APartnershipBetweentheUniversityofOregonEnvironmental

LeadershipProgramandtheSchoolGardenProjectofLaneCounty
Acknowledgements..........................................................3

OverviewandIntroduction................................................5

PedagogicalApproach.......................................................6

BackgroundInformation...................................................7

JournalOverview............................................................9

STEMAfterSchoolCurriculum:CultivatingConnectionsSpringSequence

LearningAssessment.........................................................59

MeettheTeam................................................................62

Bibliography...................................................................65
 On behalf of everyone within the Cultivating Connectionsteamwewouldlike
to take this time and space to acknowledge those who make this opportunity
possible. We are so grateful for their commitment to our mission, assistance in
creating the Environmental Leadership Program and the framework for a service
learningproject,andtheirsupportthroughoutthisentireexperience.
Thank you to all the students, teachers, and faculty at the following schools!
 Environmental education aims to increase students awareness of
environmental issues, build a foundation of knowledge to comprehend their
complexity, and encourage civic engagement. From this framework, our team of 8
was organized to pilot a new project within the Environmental Leadership Program
(ELP), a service-learning experience that pairs undergraduates with community
partners. We collaborated with the School Garden Project (SGP), a nonprofit
organization that supports on-site gardens at K-12 schools within Lane County. As
part of their mission, SGP aims to provide garden-based teaching resources to
educators to increase usabilityofon-sitegardens.Tohelpthemfurtherthisgoal,our
team developed five lesson plans that were designed to teach STEM (science,
technology, engineering, and mathematics) in the garden during after-school
programs. We implemented our lessons every week for five weeks, and assisted
with SGPs in-school sessions, each of us providing 120 hours of community service
in the garden at local elementary schools. Our experience facilitating lessons
enabledustoevaluateandimproveourmaterials.Throughthisiterativeprocess,we
were able to develop high-quality lesson plans for SGP to share with a broad
community of educators. By increasing the availability of environmental education
for students in our community, we are empowering students to connect with nature
andfeelasenseofresponsibilityfortheenvironmenttheyinherit.




Gardening with children provides an opportunity to help them connecttothe
natural world in a physical and emotional way. Caring forplantsaswellastheother
life that inhabits a garden is an exercise of empathy, responsibility, and
environmental stewardship. Perhaps best of all, being outside is good for a childs
brain. Scientific research now supports the notion that spendingtimeoutsideisvital
to a childs healthy development (Louv, 2005). Our team considered all of these
benefits when we designed our curriculum, and we are excited to be a part of our
communityseffortstogetkidsoutsideasmuchaspossible.
Schoolgardensprovideanopportunityformorekidstogetoutsideduringthe
school day, including the time spent during after-school programs. School gardens
can be used like living laboratories, and are a fun place to learn inahands-onway.
Gardens also provide opportunities to learn much more than just science. Our
lessons include activitiesthatincorporatescience,engineering,math,musicandart.
We also include multiple learning modalities, which incorporate strengths from all
eight of Howard Gardners intelligences (including the most recently added
naturalisticintelligence).
Throughout our lessons, we often invite students to use as many of their
senses as possible. Expanding sensory awareness is one of the underpinning goals
ofourproject.Bytendingtothegardenoveranextendedperiodoftime,andpaying
close attention to the changes that take place, we hope to teach patience and
increasedawarenessofthenaturalcycle.
As teachers, we strive to practice an engaged pedagogy, which requires
teachers to participate in the learning process as fully as they ask their students to.
By participating alongside students, teachers allow themselves to be viewed as
whole individuals on their own path to self-actualization. This holistic approach
honors both students and teachers as complex individuals. To prepare ourselves to
teach children in all the ways mentioned above, we practiced routines that
strengthened our own relationships to the natural world. We satforatimeinnature,
each in our own special spots, observing and tuning in to the natural cycles that
occur both within us and around us. For tenweeks,welearnednotonlyfrombooks,
but from ourselves, our peers, the world around us, and from individuals already
practicing engaged pedagogy in environmental education. The effect that this
teaching style had on us as students further reinforced our desire to teach in this
manner ourselves. We felt the difference that having an engaged educator makes,
andwehavebeeninspiredtodothesameforothers.
 The Cultivating Connections curricula shares a common theme ofphenology.
Not to worry! Just because its a fancy science word, doesnt mean you should be
intimidated to teach these lessons. Theyre actuallyquitefun!Youreprobablymore
familiar with phenology than you may realize. Have you ever seen mountain
snowpackmeltintoariverin MarchandApril?Haveyoueversmelledthefragrance
of a late summer sunflower? Have you ever heard the wind blow the
autumn-changed leaves off the branches of a maple tree? Have you felt the
temperature drop during the winter? Theseareallcommonoccurrencesforeachof
thefourseasons.Weunitedtheselessonsbyfocusingonspringphenology.
Phenology is commonly known as natures calendar. Merriam-Webster
defines phenology as 1: a branch of science dealing with the relations between
climate and periodic biological phenomena; 2: a periodic biological phenomena
that are correlated with climatic conditions.Commonexamplesofspringphenology
are bird migration patterns, the sprouting growth of leaves and flowers, thawing of
the frozen snow or frost covered surfaces, rising temperatures, increasingly longer
daylight hours, balanced precipitation and sunlight cycles, the immersion of
blooming flowers, the hatching of eggs, the birth of new generations, thenursingof
young,andpollinationbyavarietyofpollinators.
Although the following lesson plans focus on spring phenology, it is
imperative to emphasize the seasons cyclically and holistically. The patterns in one
season have direct consequences in the next season. For anexamplethatisspecific
to the Pacific Northwest, a winter that experiences heavy snowfall and freezing
temperatures will result in much more snowpack that defrosts into meltwater in the
spring. A wetter winter will cause spring rivers to have higher water levels, which
may delay the hot and dry season of the summer. However, it is important to teach
phenology as a system that is cyclical and heavily interdependent on the entirety
andwholenessofasystem.
So what does phenology look like in the Pacific Northwest? This region is
characterized by the Cascade MountainRangethatactsasanaturalbarrierbetween
two climates. On the western side of the mountains along the Pacific coast is a
temperate rainforest.Theeasternsideoftherangeisknownasahighelevation,arid
rangeland. Most of the region's climate zones range from coastal marine to high
alpine to semi arid steppe. The region is dependent on snowpack and subsequent
snowmelt for regional water supplies. Increased temperatures during the cold
season have caused snow to precipitate as rainandwarmertemperatureshavelead
to earlier snowmelt. In the past the pacific northwest has experienced considerably
dry winters causing spring to come earlier, which lead to more hot, dry and
dangerouswildfires.
Sockeye salmon have also played a key role in the history of the region,
specifically to the ecology, economy, and environment. Their migrationthroughthe
Columbia River and itsassociatedtributarieshelpreplenishtheirspawninggrounds
with a new batch of eggs which will spawn into mature salmon, as well asprovidea
food source to a variety of wildlife, including humans. Duetowarmertemperatures,
however,theupstreammigrationsurvivalratehasdecreased.
In addition, warmer temperatureshavealsocausedflowerssuchaslilacsand
honeysuckles to bloom earlier, corresponding to the pulse of spring snowmelt. The
water coming downstream carries large quantities ofrichsedimentthatisbeneficial
forsoils,andreplenishesthefreshwatersupply.Thesoilabsorbsasmuchwaterand
nutrients as possible. In response, the plants consume this readily available supply
of nutrients and water developing earlier. Bird breeding behavior has also
witnessed some changesduetorisingtemperatures.NorthernFlickerswerestudied
toprovethattheybegantonestandlayeggsearlierinwarmertemperatures.
Phenology is an incredibly interconnected system, and we observe these
occurrences so we canbetterunderstandseasonalpatternsandtheirconsequences.
Although warmertemperatureshavebeenthetrendinthelastdecadeorsothispast
winter 2017 has proved the trend otherwise. This winter has been colder and has
had more precipitationthanthepasttwowinterscombined.Asgardeneducatorswe
will can help students become aware of these patternsandassistwiththemkeeping
trackofthesechangesintheirjournals.


RATIONALE
Thejournalsareaplaceforstudentstologandtrackdatathroughoutthedurationof
thelessonsequence.Withthisstructure,studentsengageinroutinedatacollection,
analysis,andgraphing.Thejournalsarearoutineincludedineachlesson,ensuringstudents
engageinhands-onexperiencewiththreeofthefiveSTE(A)M(Science,Technology,
Engineering,Art,andMath)subjectswithinthegarden.

Science:Studentsobservetheeffectweatherhasonourgardens,usingtheirjournalstolog
andandgraphdailyvariances.
Technology:Studentsusethermometers,raingauges,andrulerstomeasuretemperature,
rainfallandplantgrowth.
Math:Beforewegraphourdatapointsweallowstudentstodiscusstheirfindings,as
scientistsdo!Studentswilllearnhowtoaveragethedatainordertoaccountforthevarying
datapoints.
Art:Studentsgettodecoratetheirjournalsandcreateavisualbargraph.

JOURNALACTIVITYOVERVIEW
Thefirstdaythatyouintroducejournalswilltakethelongest.Tobegin,givestudents
contextforthejournals:theywillbecollectingdataeverygardensessionandgraphingthat
datainordertomakeobservationsaboutthegarden.Tailorthisintroductiontotheage
groupyouareworkingwith.Ingeneral,thepurposeofthe
journalsisforstudentstopracticebeingscientists.

