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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, handweeding and mulching are the organic methods that can be used. Within this students can think about a number of issues;
- Different types of 'weed'
- The effect of covering plants and depriving them of light and water.
- How long plants need to be covered.
- Which plants grow back first.
- Types of material that can be used.
- Soil types
- 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
- soil type and it's affect on plants
- nutrients and their affect on plants
- soil structure
- How different materials can improve soil structure
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
- growing mediums
- conditions for planting and sowing
- affect of light, temperature and water on plants and seeds
- use of organic plant foods where necessary
- types of plant
- construct mini greenhouses. Developing, planning and making products.
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. Developing, planning and making a product.
- what can be composted
- creation of a compost heap
- compost temperature
- decomposition rates
- wildlife present
- micro-organisms and their benefits
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
- when vegetables need to be planted and harvested
- plan the area to take account of microclimate
- rotation
- pest and disease control
- pest barriers and traps. Developing, planning and making products.
- weather readings to monitor frost
- growth and productivity
- soil conditions
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
- what structures need to be provided for wildlife. Developing, planning and making products.
- what types of animals are beneficial and which might be considered pests
- recording numbers of animals
- when are certain animals seen
- what are the different habitats that different creatures prefer
- food chains and webs
- the effects of pesticides today and in the past
- construction and maintenance of a pond. Developing, planning and making products.
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
- biology of plants
- the different benefits of green manures e.g. nitrogen fixer
- soil erosion
- soil characteristics (nutrients)
Although it may appear that gardening is not related to Design Technology, there are many aspects of organic gardening that incorporate the skills required by the National Curriculum. The development, planning and construction of structures such as compost bins, pest traps and wildlife boxes can integrate many aspects of the curriculum.
During the investigations and projects the areas covered include:
1a - identify relevant sources of information, using a range of resources including ICT. 1b - respond to design briefs and produce their own design specifications for products. 1c - develop criteria for their designs to guide their thinking and to form a basis for evaluation. 1d - generate design proposals that match the criteria. 1e - consider aesthetics and other issues that influence their planning. 1f - suggest outline plans for designing and making, and change them if necessary. 1g - prioritise actions and reconcile decisions as a project develops, taking into account the use of time and costs when selecting materials, components, tools, equipment and production methods. 1h - use graphic techniques and ICT, including computer aided design (CAD) to explore, develop, model and communicate design proposals.
2a - to select and use tools, equipment and processes, including computer-aided design and manufacture (CAD/CAM), to shape and form materials safely and accurately and finish them appropriately. 2b - to take account of the working characteristics and properties of materials and components when deciding how and when to use them. 2c - to join and combine materials and ready made components accurately to achieve functional results. 2d - to make single products and products in quantity, using a range of techniques, including CAD/CAM to ensure consistency and accuracy. 2e - about the working characteristics and applications of a range of modern
materials, including smart materials.
3a - to evaluate their design ideas as these develop, and modify their proposals to ensure that their product meets the design specification. 3b - test how well their products work, then evaluate them. 3c - identify and use criteria to judge the quality of other people's products, including the extent to which they meet a clear need, their fitness for purpose, whether resources have been used appropriately, and their impact beyond the purpose for which they were designed.
4a - to consider physical and chemical properties and working characteristics of a range of common and modern materials. 4b - that materials and components can be classified according to their properties and working characteristics. 4c - that materials and components can be combined, processed and finished to create more useful properties and particular aesthetic effects. 4d - how multiple copies can be made of the same product.
5a - to recognise inputs, processes and outputs in their own and existing
products.
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DesignTechnology
Key Stage 3