Green Teens Gardening Curriculum

Description Do you love to garden? Why not teach others your passion? Teach the basics about gardening - from different plant types and how to map and maintain a garden within the dynamic equilibrium of an ecosystem to the role of beneficial bugs to the well-being of plants. WOW! Work with apprentices to produce an organic native plant garden at their school site!

Green Teens is a 10-week apprenticeship in gardening designed by Monica Magee from Keep Austin Beautiful and Leanne Valenti from Citizen Schools at Bedichek Middle School. The final product, or WOW!, is an organic native plant garden at the school site. In the process of planning, planting and presenting their garden, apprentices focus on the twenty-first century skills of data analysis and teamwork.

Week

Stage

Lesson

Learning

Activities
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Page

Objectives: What do we need to get done today?

Objective: What will the apprentices learn today?

The expectations of the apprenticeship The steps to make a garden 1. 2. 3. 4. Ice Breaker Establish Expectati ons Assemble 10 Week Plan Choose garden site

1
Learn new skills

MODEL

WOW! em!

How to choose a
garden site

3-6

2
Learn new skills

MODEL

Prepare the Garden Select Plants

How to create an accurate map How to prepare the soil

1. 2. 3.

Map our garden Prepare garden bed Treasure hunt

7-12 1318 1921 2225 2629 3034 3538 39-

3
Learn new skills

MODEL

Why native plants are beneficial for the landscape How to choose a plant that is compatible with the garden site How a nursery works How to match the plants on their list to the plants in the nursery. Mapping skills How to plant a plant

Play Native vs. Invasive! Research Plants Budgeting

4
Produce

SCAFFOL D SCAFFOL D COACH COACH COACH

Buy Plants Planting Day Maintenance Bug Release

Field Trip!

5
Produce

Plot Our Plant Sites Weed & Plant

6
Practice

7
Practice

8
Practice

Create WOW! Visual Practice for

9
Practice

How to maintain the garden How invasive plants affect the dynamic equilibrium of an ecosystem. The role of beneficial bugs in an organic garden How to identify herbs How different maps serve different purposes Which important information to share when they teach guests about their plant at the WOW! How to teach the WOW! audience to make a garden

1. Garden Maintenance 2. Ecosystem Demonstration

1. 2. 3.

Worm Release Ladybug Release Herb Snack

1. Garden Plot Puzzle & Map Analysis Collage Creation Community Plant Selection

Choose WOW! Roles Decide What to Teach Rehearse WOW!

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FADE 10
Perform

WOW!
Final Rehearsal before WOW!
How to make an effective presentation of their garden 1. 2. Play Voice toss Rehearse Presentation 3. Mock Garden Tour

42 4347

FADE

Lesson # 1 Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Get acquainted with the Green Team apprenticeship group 2. Assemble the steps of their 10 Week WOW! Plan 3. Select the site of their future garden based on advantages and disadvantages of the three sites they survey. Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. the steps that it takes to build a garden 2. how to weigh advantages and disadvantages to make a decision Agenda based on the lesson plan. Post in the room for the apprentices to see.

1. Welcome & Ice Breaker Intros 2. Review Agenda and Set Context 3. Activity 1: Establish Expectations 4. Activity 2: Assemble 10 Week Plan 5. Activity 3: Choose Gardening Site 6. Closing and Teach Back 7. Clean up

15 Minutes 5 Minutes 15 Minutes 20 Minutes 20 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: Survey three potential gardening sites and have them pre-approved by school administration prior to session one. Lay a piece of flip chart labeled Stuff Spot on the classroom floor where it is out the way Post the agenda on the board Create an outlined poster board and note cards for 10 Week WOW! Plan Visual

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Vocabulary None

Materials and Equipment Stuff spot, Agenda visual, outlined poster board, 10 steps on note cards, camera, glue sticks, clipboards,

Lesson # 1

Planning the Lesson

Welcome & Ice Breaker Intros Time: 10 minutes Greet apprentices at the door Ask them to deposit all their belongings at the Stuff Spot inside the classroom and then circle up with you outside. Introduce the Ice Breaker Intro: Objective: To find an object outside to describe themselves. Example: Clover = I am lucky to be here with you. Allow 2 minutes for apprentices to find an object. Then meet back in a circle to have introductions with their found objects. Establish the outdoors as your classroom by setting limits from the beginning: If I cant see you, youre out of bounds = automatic strike When you hear me blow the whistle, you have 10 seconds to make it back here Set the Context and Review Agenda Time: 10 minutes Lead class back indoors to review the visual agenda on the board written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Establish Expectations Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Address the uniqueness of the apprenticeship: Objective We get to use the outdoors as our classroom Establish behavior expectations for the semester. We get to use cool tools We get to choose and adopt our own plants We will be doing most all our work in groups Ask apprentices to brainstorm proper behavior. Scribe the suggestions. Propose scenarios that are likely to happen and ask apprentices how they will respond Page 4 of 50

properly. Introduce the tools that the apprentices will be using for the semester and explain the role that every one has to do to take proper care of them.

