2. Our Learning Garden - Grade 4 Lesson 1-6 Lesson Summary- Lesson 1- Begins examining the concept of heliotropism (sunflowers follow the sun) and exploring how solar panels mirror the behavior of sun flowers (sun followers). 4-1-06 Investigate how technological developments often mirror physical adaptations. The students will engage in activities to understand the concept of heliotropism and watch a short video. Lesson 2 -Students explore the food web, students learn how energy transfers in the web via photosynthesis. 4-1- 10 Recognize that the food chain is a system in which some of the energy from the Sun is transferred eventually to animals. GLO: D2, D4, E2. Students role play in an interactive food chain game. We continue the sunflower theme as the sunflowers are the producers. 4-1-11 Construct food chains and food webs, and classify organisms according to their roles. Include: producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger. Lesson 3- Explores how the food chain is affected by the activities of man. We explore the concept of biomagnification so that students can understand how they are affected. 4-1-14 Investigate natural and human- caused changes to habitats, and identify resulting effects on plant and animal populations. Include: endangerment, extinction. GLO: B1, B5, D2, E3 Lesson 4 further investigates how Investigates how technological developments often mirror physical adaptations. 4-1-06. We examine the sunflower seed and the spiral placement of seeds. The students do a simple experiment that involve packing shoes. This lesson includes a short video Nature by Numbers in which we expand the concept to math (technological developments often mirror physical adaptations) Lesson 5- Brings continuity to the subjects discussed as we explore the distribution of leaves in nature to efficiently gather energy from the sun. How math enables leaves to make maximum use of sunlight like solar panels. Lesson 6- Students grow sunflower greens to observe and record leave distribution, Our goal is to meet many curriculum outcomes as we introduce the students to eating sunflower greens that are incredibly nutritious All lesson plans and related files for download - ourlearninggarden.ca The files are open so feel to change content to class requirements. Ourourlearninggarden.ca

3. Lesson Plan 1 Lesson Summary- Lesson 1- Begins examining the concept of heliotropism (sunflowers follow the sun) and exploring how solar panels mirror the behavior of sun flowers (sun followers). 4-1-06 Investigate how technological developments often mirror physical adaptations. Students get to explore hands on the concept of heliotropism. Sunflowers follow the sun Watch the video –How time flies and sunflowers catch (follow the sun) the sun 2.02 minutes Activities –have the students draw pictures of the sun and sunflowers, you can then have the suns walk from to the from the East (sunrise) to West (sunset) path in the classroom. The students can pretend they are sunflowers following the sun (heliotropism). Have the students follow the sunrise and sunset (path of the sun, like sunflowers do). Sunflower follow the sun to collect energy. This energy is used for photosynthesis Solar Panels follow the sun to collect energy The energy can be used to heat water or to heat solar cells that convert the suns energy into electricity Ourourlearninggarden.ca

4. The Sunflower name also originates from the fact that growing sunflowers do something pretty amazing. They actually turn their faces toward the sun to follow it! ourlearninggarden.ca

5. Sunflowers face in the morning. In the afternoon ourlearninggarden.ca

6. Turning to the the sun is called heliotropism, Helios is a Greek word that means SUN Tropism in Greek means turning HELIOTROPISM= Sun + turning Would you like to pretend you are a sunflower, turning towards the sun? ourlearninggarden.ca

7. Why would sunflowers face East in the morning ? Use students as markers in the classroom to identify East, West, North, and South in the classroom. Have students draw North, South, East and West signs. ourlearninggarden.ca

8. Why would sunflowers face West in the evening ? Have some students draw the sun and enact the path of the sun, sunrise to sunset. The student can pretend they are sunflowers following the sun. In the afternoon ourlearninggarden.ca

9. Link to film How time flies and sunflowers catch the sun ourlearninggarden.ca Download film at

10. Solar Panel ourlearninggarden.ca

11. Solar panel axis rotate to track the sun ourlearninggarden.ca

12. Solar panel axis rotate to track the sun ourlearninggarden.ca

13. Lesson 2 -Students explore the food web, students learn how energy transfers in the web via photosynthesis. 4-1-10 Recognize that the food chain is a system in which some of the energy from the Sun is transferred eventually to animals. GLO: D2, D4, E2. Link to Play some online food chain gamesPlay some online food chain games Students role play in an interactive food chain game. We continue the sunflower theme as the sunflowers are the producers. 4-1-11 Construct food chains and food webs, and classify organisms according to their roles. Include: producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger. The Food Video Web 3 minutes Lesson 2

