Examiningthejobsofthreedifferentplantpartsroots,

stems,andleaveshelpsstudentstounderstandthatall plantsneedthesamefundamentalresources:sun,soil, water,andair.

PonderingPlantsFirstGradeScience Exploration

P
LANTSF IRST

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ONDERINGG RADE

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XPLORATIONL IFE

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ROGRAM

Contents
Teacher Introduction..........................................................1 Science Standards...............................................................2 Resources....................................................................... ......3 MasterMaterials List..........................................................4 Plant Detectives..................................................................5 Leavesand Stems................................................................7 Roots............................................................................... .......9 Watercolors..................................................................... .....11 Plant Watchers....................................................................12 Plant

Reporters...................................................................14 Master:LeafScavenger Hunt.............................................15 Masters:RootMatchingGame Cards...............................16

LifeLabScienceProgram2007

TeacherIntroduction
TheseexplorationlessonsareaproductofthefieldtripprogramatLifeLabsGarden Classroomandcanbeusedinyourownschoolgardenorclassroom. Studentsclearlyunderstandwhattrees,flowers,andbushesare.Theymayhaveamore difficulttimecomprehendingtheideathatalloftheseareplantsandarelivingthings. Findingthesimilaritiesbetweenallplantsbecomeseasieroncestudentsunderstandthe jobsofthreedifferentplantpartsroots,stems,leaves.Inthisunit,studentswilllearnabout thedifferentresourcesthatplantsneed(sun,soil,water,andair)andhowthedifferentplant partscapturethoseresourcesfromtheenvironment.Theywillexploreplantsfromdifferent environmentsanddiscusswhytheirroots,stems,andleaveslookdifferent. Duringtheirvisittothegarden,studentswillexplorethedifferentplantpartsandtheir functionsthroughsong,art,guidedexplorationandhandsonexperiences.Studentscan explorearootviewboxanddrawpicturesofrootswhiletheytalkaboutdifferenttypesof rootsandhowrootsgetnutrientsandwaterfromthesoil.Studentscandrawstemsanddo leafrubbingsandexplorethemanydifferentplantsinthegardenwhilediscussingwhat leavesandstemsdofortheplant.Studentswillgetafirmgrasponthefunctionsofthe differentplantpartsandhowplantmeettheirneedsbyseeingmanydifferenttypesof plantsgrowinginthegarden. LifeLabScienceProgram2007 1

ScienceStandards
LifeLabScienceProgram2007 TheCaliforniaScienceStandardslistedbelowwillbeaddressedduringthePondering PlantsScienceInvestigation: LifeSciences:2.Plantsandanimalsmeettheirneedsindifferentways.Asabasisfor understandingthisconcept:a.Studentsknowdifferentplantsandanimalsinhabitdifferent kindsofenvironmentsandhaveexternalfeaturesthathelpthemthriveindifferentkindsof places.b.Studentsknowbothplantsandanimalsneedwater,animalsneedfood,and plantsneedlight.e.Studentsknowrootsareassociatedwiththeintakeofwaterandsoil nutrients,andgreenleavesareassociatedwithmakingfoodfromsunlight. EarthSciences:3.Weathercanbeobserved,measured,anddescribed.Asabasisfor understandingthisconcept:c.Studentsknowthesunwarmstheland,air,andwater. InvestigationandExperimentation:4.Scientificprogressismadebyaskingmeaningful questionsandconductingcarefulinvestigations.Asabasisforunderstandingthisconcept andaddressingthecontentintheotherthreestrands,studentsshoulddeveloptheirown questionsandperforminvestigations.Studentswill:a.Drawpicturesthatportraysome featuresofthethingbeingdescribed.b.Recordobservationsanddatawithpictures, numbers,orwritten. 2