Activity 2: Assemble 10 Week WOW! Plan Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Lay the outlined poster board (see Appendix 1) in the Objective center of the table and place 9 note cards around it. Apprentices will learn the steps Each note card should be one of the 9 steps to creating that it takes to build a garden. an organic garden. Guide discussion and have apprentices hypothesize about the order that the steps belong. As an apprentice gets the right answer, have them glue it in the correct sequence onto the board. When you are finished, you will have a visual that can be referenced during the opening ritual for the remainder of the semester. Activity 2: Select Garden Site Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Guide apprentices around the school premises to Objective survey three gardening sites that have already been Apprentices will select the site pre-approved by the school. Foster discussion about of their future garden based on the benefits and drawbacks of each site. Have each of advantages and disadvantages of the apprentices OR one appointed apprentice record the three sites they survey. the advantages and disadvantages discussed. After seeing all three sites, circle around to make a team decision based on the advantages and disadvantages of each site. **Take the before photo of the apprentices with their garden site, to be used in the WOW! to show guests what the garden looked like before.** Closing & Teach Back: Time: 10 minutes What is one advantage of the garden site that we chose? What is one disadvantage of the garden site that we did not choose? What is the next step in building a garden after we select the site?

Clean Up

Time: 5 minutes Page 5 of 50

Hand all the clipboards back to instructor and go back to the classroom to collect belongings from the stuff spot.

Lesson # 2 Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Create maps of their proposed gardening site 2. Add a layer of topsoil to their garden 3. Use their maps to bury and locate treasure in the garden Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. How to create a baseline inventory map for a landscape project 2. How to prepare the garden bed by turning the soil and adding a layer of topsoil. 3. How their accuracy and workmanship (in respect to the maps) affects the ability their teammates to find the buried treasure. Agenda based on the lesson plan. Post in the room for the apprentices to see.

1. Opening Ritual: Word Unscramble 2. Review Agenda and Set Context 3. Activity 1: Map our Future Garden! 4. Activity 2: Prepare our Garden Bed 5. Activity 3: Treasure Hunt 6. Closing and Teach Back 7. Clean up

10 Minutes 5 Minutes 20 Minutes 20 Minutes 20 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: Notify school administration of the garden spot that your apprentices have selected and arrange to have access to the space every week Lay a piece of flip chart labeled Stuff Spot on the classroom floor where it is out the way Post the agenda on the board Post the 10 Week WOW! Plan Visual made last week Make scrambled vocabulary cards Page 6 of 50

 Haul hoes & bags of topsoil to the garden site Make copies of Inventory Check Sheet Pack a bag with clipboards, graph paper, pencils, measuring tape, copies of Inventory Check Sheet, small shovels and treasure tokens. Vocabulary Measurement Baseline Topsoil Aerate Materials and Equipment Stuff spot, Agenda visual, 10 Week WOW! Plan Visual, scrambled vocabulary cards, glue sticks, 1. graph paper, pencils, measuring tape, markers, copies of Inventory Check Sheet, 2. topsoil, shovels, hoes 3. small shovels, treasure tokens Lesson # 2

Planning the Lesson

Opening Ritual Time: 10 minutes Ask them to deposit all their belongings at the Stuff Spot as they enter the classroom Introduce the Word Unscramble: Objective: Apprentices will race to arrange a set of cards with letters printed on them into relevant vocabulary words. Apprentices are part of the same team for the entire semester and can accumulate points. Extra points can be awarded to apprentices who use the vocabulary words in correct context. Keep track of points and provide an incentive for the winning team. Assign teams, pass out a different deck of cards to each team, allow apprentices 23 minutes to unscramble their word Debrief: What is your word? What does it mean? What tools will we use to measure the garden? What tools will we use to aerate the soil in the garden? What is the proper way to use these tools? Have apprentices glue the words underneath the steps & next to lesson 2 on the 10 Week WOW! poster board that was started in week 1. These words represent the base of knowledge that they are building along the way to their WOW! Set the Context and Review Agenda Time: 5 minutes Review the visual agenda on the board written on flipchart paper and taped up in the classroom

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ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 60 minutes