Walkthroughthejournalswithyourstudents,highlightingthe
partsofityouwillbeusing.Thefirsttwopagescontainthe
tableswhichtheywilluseeverysessionforrecordingdata.
Somepageshavegraphinggridswhichyoumayormaynot
use,dependingontheabilitiesofyourstudents.Somepages
areblank,allowingroomforansweringpromptsandmaking
sketches.

Ifyouhavetime,giveyourstudentsapproximately10minutes
todecoratethecoversoftheirjournals.Personalizingtheir
journalswillgivethemachancetobeartistic,tofeel
ownershipoftheirjournals,andtobuildexcitementforusing
theirjournalsinthefuture.

Introducetheothertoolstoyourstudents.Youwillbeusingrulers(withcentimeters),arain
gauge,andathermometer(onethatdisplaysbothCelsiusandFahrenheitwilladd
complexity).Clarifytheunitsofmeasureforeachofthesetools.

Asateacher,youshoulddecideifyour
studentswillbechoosingtheirownplantsto
measure,oriftheclasswillchoosetwoto
measuretogether,orifyouwouldpreferto
selecttheplantsyourself.Whenyouhave
decidedwhichplantstomeasure,helpyour
studentswritetheplantnamesonpages1and
2.

Nowyourstudentsarereadytobegintaking
downdata!Thefirstthingstudentsshould
alwaysdoiswritedownthedate.Then,you
canworktogetherasagrouporsplitintotwo
(orfour)teams,dependingontheageofyour
students,thenumberofstudentsyouhave,and
thenumberoffacilitatorsyouhave.

Helpthestudentstocollectdataateach
station.Therewillbearaingaugestation,a
thermometerstation,andtwoplantstations.
(Theraingaugestationwillnothaveanyrain
inittoday,andthatisokay.Studentscanmark
azerooradashtoindicatethatthereisnodata
available.)Again,todayssessionwilltakethe
longest,asstudentslearnthepropermethods
forcollectingdataateachstation.

Foraccuratemeasurements:theraingaugeshould
remainintheground,placedlevelsothereadingis
accurate.Thethermometershouldeitherbe
installedatchildseye-level,orheldupstraightand
levelwiththeeye.Studentsshouldnotputtheir
fingersoverthetemperaturegaugetotryandwarm it
up.Tomeasuretheplants,placeonerulerstraight
andvertical,withthebasetouchingthesoilbutnot
buried.Thesecondrulershouldbecarefullyheld
levelandhorizontal,touchingbutnotbendingthe
tallestpartoftheplant.Wherethissecondruler
meetsthefirstgivesavisualindicationofhowtalltheplantis.(RulersmakeaTshape.)

Whenstudentshaveallrecordedallfourdatapoints,bringtheclassbacktogethertoreview
thefindingsandgraphthedata.Forolderstudents,youcanusethisopportunitytodiscuss
ambiguityindatacollection,andwhatscientistsdowhentheydisagree.Ifallthestudents
recordedthesamedata,thenchancesaregoodthatthedataistrustworthy.Ifthereis
disagreement,discussit.Minordifferencesindataareaveraged(ex:halftheclassgot78
degreesandhalfgot80degrees:theaverageof79degreesisrecorded).When
measurementsareoffbymorethan1-2points,thiscanbediscussedfurtheruntiltheclass
reachesaconsensusonwhatdatatorecordonthegraph.Thisdiscussiondoesnotneedto
lastmorethan1-2minutesperdatapiece.

Whenitistimetographadatapoint,useaflip-chartandrecordthedata.Westrongly
suggestmakingabargraph.Forexample:temperature,degrees(FahrenheitorCelsius)
areontheY-axis,andthedatesofyourgardensessionareontheX-axis.Dependingonthe
abilityofyourstudents,youcaneithergraphthedatapointsforthem,orhavestudentsdoit
byalternatingrolesoraskingforvolunteers.Whenyouaredonegraphingthedaysdata,
youaredonewiththejournalactivityfortheday.Tousethejournalsmore,ortoadd
complexitytoyourlesson,eachlessonplanincludesanoptionalpromptwhichpertainsto
thatdayslesson.

Onsubsequentdays,thejournalactivitywillfollowapatternmuchlikethefirstday.First
youwillpassoutthejournals,makesurethatstudentsarewritinginthecorrectdateandthat
theyareonthecorrectpage.Then,youcansplityourgroupintoteams(ifdesired)andsend
themtoanystationtostart.Eachgroupwillrotatestationstorecorddataofallfourthings:
rainfall,temperature,andtheheightoftwodifferentplants.Whentheyaredoneateach
station,bringyourgroupbacktogethertocompareanddiscussthedatatheycollected.
Graphthedataonyourflipchartgraphs.Youcanalsotakeamomenttonoticesignificant
trendsorchanges.Ourlessonplansincludetimetoanalyzethedataattheendofthe
sequence.


SpringWeatherBringsGarden
Treasures
NoticingGrowthintheGarden

Day1ofCultivatingConnectionsSpringSequence



BiancaFlynn&TrishaMaxfieldUOEnvironmentalLeadershipProgram2017

This activity introduces 1 - 5th grade students to weather
st

patterns and their effect on local gardens, using interactive

storytelling,anartproject,andjournaling.Byteachingstudents
how to identify spring weather patterns they will observe how
sunlight, rainfall, and temperature influence plants in the
garden. Students will use journals, thermometers, rain gauges,
and rulers/measuring sticks to measure and track data. The
journals are a place for students to log the data they gather
through measuring plants, rainfall, and temperature. Students
will get in the habit of routine data collection, analysis, and
graphing.

The activities in this lesson allow students tomakeconnections

to local spring weather conditions through observation and

data tracking. Beingknowledgeableofspringweatherpatterns
will empower students to think critically about their local
garden environment, and enhance their sense of place.
Journaling is one method of inciting critical thinking and
awareness of the environment. Whether students are tracking
plant growth, or writing a reflections about what habitats
students observed in the garden, they will develop a keen
senseofawarenessofpatternsthatoccurinthenaturalworld.



Gardens flourish under specific weather conditions. Rain,
sunlight, and a temperate climate are beneficial for plant
growth in the garden. Spring weather in the Pacific Northwest
provides hospitable conditions for the garden. The warmer,
wet weather and longer days encourage plants to start their
journey to becoming fully grown plants. Tracking how the
plants grow in relation to spring weather will allow students to
see a connection between the garden and the climate in the
PacificNorthwest.

This lesson compares rain, temperature and sunlight, and

explores their role in the garden. The water that plantsgetfrom
the rain helps transport vital nutrients through the plant.
Pollination is a phenological stage that is greatly affected by
extreme temperatures, and this can act as a major impediment
to plant growth and production. Lastly, sunlight gives plants the
energythattheyneedtogrow.

Introduction(5minutes)

Ask students to come together in a circle. Go over the plan for

the day, mentioning we will listen toaninteractivestorytolearn
about spring weather, we will introduce journals, flip-chart
graphs, rulers, rain gauges, and thermometers, going over how
to use them as a measuring tool and how to read the
measurements. Explain to the students how we will be using
these tools to make observations and log plant growth in the
garden over the next 5 weeks. Then we will look at the
thermometer, the rain gauge, and measure plant height, before
entering the data in our journals using the datalog. After
everyone has a chance to log the data we will circle-up and
discuss our findings before graphing the data on our flip chart.
Tell the students that as we log data about weather and garden
growth, we are practicing being scientists, in order to have a
betterunderstandingofwhythegardengrows.
InteractiveStorytelling(10minutes)

Inspire students with The Season of Life story. It involves

participation through a role-play activity that teaches
participants how the specified weather elements influence
plants in the garden.Onefacilitatorwillreadthestory,whilethe
other facilitator will act out the sounds and motionsstudentscan
mimic throughout the story. The facilitator may divide roles
amongst thestudents(i.e.onestudentisthesun,onestudentcan
make rain sounds, and the rest can pretend to be plants). The
lead instructorcanalsoopttousehandgesturestohelpstudents
identify when students can act out part of the story. Both
facilitatorsshouldmaintainhighenergylevelsandenthusiasmto
keep the students engaged. There are no definitive motions to
go with the story, facilitators should be animated and do what
feels intuitive when acting out gestures. Facilitators can refer to
theboldedwordsandphrasesasacuefor hand gestures if
guidance is needed.Use The Season of Life story (attachedatthe
end)asabasisforthelevelofdetailthislessonwillexplore.


1. Have students sit or stand in a circle on the ground and let them know
theywillhearastoryaboutrain,temperatureandsunlightinspring.
2. Inform students they should listen closely becausetheirhelpisneeded
to tell the story. You can give a practice scenario, (ie. Rainfall is
frequently mentioned throughout the story), and ask the kids to
practice the sounds and hand motions for rain. You couldalsohavethe
students demonstrate a hand motion for the sun. Various ways of
interpretingsoundsandmotionsduringthestoryareacceptable.
3. Tell the students to listen closely and make observations, and ask the
groupiftheyhaveanyquestions
4. Let students know when you count down from 3,2,1 on your hands,at1
they should plant both feet on the ground and remain silent until the
nextaction.
5. Read The Season of Life and refer to one of the two stories provided,
dependingonthegradelevelofthestudents.