Resources
StoryBooks
JacksGarden.ByHenryCole.HarperTrophy,1997.ThestoryofJackasheplantshis backyardflowergarden.Thereaderwatchesthegardenflowersgrowfromseedlingsto budstobeautifulflowersinthespring. The Magic School Bus Gets Planted: A Book About Photosynthesis. By Lenore Notkin. ScholasticPress, 1997. A more advancedbook that describeshow plantsgetwaterfrom soil, air from leaves and energy fromthesun.Alsointroducestheconceptsofchloroplasts, stomata,andxylemandphloem. PumpkinCircle:TheStoryofaGarden.WrittenbyGeorgeLevenson,PhotosbyShmuel Thaler.TricyclePress,2002.Beautifulphotographstellthelifestoryofapumpkin,from seedtopumpkintojackolanternandbacktoaseed. Pumpkin,Pumpkin.ByJeanneTitherington.HarperTrophy,1990.ThestoryofJamie,a younggardener,asheplantshisownpumpkin.Beautifulpicturesandaneasytoreadstory makethisagreatbookfornewandoldreadersalike. Tops and Bottoms. By Janet Stevens. Harcourt Childrens Books, 1995. A funny and beautifully illustrated story about a bear and a rabbit who plant crops together, and comicallymakethedistinctionbetweentopandbottomcrops. Evenmorestorybooksarefoundhere: TheGoodKidsBookList,compiledbytheTheJuniorMasterGardenerProgramandthe AmericanHorticulturalSociety,includesthetopchildrensgardenbooksofthelast100 years. www.cfaitc.org/books/CaliforniaFoundationforAgintheClassroomoffersanextensive listofgardenandnaturebasedbooksforallgradelevels.

GardenSongs
The Banana Slug String Band has an extensive collection of environmental ed and gardenthemed songs,includingone ofourfavorites,Roots,Stems,Leaves.Findmoreat http://bananaslugs.bandcamp.com/album/singinginourgarden. HearLifeLabStaffsinginggardenrelatedsongsatourYouTubechannel: http://www.youtube.com/lifelabvideos. LifeLabScienceProgram2007 3

:M
ASTER

M
ATERIALS

L
IST

P
ONDERING

P
LANTS

PlantDetectives
8objects:4plants,aninsect,arock,andtwohumanmadeobjects 23footlongsheetsofbutcherpaper 2sheetsof81/2x11paper(scrappaperisokay)

LeavesandStems
Leavesandstemsforstudentstodraw,rub,ortrace Artsupplies:paper,crayons,markers,andcoloredpencilsforallstudents

Oneknife 34magnifyinglensespergroupof67students 12stemstocutup(broccoliworkswell)pergroupof67students Leafscavengerhuntlist(seepage15)

Roots
Weedsforstudentstopull(eitheronelargeweedforthewholeclass,oronesmallweed perstudent) Onesheetofposterpaperandmarkersforeachgroupof67students Artsupplies:paper,crayons,markers,andcoloredpencilsforallstudents Rootmatchinggamecards(seepages1618)

Watercolors
Onefreshcelerystalkwithleavespergroupoffourstudents Oneclearglassorcuppergroupoffour Redfoodcoloring Water

PlantWatchers
Fortheclass:

 1bagorganicseedstartingmixForeachpair: 12spoons Spraybottlefullofwater 6seeds(lettuce,peasand/orradishes)or2broccoliseedlings 23inchplasticpots 2labelsor2stripsofmaskingtape Artsupplies:paper,markers,crayons LifeLabScienceProgram2007 4

LifeLabScienceProgram2007

PlantDetectives
Description
Studentsactasdetectivestodecidewhetherornotgivenobjectsareplants,andthen describethecharacteristicsofplants.

Objective
Studentsdescribewhattheyknowaboutplantsandpracticecategorizing.

TeacherBackground
Childrenmayhavemanynaiveideasaboutthenaturalworldthatcontradictscientific thinkingandmayevenseemhumoroustoadults.Intheirvisittothegardenclassroom, studentswillexplorewhatplantsneedtosurvive,butfirstitisimportantthattheyhaveafirm understandingofwhatisandisnotaplant.