Activity 1: Map Our Future Garden! Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. 1. Go to the garden space and discuss the various Objective features of your site Apprentices will learn how to 2. As a group, establish baseline of maps by create an accurate map of their laying out a 100ft. tape measure along one side garden space. of the garden. The base line represents the x axis. Once set in place this tape does not move! Begin a demo map by drawing this base line. Next, ask apprentices which object they would like to include on the demo map. Use your second tape to measure perpendicularly from the baseline tape to the object you are mapping. Take two measurements for each object record The distance along the baseline tape And the distance from this point to the object you are recording. Record the location of object using the x/y axis method of graphing. 3. Apprentices will work in groups to make their own maps. They should begin by marking the baseline that you already established as a group. Continue to record all the features of the site. 4. Break apprentices into mapping groups. Be sure to assign roles, i.e. 1 recorder and 2 people working together to use the tape measure 5. Hand out a clipboard, a pencil, a tape measure, an inventory check sheet, and a piece graph paper to each group. Remember to: Use your site inventory checklist. Record all the existing features of the site including both manmade and natural features, i.e. building paved, surfaces, water spigots, air conditioners, existing vegetation, topography, sun/shade, soils etc. Note which way is north on your drawing. Page 8 of 50

Activity 2: Prepare the Garden Bed Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Explain why we need to aerate the soil. Demonstrate Objective how to turn the soil with a hoe or shovel. Emphasize Apprentices will prepare the proper use of tools. garden bed by turning the soil and adding a layer of topsoil. With shovels and hoes, apprentices will turn soil in the designated garden space to make room for our plants to grow. Then, apprentices will add top soil to the garden bed to replenish the soil nutrients Activity 3: Treasure Hunt Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Test the accuracy of your maps! Use their maps to bury and locate treasure in the garden Hand each group, a small plastic toy as a treasure. Instruct them to use the small shovels to secretly bury their treasures in the garden. On the map they created, each group should mark the location of their treasure with an X. Groups should then trade maps and attempt to find the buried treasure. Wrap up the activity with a discussion between groups providing feedback to each other on the ease of interpretation of maps, symbols, keys. What was hard, what was easy, and what did you take for granted that you already knew?

Closing & Teach Back: Treasure Hunt!

Time: 10 minutes

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Teach Back Topics: What are the two measurements that you record for each object on your map? How do you aerate the soil?

Clean Up Time: 5 minutes Throw away the empty top soil bags. Put the shovels back. Return to room and pick up belongings from stuff spot.

Background Many educators approach mapping the schoolyard and taking site inventories in different ways. For some, mapping may be an entire unit which culminates in making a scale model of the schoolyard. Others choose to do rough estimates of schoolyard dimensions, spending more time on assessing the characteristics of the site. The following information will help as you decide on your own approach to schoolyard assessment. Base-line Mapping A baseline is a fixed line from which all measurements are made. To create a baseline inventory map for a landscape project. Apprentices should first make a hand sketch map of the site they will be inventorying on an 8 X 11 sheet of paper. Determine the dimensions of the site and mark each side of the sketched area accordingly. Conduct an inventory of the site and sketch or write the name of key inventory elements in their approximate location of the map. Use one edge of the inventory site as the base line. Place a measuring tape along this edge. Measure the distance from the baseline to each of the key inventory elements that have been sketched on the map. To this correctly, measurements should always be made at right angles to the baseline. Use a second measuring tape to create a perpendicular line from the baseline to the element. Measure the distance and write it on the map next to the item. Repeat for all elements on the map. Make sure to demonstrate this process before having apprentices try it. Mapping to Scale Determine a scale for your map that will fit onto the graph paper being used. The scale should be large enough that the habitat site takes up most of the page. Transfer the rough sketch of the area from the sketch map onto the graph paper, indicating correct dimensions and shape. Be sure to include a compass rose. Using tracing paper, create overlays of the inventory elements. Use a separate sheet of tracing paper or overhead transparency for each type of inventory element and a different colored marker. To do Page 10 of 50

this, place a single overlay sheet on top of the graphed base map. Plot the locations of one element according to the established scale. Remove the overlay and repeat for each type of inventory element.

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Inventory Checklist
(Excerpted from Designing a Wildscape by Texas Parks and Wildlife) Building Structures and Hard Surfaces All buildings Window and door locations Air conditioning unit Decks, ramps Sidewalks, pathways, driveways, bus circles Water spigots Hazards Overhead utilities (power, cable, telephone) Underground utilities (buried cable, gas, sewer, water lines) Rights of ways Vegetation Existing trees and shrubs (note canopy size) Lawn areas Existing garden areas or raised beds Environmental Conditions Sunny areas Shady areas Wet/poorly drained areas Dry areas Slopes Soil composition Soil pH Adjacent Conditions Neighboring trees or habitats Neighboring fences, buildings Roadways, parking lots Sources of noise or other problems Easements, right-of-ways

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Lesson # 3 Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Make a list of three native plants that are compatible with our garden space that they would like to adopt. 2. Be mentally prepared for the plant purchasing trip to the nursery Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. The difference between native and invasive species 2. How invasive plants inhibit the ability for native plants to survive 3. That planting native species is beneficial for the environment 4. How to choose plants that are compatible with the garden space Agenda based on the lesson plan. Post in the room for the apprentices to see.