ArtActivity(10minutes)

Introduce the journal to students by explaining that theywilluseitasatoolto

keep track of the temperature using a thermometer, rainfall using a rain
gauge, and height using rulers. If the plant is really tall, they can use yard
sticks.
1. Mention to students we will take the next 10 minutes to decorate the
cover of their journalusingmarkers,mentioningtheywillneedtowrite
their name on the front of their journals, as we will collect these after
eachlesson.
2. Askifthereareanyquestions
3. Havechildrenselectwhichmarkerstheywouldliketouse
4. Havethemseekoutaflatsurfacetheycancoloron
5. Watchthetimeandgivechildrena1minutewarning
6. When the time is up, have students come backtothecircleforthenext
setofinstructions
JournalActivity(15-20minutes)

Inform students we will track the growth of two pre-selected plants for the
duration of the program. We will rotate between measuring stations, then
cometogethertodiscussourfindings.
1. Havestudentsopentheirjournalstopage1.
2. Havethemwritedownthenamesofthetwopre-selectedplants.
3. Havestudentswriteinthedateontheirdatalog.
4. Askstudentsiftheyhaveanyquestions.
5. Split the students into 4 groups, one group for each measuring station
(2 groups can work as well, do what seems intuitive for the size of the
class).
 6. Giveeachgroup2rulersandassigneachgrouptoastation.
7. Havestudentsdocumenttheirfindingsateachstation.
8. Once the groups have rotated through all of the stations,havestudents
comebacktothecircletodiscussthedata.
9. Ask for a volunteer with a quiet hand to share the data they got and
openthediscussiontothegroup.
10.Take a rough group average and either assign a role or ask for a
volunteer to help graph the data on the flip-chart. Do this for all four
graphs.
11.Mention to students we will be discussing the growth of our plants in
relationtotheweatherduringourlastsession.

TOSIMPLIFY
Foryoungeragegroups,considermakingthemeasurementsandrecording
resultsasawholegroup,takingvolunteerstoperformeachtask.

TOADDCOMPLEXITY
Providethefollowingpromptforstudentstoanswerinablankpageintheir
journals:Whatkindofweatherdoyouthinkplantsneedtogrow?

Wrap-up(10minutes)

Have students circle up for assessment activity. In order to assess

understanding participants will use the thumbs up/thumbs down approach.
Educators will ask questions meant to incite critical thinking (adapt for
differentagegroups).
What are you excited to see inthegardenthisspring?Aretherespecific
things you want to look for? (i.e. evidence of pests, friends of the
garden,plantgrowth,etc.)
Based on the story, why do you think we need to look after the garden?
Whycantwejustleavethegardenalone?
Basedonthestory,whatdorainandsundoforplants?
Whyarewetrackingtheplantgrowthinthegarden?

Have students find a partner and spend 3 minutes sharing what they have
learned about idealweatherconditionsforthegarden.Give1minutewarning
as time lapses. Regain students attention using techniques suchasclaponce
ifyoucanhearme,etc.
Explain to students the next questionsareverbalresponseandyourcuriousif
anyone can make connections to other information they have learned, either
throughexperienceorinschool.
Can anyone tell me whatelsehelpsplantsgrowbesidesweather?(soil,
worms,Co2)
Can anyone tell me what happens to plants during winter? (dormant,
unabletosurvivebecauseofcoldtemp.)
Who can tell me why spring is the optimal season for plant growth?
(perfectmixtureofrain,sun,andwarmth)
 How can you observe and track plant growth in the garden?
(measuringsticks,journals.)

Tosimplify:
Onlyselectoneplant.
Toaddcomplexity:
Havestudentscalculatetheaverageofallthedatasetsfromthegroup.
Have students pick their own two plants, have them graph the data in
theirjournalonpages3-6.
Have students look up weekly weather patterns on the internet, have
themcreatealoginthebackoftheirjournal.
RainyDay:

Use the internet to look up weather for the day, have students estimate how
muchtheirplantshavegrown.

AWildSeedStory:AYearintheLifeofaMeadow

HowMuchSunlightisNeededtoGrowCarrots?.SFGate.HearstCommunicationsInc.Web.20March.
2017

TipsforGrowingDandelion.GlobalHealingCenter.Web.20March.2017

How to Grow Arugula in the Pacific Northwest. Northwest Edible Life.30January.2014Web.20March.

2017
 The Season of Life: Adapted from A Wild Seed Story

1. As winter comes to an end, each and every day, the sun rises a little
higher into the sky. As the days grow longer plants and animals look
forward to warmer and sunnier days.

2. As the temperature gets warmer, plants take a peek out from the blanket
of soil and come to find a world bustling with life. Now, all the snow and
frost have melted, animals come out of hibernation and seedlings embark
on their journey into full grown plants.

3. The first day of spring marks the middle of the suns journey in the sky,
and the heat that the sun gives off is not as strong as in summer, or as
weak as in winter. The sun gives energy for the plants to soak up and
turn into food, and springtime showers pour water for the plants roots
to drink.

4. The life of plant, however, is not an easy one, and even though springtime
creates healthy weather conditions for the plants to grow, different plants
need different levels of sun and water, and spring weather patterns can be
unpredictable.

ome days, the temperature is very cold, and hale drops on the plants
5. S
below. The chilly weather can make the plants wilted and bent as they
hunch over to stay warm.

6. Sometimes, rain does not come for days, and the plants and soil become
dry and thirsty.

7. Some days, the weather is just right, and plants receive healthy amounts
of food and water for the garden to flourish. When the sun is out, the
plants bright green leaves face up towards the sky, like hands trying to
catch the suns rays.
8. When it rains, the roots spread deep into the ground, and these roots
slurp up the water like little straws. As the roots get deeper and
stronger, they protect the plants from blowing away in the wind or washing
away from too much rain.
9. Spring weather can be very unpredictable, and it does not always help the
plants grow. But when it is too dry, we can water the plants, and when it is
too rainy, we can cover the plants to protect them. As caretakers of the
garden, we help the garden survive, just like the garden helps us.

GardenLog


PlantName:______________________

Date Rainfall Temp. Height

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

1 14
 GardenLog


PlantName:______________________


Date Rainfall Temp. Height

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

____ ft. _____in. _____cm.

13 2

 RainGraph



























3 12
 TemperatureGraph

11 4
 Plant#1



























5 10




























7
8
 Plant#2

9 6

ThePurposeofPollen
NoticingPollinationintheGarden
Day2ofCultivatingConnectionsSpringSequence
KaelinOppedal-UniversityofOregonEnvironmentalLeadershipProgram-2017

This session introduces 1st - 5th grade students to pollination

through a series of hands-on activities, addressing the

essential question: What is pollination? During this lesson,
studentswilllearnaboutthereasonwhyplantsflowerandhow
they are pollinated.Throughfouractivities(singing,actingout
wind pollination, pollination tag and flower dissection),
students will come to understand and observe the amazing
processofplantreproduction!

The activities clarify the interdependence between plantsand

pollinators, and illustrate the ways in which flower structure
functions to support reproduction. By engaging students
minds and bodies in learning, they develop a fuller,
better-rounded understanding of pollination and how it
connects to them in relation to the food grown in their school
gardens, as well as the food they see in the grocery store.
This fosters a deeper connection between the child and
natures processes, byillustratinghumandependenceonfood
andthereforepollination.

Pollination refers to the process in which pollen

grains from thestamenofonefloweraretransferredtothe
stigma of the same or a different flower. This can happen
with the assistance of wind, or more efficiently with the
help of a variety of different pollinators, including insects
such as bees, moths, butterflies, beetles and flies, as well
asanarrayofbirdsandmammals.
Flowers and pollinators work together for mutual
benefit. The flower attracts the pollinator with its bright
colors and intricate patterns. This is how a flower
communicates the presence of delicious nectar, in
exchange for fertilization assistance. The bee, for
example, is lured to the flower whileseekingitsfood,and
in the process of collecting the nectar, bumps into the
male parts of the flower: the anthers that sit atop the
stamen. Pollen from the anther sticks to the bee, and
travels with it as it buzzes from flower to flower collecting
food. The bee will rub up against the female part of
another flower: the stigma, and deposit the pollen. The
pollen grains then travel down through the pistil to the
ovary at the baseoftheflower,wheretheeggsarestored.
Once pollen and the egg meet, seeds form, and
eventually end up inside of the plants fruit, which is then
eaten, digested and excreted by animals, distributing
seedssothattheymaygrowintoplantsthemselves.


Introduction(5-10minutes)


1. Transition into the lesson by asking the students if anyone knows the
namesofthepartsofaflower.
2. Askthemiftheyknowwhatpollinationisandhowitworks.
3. Use your diagram of a cross cut flower to explain each of thepartsand
whattheydo.Usearealflowertomaketheconnection.
4. Teach the following song (to the tune of TheItsyBitsySpider)pointing
tothewordsasyougo,tofamiliarizethemwiththevocabulary:

PollinationGame(10minutes)

1. Tellthestudentsthatyouneedtheirhelpsettingupthegame.Give
eachstudentacupofpompomsandaskthemtogoplaceitinagrassy
areawithinasetofboundariesdeterminedbyyou,andreturntoyou
whentheyarefinished.
2. Explainthattheywillbeactingasbeesandwillbepollinatingthe
flowersbytakingapompomfromoneflowerandputtingitinthecupof
anotherflower.Encouragethemtotakeontheanimalformofthebee
byflappingtheirwingsandbuzzing.
3. Havethehoneybeesallstartinoneplace,andcallitthehive.Tell
themthatoncetheyhavepollinatedalloftheflowerstheymustreport
backtoyou,thequeenbee.
4. Releasethehoneybeestopollinatetheflowers.
5. Whenallthebeeshavereturnedtothehive,collectthecupsandask
thestudentswhattheynoticeaboutthepompoms.Theyshouldtellyou
thattheyhaveseveraldifferentcolorsintheircupsnow.Explainthat
thisshowshowpollenmovesfromflowertoflowerwiththehelpof
pollinatorslikebees.
Optional:
Incorporatethechallengeofwindpollinationbyselectingafew
studentstoactaswind,whowillneedtotrytotosstheirpompomsintothecup
from3largestepsaway.Usefailedattemptsasanopportunitytoexplainthat
whilewindsometimesworks,pollinatorsaremuchmoreefficient.