Materials
8objects:4plants,aninsect,arock,andtwohumanmadeobjects 23footlongsheetsofbutcherpaper 2sheetsof81/2x11paper(scrappaperisokay) 5

ClassDiscussion
Encouragestudentstosharetheirideasaboutplantsbyaskingthemtobedetectives.How doesadetectivesolveamystery?Tellthestudentstheyhaveamysterytosolve.Wehave acollectionofobjects,andweneedtoknowwhichareplants.Whatcluesshouldwebe watchingfor?Howcanwetellifsomethingisaplant?

Action
1.Dividestudentsintogroupsofthreeorfour.2.Rotatestudentstodifferentstations(each withadifferentobject)andinstructteammemberstolookateachobjectanddecideifitis aplantornot.3.Revieweachitemseparatelywiththewholeclass.Writeeachobjects nameonthebutcherpaperundertheheadingIsitaplant?Askstudentsifeachitemisa plant.Whyorwhynot?Ifgroupsdisagree,helpthemtorephrasetheirideasintoquestions, andwritetheseonthesecondpieceofbutcherpaperundertheheadingQuestionswe haveaboutplants.

WrapUp
Review and discuss the two lists. What is a plant? How can you tell if something is a plant?What thingsonourlisttelluswhataplantlooks,feels,orsmellslike?Whatthings telluswhataplantdoes?Whatthingstelluswhataplantneeds? LifeLabScienceProgram2007 6

LeavesandStems
Description
Studentsexplorethegardentolookatavarietyofleavesandstems,andlearnabouttheir functionsthroughhandsonexploration,artanddiscussion.

Objective
Studentslearnaboutthefunctionsofleavesandstemsincludinghowstemstransport materialsfromtherootstotheleaves,andhowleavesgathersunlighttomakefood.

TeacherBackground
Studentsmaynotknowthatstemsplayanimportantrolefortheplant:transportationof waterandnutrientsfromtherootstotheleaves,andfoodfromtheleavestotherootsor otherpartsoftheplant.Thisactivityallowsthemtogetupcloseandpersonalwithdifferent kindsofstemsandleavesandexplorewhytheyaredifferent.

Materials
Leavesandstemsforstudentstodraw,rub,ortrace Artsupplies:paper,crayons,markers,andcoloredpencilsforallstudents Oneknife 34magnifyinglensespergroupof67students 12stemstocutup(broccoliworkswell)pergroupof67students Leafscavengerhuntlist(seepage15)

Preparation
Youwillneedtwoorthreeparentvolunteersoraidestoallowstudentstomovethroughthe stepsofthisactivityinsmallergroups.

ClassDiscussion
Reviewwhatstudentsalreadyknowaboutleavesandstems.Whatdoleavesandstems dofortheplant?(Leavescapturesunlightthatplantsneedtomakefood.Stemsbringup waterandnutrientsfromtherootsandtakefoodfromtheleavestowhereitisneededin theplantandbringdownfoodfromtheleaves.)Whyisthatimportant?Howdowaterand nutrientsgetfromtherootstotheleaves?Howdoplantsmaketheirownfood? LifeLabScienceProgram2007 7

Action
1.Dividetheclassintogroupsofthreetofourstudents.Haveeachparentvolunteeroraide leadagroupofstudentsthroughthefollowingstepsoftheactivity.2.Allowstudentstimeto exploredifferentgardenbedsinthegardenclassroomandtheplantsfoundthere.Where aretheleavesandstemsontheseplants?Doalloftheleavesandstemslookthesame? 3.Leadstudentsonaleafscavengerhunt(seepage15).Tellthestudentsthatitistheirjob tofindeachoftheitemsonthelist.Readeachitemonthelist,oneatatime,and encouragestudentstosearchthegardentogether.Discussthedifferenttypesofleaves andwhateachonemightdotohelptheplantsurvive.4.Endthescavengerhuntbyallowing studentstopickupleavesfromtheground.5.Givestudentstimetocreateartprojectswith theleavesandstemstheyfound.Encouragestudentstobecreative.Theycandrawthe wholeplant,makeleafrubbings,ortracethestem.6.Aftercuttingopenastem,allow studentstousemagnifyinglensestolookinside.Talkabouthowthestemofaplantislike theelevatoroftheplant.

