|
 |
|||||||||||||||||||
 |
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. Draw maps and plans at a variety of scales.
- 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. Weather and climate.
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.
- Heritage seeds.
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.
- 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. Weather and climate.
- rotation.
- pest and disease control.
- pest barriers and traps.
- weather readings to monitor frost. Weather and climate.
- 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.
- 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. Ecosystems.
- food chains and webs. Ecosystems.
- the effects of pesticides today and in the past.
- construction and maintenance of a pond. Ecosystems.
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)
Within the Geography National Curriculum there are many concepts and skills that can be learnt through organic gardening. The concept of sustainability and the fragile balance within the environment is important in both Geography and organic gardening.
In completing the tasks and investigations students will have the opportunity to complete some of the following:
Pupils should be taught to:
1a - ask geographical questions and identify issues. 1b - suggest appropriate sequences of investigation. 1c - collect, record and present evidence. 1d - analyse and evaluate evidence and draw and justify conclusions. 1e - appreciate how people's values and attitudes, including their own, affect contemporary, social, environmental and political issues, and to clarify and develop their own values and attitudes about such issues. 1f - communicate in ways appropriate to the task and audience.
2a - to use an extended geographical vocabulary. 2b - to select and use appropriate fieldwork techniques and instruments 2c - to use atlases and globes, and maps and plans at a range of scales, including ordnance survey 1:25 000 and 1:50 000. 2d - to select and use secondary sources of evidence, including photographs, satellite images and evidence from ICT-based sources. 2e - to draw maps and plans at a range of scales, using symbols, keys and scales and to select and use appropriate graphical techniques to present evidence on maps and diagrams, including using ICT. 2f - to communicate in different ways, including using ICT. 2g - decision-making skills, including using ICT.
3d - to explain how and why changes happen in places, and the issues that arise from these changes. 3e - to explain how places are interdependent, and to explore the idea of
global citizenship.
4a - describe and explain patterns of physical and human features and relate these to the character of places and environment. 4b - identify, describe and explain physical and human processes, and their impact on places and environment.
5a - describe and explain environmental change and recognise different ways of managing it. 5b - explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives.
6d - ii the components and links in the water cycle. iii how and why aspects of weather and climate vary from place to place. 6e - i the characteristics and distribution of one major biome. ii how the ecosystems of this biome are related to climate, soil and human activity. 6h - ii the geographical distribution of one or more economic activities for example farming. 6j - i how conflicting demands on an environment arise. ii how and why attempts are made to plan and manage environments. iii effects of environmental planning and management on people, places and environments. 6k - i the sources and supply of a resource ii the effects on the environment of the use of a resource. iii resource planning and management.
7a - study at a range of scales. 7c - carry out fieldwork investigations outside the classroom. 7d - study issues of topical significance. Students to investigate soil types and characteristics with regard to it's role in ecosystems.
1a - ask geographical questions 1b - collect and record evidence 1c - analyse evidence and draw conclusions 1d - identify and explain different views that people, including themselves hold about
topical geographical issues1e - communicate in ways appropriate to task and audience
2a - to use appropriate geographical vocabulary 2b - to use appropriate fieldwork techniques and instruments 2c - to use maps and plans at a variety of scales 2d - to use secondary sources of information 2e - to draw plans and maps at a variety of scales 2f - to use ICT to help in geographical investigations 2g - decision making skills
5a - recognise how people can improve the environment or damage it 5b - recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement.
 |
top |
|
|
|
|
| Garden Organic | Schools
project | Contact | Join |
All content © HDRA Page last updated 19 June, 2006 |
|
|
|
|
Geography
Key Stage 3