14. Sunflower follow the sun to collect energy. This energy is used for photosynthesis Solar Panels follow the sun to collect energy The energy can be used to heat water or to heat solar cells that convert the suns energy into electricity ourlearninggarden.ca

16. Play some online food chain games ourlearninggarden.ca

17. Link to video Download at The Food Video Web 3 minutes

18. PLANTS MAKE THEIR OWN FOOD They dont bake, fry or boil it They Photosynthesize it SUNLIGHT THE SUN IS THE BEGINNING OF THE FOOD CHAIN ourlearninggarden.ca

19. Plants capture the sunlight and use it as food. Sunlight is very important to plants because that is one of the ingredients for there food. The ingredients plants need to make food are SUN WATER AIR SOIL SUNLIGHT SOIL NUTRIENTS AIR WATER ourlearninggarden.ca

20. SUNLIGHT SOIL NUTRIENTS AIR WATER Plants make a green food called chlorophyll. That is why the leaves are green ourlearninggarden.ca

22. THE SUN IS THE BEGINNING OF THE FOOD CHAIN ourlearninggarden.ca

23. The Food Chain always starts with plants If the soil or water are not clean or chemicals are used to grow plants, it travels to you and me in the food chain. ourlearninggarden.ca

24. Your teacher will assign you a position in the food chain ourlearninggarden.ca

25. If you are a carnivore draw the caveperson People eat plants, such as vegetables and fruits. We also eat animals and animal products, such as meat, milk, and eggs. Consumers can be carnivores (animals that eat other animals) or omnivores (animals that eat both plants and animals). ourlearninggarden.ca

26. If you are a herbivore draw a picture of a chicken Consumers The next trophic levels are made up of animals that eat producers. These organisms are called consumers. Primary consumers are herbivores. Herbivores eat plants, algae, and other producers. ourlearninggarden.ca

27. If you are an egg what are you in the food chain? You can grow into chicken if you are not consumed by a consumer. Are you an animal by product? ourlearninggarden.ca

28. If you are a producer draw a picture of a sunflower with seeds Producers Producers make up the first trophic level. Producers, also known as autotrophs, make their own food and do not depend on any other organism for nutrition. Most autotrophs use a process called photosynthesis to create food (a nutrient called glucose) from sunlight, carbon dioxide, and water. ourlearninggarden.ca

29. FOOD CHAIN GAME Activity – best done in smaller groups of 8-10(adjust number based on classroom size). A)Four students are sunflower plants give them each some seeds B)Two students are the chickens C) Two students can be the egg D) Two students can be the cavepersons IMPORTANT for students to learn that if one part of the food chain is disrupted the entire food chain can collapse! That is why you do not eat all the seeds, eggs or chickens! Have the chicken eat some seeds, Lay an egg, then have the caveman destroy the food chain by eating all the chickens and eggs. Do another variation where sunflowers die and there are no seeds so the chickens starve. Have the students do a food chain where the eggs do not hatch because of chemical in the food chain. ourlearninggarden.ca

30. Pollution on land and farmers fields drain into rivers and lakes Pesticides and pollution can effect the strength / thickness of the birds egg shell. Oil, lead and mercury are some of the causes. Higher you are in the food chain the higher concentrations of toxins you eat. ourlearninggarden.ca

31. Lesson 3 ourlearninggarden.ca Lesson 3 –examines the relationship between food chain and pollution Students are introduced to the concept of biomagnification. 2-4-12 Identify substances that pollute air and water, and describe ways of reducing such pollution. GLO: B3, B5, D3, D

32. Pollution can effect the shells of eggs ourlearninggarden.ca

33. What do you think happens when a egg shell is thin and weak? ourlearninggarden.ca

34. What do you think happens when a egg shell is thin and weak? ourlearninggarden.ca

35. What do you think happens when a egg shell is thin and weak? The eggs will not hatch and you do not get any chicks. ourlearninggarden.ca