WrapUp
Encouragestudentstosharewhattheyhavelearnedaboutleavesandstems.Whyare leavesimportant?Wouldtheplantgrowwithoutthem?Whatwouldhappenifplantsdidnt havestems?Whatcanwedotohelpleavesgrow? LifeLabScienceProgram2007 8

LifeLabScienceProgram2007

Roots
Description
Studentsexplorerootsinthegarden,describethemverballyandthroughart,andplaya matchinggametoinvestigatedifferenttypesofroots.

Objective
Studentslearnaboutthemanyfunctionsofrootsincludinghowtheygetwaterandnutrients fromthesoil.

TeacherBackground
Studentsmayhavebroadideasaboutrootsandtheirfunctions.Thisactivityallowsthemto seerootsgrowing,feelanddrawroots,andlearnaboutdifferentkindsofroots.

Materials
Weedsforstudentstopull(eitheronelargeweedforthewholeclass,oronesmallweed perstudent) Onesheetofposterpaperandmarkersforeachgroupof67students Artsupplies:paper,crayons,markers,andcoloredpencilsetc.forallstudents Rootmatchinggamecards(seepages1618)

Preparation
Youwillneedtwoorthreeparentvolunteersoraidestoallowstudentstomovethroughthe stepsofthisactivityinsmallergroups. 9

ClassDiscussion
Whatareroots?Whatdotheydofortheplant?How?(Rootstakeupnutrientsandwater fromthesoilthattheplantneedstogrowandlive.)Weregoingtolookatmanydifferent kindsofrootsandtalkaboutwhattheydotohelpplantsgrow.

Action
1.Dividetheclassintogroupsofthreetofourstudents.Haveeachparentvolunteeroraide leadagroupofstudentsthroughthefollowingstepsoftheactivity.2.Startbylettingthe studentsconductafingertestofthesoil.Havethemtrytoplantafingerintomoist,soft soilandalsointothehardcompactedsoilofapath.Whichplacewouldplantswantto grow?Why?Rootslikelight,fluffysoilinordertomoveintothesoiltofindwaterand nutrients.3.Letstudentspulloutaweed(youmayneedtoloosenthesoiltoenablethemto pulluptheroots)andbringtherootsbacktoaparentoranotheradultwhodidnotseethe roots.Havethestudentsworkasagrouptousedescribingwordstotelltheparenthowto drawtherootsfromoneoftheirweedswithouttheparentseeingit.Havetheparentdraw therootbasedonthesedescriptionsandthencomparethedrawingwiththeactualroot.4. Allowstudentstimetodraw,trace,orinanywayexploretherootstheycollected.5.Playthe matchinggamewithstudents(seepaqges1618).Thegroupleader(parentoraide) shouldholdontotherootdescriptioncards,andgivearootpicturecardtoeachstudent. Readeachrootdescriptioncardaloudtothegroup,andaskstudentstoraisetheirhandif theirrootpicturematchesthatdescription.Havethestudentsexplainwhytheirrootbelongs inthatgroup.6.Endwithadiscussionabouttheactivity.Askstudentstotellyouwhatthey havelearnedaboutrootsandwhatrootsdofortheplant.

WrapUp
Encouragestudentstosharewhattheyhavelearnedaboutroots.Whatdorootstake fromthesoiltogivetotherestoftheplant?Wouldtheplantsurvivewithoutroots?How canwehelprootstogrowinthesoil? LifeLabScienceProgram2007 10

Watercolors
Description
Studentsobservecoloredwatermovethroughacelerystalk.