4. Opening Ritual: Word Unscramble 5. Review Agenda and Set Context 6. Activity 1: Play Native vs. Invasive! 7. Activity 2: Research Plants 8. Activity 3: Plant Review & Purchasing Prep 9. Closing and Teach Back 10.Clean up

10 Minutes 5 Minutes 15 Minutes 20 Minutes 20 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: Lay a piece of flip chart labeled Stuff Spot on the classroom floor where it is out the way Post the agenda on the board Post the 10 Week WOW! Plan Visual Make scrambled vocabulary cards Reserve an open field to play Native Vs. Invasive! Reserve computer lab (if apprentices will be doing plant research online) Vocabulary Native, Invasive, Germinate, Diversity Materials and Equipment Stuff spot, Agenda visual, 10 Week WOW! Plan Visual, scrambled vocabulary cards, glue sticks, hoola hoops, poker chips, Grow Green Native Plant Guides, Computers with internet access, paper, pencils, Budgeting Prompt

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Lesson # 3

Planning the Lesson

Opening Ritual Time: 10 minutes Ask them to deposit all their belongings at the Stuff Spot as they enter the classroom Play Word Unscramble Objective: Apprentices will race to arrange a set of cards with letters printed on them into relevant vocabulary words. Apprentices are part of the same team for the entire semester and can accumulate points. Extra points can be awarded to apprentices who use the vocabulary words in correct context. Keep track of points and provide an incentive for the winning team. Keep the same teams as the past week, pass out a different deck of cards to each team, allow apprentices 2-3 minutes to unscramble their word Debrief: What is your word? What does it mean? Discuss what plants need to
survive: food, water, shelter, and space and how invasive plants compete with native plants for these to survive.

Have apprentices glue the words underneath the steps & next to lesson 3 on the 10 Week WOW! visual that was started in week 1. These words represent the base of knowledge that they are building along the way to their WOW! Set the Context and Review Agenda Time: 5 minutes Review the visual agenda on the board written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Play Native vs. Invasive! Guided practice Time: 60 minutes Time: 30 minutes

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Setting the Scene: The native plant seeds are trying to find a habitat to grow in. However, invasive plants that have been introduced increase limiting factors (space limitations, water shortages, and space and nutrient monopolization) impact on native species. Will the native plants survive in this kinesthetic activity? Instructions: Assign of the apprentices to be native plants, of the apprentices to be invasive plants and a couple of predators. On a field draw out two parallel borders. Place a few hula-hoops in the open space (safe zones). The invasive plants are evenly distributed in the open space but are not allowed to move the predators are in the open space and are allowed to move, while the native plants are lined on one side. Native plants are given a habitat bank (each receive 10 tokens), which represent water, nutrients, sun, and space. When the leader says the word germinate the native plants must try to cross the growing field to get to open land to grow. If a predator tags a native plant the native plant must give up 2 tokens. If an invasive species tags a native plant the native plant must give up 1 token. Native plants and predators are not allowed to tag a native plant twice in a row. Predators must stay at least 6 steps away from native plants counting out chips. After native plants have crossed and arrived in open land to grown a rainstorm comes and washes them away so they must cross to find a new habitat (repeat with different scenarios creating a need to find a new habitat). Each round you may opt to add invasive plants to the growing field. Native plants need at least 4 token (1 for each habitat requirement) to germinate. Debrief Discussion: Who survived? How does this scenario compare to true habitats? What role do we as humans play in preventing invasive species and/or promoting native species? We can help our natural environment thrive by planting native! Explain how exotic/invasive plants affect the diversity in plant life due to high reproductive. What would the landscape be like if we had only one kind of plant? Now, lets select the diverse, native plants that we will install in our garden.

Objective
Apprentices will understand how invasive plants inhibit the ability for native plants to survive. Apprentices will understand that planting native species is beneficial for the environment.

Activity 2: Research Plants Individual Practice

Time: 20 minutes

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Review the needs of our garden space: sunny, easy access to water, soil has good drainage, and using measuring tapes determine how much space each plant would be allocated for if each apprentice gets to choose one plant. Make a visual as you review the needs of the garden space so that apprentices can refer back to it. Using the Grow Green Native Plant Guides let each apprentice make a list of three plants they would like to install. Remind them to keep in mind the space and sun constraints which will be the two determining criteria for our space. Circulate to give feedback about apprentices plant selections. Try to eliminate those that would be ill suited i.e. roses which have thorns so would be unsafe for a school grounds Activity 3: Figure out budget Group practice Pass out Budgeting prompt: We have $55 in our plant budget. All 10 of us need to buy a plant without bursting our budget. How much money can each of us individually spend? Next week, we will go to the nursery where each of you will select one of the plants on your list to adopt. The more options you have, the better, because once we get to the nursery, we may find that they dont have our plant or that is too expensive.

