Planning the garden
In order to be involved in the project
from the beginning students need to take part in the planning of the garden.
This can be a valuable curriculum exercise in many ways. Within this the students
can complete the following:
- measure the area to be used.
- accurately draw a scale plan of the area.
- research the fruits, vegetables and ornamental that they would like to
grow and their suitability to the site.
- Studying the microclimate of different areas of the school.
Ground Clearing
One of the first things that many schools will have to do is clear
some ground in order to start the project. This will involve ridding the area
of unwanted materials and plants. Usually schools would resort to using herbicides.
However, hand-weeding and mulching are the organic methods that can be used.
Within this students can think about a number of issues;
- Different types of 'weed'. Plant identification,
classification and categorisation.
- The effect of covering plants and depriving them of light and water. Photosynthesis.
- How long plants need to be covered. Photosynthesis
- Which plants grow back first.
- Types of material that can be used. Material properties.
- Soil types. Material properties.
- Compare methods of getting rid of different weed types Annuals and perennial.
- Students to think about what they can do to reduce weed growth after the
area has been cleared.
Preparing the soil and soil maintenance
It is essential to improve soil structure
and feed the soil rather than the plants. Students will need to understand that
a programme of soil maintenance is needed and how it can be carried out. Students
will need to test the pH of the soil and examine it's structure. Within this
students can think about and investigate the following;
- pH and it's affect on plants. Using indicators to
classify materials pH.
- soil type and it's affect on plants. Material properties.
- nutrients and their affect on plants. Adaptation.
- soil structure. Material properties.
- How different materials can improve soil structure. Material
properties
Growing From Seed
Students will then be involved in growing and planting of plants.
This will involve choosing plants to grow, planting and caring for either seeds
or plants. This can take place both inside and outside. Within this students
can think about a number of issues;
- plant life cycles. Plant growth.
- growing mediums. Material properties.
- conditions for planting and sowing. Plant requirements.
- affect of light, temperature and water on plants and seeds. Photosynthesis.
- use of organic plant foods where necessary
- types of plant. Plant classification.
Composting
Students will then be involved in
composting a range of materials. This will involve creating a compost heap,
investigating the composting process, identifying suitable materials. Within
this students can think about a number of issues;
- building a compost box.
- what can be composted. Material properties.
- creation of a compost heap.
- compost temperature. Scientific enquiry.
- decomposition rates. Scientific enquiry. Micro-organisms.
- wildlife present. Habitats.
- micro-organisms and their benefits. Micro-organisms.
Vegetable Garden
Students can create and maintain a
vegetable garden. This will involve the clearing and soil preparation as outlined
previously. It will then involve the choice and growth of plants as well as
the maintenance of the area. Students will within this be able to investigate
and think about the following;
- what vegetables to grow. Habitats. Classification
and variation.
- when vegetables need to be planted and harvested. Plant
life cycles.
- plan the area to take account of microclimate.
- rotation.
- pest and disease control. Creature classification
and variation.
- pest barriers and traps
- weather readings to monitor frost
- growth and productivity. Plant life cycles.
- soil conditions. Material properties.
Wildlife Attraction
Students can be involved in developing
areas to attract wildlife, such as a flower border and/or pond. The National
Curriculum links that apply in the clearing and planting also apply here. However,
there are other links. Things that students can investigate or think about include;
- what flowers and plants will attract wildlife. Green
plants as organisms.
- what structures need to be provided for wildlife.
- what types of animals are beneficial and which might be considered pests.
Scientific investigation.
- recording numbers of animals. Scientific investigation.
- when are certain animals seen.
- what are the different habitats that different creatures prefer. Habitats.
- food chains and webs. Feeding relationships.
- the effects of pesticides today and in the past
- construction and maintenance of a pond. Scientific
investigation.
Using Green Manures
In many areas of schools there is
bare soil for one reason or another. This is ideal for growing and utilising
green manures. Bare soil is unattractive and vulnerable to erosion and leaching.
Green manures are grown and then when they reach a certain stage they are dug
into the soil where they gradually decompose and provide nutrients for the soil.
Growth of green manures is an ideal opportunity for students to investigate
and think about the following;
- life cycle of plants. Nutrition and growth.
- biology of plants. Green plants as organisms.
- the different benefits of green manures e.g. nitrogen fixer.
Green Plants as organisms.
- soil erosion. Protection of the environment.
- soil characteristics (nutrients). Material properties.
Many of the investigations and project ideas are directly related to scientific
concepts and theories. Using gardening is a way of making these concepts come
to life. Students will have the opportunity to see plant life cycles in action,
see the results of micro-organisms in compost and understand the delicate
balance within the environment.
Therefore they will cover;
- Sc1 - Scientific Enquiry
- Sc2 - Life processes and living things.
- Sc3 - Materials and their properties
- Sc4 - Physical processes
Science
Key Stage 3