Objective
Todemonstratehowwatermovestotheleavesandisusedinphotosynthesis.

TeacherBackground
Watermovesupwardinplants:itentersthroughtheroots,travelsupthroughthestem,and exitstheplantthroughtinyholesintheleaves.Aswaterevaporatesfromtheleavesof plants,morewaterispulledupwardsthroughthestem.Bymovingwaterthroughinthis way,plantsplayanimportantroleinthewatercycle.Thewaterthatleavestheplantenters theatmosphere.Thislessonwillgivestudentsanopportunitytoseethatwatermoves throughtheplant,andthatthestemprovidesroadwaysforitspassage.

Materials
Onefreshcelerystalkwithleavespergroupoffourstudents Oneclearglassorcuppergroup Redfoodcoloring Water Handlenses

ClassDiscussion
Startbyaskingquestions:Wheredoplantsgetwater?(Fromtheroots.)Howdoweknow plantsneedwater?Leavesneedwatertomakefood.Howdotheleavesgetthewater? Howdoesthewatertravelfromtherootstotheleaves?(Throughthestem.)

Action
1.Dividetheclassintogroupsoffouranddistributematerials.2.Haveeachgroupadd waterandfoodcoloringtotheircontainers.3.Immerseacelerystalkwithbottomcutoffin thewaterineachcontainer.4.Haveeachgrouplabeltheircontainerandsetitinavisible location.5.Makeadrawingorgraphoftheceleryplant.Daily,observeandrecordthe heightofthecoloredwaterinthestalkeveryfewhours.6.Whenthefoodcoloringreaches theleaves,cutthestemandexamineitwithhandlenses.

WrapUp
Askthestudents,Whatdidyouobserve?Whyisitimportantforwatertoreachthe leaves?Howdidthewatergetpulledtotheleaves?Whatdostemsdofortheplant? LifeLabScienceProgram2007 11

LifeLabScienceProgram2007

PlantWatchers
Description
Studentsplantseedsorseedlingsandlearnabouttheneedsofplants.

Objective
Studentspracticeplantingseedsorseedlingsandusetheirobservationskillstowatch theirplantchangeovertime.

TeacherBackground
Thetransformationofaseedfromatinymotionlessspecktoagreenshootpushingitsway outofthesoilisthrillingtoobserveespeciallyforchildren. Forseedstogerminate,therightconditionsarenecessary:Water:Watertheseedslightly tokeepthesoilmoist.Thewatersoftenstheseedcoatandswellstheinsideoftheseed, causingittocrackopen.However,toomuchwatercandrownaseed.Temperature:Each typeofseedhasarangeoftemperaturesatwhichitgrowsbest.Aclassroomtemperature of60oFto80oFissatisfactoryformostseeds.Untiltheplantshavetwosetsofleaves, trytoavoidwindowsillsandothersectionsoftheroominthewhichthetemperature fluctuatesradically.Oxygen:Seedsneedoxygen.Soilthatiscompactedtootightlycan smotherthem.Planttheminaseedstartingmix.Light:Seedsgerminatebestinthedark. Seedlings,ontheotherhand,needplentyoflight.

Materials
Forclass: 1bagorganicseedstartingmixForeachpair: 12spoons Spraybottlefullofwater 6seeds(lettuce,peasand/orradishes)or2broccoliseedlings

23inchplasticpots 2labelsor2stripsofmaskingtape Artsupplies:paper,markers,crayons 12

ClassDiscussion
Encouragestudentstosharewhattheyknowaboutseedsbydiscussinghowscientists work.Whatisaseed?Whatdoesitneedtogrow?Howdoyouplantaseed?Howdoesit changeafterithasbeenplanted?Scientistsobservethingstofindanswerstotheir questions.Astheywatch,theyrecordtheirobservations.Tellstudentsthatthey,too,will bewatchingandrecordinginthisactivity.