Objective Apprentices will make a list of three native plants that are compatible with our garden space that they would like to adopt.

Time: 10 minutes Objective Apprentices will do the math to figure out their individual budgets for purchasing their plant. Apprentices will be mentally prepared for the plant purchasing trip to the nursery

Closing & Teach Back: Time: 10 minutes Teach Back Topics: What are the names of the native plant that you selected for the garden? How much space will your plants require? What is the difference between invasive and native plants? How can you protect the diversity of native plants in our region?

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Clean Up Time: 5 minutes Pack up Green Teens supplies and pick up belongings from stuff spot. Pass out flyers/permission slips for apprentices to take home about next weeks field trip.

Background Information Native vs. Nonnative Plants

Native Plants those plants that are naturally occurring in an area. Invasive Plants Species of plants that have been transplanted into a new environment, either intentionally or unintentionally. Invasive species are one of the top threats to biodiversity (variety of life). Common Invasive Plants in Texas: water hyacinth, Chinese tallow, Hydrilla, English ivy, Black locust, Salt cedar, Siberian elm, and Japanese honeysuckle.
Non-Native, Exotic, Invasive Plants Germinate quicker and grow faster - dominate space No natural predators - seeds not eaten so continue to grow. Monopolize nutrients or water Harm animal habitats Increase erosion because do not stabilize soil with roots Produce more seeds - create monocultures What are some ways that humans spread weed seeds? Vehicles: Cars, trucks, trains, motorcycles Recreation: Hiking, Camping, Bicycling, Clothing/Gear Animals: Horses, Dogs, Livestock Collecting: Picking weed flowers or buying and planting weedy plants, like French Broom, in our yards. What can we do to promote native plants and/or minimize non-natives? to stop the spread of invasive weeds o Prevent o Pull o Plant Natives o Educate Others to remove and control the spread of invasive weeds o Manual pulling, digging and cutting o Mechanical mowing and plowing o Biological grazing, insects, and plant diseases o Cultural prevention and education o Chemical - herbicide

Seed Balls Page 17 of 50

Seed balls are a method for distributing seeds by encasing them in a mixture of clay and soil humus. Some native North American tribes used forms of seed balls. More recently natural farmer Masanobu Fukuoka has applied them, as have others inspired by his work. He has worked for over fifty years, throughout the world, implementing this beautifully simple method of rehabilitating damaged lands. This cheap, low maintenance method of re-vegetation and agriculture requires no water, other than natural rainfall. Seed balls are simply scattered directly onto ground, and not planted. They could be useful for seeding dry, thin and compacted soils and for reclaiming derelict ground. This method takes a fraction of the time or cost of other methods to cover large areas and is also very applicable in small areas. The clay and humus ball prevents the seeds from the drying out in the sun, getting eaten by predators like mice and birds, or from blowing away. When sufficient rain has permeated the clay and the seeds inside sprout they are protected within the ball that contains nutrients and beneficial soil microbes. Seed balls are particularly useful in dry and arid areas where rainfall is highly unpredictable.

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Lesson # 4: Field Trip Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. explore a nursery 2. match the plants on their lists to the plants in the nursery 3. feel as sense of ownership & responsibility for their adopted plant Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. how to adhere to a budget 2. interesting facts about the nursery Agenda based on the lesson plan. Post in the room for the apprentices to see.

1. 2. 3. 4. 5.

Review Agenda and Set Context Activity 1: To Nursery Activity 2: Tour Nursery Activity 3: Select & Purchase plants Activity 4: To School

5 Minutes 20 Minutes 15 Minutes 30 Minutes 20 Minutes

Preparation and Space Set up: Lay a piece of flip chart labeled Stuff Spot on the classroom floor where it is out the way Post the agenda on the board Call ahead to the nursery and let them know that our school group is coming Reserve van Call parents of all the apprentices to remind about field trip Vocabulary Budget Nursery

Materials and Equipment Stuff spot, Agenda visual, Native Plant Booklets, Final plant list (created last week), nursery budget worksheet (created last week), clipboards, van, completed field trip permission forms, first aid kit, CT & TL cell phones programmed with each others phone numbers Page 19 of 50

Lesson # 4

Planning the Lesson

Opening Ritual Ask apprentices to deposit all their belongings at the Stuff Spot as they enter the classroom No word unscramble today due to time constraint.

Set the Context and Review Agenda Time: 5 minutes Review the visual agenda on the board written on flipchart paper and taped up in the classroom. Highlight Field Trip Expectations: Grab a buddy and stick together Regroup when you hear Monica say, Green Teens!

