ABOUT THIS RESOURCE

INTENDED AUDIENCE
This resource is intended for teachers of students at the ACARA Grade Five (5) level however may be adapted for both older and younger
ranges. The resource has been designed to teach children the importance of gardening and recycling through the design challenge of an
Up-cycled Garden. The teaching and learning components in the resource can assist student to achieve outcomes in the Australian
Curriculum for Science, English, Mathematics, History, Geography and The Arts from Foundation - Year Ten (10).

THE RESOURCE
This resource has been designed to educate children on the importance of gardens and the care needed in order to plan, nurture and
enjoy the benefits in a variety of spaces. The resource aims for children to achieve;

The vocabulary of plant sciences and their application to life and work in contemporary society.
An effective knowledge of the principles of scientific research and their application in simple projects.
An understanding of the research process to complete a task effectively
An understanding of the processes, techniques, methods, equipment, and available technology of science.
An understanding of the sensory, formal, technical and expressive quality of art.
The ability to make and use measurements, including those of area and volume.
The use of mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results.
An understanding of environmental health.
The ability to perform a variety of complex motor activities.
The skills and knowledge gained in this study to make decision-making in life situations.
The ability to read, comprehend, interpret, evaluate and use written material.

The resource consists of one (1) lessons plan, which contains a series of appropriate classroom learning activities both independent and as
a group. We recommend that you deliver the lessons in the order in which they are presented because the concepts and skills taught in
each lesson build upon those in the preceding lessons.

THE RESOURCE CONTAINS THE FOLLOWING

One (1) Teachers Guide Lesson Plan

List of resources needed to complete
Print outs for students to complete activities
A description and link to each readily available garden design program/application
A set of tables linking the tasks to the Australian Curriculum (ACARA) document

TEACHERS GUIDE LESSON PLAN- PHASE THREE (3)

DESIGNING YOUR UP-CYCLED GARDEN DESIGN

OVERVIEW
Students are introduced to the concept of gardens and the notion of recycling materials to create an up-cycled garden.

PREPARATION
Students complete phases one (1) to two (2) of the Up-Cycled Garden Design Challenge

RESOURCES (2D)

Internet Access (preferably from computer/laptop)

http://www.smallblueprinter.com/garden/planner.html
http://www.gardena.com/uk/garden-life/my-garden/
http://www.bhg.com/gardening/design/nature-lovers/welcome-to-plan-a-garden/
http://www.growveg.com/freetrial.aspx
http://www.gardeners.com/on/demandware.store/Sites-Gardeners-Site/default/Page-KGPJS
http://www.plangarden.com/

RESOURCES (3D)

http://www.yates.com.au/garden-club/virtual-garden
http://www.bbc.co.uk/gardening/htbg2/virtual_garden/
http://www.marshalls.co.uk/homeowners/free-garden-patio-and-driveway-design-tools/garden-visualiser

ALTERNATE RESOURCES

http://cliparts.co/cliparts/Bca/E5A/BcaE5Addi.png
http://www.polyvore.com/cgi/img-thing?.out=jpg&size=l&tid=27341123
http://4vector.com/thumb_data/v4l-120702.jpg
http://www.jamesmoranfurniture.com.au/sites/default/files/catalog/outlines/colchester_outline.jpg

EVALUATION
In order to plan the location, position and direction of your up-cycled garden, both 2D and 3D drawing programs prove excellent resources
that allow the user to quickly and easily design an overview of their future garden. Through the incorporation of ICTs into this process, Dr
Ruben Puenteduras SAMR model (Queensland Government, Department of Education and Training) can be applied as these resources has
allowed students to design, develop and integrate technologies into the learning to support high levels of overall achievement. The table
below models the SAMR approach for this specific task. Note this SAMR model extends on the Alternate Resources tab of this document
that asks students to receive a printout of a recycled item and hand-draw their design.
Substitution
Students use an online or
downloadable
application/program to create
their visual 2D plan for their upcycled garden.
Students can now easily edit,
rearrange and format their
design. Published work is now
printed rather than hand-drawn.
Students can save and print
various drafts and copies of
their work.