(15-20minutes)
Inordertoassessstudentsunderstandingofthereproductiveflower
parts,performaflowerdissectionactivity.

1. Supplyeachstudentwitharealflowerandaflowerpartsortingmat
(attached):

2. Showthestudentshowtogentlyseparateeachpartoftheflower.Then
instructthestudentstocarefullytakeaparttheirownflowersanddivide
themintothepartstheylearnedaboutatthebeginningofthesession.
3. Askthemtoplaceeachpartintherespectivecircleontheirmat.
Encouragethemtolookforpollenontheanthers,andtobreakopen
theovarytolookforeggcells.
4. Whiletheyareworking,helpthemdissectandidentify,probingthem
withquestionssuchas:Whatdoyouthinkthispartis?Whatdoesitdo?
Doespollencomefromthispart(anther)orthispart(stigma)?
5. Askthemtoraisetheirhandswhentheyaredonesoyoucancheck
theirwork.Takenoteofthenumberofsuccesses/failures.
6. Comebacktogetheronceeveryoneisfinishedtoexplainthecorrect
identification.

TOSIMPLIFY:
Ifflowersareunavailableorstudentsarehavingtroublestayingontask,
consideracoloringactivityasanalternativeassessment(seeattachment).
 1. Instructthestudentstofillintheeachpartoftheflowerwithadifferent
color,andtoshadethebubblewordthatmatchesthepartwiththe
samecolor.Beveryclearaboutthis,coloringwithrulesmightbea
newconcepttothem.
2. Walkaroundwhiletheycolorandassistthemwherenecessary.Ask
themprobingquestionslike:Canyoushowmewherethe_____is?Do
youknowwhatpartdoes____?
3. Whentheyarefinished,allowthemtowanderandfollowtheir
curiosities,lookingaroundthegardenforplantpartsandpollinators,
carryingtheircoloreddiagramswiththem.

Wrap-up(5minutes)

1. Havethechildrengatheraroundinasharingcircle,andaskthemwhat
theylearnedtoday.Whentheysaypollination,askthemwhatthatis.
Howmanypollinatorscantheythinkof?Cantheyrememberthetwo
waysflowersarepollinated?Howaboutwhichpartoftheflowerpollen
comesfrom?Howdoflowersandpollinatorsbenefiteachother?
Recordtheirresponsesinwritingandusethemtoevaluatethesuccess
ofyourlesson.Werethelearningoutcomesmet?
2. Askthemwhattheirfavoritepartofthedaywas.Usetheirfeedbackto
self-evaluate.
3. Invitethestudentstokeepaneyeoutforpollinatorslikebeesand
hummingbirdsinthegardenandaroundtheneighborhood,astheywill
belearningmoreaboutpollinatorsnextweek.Askthemtoreportback
toyounexttimeyoumeettotellyouwhattheysawthepollinators
doinginordertosmoothlytransitionintothenextlesson.

Onarainyday,considerplayingthisshort(2:40)stop-motionvideothat
simplyillustratesthesymbioticrelationshipbetweenflowersand
pollinators:
PollinationLessonwithStopMotionScienceAnimationforKids.
Dir.LucasMiller.StopMotionScience.YouTube,30Mar.2012.
Web.16Feb.2017.
https://www.youtube.com/watch?v=zy3r1zlC_IU


OutdoorWindPollinationActivity(5-10minutes)

1. Askstudentstosplitintopairs.Onestudentisthewindandtheother
getstoholdtheflower.
2. Handoutpre-tapedfakeflowers,oneperpair.
3. Askthemtostand3stepsawayfromtheirpartner.
4. Pouraboutateaspoonofcinnamon(whichwillactaspollen)inthe
handsofthestudentswhoarebeingthewind,andaskthemtoholdit
untileverypairhassome.
5. Asktheflowerholderstoholdtheirflowerawayfromtheirbodyand
standofftothesidesotheydontgetcinnamononthem.
6. Explainthatonthecountofthreethewindpartnerisgoingtoholdtheir
cinnamonorpollenontheirflathand,andblowitintothedirectionof
theflower.Theflowerscannotmovetheirlegs,buttheymayswing
theirarmstocatchasmuchpollenaspossibleonthestickystigmaof
theirfakeflower.
7. Counttothreeandhavethekidsactoutwindpollination.
8. Askthemwhattheynoticed.Howmuchpollendidtheycatch?Wasit
lessthantheyexpected?Didwindpollinationdoaverygoodjob?Would
anotherpollinationmethodworkbetter?Why?
9. Withcinnamoninyourownhand,pretendtobeapollinator(askthem
tochoosewhatkindyouare,challengingthemtocomeupwithoneyou
haventtalkedabout)andwalkuptoaflowerholderandrollthesticky
stigmainthecinnamon.Showthemwhatitlookslike.What
differencesdotheysee?Whatinferencescantheymake?

TOSIMPLIFY:
Ifstudentsarehavingtroublestayingfocused,selectawellbehaved
volunteeroranotherfacilitatortoassistyouwithademonstrationinstead.

"Hands-onInteractiveActivities(outdoor/indoor)|CPP:CaliforniaPhenologyProject."
CaliforniaPhenologyProject.UniversityofCalifornia,SantaBarbara,n.d.Web.15Feb.
2017.

Image:"Flowers&Pollination."SchoolGardenProjectofLaneCounty.N.p.,n.d.Web.25Feb.2017.
<https://www.schoolgardenproject.org/download/flowers-pollination/>
 Pollinators
NoticingFriendsoftheGarden

Day3ofCultivatingConnectionsSpringSequence



JustinKnowlesUniversityofOregonEnvironmentalLeadershipProgram2017

In the previous lesson about pollination students were

introduced to the process of pollen transfer, plant parts,standth
seed generation. Friends of the Garden will introduce 1 -5

grade students to specific types of pollinators such as, bats,

bees, beetles, birds, butterflies, flies, moths, and wind.
Through activities such as identification, role playing, story
mapping, and inquiry lead discussions, students will be able
toidentifypollinatorsandarticulatetheirroleinthegarden.




Spring is a vital time of year for new growth in our
environment, especially the garden. With the help of
pollinators, our gardens are able to grow plants that
eventually become edible fruits and vegetables. Humans and
animals depend on pollination as a mechanismofthegrowing
process for flowers, fruits, and vegetables. Therefore,
understanding the many types of pollinators and their role is
not only a fun way to learn in the garden, its also very
importanttounderstandtheprocess.

In the springplantsandanimalsarerespondingtothewarmer
temperatures and longer daylight hours by coming to life in
search of food and reproduction for survival. Pollinatorsassist
in the reproduction of plants by transporting pollen. Flowers
that are not pollinated are not able to produce fruits and
seeds. In return, flowering plants attract pollinators by
producing nectar, a highly nutritious, sugar-based substance
as a significant source of food. Plants have developed scents,
colors, and shapes that make them attractive to pollinators
who, in turn, have developed physical characteristics that
allowthemtogatherandtransportpollenastheyseekfood.
The most well-known pollinators are bees. In the U.S. there
are nearly 4,000 native species of ground and twig nesting
 bees. Someformcolonieswhileothersliveandworkasolitary
life. Bees make great pollinators when their needs of nectar,
pollen, and water are available. Although the varying tongue
length of beesdetermineswhichflowertheycanobtainnectar
and pollen from, they are generalists. Meaning they will
pollinateawiderangeofcrops.

Honeybeesarethemostcommonlyknownbees,butcontrary
topopularbelief,notallbeesbelongtoahoneymaking
colonywithaqueenbeeinahive.Forexample,masonbees
liveinsolitude,tendingtotheirownbrood(young).Although
masonbeeslivealone,theyprefertonestnearothermason
bees.Theymakegreatpollinators,astheyareamongthefirst
pollinatorsgoingtoworkinearlyspringfromMarchtoMay,
whenotherpollinatorshaveyettoleavetheirnests/hives.
Masonbeesalsomakeforgreatpollinators,astheyare
typicallynonaggressivebeessincetheylivealoneandhave
noneedtoprotectahive.Theyarealsoefficient,andtheyfind
foodwithina300-footradiusoftheirnest,comparedtothatof
fourmilesforthehoneybee.Flyingshortdistancesinazig
zagpatternmakesthemespeciallyefficientpollinators.Their
primarysourcefornectarisfromfruittrees,forexamplean
appletree.Masonbeescollectnectar,bringittotheirnests,
kneaditintoaball,mixitwithsalivaandsaveitintheholesoftheirnest.After
enoughfoodisstoredmasonbeeslayeggsandclosetheholessealedwith
mud.

