Designing a Community and Eco-Friendly School Garden
Created byAudra Glanville
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Designing a Community and Eco-Friendly School Garden

Grade 6EnglishMathScience20 days
In this project, sixth-grade students take on the role of landscape architects to design a school garden that benefits both the community and the ecosystem. Integrating subjects such as English, Math, and Science, students engage in a variety of activities including researching landscape architecture, applying geometry to garden layouts, and assessing the ecological impact of various plant species. Throughout the project, students develop skills in communication and presentation, with their final contributions assessed through a comprehensive rubric focusing on research quality, mathematical application, and ecosystem analysis.
Landscape ArchitectureSchool GardenEcosystem ImpactGeometryScience IntegrationCommunity BenefitCommunication Skills
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as landscape architects, design a new school garden that enhances both the community and the ecosystem while utilizing our knowledge of math, science, and effective communication?

Essential Questions

Supporting questions that break down major concepts.
  • What are the roles and responsibilities of a landscape architect?
  • How can school gardens benefit local communities and ecosystems?
  • What plants and garden designs are best suited for the school environment?
  • How do you calculate the area and perimeter of various garden layouts?
  • What is the impact of different plants on soil quality and biodiversity?
  • How can you effectively communicate and present your garden design ideas?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the roles and responsibilities of a landscape architect.
  • Students will analyze how school gardens benefit local communities and ecosystems.
  • Students will research and identify plants and garden designs suitable for a school environment.
  • Students will apply mathematical concepts to calculate the area and perimeter of various garden layouts.
  • Students will investigate the impact of different plants on soil quality and biodiversity.
  • Students will develop skills to effectively communicate and present their garden design ideas.

Common Core Standards

CCSS.ELA-LITERACY.W.6.2
Primary
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: Students need to document and present their garden design ideas clearly and effectively.
CCSS.MATH.CONTENT.6.G.A.1
Primary
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.Reason: Calculating the area and perimeter of garden layouts is essential for designing the school garden.
CCSS.ELA-LITERACY.SL.6.4
Secondary
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.Reason: Students must effectively communicate their garden design through presentations.
CCSS.MATH.CONTENT.6.RP.A.3
Secondary
Use ratio and rate reasoning to solve real-world and mathematical problems.Reason: Ratio and rate reasoning can be applied when planning plant spacing and distribution in the garden.

Next Generation Science Standards

NGSS.MS-LS2-1
Primary
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Reason: Understanding the impact of plants on ecosystems is crucial for garden design.
NGSS.MS-LS2-4
Primary
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.Reason: Researching the impact of plants on soil quality and biodiversity relates to this standard.
NGSS.MS-ETS1-4
Supporting
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.Reason: Designing a school garden involves creating models and modifying designs to improve them.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Eco-Tour

Students put on virtual reality headsets and are transported to some of the world's most innovative eco-gardens. They can explore various landscapes and note features that enhance both community involvement and ecological sustainability. This inspires students to think critically about how they can implement similar features in their school garden project.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Landscape Architect Research Adventure

In this activity, students will explore the roles and responsibilities of a landscape architect, understanding how they contribute to both community and environmental enhancement.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and create a list of responsibilities and skills required for a landscape architect.
2. Interview a local or virtual landscape architect to gather real-world insights.
3. Reflect on how these roles apply to their school garden project.

Final Product

What students will submit as the final product of the activityA reflection paper outlining the insights gathered about landscape architects and their relevance to the school garden project.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.2 as it requires students to organize and write an informative text.
Activity 2

Garden Geometry Challenge

Students will apply mathematical concepts to calculate the area and perimeter of proposed garden layouts, essential for planning their design.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Study different garden layout shapes, including triangles, quadrilaterals, and polygons.
2. Use geometric formulas to calculate the area and perimeter of these shapes.
3. Create scaled drawings of potential garden layouts, annotating dimensions.

Final Product

What students will submit as the final product of the activityAnnotated sketches with calculated area and perimeter measurements.

Alignment

How this activity aligns with the learning objectives & standardsCovers CCSS.MATH.CONTENT.6.G.A.1 by engaging students in real-world geometry problems.
Activity 3

Ecosystem Impact Investigator

In this activity, students will research and understand how various plants and garden designs impact ecosystems positively and negatively.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify a list of potential plants for the school garden.
2. Research each plant’s impact on soil quality and overall biodiversity.
3. Document findings in a report, including recommendation for plant selection based on research.