Augmentation
Students improve their plan
through the tools within the
processing application/program
e.g. size, colour, position,
brands, cost. Images and
graphics are easily embedded
within the document.
Students can email external
sources for further information.

Modification
Teacher shifts the focus from 2D
plans to 3D.
Students can now easily rotate
their designs to see the full
experience of their creation.
Students use an online
collaborative space to write in
small groups, conduct peer
editing and feedback, and work
to create a final product
together.
Work can now be done both in
and out of the classroom.

Redefinition
Teacher chooses to collaborate
with other classes locally or
globally on a common issue or
problem, using
webconferencing.
Students share their creations
within a virtual classroom, in
order to find a common
solution.
The project uses the strengths
of students from different
classes. Students use a range of
multimedia to collect,
communicate and distribute
their findings and conclusions.
Ranges of technologies are
impeccably used to
communicate and share
information between groups.

RELATION TO CURRICULUM
AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)
NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
STANDARD 1.1
PHYSICAL, SOCIAL AND INTELLECTUAL DEVELOPMENT AND CHARACTERISTICS OF STUDENTS
Students develop a knowledge and understanding of the importance and influence ICTs can have on emerging a social and intellectual
experience through the sharing of an online up-cycled garden design.

STANDARD 1.2
UNDERSTAND HOW STUDENTS LEARN
Students will demonstrate a knowledge and understanding of how student engagement and learning can be enhanced through the use of
digital resources and tools (as depicted in the SAMR model).

STANDARD1.3
STUDENTS WITH DIVERSE LINGUISTIC, CULTURAL, RELIGIOUS AND SOCIOECONOMIC BACKGROUNDS
Demonstrate the ability to match digital resources and tools with teaching strategies in ways that are responsive to students diverse
backgrounds through the use of 2D and 3D design programs as well as the incorporation of printable sheets.

STANDARD 2.1
CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA
Demonstrate knowledge and understanding of ways that the use of digital resources and tools can complement teaching strategies and
promote deep learning of, and engagement with, the content of specific teaching areas.

STANDARD 2.5
LITERACY AND NUMERACY STRATEGIES
Know and understand how digital resources and tools can enable, support, enhance and accelerate deep learning in literacy and
numeracy.

STANDARD 2.6
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Demonstrate the ability to use a range of digital resources and tools in ways that enable deeper engagement with curriculum and support
a range of approaches to learning.

STANDARD 3.2
PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS
Select and sequence digital resources and tools in ways that demonstrate knowledge and understanding of how these can support deep
learning of the content of specific teaching areas and effective teaching strategies.

STANDARD 3.4
SELECT AND USE RESOURCES
Demonstrate knowledge of the use of digital resources and tools to support students in locating, analysing, evaluating and processing
information when engaged in learning.

STANDARD 4.1
SUPPORT STUDENT PARTICIPATION
Identify strategies that address the diverse needs of learners through learner-centred approaches that are supported by selection and
sequencing of available digital resources and tools.

STANDARD 4.4
MANAGE STUDENT SAFETY
Demonstrate understanding of risks to students well-being and safety while using digital resources and tools. Demonstrate understanding
of practices and tools to mitigate these risks.

STANDARD 4.5
USE ICT SAFELY, RESPONSIBLY AND ETHICALLY
Demonstrate understanding of safe, legal, and ethical use of digital resources and tools, including cyber safety practices, respect for
copyright, intellectual property, and the appropriate documentation of sources.

STANDARD 6.2
IDENTIFY AND PLAN PROFESSIONAL LEARNING NEEDS
Demonstrate an ability to use the ICT Elaborations of the National Professional Standards for Teachers to identify personal goals for
professional development.

STANDARD 7.4
ENGAGE WITH PROFESSIONAL TEACHING NETWORKS AND BROADER COMMUNITIES
Understand the range of opportunities for sharing and enhancing professional practice available through online communication with
experts and community representatives, and contribution to professional and community sites, online discussions and forums.