Butterflies need sun to warm their bodies tofly.Therefore,theyareattractedto

the leaves, flowers, bare earth, and stones within a garden as resting sites to
bask in the sun. Theytypicallypreferopenspacetoreceivethiswarmingeffect
but also prefer protection from the wind as they are easily affected by this
force. Host plants are susceptible to damage aslarvaefeedontheleaves.They
alsoliketobeclosetosoilasanutrientandwatersource.

Moths are distinguished from butterflies, as they have antennae that feather at
the tip. Moths are also more active at night, but are still attracted to light.They
may be less colorful, butareattractedtostrongandsweetsmellingflowersthat
open in late afternoon or night. Flowers thatarewhiteorpalecoloredareoften
mostcommonlyassociatedwithmoths.

Beetles may be less attractive than birds and butterflies, but they do help with
pollination. Although eating plant parts gives them a bad reputation, they are
attracted to strong scented flowers with their sexual organs exposed. They
pollinatemagnolia,sweetshrub,pawpaws,andyellowpondlilies.

Flies are generalist pollinators. They typically pollinate small flowers that
bloom under the shade in seasonally moisthabitats,andareattractedtoannual
and bulbous ornamental flowers. These include: paw paws, dead horse arum,
skunk cabbage, goldenrod, and members of the carrot family such as Queen
Anneslace.

Birds in general forage plants for fruit and seed. The primary bird pollinator is
the hummingbird. With long beaks and tongues, they are capable of drawing
nectar from tubular flowers. Pollen is carried by both the beak and feathers.
Brightly colored flowers attract hummingbirds,astheyareabletoseethecolor
red,whereasbeescannot.

Journals(5minutes)

Inform students we will be measuring plant growth, rainfall, and temperature

for the day. We will rotate between measuring stations, then come together to
discussourfindings.
1. Havestudentsopentheirjournalstopage1.
2. Havestudentswriteinthedateonthedatalog.
3. Askstudentsiftheyhaveanyquestions.
4. Split the students into groups appropriate to your class size, one group
foreachmeasuringstation.
5. Giveeachgroup2rulersandassigneachgrouptoastation.
6. Havestudentsdocumenttheirfindingsateachstation.
7. Once the groups have rotated through all of the stations, have students
comebacktothecircletodiscussthedata.
8. Ask for a volunteer with a quiet hand to share the data they measured
andopenthediscussiontothegroup.
9. Take a rough group average and either assign a role or ask for a
volunteer to help graph the data on the flip-chart. Do this for all four
graphs.

ToSimplify

Foryoungeragegroups,considermakingthemeasurementsandrecording
resultsasawholegroup,takingvolunteerstoperformeachtask.

ToAddComplexity

Providethefollowingpromptforstudentstoanswerinablankpageintheir
journals.
Canyousee/hearanyfriendsofthegarden(pollinators)?Whattypesof
plantsaretheyinteractingwith?Whereinthegardenarethey?

Introduction(5minutes)

Beginbyopeningawarenessofthegroup.Leadbyexample,havingfeetfirmly
onthegardenfloortofeelrooted,engagetheirsensesencouragingthemto
listen,see,touch,andsmell,butnottaste.Cyclethroughafewdeepbreaths.
Sharetheenergyinthegardenandusethismomenttoallowstudentstoget
presentinthespace.Whilebreathing,encourageeachstudenttoexpress
gratitudebythinkingtothemselvesaboutwhattheyarethankfulfor;ifanyone
iswilling,offerthemachancetosharewiththegroup.

Afterthequickawarenessexercise,gainasenseofpre-lessonknowledgeby
askingstudentsiftheyknowanythingaboutpollinators.Theessentialquestions
toanswerbytheendofthelessonare:whatdopollinatorsdo?Howdotheydo
it?Whyisitimportant?Studentsshouldhaveabasicunderstandingof
pollinationfromthepreviouslessonPurposeofPollen.Definevocabulary
words.

Pollinator- an animal that transfers pollen from the male anther of a
flowertothefemalestigmaofaflower
Pollen-powdergrainsofflowerthatareusedforreproduction
Nectar-sugaryfluidsecretedbyplantstoencouragepollinators

Connect the vocabulary words totheprocessofpollination.Usingthematching

cards show thedifferenttypeofpollinatorsandbrieflyexplaintheiruniquerole
in the garden. To enhance this learning moment show the picture side of the
matching card, ask: does anyone know what this is? Why is thisanimalafriend
of the garden? Reinforcethemutualbenefitingcoexistenceofpollinatorsinand
around the garden. Ask if anyone has any questions before moving on to the
activities.

Matching(10minutes)

Pairstudentstogether.Havethepairsfaceeachother.Ifyouhaveanodd
numberofstudents,haveagroupofthree.Pollinatorcardsarepartofa
pollinationset.Forthisactivityyouwillonlyneedthe8pollinatorcards.The
remainingcardsareavailableandencouragedforcreativeadaptationsasthey
areallveryrelevant.

Forgrades1st -2nd

1) Passoutpollinatorcardsfaceup.Besuretogivethematleasttwo
differenttypesofpollinatorcards
2) Alloweachgrouptolookatthepollinatorandmakeobservationsofthe
imageonthecard
3) Givethemachancetoreadthecharacteristicsanddevelopquestions
abouttheirpollinator
4) Ask:whatissimilar/differentaboutyourpollinators?Alloweveryone
toshare.

Forgrades3rd -5th

1) Passoutpollinatorflashcards.Identifywhichstudentwillbethereader
andwhichstudentwillbetheguesser.Makeitclearthatstudentswill
switchroles.Eachstudentwillhaveaturntoreadandeachstudentwill
 haveaturntoguess.
2) Havethecardsorganizedsothatthereaderhasthedescriptionina
readableposition,butdoesnotshowthepollinatorpicturetothe
guesser.
3) Thestudentwiththecharacteristicsidewillreadthecharacteristicstothe
guesser.Ifneeded,theguesserisallowedtoask1-3hintingquestions
thatareyesandnoanswersonly.Thereadercanonlyansweryesorno.
4) Afterreadingthecharacteristicsand,severalquestionshavebeenasked
theguessermusttakehis/herguess.
5) Theguesserisalloweduptothreeguesses.Iftheguessisnotrightafter
threeguessesthereadermusttelltheguesserwhichpollinatorhasthose
characteristics
6) Switchrolesandrepeat.Makesureeachstudenthasachancetoguessa
pollinator.Makesureeachpairreceivesatleasttwodifferenttypesof
pollinators.

MasonBeeStoryMapping(20minutes)

1) Beginbyroleplayingasmasonbees.Decidealocationinthegardenthat
willactasourmasonbeenests.Chooseaplacewhereallmasonbeescan
gathertolistenandunderstandtheinstructions,aresafefrompredators
suchasrobins,crows,starlings,andwoodpeckers,andarebuildingan
appetiteforsweetnectar.
a) Althoughmasonbeeslivealone,whichisknownaslivinginsolitude,
theytendtonestneareachotherforsafetyreasons.
2) Beginthepollinatorstorymappingexerciseinthenest.Beforehandingout
clipboards,maps,andhandlensesexplainthetask:
a) You(thestudent)aregoingtopretendtobeamasonbeeandare
currentlyinyournest
b) Ourmissionistocollectasmuchnectaraspossibleandstoreitinour
nest
c) Toaccomplishthetask,beesmustpeekoureyesoutofournests,check
forpredators,makesureitissafetoleaveandthenflyaway
d) Afterwearedonecollectingwewillgatherasagrouptoshareourflying
journey
3) Handoutmaterials:clipboards,map,pencils(handlensesifneeded).
a) Forgrades1st -2nd ,clipboardswithanoutlinedmapthatshowthem

wheretogoandhowtogetthere
b) Forgrades3rd -5th ,clipboardswithblankpaperforthemtodrawtheir

ownmapandstory.Ontheblanksheetofpaperstudentswillcreatea
map,markingthelocationofthenest,orientationofthesun,northarrow,
locationsinthegardenthattheystoppedat,pathstakentoarriveateach
location.
4) Oncestudentshavetheirmaterialsready,sendthebeesfromtheirnestand
encouragestudentstousethehandlensestofinddetailintheplants/garden
beds.
5) Writeobservationsonaseparatesheetofpaperbehindthemap.Guiding
questions:wastherenectar,pollen,both,neither?
a) Toencourageobservations,studentsshouldengagesensoryawareness
 (see,hear,smell,feel,nottaste.)
b) Makesurestudentsarenotdestroyingplants/flowers,iftheyneedto
touchdosodelicatelyandleaveplantscarefullyastheywereinplace
c) Makeobservationsonthetypeoftheflower,whereitwas,howitwas
oriented,whatitsneighborwas,werethereanyotherpollinators,or
friendsofthegarden(i.e.earthworms,beetles,etc.)?
6) Whentimeisnearingcompletiongivestudentsa5-minutewarning,
1-minutewarning,andwhentimeisupallpollinatorswillreturntotheir
nests
7) Onceallhavereturned,circleupandallowstudentstosharewherethey
went,whytheywentthere,whatobservationsweremade,andifanyonehas
questions
8) Usethistimeforstudentstoreflectontheirexperience

Wrap(10minutes)

Toassessunderstanding
1) Remaininacircle
2) Ask for a quiet hand to name a pollinator. Repeat at least three times or as
manytimesuntilallpollinatorshavebeenidentified.
3) Ask for a quiet hand, how do pollinators work? Why is it important? (Seek
answersfromstudentsthathaventhadachancetoshare/answer)

To wrap the lesson briefly review the different typesofpollinators,theirrolein

thespringtimeandtheirrelationshiptothegarden/plants.Allowstudentstoask
questionsandreflectonwhattheyaregratefulforintermsofpollinators.