ACTIVITIES Activity 1: Board Van & Travel to Nursery While en route to the Nursery: Hand back final plant lists to apprentices along with native plant booklets, nursery budget sheet, clipboards and pencils. Our objective today is to find the plants that we selected last week and buy them for our garden. We may have to make some quick decisions on our feet once we get to the nursery. What are some circumstances that may come in our way of getting exactly what we want? a. Cost b. Availability There is also a blank page on your clipboard for you to record interesting things that you learn about while you are at the nursery. On our way home, we will have a contest to see who was able to learn the most

Time: 85 minutes Time: 20 minutes Objective Apprentices will mentally prep themselves for the field trip.

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interesting things.

Activity 2: Tour Nursery Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Monica will lead kids on an organic exploration of the Objective nursery to describe points of interest and answer any Apprentices will explore a questions. This exploration earns its name organic nursery not only from our natural surroundings, but from Monicas free-flowing teaching style. Activity 3: Decision Making: Select and Price Plants Individual practice. Finish the tour in the native plants area of the nursery, so that apprentices can go on a scavenger hunt for their plants. They should refer to the plant list and budget on their clipboards. If the plant they want is not available or is not within their budget, they should choose a different plant that meets the qualifications. Time: 15 minutes Objective Apprentices will match the plants on their list to the plants in the nursery. Apprentices will adhere to a budget

Activity 4: Buy plants & load in van Demonstration & Guided practice Apprentices should bring their adopted plant to the front register area to check out, and carry it back to the van.

Time: 15 minutes Objective Apprentices will feel as sense of responsibility for their adopted plant. Time: 20 minutes

Activity 5: Board van and travel back to School

Have apprentices share the Interesting things that they learned at the nursery. If time, do Teach Backs while en route: Teach Back Topics: What is the name of your adopted plant? How much did your adopted plant cost? How much is sales tax? Page 21 of 50

Leave the plants in van and come back to the classroom to retrieve belongings from the Stuff Spot

Lesson # 5: Planting Day Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Practice Mapping Skills 2. Plant their plants Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. How to plan for the growth of their plant when choosing its location 2. Proper planting techniques Agenda based on the lesson plan. Post in the room for the apprentices to see.

3. Opening Ritual 4. Review Agenda and Set Context 5. Activity: Plot Our Plant Sites 6. Activity: Weed & Plant 7. Closing and Teach Back 8. Clean up

10 Minutes 5 Minutes 20 Minutes 40 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Determine the scale of the apprentices map to the actual garden and create a worksheet so that apprentices can determine the size of their plant to scale.

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Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. Plot, Scale, Coordinate, Organic

Materials and Equipment Stuff spot, Agenda visual, 10 Week WOW! Plan Visual, scrambled vocabulary cards, glue sticks, The most accurate map drawn during session one, scale worksheet, rulers, pencils, hand trowels, plants purchased last week, Grow Green Native Plant Guide, gloves,

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Lesson # 5

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Time: 10 minutes Apprenticeship and this session if possible) Ask them to deposit all their belongings at the Stuff Spot as they enter the classroom Play Word Unscramble Objective: Apprentices will race to arrange a set of cards with letters printed on them into relevant vocabulary words. Apprentices are part of the same team for the entire semester and can accumulate points. Extra points can be awarded to apprentices who use the vocabulary words in correct context. Keep track of points and provide an incentive for the winning team. Keep the same teams as the past week, pass out a different deck of cards to each team, allow apprentices 2-3 minutes to unscramble their word Debrief: What is your word? What does it mean? Have apprentices glue the words underneath the steps & next to lesson 5 on the 10 Week WOW! visual that was started in week 1. These words represent the base of knowledge that they are building along the way to their WOW! Set the Context and Review Agenda Time: 5 minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Plotting our Plant Sites Guided practice Apprentices will find the plant that they bought last week and bring it back to their work space. Then, they will identify their plants space needs (either on the plants tag or in the Grow Green Native Plant Guide). They will use the scale worksheet to determine the eventual size of their plant on the maps scale. Once they have determined the size of their plant to scale, they will need construction paper, rulers, and scissors to measure and cut out an icon for their plant. When finished, they will tape it onto the map in their desired location. **Make sure you have an easily accessible space blocked off where the community plant will be planted Page 24 of 50 Time: 60 minutes Time: 20 minutes Objective Apprentices will plot the location of their plant on the map according to their plants space needs.

at the WOW!

