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Description
Green plants are fundamental to life on Earth and one of their most critical functions is removing carbon dioxide from the atmosphere. As our planet faces the challenge of climate change, it is imperative that humans recognize the value of trees and plants in sequestering carbon with nature-based climate solutions like forest conservation. This engaging lesson introduces students to the multitude of environmental and health benefits of gardening, while developing an awareness of how growing your own food or planting a native tree in your backyard can support global sustainability. The action-focused activities guide students through a comprehensive exploration of how they can become plant caretakers as they complete the following learning outcomes:
- Identify the ecological, social and health benefits of community gardens and green spaces
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Describe how trees and plants can help mitigate climate change
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Research and design a home garden with an accompanying plant list
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Plan action strategies to promote community involvement in planting trees or gardens
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Use the Commit2Act platform to record and describe success in achieving action goals
General Assessment
What skills does this resource explicitly teach?
- Analyzing information and facts to make reasoned decisions
- Problem-solving to develop sustainabilty solutions
- Communication and public awareness
- Using digital tools to engage with learning
Strengths
- Focuses on environmental responsibility as students develop, implement and track sustainability goals and actions
- Provides an extensive list of additional content support materials
- Well-organized with an accompanying slide presentation to guide the lesson
- Provides current scientific information about the connections between environmental health, human health and climate change
- Integrates technology into the learning experience
Weaknesses
- There is very little background on sustainable gardening techniques like rainwater collection which could be incorporated into student garden designs
- Student action plans are submitted to the teacher but an assessment rubric is not included
Recommendation of how and where to use it
This resource supports Grade 6-9 Science curriculum objectives investigating biodiversity, ecosystem dynamics and the role of green plants in removing atmospheric carbon dioxide and moderating climate. The relationship between environmental health and human health is explored from the context of understanding how gardening contributes to healthier diets, food security and mental wellness. Students also learn valuable environmental citizenship skills as they describe public awareness strategies and become aware of the link between local action and global action.
This lesson is one of a series of teaching resources on the Commit2Act.org website that explore important global concerns using a problem-solving approach that actively involves students in creating local solutions. Teachers could use this lesson collection to develop a year-long service learning project during which a class develops an awareness of environmental issues and solutions while building community sustainability.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Plants for Food and Fibre
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Commitment to Action
- Environment and Outdoor Education: Environmental Core
- British Columbia
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Health: Environmental Health
- Grade 7
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Health: Safety and Environmental Health
- Science
- Step 4Relevant matches
- Interaction of Ecosystems
- Northwest Territories
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Plants for Food and Fibre
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Life Systems: Biodiversity
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Life Systems: Interactions in the Environment
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- :Biology: Sustainable Ecosystems
- STEM Skills, Careers, and Connections
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Living Things
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Living World
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (1)
- Community-Building and Participation
Ecosystems (1)
- Biodiversity
Land Use & Natural Resources (1)
- Planting Native Species
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | A project-based learning approach supports a critical and creative investigation of the environmental benefits of trees and gardens which empowers students to develop innovative ideas about community sustainability.
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Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | The lesson presentation and support materials provide a comprehensive overview of how planting gardens and native trees can positively influence climate while supporting biodiversity and ecosystem health. Students also examine how vegetable gardens create healthier communities by providing better nutrition, learning opportunities and places for social connection. The economic implications of the natural cooling, improved stormwater control and reduced soil erosion provided by urban trees are also explored from the context of municipal expenditures. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | Pupils will understand the many positive implications of plant stewardship, but also recognize that trees and gardens are not the singlemost solution to global warming. Climate action also requires a worldwide effort to reduce greenhouse gas emissions, reduce pollution and minimize large-scale habitat degradation. Learners will appreciate the collective role of locally based initiatives in supporting these broader global targets. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | Students brainstorm and plan action items for involving the local community in gardening by raising public awareness of the positive health and environmental benefits of green spaces. Individuals are able to record measurable results on the Commit2Act app and track the cumulative impacts of their class while sharing successes with other young people. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Good | By formulating action strategies pupils are able to identify and describe personal attitudes towards conservation and the environment. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | Videos that feature organizations like "Keep Growing Detroit" highlight the role of urban community gardens in providing accessible fruits and vegetables, particularly in low income neighbourhoods where residents may struggle with fresh food affordability. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Good | The lesson itself provides an indoor learning experience, but the content actively engages pupils in learning about home-based agriculture which promotes a connection to nature and encourages participation in local gardening projects. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Learners are able to explore how global food systems and habitat loss contribute to climate change from the context of their own lives as they identify local strategies for building community stability with homegrown food, tree planting and active involvement in public awareness. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Satisfactory | Pupils will understand how human activities that are out of balance with nature have contributed to climate change and biodiversity loss and that natural climate solutions like conserving ecosystems are the key to the long term sustainability of our planet. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Very Good | The activities support critical thinking and reflection as pupils explore key components of garden design which provides a framework for independent planning of community action strategies. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | The lesson has been developed to meet Science curriculum outcomes but also incorporates content related to well-being by describing the health and social benefits of gardening. The “Teacher Guide” offers additional ideas for integrating other subjects into the learning experience, such as using math skills to analyze and describe data or including an English Language Arts tasks including writing an article about native tree species. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
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| Inquiry Learning | Good | The lesson provides a problem-based learning experience where students explore, think, ask and answer questions to build content knowledge and develop ideas. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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| Differentiated Instruction | Satisfactory | The "Teacher's Guide" contains an assortment of ideas and additional resources for modifying content to suit the grade level and abilities of students, while the garden planning activity will appeal to a wide range of learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | Students are involved in applying and demonstrating new knowledge as they research, describe and implement activities designed to encourage community participation in planting trees and gardens. |
| Experiential Learning: Authentic learning experiences are provided
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| Cooperative Learning | Satisfactory | Students work collaboratively to plan their gardens, present ideas to peers and solicit feedback. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Satisfactory | A series of open-ended discussion questions can be used to assess student understanding as the lesson progresses and teachers are also encouraged to use student reflection journals as a formative tool. An exit ticket is also included that can be used to measure the success of the learning experience. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Good | Student action plans are created that describe how pupils could inform peers and citizens about the value of stewardship in addressing climate change through personal actions like tree planting. Students are encouraged to involve themselves and others in turning their ideas into measurable results and log their successes on the Commit2Act app. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good | Support resources include valid, scientific information such as best practices for tree planting as defined by the UN Decade on Restoration, which provides a genuine learning experience. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Good | Students are able to objectively analyze information about the links between climate change and issues like deforestation to formulate personal sustainability goals. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
