Landscapes” Lesson 1: Designing Paver Walkways and Patios Using Geometric Shapes Lesson 2: Designing Shrub and Flower Beds Lesson 3: Designing Retaining Walls Lesson 4: How Many Plants will Fit on a Bench? Measuring Pot Size & Volume Math ; ; ; ; ; ; & Science ; ; ; ; ; ; ; measurements / shapes / area / volume
22 “Water in the Landscape” Lesson 1: The Water Cycle Science ;Lesson 2: Soil and Plants Help to Keep OurWater CleanScience ; ; ;Lesson 3: Rain GardensScience ; ; ;Lesson 4: Rain Sensors- Turn off the Sprinkler When It's Raining - It's the LawScience ; ;Math ; ; ;
23 Examples of Lesson Implementation Lesson 3: Transplanting and caring for plants5.5” diameter potThompson and Morgan“Thriller”“Filler”Gardeningabout.com“Spiller”
24 Examples of Lesson Implementation Lesson 5: Scheduling Planting Dates for Flowering Potted Plants (graphing the growth of a plant + predicting when it will flower)
25 Determining growth rates and scheduling planting and flowering dates
26 Lesson plans include outline of content, suggested activity and samples of activity and/or data sheets.
27 Minnesota Nursery and Landscape Association Lesson plans and links to other resources are available on the web site of theMinnesota Nursery and Landscape AssociationThank you MNLA Foundation for your support
28 MNLA Foundation New Focus started in 2010 3 year commitment to ramp up efforts to educate youth about green industry careers and the environmental benefits provided by these professions
29 Key Initiatives TheLandLovers.org – green industry career website 3 national and 40 state associations involvedCreate personal on-going connections between member firms and K-12 schoolsCreate outreach tools for MNLA members to useEnhance brand recognition of TheLandLovers.org via Twitter, Facebook, State Fair, home and garden shows, etcCollaborate with regional universities and technical colleges to promote horticulture/landscape programs
30 Thank you ! Questions ?? Terry Ferriss firstname.lastname@example.org Jodi LarsonKelly Holt