Action
1.Dividethestudentsintopairs.Havethemdrawapictureofoneoralloftheseeds.Ifyou areusingmorethanonetypeofseed,explainwhichseedsarewhichandhavestudents identifyeachintheirpicture.Ifyouaretransplantingseedlings,havethestudentsdrawthe seedlings.2.Directeachpairtoaplantingstation.Instructthemtoworktogethertodothe following: Writetheirnamesonthemaskingtapestripsorlabelsandplaceoneoneachpot. Usethespoonstofillthepotsaboutthreequartersfullofsoil. Planteachseedbypokingaholeinthesoilabouttwicetheseedslength.Inotherwords, thesmallertheseed,theshallowerthehole. Gentlebrushthesoilbackovertheseeds Usethespraybottletomistthesoil.Thesoilshouldbewetbutnotdrenched.3.Place theseedsinalocationwheretheycanbewatchedandmaintained.

WrapUp
Askpairstoreflectontheirexperience.Whatdoyouthinkwillhappentoyourseeds? Whatdoyouthinktheseedsneedtogrow?Whatcanwedofortheplantstohelpthem grow? LifeLabScienceProgram2007 13

LifeLabScienceProgram2007

PlantReporters
Description
Inthispostassessmentactivity,studentsdiscusswhattheyhavelearned,andreviewand answerthequestionstheyhadaboutplants(recordedduringPlantDetectivesactivity).

Objective
Studentsdemonstratewhattheyhavelearnedaboutthecharacteristicsofplantsandwhat resourcesplantsneedtogrow.

TeacherBackground
Thisactivityservesasawaytoreviewwhatthestudentshavelearned,aswellasanswer anylingeringquestionsstudentsmighthaveaboutplants.

Materials
QuestionswehaveaboutplantsposterfromPlantDetectivesactivity

ClassDiscussion
ReviewthelistofQuestionswehaveaboutplants.Dowenowknowtheanswerstothese questions?Howdidwefindtheanswers?Whathavewelearnedaboutwhatplantsneed? Whathavewelearnedabouthowplantschange?

Action
1.Shareanewspaperormagazinegardeningcolumnwiththeclass.2.Havestudents imaginethattheyarereportersplanningtointerviewtheirclassmatesabouttheirplant experiments.Havethembrainstormquestionsandrecordthequestionsonchartpaper.3. Pairupstudentsandhavethemroleplayastelevisionreportersandplantscientistsbeing interviewedabouttheclassexperiments.

WrapUp
Askstudentswhattheylearnedduringtheirplantunit.Whatwasyourfavoritepartofthe unit?Whatdoyoustillwanttolearnaboutplants?Wherecouldwefindanswerstothose questions? 14

SeeLeavesandStemsActivity,Page7

LeafScavengerHunt Findaplantwith...
BIGleavesWhywouldaplanthavebigleaves?Whatmightcollectthere?Whathappensto thesoilunderneaththem?(Someplantshavebigleavestocollectwater,keepthesoil underneaththeplantmoist,andcollectmoresunlight.) SpinyleavesWhywouldaplanthavespinyleaves?Whoaretheyprotectingtheplant from?(Someplantshavespinyleavessoanimalswillnoteatthem.) LeavesthatsmellgoodWhywouldaplanthaveleavesthatsmellgood?(Toattract pollinators.) LeavesthatsmellbadWhywouldaplanthaveleavesthatsmellbad?(Soanimalswill noteatthem.) WaxyleavesWhywouldaplanthavetough,waxyleaves?(Somedesertplantshavewaxy leavestohelpkeepwaterinside.) ThickleavesWhywouldaplanthavethickleaves?Whatmighttheplantstoreinits leaves?(Someplantsthatliveindryplacesstorewaterintheirleaves.) LeavesthattrapinsectsWhywouldaplanthaveleavesthattrapinsects?Whatdoesa plantdowiththeinsectsthatitcatches?(Theplantdigeststheinsectandgetsminerals fromit.Thisisawayforplantstosurviveinsoilwithveryfewnutrients.) LeavesweliketoeatWeeatfoodfromplantseveryday!Whataresomeleavesthatwe liketoeat? LifeLabScienceProgram2007 15

SeeRootsActivity,Page9

TapRoots
Plantswithtaprootshaveonebig,longroot. Plantswithtaprootswillnotbeknockedoverbythewindoranimals. Plantswithtaprootscanreachnutrientsandwaterthataredeepdowninthesoil.