Ley, E. L., Buchmann, S., McGuire, K.,&Holmes,R.(2008).Selectingplantsforpollinators:aregionalguide

for farmers, land managers, and gardeners: in the pacific lowland mixed forestprovinceincludingthestates
of OregonandWashington.SanFrancisco,CA:PollinatorPartnership/NorthAmericanPollinatorProtection
Campaign.

Moisset, B., Wojcik, V., & Pollinator Partnership. Blue Orchard Mason Bee (Osmia lignaria). Retrieved
March 22, 2017, from
https://www.fs.fed.us/wildflowers/pollinators/pollinator-of-the-month/mason_bees.shtml

Image: "Flowers & Pollination." School Garden Project of Lane County. N.p., n.d. Web. 22 Mar. 2017.
<https://www.schoolgardenproject.org/download/pollinator-matching-cards//>.

Materials:PollinatorCards


WhatMakesaHabitatAHome?
NoticingtheElementsofHabitats
Day4ofCultivatingConnectionsSpringSequence

ChelseaIngram&AbbeyLeonardi-UOEnvironmentalLeadershipProgram-2017

st th
This lesson introduces 1 5 grade students to the four key
components of a habitatthroughinquiryandasong.Additionally,
a mason bee shelter building activity will allow students to
actively engage in the creation of bee habitat. This will also
encouragestudentstobemindfuloftheirbehaviorinthegarden.

This lesson willraiseawarenessaboutthegardenasahabitatand
cultivate empathy for the species that live there. The activities in
this lesson provide knowledge about what makes a place a good
habitat and empower students to take responsibility for their
gardenhabitat.

Essentially, a habitat is a scaled down ecosystem. It is a
community in which organisms interact with theirenvironment.A
habitat has four essential elements: food, water, shelter, and
space. Habitats come in many forms (swamp, forest, meadow,
city,etc.).Gardensprovideahabitatformanyplantsandanimals,
and are especially important in areas that have limited green
space.

Gardens typically have enough food for the organisms toeat,but

sometimes there is not enough water or shelter for organisms to
stay and live there. Adding some of these elements can
encourage organisms to make the garden their home. Creatinga
mason bee shelter is one example of how students can positively
impact the availability of the four components of a habitat within
thegarden.

Mason bees are different from European honey bees. Instead of living in hives,
they make homes in individual units within small groups, with no particular
hierarchy. Because of this they are called solitary bees. Mason bees dont have
stingers. This makes them a great pollinator to invite intoaschoolgarden.Mason
beesarealsoveryefficientpollinators!

Mason bees typically make their homes in naturally occurring
gaps and crevices, such as cracks in stones,hollowstems(such
as dead raspberry canes), or holes in wood made by
wood-boring insects. Inside of these holes, mason bees fill the
back with mud and createabedofpollenandnectar,calledthe
golden nugget, to lay their eggs on in the spring.Thebeesfill
the front of the holes with more mud to protect the egg inside.
When the egg hatches, the larvae eats the golden nugget for
food. However, the bee can remain in hibernation until next
spring!

Think about your garden space. These types of habitat may not
be readily available, or maybe there is not enough of these
types of spaces in close proximity to the garden. You might
already have some mason bees in your garden, but we want to
encourageevenmoretomaketheirhomethere.Themasonbee
sheltersyoumaketodaywillhelp.





Introduction(5-10minutes)
Ask if any of the students can define the word habitat. Can the
studentscomeupwithsomeexamples?Whatarecharacteristics
that distinguish the different habitats? What organisms live
there? For example, could a toucan live in a cold climate? Why
not? Ask the students if the school is a habitat. Ask the students
to identify the key elements of a habitat. What are some things
that people, plants, or animals need to have in order to survive
and thrive? Explain to the students that todayslessonwillfocus
on the four essential elements of a habitat: food, water, shelter,
space.

HabitatSong(10minutes)
It isusefultohavethelyricstothissongwrittenwherethestudents
can see them: on a flip chart, projector, white board, or on a
hand-out.

The song is meant to include ASL signs for the keywords: food,
shelter,water,andspace.


Asthefacilitator,youcanusethefollowinglinktolearntheASLsigns:
https://www.signingsavvy.com
This website provides a search engine tolookupthefollowingsigns,andprovidesa
shortvideothatshowshowtheyareperformed.

1. Gather the students in a wide circle, with enough room to hold their hands
out at their sides. This song will help students to remember what the four
essentialhabitatelementsare.

2. Teachthefollowinghandmovements:
a. food(fingerspinchedtogether,bringtomouth)
b. water(fingersmakeaWandtapchin)
c. shelter (use the ASL sign for home: start with the sign for food
and then move your hand, in the same position, to your cheek close
toyourear)
d. space (right handwithfingersspreadmakesahorizontalcircleout
fromchest)

3. SingtothetuneofTwinkleTwinkleLittleStar:
Food,water,shelter,space(Doeachsignasyousingtheword)
Makesahappylivingplace.
Iliveinmyhabitat,
Eating bits of this and that. (Sign for food withbothhands,bringeach
toyourmouthinturn)
Food,water,shelter,space
Makesahappylivingplace.

To enhance the activity, thissongcanberepeatedwithdifferentlinestotellabout

differentspecies.Afewexamplesbelowreplacetheitalicizedlinesabove:
Iliveonasilkenbed,
Eatinginsectsinmyweb.(spider)

Iliveinsidemyshell,
Leavesandgrassesservemewell.(snail)

Ilivehighupinatree,
Fruitandbugscanthidefromme.(bird)

MasonBeeShelterBuildingActivity(45minutes)
Ifitisniceweatheroutside,andnotwindy,thisactivitycantakeplaceinthegarden.
Itishelpfultohaveatable,butaflatsurfacelikeabenchorsidewalkcouldworkas
well.

Introduce mason bees to the students. Have visuals of a mason bee and a
Europeanhoneybee(attached).

 1. Discuss some of thesimilaritiesanddifferencesbetweenthesetwospecies.

Someguidingtopicsfordiscussioncouldinclude:
a. Consider the differences in behaviorbetweenhivebeesandsolitary
bees.
b. How is a mason bee habitat different from other bees? Consider the
purposethecrevicesserveforthemasonbee.
c. Which is a more efficient pollinator, the European honey bee or the
masonbee?
d. Discussthelifecycleofthemasonbee,fromeggtoadult.
e. Only female mason bees have stingers. They will only sting if they
are squeezed or trapped. Consider this compared to European
honeybees.

2. When you are ready to get started, have one facilitator pass out materials.
Alternatively, you can have a few students help you pass out materials, or
lineupthematerialsandhavestudentscollectwhattheyneedthemselves.

3. As you build the shelter, keep the students engaged onthetaskathandby

askinginquisitivequestionsaboutwhattheyarebuilding.Keepinmindthat
younger students may not be able to focus on both the questions you have
and the instructions. It might work best toaskthesequestionsafterthetask
is done, particularly with grades 1-3. Two critical thinking questions you
canaskare:
1. How do you think the bees use these tubes? Explain how mason bees use
mud and the golden nugget to fill the tubes and lay their eggs in the
spring.
2. Why do you think the mason bees might live in tubes like this instead of a
hive? How is it different than living in a hive? What is similar? Tell the
students that mason bees are solitary. They dont have a hive they share
with a colony, and they dont have a queen. Instead, they lay eggs ontheir
own.Itisdifferentthanahivebecausetheydontsharethespacewithother
bees. It also doesnt involve making honey. It is similar toahiveintheway
theyprotecttheireggsinindividualnests.

Tomakethemasonbeeshelters:
1. Takeoutpre-paintedcan(s)andpermanentmarkers
2. Have the students decorate the can to personalize the nest and foster a
connectionwiththebeehome
3. Eachstudentneeds:
a. 1toiletpaperroll
b. 4piecesofnewspaper
c. 4piecesofparchmentpaper
d. pencil
e. 8piecesoftape
4. Havestudentslayonepieceofnewspaperontopofonepieceofparchment
papersothatthecornersmeet.
5. Next have students roll the newspaper and parchment paper tightly

 together to make a tube. (It might help to roll the newspaper around a
wooden pencil. Just make sure that the end of thepencilsticksoutfromthe
rollofpaper,soyoucanpullitoutwhenyouaredone.)
6. Once the newspaper and parchment paper are rolled tightly, fold the tube
inhalf.Thetwoopenendswillnowbeatthesameend.
7. Tapethetubetogethersothatitstaysinthebentposition.
8. Place the tube intooneofthetoiletpaperrolls.Itsokayiftheendsstickout
fromthetube.
9. Continue steps 4-8 until you have 4 benttubesineachtoiletpaperroll.The
tubesshouldfitinthetoiletpaperrollwithoutfallingout.
10.Place a handful of mossinthebottomofthecan.Themossmustbedry.The
moss will help insulate the bees, and will keep the toilet paper rolls from
knockingaroundinsidethecan.
11.Fill the can with your toilet paper rolls, with moss in between. The moss
doesnotneedtobestuffedtightly,butthetubesshouldstayinplace.
12.Clean up materials with your students and get ready to go into the garden
(if youre not already there). You will need to also bring the students
journalsfromDay1,forthenextactivity.