36. Eagle were nearly extinct as their egg shells are very sensitive to pollution. ourlearninggarden.ca

37. Does pollution an a food chain affect you? ourlearninggarden.ca

38. Biomagnification Blue dots are pollution What is happening? ourlearninggarden.ca

39. Species on the food chain get more chemical or pollution in their body as they go up the food chain. This process is called biomagnification. It comes from the word magnify. Do you have a magnifying glass? ourlearninggarden.ca

40. Yellow circle is pollution What is happening? Is this biomagnification? ourlearninggarden.ca

41. Pollution runs into our rivers, lakes and oceans ourlearninggarden.ca

42. Pollution runs into our rivers, lakes and oceans ourlearninggarden.ca

43. Some farmers aerial spray crops with chemicals to kill weeds Where do all the chemicals go? ourlearninggarden.ca

44. Some farmers sprays crops with chemicals to kill weeds Where do all the chemicals go? ourlearninggarden.ca

45. Pollution runs into our rivers, lakes and oceans ourlearninggarden.ca

46. Can you draw a picture of biomagnification? Identify what the source of the pollution is – glyphosate farmers use this to control weeds Draw all the species in the food chain Show the process of biomagnification glyphosate ourlearninggarden.ca

47. Lesson 4 Lesson 4 further investigates how Investigates how technological developments often mirror physical adaptations. 4-1-06. We examine the sunflower seed and the spiral placement of seeds. The students do a simple experiment that involve packing shoes. This lesson includes a short video Nature by Numbers in which we expand the concept to math (technological developments often mirror physical adaptations) ourlearninggarden.ca

48. Look closely at the sunflower. ourlearninggarden.ca

49. Do you see a pattern? ourlearninggarden.ca

51. Is it a spiral pattern ourlearninggarden.ca

55. Nature by Numbers A movie inspired on numbers, geometry and nature, by Cristóbal Vila -4 minutes running time Youtube Link to movie ourlearninggarden.ca Down load at

56. Nature is great at math and uses math often. The spirals you see in the sunflower are a math formula that allows the most seeds to get placed in the head of the seed ourlearninggarden.ca

57. Sunflowers use math as well to place the most seeds in the plant. See the spiral pattern. It is a math formula

58. ourlearninggarden.ca

59. Nature is great at math and uses math often. Can you copy nature and position the shoes differently? ourlearninggarden.ca

60. Nature is great at math and uses math often. Can you copy nature and position the shoes differently? Try it with your classes shoes. ourlearninggarden.ca

61. Try it with your classes shoes. What Happened? How many more shoes were you able to put in a box? ourlearninggarden.ca

62. Plants are alive, just like people and animals. How do we know this? Living things all do certain things: They grow and die. They need energy, nutrients, air, and water. They produce young. (Example sunflower seeds) They are made up of cells. They react to what's around them (Example sunflowers follow the sun) ourlearninggarden.ca

63. Lesson 5 Lesson 5- Brings continuity to the subjects discussed as we explore the distribution of leaves in nature to efficiently gather energy from the sun. How math enables leaves to make maximum use of sunlight like solar panels. ourlearninggarden.ca

64. Technology mimics nature Solar panel and sunflower heliotropism Spiral seeds in sunflower use math formula that can be used for packing efficiently Lets study leaves as they efficiently gather energy from the sun. ourlearninggarden.ca

68. Draw and label where the 4 th leaf will grow. ourlearninggarden.ca

69. Draw and label where leave 5 and 6 will grow. ourlearninggarden.ca

70. The leaves grow in a spiral pattern to receive the maximum amount of sunlight to assist in photosynthesis. ourlearninggarden.ca

71. Many plants use math to position the leaves receive the maximum amount of sunlight. Follow the line from start to finish and follow the order of the 10 leaves. Can you number the leaves? Leaf 1 Leaf 10 Leaf 2 Leaf 3 Leaf 4

72. ourlearninggarden.ca Leaves are positioned to enable them all to make maximum use of sunlight. This concept prevents leaves from shading one another so they get maximum sunlight

73. Lesson 6 Lesson 6- Students grow sunflower greens to observe and record leave distribution Students learn to develop data collection and observation skills for 10- 14 days. Our goal is to meet many curriculum outcomes as we introduce the students to tasting and eating sunflower greens that are incredibly nutritious ourlearninggarden.ca

80. Lettuce is a leaf Sunflower Greens LEAF

81. ourlearninggarden.ca Try eating some plain, in soup or on a sandwich. REMEMBER TO GET YOUR TEACHER TO RINSE THEM! Sunflower Greens taste great and are very healthy!