FibrousRoots
Plantswithfibrousrootshavemanysmallroots. Ifanimalseattheleavesandstemofaplantwithfibrouroots,someoftherootswillstay behindtostartgrowingagain. Plantswithfibrousrootscangathermanynutrientsandwaterfromthetoplayerofthesoil.

FoodStorageRoots
Plantswithfoodstoragerootshaveonemainrootthatgrowslongandwide. Plantswithfoodstoragerootskeepanimalsabovegroundfromeatingthefoodthatthey workedhardtomake. Plantsstorefoodintheirrootstouseduringthewinter,whenthereislittlesunlightandthe plantscannotmakeverymuchfood. Foodstoragerootsareactuallyatypeoftaproot! LifeLabScienceProgram2007 16

SeeRootsActivity,Page9

LifeLabScienceProgram2007 17

SeeRootsActivity,Page9

LifeLabScienceProgram2007 18

LifeLabScienceProgram2007

GardenBasedLearningResources LifeLabScienceProgram

Watchlearningcometolifeinthegarden!.
Sinceitsinceptionin1979LifeLabScienceProgramhasbeenaleaderinGardenBasedEducation. Trainingthousandsofteachersacrossthenation,creatingtheGardenClassroom,anationallyrecognized modelschoolgardenandtrainingcenter,andpublishingcurriculumandactivityguidesareafewofLife Labsaccomplishments.
LifeLabteachespeopletocareforthemselves,eachotherandtheworldthroughfarmandgardenbased programs.

LifeLabhasdevelopedawideselectionofgardenbasedlearningworkshops,availableatourGarden ClassroomTrainingCenteroratyourschoolsite.Consultingservicesand/orspecializedworkshopsarealso available.Contacteducation@lifelab.orgorvisittheprofessionaldevelopmentpageatwww.lifelab.org. CreatingandSustainingSchoolGardensInthisonedayworkshopyoulllearnhowtotakethefirststepsof creatingalivinglaboratory,includingsettinggoalsforyoursite,gatheringinputfromusers,makinga fundraisingplan,findingvolunteersanddonors,publicizingyourgardenandconnectingtoacademic standards.TheGrowingClassroomThistwodayworkshopisidealforthoseinterestedinsupplementing theirexistingscienceprogramwithgardenbasedlearning.UsingTheGrowingClassroomactivityguidefor grades26,youllexperiencehandsonactivitiesalignedwithCAStateScienceStandards,learnbasic scienceconceptsandgardeningtechniques,anddevelopplanningandmanagementstrategiesfora schoolgardeningprogram.

ProfessionalDevelopmentWorkshops
LifeLabScienceK 5Curriculum
RecognizedbytheSmithsonianInstituteasanoutstandingcurriculum,LifeLabScienceisa gardenbased,andgradelevelspecific(K5)curriculum.Teacherinstructionalmanualsincludepreand postassessment,unitplanners,parentletters,andsuggestedconnectionstolanguagearts,mathand socialstudies.Alsoavailable:studentactivityguidesandSpanishblacklinemastersforgradesfirstthrough fifth,andmusicCD.DownloadableCaliforniaStateScienceStandardsmatrixavailableatwww.lifelab.org