Activity 2: Re-weed & Plant Time: 40 minutes Includes demonstration, guided practice, individual or group practice. Re-Weed: Weeds have sprouted since we prepared the soil several weeks ago and weve got to pull them to make room for our plants. We wont spray chemicals because we want to keep our garden organic. Discussion: Why Organic? Demo effective weeding techniques: From the root! Live Demo of proper planting technique: Remove potted plants from their containers: 1. Gently hold the base of the plant and turn its container upside down. 2. knock the edge of the container against a hard surface to allow the root ball to slip out 3. loosen the roots with your hands 4. handle all plants by their root ball, not by lifting on the stem, to prevent root injury. Prepare proper-sized hole 1. dig hole for the plant at least three times wider than the root ball with sides that slope inwards 2. dig the hole only as deep as the root ball 3. fill with water to pre-wet surrounding soil before planting Set the root ball in hole. Pack soil around the sides of the root ball. Run water in as you fill around the sides to eliminate air pockets. After soil settles (30-60 seconds) fill the hole to the top of the root ball. Build a ridge around the planting hole twice the size of the root ball & 2-3 inches tall. Using watering cans, water the plants gently until the water takes 30 seconds to soak into the ground. Individual practice: Apprentices will use the proper planting techniques to plant their own plants in plotted location. ** Take candid photos of apprentices planting their plants, to be used in collage creation (week 8)** Page 25 of 50 Objective Apprentices will learn effective weeding techniques. Apprentices will learn the proper planting technique and use it to plant in their plotted location.

Closing & Teach Back Teach Back Topics: What is an important step in the proper planting technique? Why should we map out our garden before planting it?

Time: 5 minutes

Clean Up Time: 5 minutes Pack up Green Teens supplies and pick up belongings from stuff spot. Assign roles to make things move faster.

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Lesson # 6: Garden Maintenance Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Maintain the garden Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. How to maintain a garden 2. How invasive plants can effect the dynamic equilibrium of an ecosystem Agenda based on the lesson plan. Post in the room for the apprentices to see.

1. Opening Ritual: Word Unscramble 2. Review Agenda and Set Context 3. Activity 1: Garden Maintenance 4. Activity 2: Ecosystem Demonstration 5. Closing and Teach Back 6. Clean up

10 Minutes 5 Minutes 40 Minutes 20 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: Lay a piece of flip chart labeled Stuff Spot on the classroom floor where it is out the way Post the agenda on the board Post the 10 Week WOW! Plan Visual Make scrambled vocabulary cards Vocabulary Ecosystem, Mulch, Abiotic, Biotic Materials and Equipment Stuff spot, Agenda visual, 10 Week WOW! Plan Visual, scrambled vocabulary cards, glue sticks, Grow Green Native Plant Guides, gloves, mulch, watering cans, newspaper Materials for Ecosystem demonstration: Milk, hot plate, pot, holding containers, food coloring, dish soap, toothpicks

Lesson # 6

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Planning the Lesson

Opening Ritual Time: 10 minutes Ask them to deposit all their belongings at the Stuff Spot as they enter the classroom Play Word Unscramble Objective: Apprentices will race to arrange a set of cards with letters printed on them into relevant vocabulary words. Apprentices are part of the same team for the entire semester and can accumulate points. Extra points can be awarded to apprentices who use the vocabulary words in correct context. Keep track of points and provide an incentive for the winning team. Keep the same teams as the past week, pass out a different deck of cards to each team, allow apprentices 2-3 minutes to unscramble their word Debrief: What is your word? What does it mean? How will mulching and weeding
protect our native plants from invasive plants? What have you learned in your science classes about ecosystems?

Have apprentices glue the words underneath the steps & next to Lesson 6 on the 10 Week WOW! visual that was started in week 1. These words represent the base of knowledge that they are building along the way to their WOW! Set the Context and Review Agenda Time: 5 minutes Review the visual agenda on the board written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Garden Maintenance Guided practice Time: 60 minutes Time: 40 minutes

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Have apprentices help haul bags of mulch from CTs car. Each apprentice is designated a section of the garden around their plant that is their personal plot to weed, water, mulch and maintain.

Objective
Apprentices will maintain the garden by weeding, mulching and watering.

Weeding Pull from the root! Remind apprentices the importance of not spraying chemicals in the garden. Stress the importance of consistent weeding.

Mulching Spread a thin layer of newspapers between the plants. Add bark mulch over the newspaper to provide a protective layer to the garden. The newspaper and mulch act together to keep weeds from sprouting.

Activity 2: Ecosystem Demonstration Demonstration & Discussion

Ecosystems have a dynamic equilibrium, which means that change is constant and predictable. To set up the demonstration, warm the milk in a foil container on a hot plate. The boundaries of the container represent the ecosystem. The milk represents the abiotic component of the ecosystem. Add food coloring (biotic element of the ecosystem) to the corners of the container. Note how the biotic portion grows in populations slowly. Add a drop of dish soap to the populations. The dish soap represents an invasive species. Note the rapid change, destruction of the populations and the now homogenous nature of the ecosystem. Foster discussion: How is planting native supporting the dynamic equilibrium of the ecosystem? Why is it important to weed out the invasive species?

Time: 20 minutes Objective Apprentices will learn how invasive plants can affect the dynamic equilibrium of an ecosystem.