Now that your mason bee shelters are done, its time for them to beplacedinthe
garden! Have thestudentshelpyoufindaplacetoputthem.Thehomesshouldbe
in a safe spot on the ground, where they are not likely to be stepped on, kicked,
or removed. They can also be placed in trees, if it is sure that they will not be
knockeddownorblownoutbythewind.

This is a good opportunity to ask your students where a good place for the
habitats are and why. Should they go up high in a tree? Thatmightwork!Mason
bees make their homes inanyspaceavailable,inwalls,trees,orneartheground.
(Depending on what is available at your site, you could choose to put the habitat
in a tree. However, your mason bee home may be safer on the ground.) Should
they go in the middle of the path? No, because they might get stepped on. Ask:
What do the mason beesneedfortheirhabitat?Theanswershouldbeflowersfor
food(pollenandnectar),andmudtoprovideprotectionintheirnests.

You should also ask the students: When we come back to visit the mason bee
habitats, how should we treat them? Should we pick them up, shake them, or move
them? No, because that would make the bees that use the habitat unhappy. The
baby bees nesting inside might get hurt if we move their home. Instead, we can
lookinsidecarefully,toseeiftherearenests.

Once you have found a good place for your mason bee shelters, circle up and
transitionintothejournalactivity.

JournalActivity(15minutes)
Inform students we will be measuring plant growth, rainfall, and temperature for
the day.Wewillrotatebetweenmeasuringstations,thencometogethertodiscuss
ourfindings.
1. Havestudentsopentheirjournalstopage1.
2. Helpstudentswriteintodaysdate.
3. Askstudentsiftheyhaveanyquestions.
4. Split the students into 4 groups, one group for each measuring station (2
groupscanworkaswell,dowhatseemsintuitiveforthesizeoftheclass).
5. Giveeachgroup2rulersandassigneachgrouptoastation.
6. Havestudentsdocumenttheirfindingsateachstation.
7. Once the groups have rotated through all of the stations, have students
comebacktothecircletodiscussthedata.
8. Ask for a volunteer with a quiet hand to share the data they got and open
thediscussiontothegroup.
9. Take a rough group average and either assign a role or askforavolunteer
tohelpgraphthedataontheflip-chart.Dothisforallfourgraphs.

ToSimplify:
Foryoungeragegroups,considermakingthemeasurementsandrecording
resultsasawholegroup,takingvolunteerstoperformeachtask.

ToAddComplexity:
Providethefollowingpromptforstudentstoanswerinablankpageintheir
journals:Pickaspeciesinthegarden(plantoranimal).Drawapictureofit.Findthe
fourelementsofhabitatitrelieson,thendrawandlabeltheminyourpicture.

Wrap-up(5minutes)
Circle up and ask the students to name the four components of a habitat.
Can they remember the ASL signs for each? Sing the song again if there is
goodenergyforit.
Congratulate the studentsondoingsomethinghelpfultomakethegardena
better habitat for bees! Ask what other things they can do to improve
habitatconditionsinthegarden.
Ask if they can name any other species that we would like to have in the
garden.Whatcantheydotohelpthosespeciesmaketheirhomeshere?
Suggest that the studentscancomebacknextclasstimetoseeifanymason
beeshavemovedin.

If you are evaluating this lesson and whether studentshaveachievedthelearning

outcomes, take notes on the responses to each of the first three prompts. Keep
track of how many students can answer each of your questions accurately. For
more rigorous evaluation, consider printing a quiz with these questions that
each student can complete individually, or ask them to write the answers on a
blank page of their journals. (This will increase the time needed for the Wrap to
10-15minutes.)






hia Project. (1989). A happy place to live. An environmental education guidebook forHawaii(pp.48-51).
Honolulu,HI:BernicePauahiBishopMuseumandMoanaluaGardensFoundation.

Goward, E. (Ed.). (n.d.). Habitats and Ecosystems. Retrieved February 12, 2017, from
https://www.schoolgardenproject.org/download/habitats-and-ecosystems/

"MasonBees:HowtoBuildaBeeNestUsingRecycledMaterials."
Bukisa.http://www.bukisa.com/articles/474795_mason-bees-how-to-build-a-bee-nest-using-recycled-items.















MasonBee( Osmialignaria)
https://www.parentmap.com/article/keeping-
mason-bees-10-expert-tips-for-families
Wasp( Hymenoptera)
http://animals.nationalgeographic.com
/animals/bugs/wasp/

Europeanhoneybee( Apismellifera)
http://rvcoutdoors.com/10-things-didnt-know-honey-bees/


TheGivingGarden
NoticingReciprocityintheGarden
Day5ofCultivatingConnectionsSpringSequence
EmilyJenkinsUOEnvironmentalLeadershipProgram2017

This activity introduces 1st -5th grade students to the reciprocal nature of

gardening, meaning we care for the garden and in return, the garden
cares for us nutritionally. This is accomplished through the use of a
garden based cooking lesson, discussion of nutritional elements
provided within foods from the garden, and a discussion of howwetake
careofthegarden.

This lesson provides a hands-on interactive learning experience where

students have the opportunity to gain nutritional knowledge, develop
sensoryawareness,andconnectwiththeirfoodfromrightwhereitstarts.
Beginning to understand the concept of food growing in the garden can
be used to make a meal that provides the students the ability to
recognize that their food grows from the ground; it does not just come
fromthestore.

Further, this lesson starts fostering a connection to nature through the

garden, instilling a sense of responsibility toward the environment, and
contributestoidentifyingsenseofplace.

BeetNutrition

CarrotNutrition

AppleNutrition









The term health or being healthy means that you are free from illnessor
injury, mentally and physically. Havingahealthydietmeanseatingfoods
that contain nutrients that are beneficial to our bodies and help keep us
healthy. Emptyfoodsarethosethatdonothavebeneficialnutrientsforour
bodies in them. Examples of these would be, cake, cookies, and soda.
Theseareallemptycalories.

There are many ways in which we help to care for the garden. A few of
these activities include: watering plants, weeding, taking care of the soil
(not walking on the beds), planting, harvesting, and planting in an area
with access tosunlight. IntheSpring,plantshavetheidealconditionsthat
they need to begin growing. These conditions are water, sunlight, soil,
and warmth. The rainy weather of the springprovideswaterfortheplants
and as the days begin to get longer, more sunlight is available to the
plants.Thesunlightheatsupthesoil,givingtheplantthewarmthitneeds.

 Recipe/worksheetprintout(attached)(oneforeachstudent)
Coloredpencils(enoughforstudentstoshare)

Studentmademeasuringsticks(fromDay1)

Journals(fromDay1)

Raingauge

Thermometer

Ingredients(Feeds6){adaptfornumberofstudentsinclass}

1beet,peeled

2carrots,peeled
1apple,diced(preppedbeforelessonbyteacher)
1tablespoonoflemonjuice
1tablespoonofapplecidervinegar
1tablespoonoliveoil
Optional:specialtoppings:raisins,salt&pepper,andothers
Cookingsupplies
Handgraters(1perstudent)

Cuttingboards(1perstudent)
Largebowlformixing(1)
Tablespoon(1)
Mixing/Servingspoons(1)
Servingbowls(1perstudent)
Paperforcoveringtable(1largesheetpertable)
Forks(1perstudent)
Knife(1-2)foradultsupervisor(s)

Journals(5minutes)

This time will be used to analyze the data that the students have collected over the past
weeks.
1. Takeoutthedatacollectionchartsforplantgrowth,rain,andtemperature.
2. Display the charts and ask What do you notice about the data we have been
collecting?
The students should make a correlation between how the rain and
temperatureaffectstheplantsgrowth.

TOADDCOMPLEXITY

Havethestudentsanswerthefollowingpromptintheirjournal.
Lookattheplantswehavebeenmeasuring.Drawacomparisonfromhowsmall
the plants were at Day 1 to today. How have the plants changed over time? Are
they taller? More flowers? List or draw: What gardencareactivitieshavehelped
theplantsgrow?

Introduction(2minutes)

Duringthistimetheplanforthedayshouldbelaidout.Giveanoverviewoftheactivities
bysayingFirstwearegoingtobecooking,andthenweregoingtocolorandtalkaboutthe
vegetableswehavebeeneating.

Activities(37minutes)

CookingLesson

IntroductionandPreparation(7minutes)

1. Ask the students How do you take care of the garden?. Emphasize planting in the
garden.
2. Ask the students When do you think is a good time of year to plant seeds?. Review
the elements that make Spring the ideal time to begin planting. These elements
being:rain,sunlight,temperature,pollination,andpollinators.
3. Ask As we take care of plants and watch them grow bigger, what do we end up with
when they are fully grown?. Talk about how caring for plants leads us to delicious
foodsthatwecaneatandmakemealsoutof!
4. Hand out the recipe cards and explain that the recipe we are goingmakeisanABC
(apple,beet,carrot)salad.
5. Explain how everyone is going to have a different role in helping to put the salad
together.Thestudentspicktheirrole.Askfor:
1studenttobetheAppleCiderVinegarmeasurerandpourer
1studenttobetheoliveoilmeasurerandpourer
1studenttobethelemonjuicemeasurerandpourer
1studenttobethemixer
Everystudentwillhelpgrate

CookingandServingTablePreparation(20Minutes)

6. First have the students wash their hands and make sure hands stay clean. Say We
need to make sure our hands stay clean, so if we sneezeorcoughmakesuretoturn
away,andnotintoourhands.
7. Talkabouthowtosafelyusethegraters.
8. Hand out pre-preppedeasytohandlepiecesofcarrots,andbeetsandhavestudents
begintograte.
9. When a student finishes grating have them bring the cutting board full of grated
pieces to the serving station and put shredded ingredients into the large mixing
bowl.
10.When all shredded ingredients are added to the large mixing bowl, add the diced
apples and have the studentspourapplecidervinegar,oliveoil,andlemon.Askthe
students to come up to the serving station and measure and pour their ingredient
intothelargemixingbowl.
11.Lastly, have the student mixer come up and toss all of the ingredients together with
themixingspoon.