www.lifelab.org(831)4592001
LifeLabScienceThistwodayworkshopusesLifeLabsK5corecurriculumLifeLabSciencetoteach earth,lifeandphysicalscienceusingthegarden.DiscoveringtheGardeninEarlyChildhoodEducation Spendadaylookingatthegardenthroughtheeyesofapreschooler.Samplemanyactivitiesthat encourageyoungchildrentolearnabouttheirworldusingalltheirsenses.PlantIt!,GrowIt!,EatIt!Make theconnectionfromseedtotableinthisfunanddeliciousworkshop.Explorewaystoteachnutrition throughgardening,harvestingandmealpreparationwhileintegratingwithcoreacademicsubjects.Mathand ScienceintheGardenThisisaonedayworkshopforupperelementaryandmiddleschoolteacherswho wanttousethegardentoenhancemathandsciencelearning.CreatingAWasteFreeSchoolLearnhowto reducetheamountofwasteyourschoolsendstothelandfillwhileyoureducetheamountofmoneyyouare literallythrowingaway.Consultation&SchoolGardensTourLifeLabwasfoundedin1979atGreenAcres ElementarySchoolinSantaCruz.Sincethattime,LifeLabScienceProgramhasbeenaleaderinthe schoolgardenmovement,helpingtocreatethousandsofschoolgardensacrosstheU.S.LifeLabwilllead

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TheGrowingClassroom:GardenBasedScienceandNutritionActivityGuide
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K idsGardenActivityCards40FunIndoorandOutdoorActivitiesandGames
Thisboxedcardsetmakesagreatgiftforanychildorfamilyreadytocreateandexplorethegarden. Theseactivitiescomeinasetof40beautifullyillustrateddoublesidedactivitycards.Activitythemes include: *ExploringtheGarden*PlantingandGrowing*HavingFunWithPlants*DiscoveringGardenCritters* CreatingGardenArtTheboxalsoincludesagardeninstructionleafletprovidingtipsforgardeningwithkids. $19.99 GettingStarted:AGuideforCreatingSchoolGardensasOutdoorClassroomsThis50pageguidethatasks andanswersmostquestionsyouneedtoconsiderforcreatinganoutdoorclassroomgarden.Freedownload atwww.lifelab.org

www.lifelab.org(831)4592001 SowingtheSeedsofWonder:DiscoveringtheGardeninEarlyChildhood Education

Throughhandsonactivitiespreschoolagechildrenwillengagealloftheirsensesastheydiscoverthejoys ofgardening.SowingtheSeedsofWonderisaneducatorguidebookthatprovidesinsightandlessonsfor educatorstohelpstudentsdevelopalifelongconnectiontotheoutdoors.Lessonsguideyoungstudentsto digintothesoilobservebirds,insects,andothercrittersinthegardenandenjoythetastesoffreshfruits andvegetablestheyplant,harvest,andprepare.$16.95 Popcorn/MaizeActivitieshelpraiseawarenessaboutthediversityoflocalandnationalfoodproduction, introducecomponentsoffarminganddemonstratebasicecologicalconceptsrelatedtogrowingfood sustainably.Popcorn(lowergrades)/Maize(upperelementaryandmiddlegrades)$19.95each CreatefromWasteK7activityguideforengagingstudentsincommunitybasedecologyandwaste reduction.75pages,$19.95 AwaywithSchoolWasteAteachersguidetostartingschoolwastereduction,recycling,andcomposting program.17pages,$19.95

BananaSlugStringBandCDSingingInOurGarden
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CreatedbytheLifeLabGardenClassroomStaffandDesignScienceGraphicsthesegardenthemedsigns willturnyourgardenplotintoaninterpretivesite.Themes:weather,habitat,plantsneeds,investigatingthe garden,plantadaptations,vermicompostingandcomposting.Haveyoursignprofessionallymanufacturedat esigns.com.$20/design,orderonlinetodownloadPDFfiles

LifeLabteachespeopletocareforthemselves,eachother,andtheworldthrough

farmandgardenbasedprograms. Formoreinformation,pleasecontactLifeLabScienceProgram(831)4592001 www.lifelab.orgLifeLabScienceProgram2007