Final Product

What students will submit as the final product of the activityA comprehensive report analyzing the plant selections and their ecological impact.

Alignment

How this activity aligns with the learning objectives & standardsMeets NGSS.MS-LS2-1 by analyzing how plant resource availability affects ecosystems.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

School Garden Design Portfolio Assessment

Category 1

Landscape Architecture Understanding

Assessment of students' exploration and articulation of the roles and responsibilities of a landscape architect.
Criterion 1

Research Quality

Evaluation of the depth and relevance of research conducted about landscape architecture roles and responsibilities.

Exemplary
4 Points

Research demonstrates a comprehensive and nuanced understanding of landscape architecture roles, with extensive details and insightful connections to the school garden project.

Proficient
3 Points

Research is thorough and well-documented, showing a clear understanding of landscape architecture roles with several connections to the project.

Developing
2 Points

Research shows basic understanding with limited connections to the school garden project; some roles may be superficially addressed.

Beginning
1 Points

Research is minimal, lacks depth, and shows little understanding of landscape architecture roles.

Criterion 2

Reflection Insight

Quality of reflection on how landscape architecture roles apply to the school garden project.

Exemplary
4 Points

Reflection provides deep insights into how landscape architecture roles are applied, with innovative ideas for the garden project.

Proficient
3 Points

Reflection offers thoughtful insights into role applications with practical ideas for the garden project.

Developing
2 Points

Reflection offers basic insights with some ideas for the project; lacks depth.

Beginning
1 Points

Reflection lacks meaningful insights or connections to the project.

Category 2

Mathematical Application

Assessment of students' abilities to apply mathematical concepts in designing garden layouts, focusing on geometry and measurement.
Criterion 1

Geometry Calculations

Accuracy and reasoning in calculating the area and perimeter of various garden shapes.

Exemplary
4 Points

Demonstrates exceptional accuracy and detailed reasoning in area and perimeter calculations, with error-free annotations.

Proficient
3 Points

Calculations are accurate and well-reasoned, with most annotations correct.

Developing
2 Points

Calculations show some accuracy but may have minor errors or reasoning issues.

Beginning
1 Points

Calculations are mostly inaccurate, with little reasoning or correct annotations.

Criterion 2

Layout Design Creativity

Creativity and effectiveness of garden layout designs.

Exemplary
4 Points

Layout designs are highly creative and optimized for space, functionality, and aesthetics.

Proficient
3 Points

Layout designs are creative and functional, effectively using space.

Developing
2 Points

Designs show some creativity but may lack space optimization or balance.

Beginning
1 Points

Designs lack creativity and are inefficient in space utilization.

Category 3

Ecosystem Understanding and Analysis

Evaluation of students' understanding of ecosystem impacts through plant research and analysis.
Criterion 1

Research and Analysis Quality

Depth of plant research and quality of analysis on ecosystem impacts.

Exemplary
4 Points

Research and analysis are comprehensive with a strong understanding of plant impacts on ecosystems, including detailed justifications for plant selection.

Proficient
3 Points

Research and analysis are thorough, with a good understanding of plant impacts and justified selections.

Developing
2 Points

Research and analysis are basic, showing limited understanding and justifications.

Beginning
1 Points

Research is minimal with a poor understanding of plant impacts and no justifications.

Criterion 2

Recommendation Clarity

Clarity and justification of plant selection recommendations.

Exemplary
4 Points

Recommendations for plant selections are clear, well-justified, and rooted in research, with a strong link to ecosystem benefits.

Proficient
3 Points

Recommendations are clear and justified, with good links to ecosystem benefits.

Developing
2 Points

Recommendations are present but may lack clarity or strong justification.

Beginning
1 Points

Recommendations are unclear and unjustified, with weak links to benefits.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the entire process of designing the school garden. What were your biggest challenges and triumphs? How did your understanding of landscape architecture, community impact, and ecosystem dynamics evolve throughout this project?

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Question 2

How did you use math and science concepts to inform your design choices and ensure the garden's effectiveness for both the community and the ecosystem?

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Question 3

On a scale of 1 to 5, how confident are you in your ability to design and implement a successful school garden project?

Scale
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Question 4

What are your key takeaways from this project, and how might you apply what you've learned to future projects or real-world situations?

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