Asthestudentsaregratingandpreparingthesaladasksensoryawarenessquestions:
 Whatdotheveggiesfeellike?
Dotheyhaveasmell?
Whatdotheylooklike?

EatingTime(10minutes)

Portion out the salad into bowls and hand out utensils. Ask the students questions and talk
about the nutritional value in beets and carrots. Start by asking What can you taste? and
follow up with What makes a food healthy?. Discuss that the nutrients in foods are what
make them healthy. Then explain the specific nutritional value in beets and carrots and
how these nutrients fill our bodies and helpusstayhealthyandkeepsusfromgettingsick.
Empty foods, such as candy, cookies, and soda, do not contain nutrients that benefit our
bodiesinapositiveway.

AssessingUnderstanding(10minutes)

This activity will be using the bottom portion of the recipe card/worksheet handout to
assessifthelearningoutcomeswereachieved.

Adaptations

For students who are in 1st -3rd Grade, use the attached recipe card/coloring nutrition

worksheet. The students color the beet, carrot, and apple andreadthenutritionalfacts.As
theyarecoloringaskthestudents:
Whatdoyouprovideforthegarden?
Students should respond with general garden care tasks (i.e.
watering,weeding,ect.)
Whatdoesthegardenprovideforyou?
Students should respond with nutritional elements provided by
garden(i.e.aboutbeets,carrots,apples)

For students who are in 4th -5th Grade, use the attached recipe card/fill in the

blank/coloring worksheet. Ask the students to fill in the boxes with answers to the
questions:
Whatdoyouprovideforthegarden?
Students should respond with general garden care tasks (i.e.
watering,weeding,ect.)
Whatdoesthegardenprovideforyou?
Students should respond with nutritional elements provided by
garden(i.e.aboutbeets,carrots,apples)
Thestudentscanthencolorthebeetandcarrotdrawings.

Wrap-up(6minutes)

Nowwewillconnectthedots.Reiteratehowwecareforthegardenandindoingso,
nutritionalfoodsthatarebeneficialforourbodiesandhealthresult.Dothisbyasking:
Why/howshouldwetakecareofthegarden?
Howisthegardentakingcareofus?
Wastheresomethinginthegardenthatyouaregratefulfor?
 Whatdidyoulikeorlearnaboutthesalad?

Fuller,Nancy."ShreddedBeetandCarrotSalad."FoodNetwork.FoodNetwork,24Aug.2015.Web.14Feb.2017.

Mercola."10ImportantFactsAboutVitaminKThatYouNeedtoKnow."Mercola.com.Mercola,24Mar.2004.Web.24
Feb.2017.

"SchoolGardenProject."SchoolGardenProjectofLaneCounty.SchoolGardenProject,2016.Web.07Mar.2017.

"Topmarks-PrimaryResources,InteractiveWhiteboardResources,andMathsandLiteracyGames."Topmarks-Primary
Resources,InteractiveWhiteboardResourcesandLearningGames.TopMarks,2017.Web.07Mar.2017.


 LearningAssessment
CultivatingConnectionsSpringSequence
UniversityofOregonEnvironmentalLeadershipProgram2017



Assessmentsareimportanttodeterminewhetherornotthelearningoutcomesare
met.Didwe,asteachers,actuallyteachwhatweaimedtoteach?Learning
objectivesareusedtoshapethelessonaroundtheknowledgeandskillsstudents
shouldobtainbytheendofthelesson.Thelearningoutcomescapturethemain
pointsofthelesson.Thequestionsonthisassessmentarebaseddirectlyonthe
learningoutcomesofthelessonplans.

1. Createalistofthelessonplanswevecoveredoverthesessiononaflipchart
orwhiteboard.
2. Brieflyreviewlessonplanactivitieswithstudentstohelpthemrecollectthe
topicswecovered.
3. Briefthestudentsonyourexpectationsfortheevaluation.
4. Mentionwewillreadthrougheachquestiontogether,butwewontdiscuss
answersduringtheevaluation.
5. Handouttheassessment.
6. Remindstudentstowritetheirnameonthetop.
7. Readthrougheachquestion,allowingtimeforstudentstoanswer.
8. Ensurestudentsarelisteningtoeachquestionandnotworkingahead.
9. Ifstudentsfinishwithaquestionearlytheycandrawapictureonthesideof
theassessment.
10.Collectassessmentsfromstudents.

TOSIMPLIFY
Havestudentsdiscusstheiranswerwithapartner.

TOADDCOMPLEXITY
Havestudentsworkindividuallywithoutreadingquestionsoutloud.

 StudentName:
LearningAssessment

Weather
1. Whatarethreeweatherelementsthatinfluenceplantgrowthinthegarden?

2. Nametworesourcesweveusedtoobserveandtrackplantgrowthinthe
garden.Whymightweusetheseresources?

Pollination
3. WhichofthefollowingisNOTapartofaflower?
a. Stigma
b. Anther
c. Stem
d. Petal

4. WhatareTWOwaysflowersarepollinated?

Pollinators
5. Name/identifythreedifferenttypesofpollinators.

6. Howdopollinatorswork?Whyisitimportant?

 StudentName:
Habitat
7. Whatarethefouressentialcomponentsofahabitat?

8. Drawapictureofabeeinitshabitat.Includeasmanyofthehabitat
componentsyoucan.

ReciprocalGarden
9. ListTWOwaysthatwetakecareofthegarden.

10.Whatdoesthegardenprovideforyou?

Drawapicturetotellusthestoryofyourfavoritemomentduringgardenclass.

Fuller,Nancy."ShreddedBeetandCarrotSalad."FoodNetwork.FoodNetwork,24Aug.
2015.Web.14Feb.2017.

Goward,E.(Ed.).(n.d.).HabitatsandEcosystems.RetrievedFebruary12,2017,from
https://www.schoolgardenproject.org/download/habitats-and-ecosystems/

"Hands-onInteractiveActivities(outdoor/indoor)|CPP:CaliforniaPhenologyProject."
CaliforniaPhenologyProject.UniversityofCalifornia,SantaBarbara,n.d.Web.15
Feb.2017.

hooks,bell.1994.EngagedPedagogy.In,TeachingtoTransgress.NY:Routledge.Pp.13-22.

HowMuchSunlightisNeededtoGrowCarrots?.SFGate.HearstCommunicationsInc.
Web.20March.2017

How to Grow ArugulainthePacificNorthwest.NorthwestEdibleLife.30January.2014Web.

20March.2017

Leucht-Young,S.A.,Enquist,C.A.F.,Weltzin,J.F.(2010).ObservedChangesinPhenology
AcrosstheUnitedStates-PacificNorthwestWashington,Oregon,Idaho[Pamphlet].Tucson,
AZ:U.S.GeologicalSurvey,PatuxentWildlifeResearchCenter,USANationalPhenology
Network&TheWildlifeSociety.

Ley, E. L., Buchmann, S., McGuire, K., & Holmes, R. (2008). Selecting plants forpollinators:a
regional guide for farmers, land managers, and gardeners: in the pacificlowlandmixedforest
province including the states of Oregon and Washington. San Francisco, CA: Pollinator
Partnership/NorthAmericanPollinatorProtectionCampaign.

Louv,R.(2005).Lastchildinthewoods:whychildrenneednature,howitwastakenfromthem,
andhowtogetitback.ChapelHill,NC:AlgonquinBooksofChapelHill.

"MasonBees:HowtoBuildaBeeNestUsingRecycledMaterials."
Bukisa.http://www.bukisa.com/articles/474795_mason-bees-how-to-build-a-bee-nest-using-
recycled-items.

Mercola."10ImportantFactsAboutVitaminKThatYouNeedtoKnow."mercola.com
Mercola,24Mar.2004.Web.24Feb.2017.

Moisset, B., Wojcik, V., & Pollinator Partnership. Blue Orchard Mason Bee (Osmia lignaria).
Retrieved March 22, 2017, from
https://www.fs.fed.us/wildflowers/pollinators/pollinator-of-the-month/mason_bees.shtml

hiaProject.(1989).Ahappyplacetolive.Anenvironmentaleducationguidebookfor
Hawaii(pp.48-51).Honolulu,HI:BernicePauahiBishopMuseumandMoanaluaGardens
Foundation.

EarlySpringActivity.OregonStateUniversityPacificNorthwestNurseryIPM.OregonState
University.2March.2012.Web.20March.2017

"SchoolGardenProject."SchoolGardenProjectofLaneCounty.SchoolGardenProject,
2016.Web.07Mar.2017.

TipsforGrowingDandelion.GlobalHealingCenter.Web.20March.2017

Topmarks-PrimaryResources,InteractiveWhiteboardResources,andMathsandLiteracy
Games."Topmarks-PrimaryResources,InteractiveWhiteboardResourcesandLearning
Games.TopMarks,2017.Web.07Mar.2017.