82. Plants capture the sunlight and use it as food. Sunlight is very important to plants It is one of the ingredients for there food. The ingredients plants need to make food are SUN WATER AIR SOIL SUNLIGHT AIR WATER SOIL ourlearninggarden.ca

84. We will be growing sunflowergreens from the kit and harvesting some when they are dicotyledons. Dicotyledons have two leaves. We will let some grow to record and observe the formation of leaves They are rich in chlorophyll, enzymes, vitamins, and proteins. The greens are a rich source of lecithin and Vitamin D. They are 25% percent protein by weight. TASTE GREAT AND ARE HEALTHY! Put them on sandwiches, salads or in soup. Eat them anyway you want to.. ourlearninggarden.ca

85. Instructions for Growing Sunflower Greens 1) Soak the seeds in cool water for 12-24 hours.. 2) Rinse the seeds before planting ourlearninggarden.ca

86. Instructions for Growing Sunflower Greens 3) Put the soil into the tray, water with 350 ml of water (add fertilizer packet to water) 4) Remove the seeds from water, rinse / strain and spread out evenly on top of the soil. 5) Gently/lightly press the seeds into the soil. 6) Spread the soil on top of the seeds, so that the seeds are completely covered around 2cn of soil. 7) Lightly water the tray 8) Place the tray about 40 -50 centimeters from the fluorescent lights or grow lights. (in 3-4 days the sunflowers will start to emerge and will be ready to eat in about 7 days, they will have 2 leaves. Continue to next slide ourlearninggarden.ca

87. Instructions for Growing Sunflower Greens 9) Continue to water to keep soil moist When the sunflowers emerge about 6 ( tall-they will have two leaves, cut them and rinse. Eat the stems as well, great in salads or garnish on sandwiches ourlearninggarden.ca

88. 1.Observe record and draw the they leaves as they emerge. 2. What did you notice about the emerging leaves? 3.Do they grow in a manner that exposes the leaves to the most solar energy? ourlearninggarden.ca

89. 1.Observe record and draw the they leaves as they emerge. 2. What did you notice about the emerging leaves? 3.Do they grow in a manner that exposes the leaves to the most solar energy? ourlearninggarden.ca

90. 1.Observe record and draw the they leaves as they emerge. 2. What did you notice about the emerging leaves? 3.Do they grow in a manner that exposes the leaves to the most solar energy? ourlearninggarden.ca

91. 1.Observe record and draw the they leaves as they emerge. 2. What did you notice about the emerging leaves? 3.Do they grow in a manner that exposes the leaves to the most solar energy? ourlearninggarden.ca

94. AIDRIAN OCONNOR +1.646.201.9482 | aoconnor@unitone.org | www.unitone.org http://www.natures-word.com/sacred- geometry/phi-the-golden-proportion/phi-the- golden-proportion-in-nature http://www.natures-word.com/sacred- geometry/phi-the-golden-proportion/phi-the- golden-proportion-in-nature

95. http://www.natures-word.com/sacred-geometry/phi-the-golden- proportion/phi-the-golden-proportion-in-nature http://www.natures-word.com/sacred-geometry/phi-the-golden- proportion/phi-the-golden-proportion-in-nature http://www.youtube.com/watch?v=kkGeOWYOFoA http://www.greatmathsteachingideas.com/wp- content/uploads/2012/08/Sunflower-seed-golden-angle-diagram.001.png http://www.greatmathsteachingideas.com/wp- content/uploads/2012/08/Sunflower-seed-golden-angle-diagram.001.png http://www.greatmathsteachingideas.com/2012/08/ http://commons.wikimedia.org/wiki/File:FibonacciChamomile.PNG