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Closing & Teach Back: Time: 10 minutes Teach Back Topics: How does weeding and mulching protect our native plants from invasive plants? What disrupts the dynamic equilibrium of ecosystems?

Clean Up Time: 5 minutes Pack up Green Teens supplies and pick up belongings from stuff spot.

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Lesson # 7 Name of the Apprenticeship: Citizen Teacher: Pre-Planning Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Review the Importance of Organic Gardening (Weeding and mulching- methods already practiced) 2. Worm Release Organic Gardening Method 1 3. Ladybug Release Organic Gardening Method 2 4. Herb Snack Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. the importance of organic gardening 2. various methods of organic gardening 3. how to maintain a garden 4. the role of beneficial bugs and differentiate beneficial versus harmful bugs 5. Identify common herbs using all senses Agenda based on the lesson plan. Post in the room for the apprentices to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity 3: Worm Release 20 Minutes 4. Activity 4: Ladybug Release 20 Minutes 5. Activity 5: Herbs and Herb Snack 30 Minutes 6. Closing & Teach Back 10 Minutes 7. Clean Up 5 Minutes Preparation and Space Set up: Post the agenda on the board Set up tea fixings somewhere close to an electrical outlet. Vocabulary Compost, microbe, ladybug, aphid Materials and Equipment Opening Ritual: Stuff spot, Agenda visual, 10 Week WOW! Plan Visual, scrambled vocabulary cards, glue sticks Beneficial Bugs: ladybugs, magnifying jars, worms, magnifying lenses, Herbs: blindfolds, samples of dried herbs, potted herbs. Herbal Tea Bags: dried herbs, string, cheese cloth, mailing labels, stapler, electric tea kettle, access to an electrical outlet, water, Styrofoam cups, sugar Herbal Dip: dried and fresh herbs, plastic bowls and spoons, paper towels, sour cream, Page 31 of 50 Green Teens Gardening

salt and pepper packets, crackers or raw veggies for dipping

Lesson # 7 Opening Ritual Time: 10 minutes Ask them to deposit all their belongings at the Stuff Spot as they enter the classroom Play Word Unscramble Objective: Apprentices will race to arrange a set of cards with letters printed on them into relevant vocabulary words. Apprentices are part of the same team for the entire semester and can accumulate points. Extra points can be awarded to apprentices who use the vocabulary words in correct context. Keep track of points and provide an incentive for the winning team. Keep the same teams as the past week, pass out a different deck of cards to each team, allow apprentices 2 minutes to unscramble their word Debrief: What is your word? What does it mean? Are all bugs bad for plants, or are
there some bugs that may be beneficial?

Have apprentices glue the words underneath the steps & next to Lesson 7 on the 10 Week WOW! visual that was started in week 1. These words represent the base of knowledge that they are building along the way to their WOW! Set the Context and Review Agenda Time: 5 minutes Review the visual agenda on the board written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Worm Release Guided practice Time: 70 minutes Time: 20 minutes

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1. Lead Questions: What is the compost pile composed of? Sort out examples of identifiable materials (leaves, twigs, etc.). How is compost made? What is happening to the materials over time? What causes this to occur? 2. Compost Critters: over newspaper or a tarp spread out live compost with microbes and worms for apprentices to explore the critters that complete the compost recycling loop. Each apprentice is provided a magnifying lens and laminated compost critter cards to identify microbes. What is the job of the microbes? How are microbes and people similar/different? 3. Release worms in the garden.

Objective Put into practice method 1 of organic gardening composting.

Activity 2: Beneficial Bugs Guided Practice

Time: 20 minutes

Put into practice method 2 of Lady Bugs can be used as pest control as an organic gardening beneficial environmentally safe and healthy alternative to bugs. pesticides. When the ladybugs are released onto crops, they consume aphids, which can be harmful to or destroy organic crops. 1. Have apprentices examine the plants to see if there are any marks which suggest pests have been on the plants. 2. Define a bug. Identify the beneficial and harmful effects of bugs. 3. Identify ladybugs beneficial role as insects. 4. Pass out ladybugs in bug jars. Allow apprentices time to observe the ladybugs. 5. Release ladybugs. 6. What other beneficial bugs are out there? Distribute bug boxes and have apprentices search for and identify any other bugs that are in the Texas garden. Encourage them to look Page 33 of 50

under small rocks and leaves with caution. 7. Discuss the benefits of ladybugs and other alternatives to pesticides which can be used in organic gardening. Activity 3: Herbs and Herb Snack Guided Practice 1. Discussion: What is an herb? What are herbs used for? 2. Pass out samples of dried herbs. Have apprentices try to match the dried herb to the fresh herb by scent. Herbal Tea Bags Materials: dried herbs, string, cheese cloth, mailing labels, stapler, Styrofoam cups, electric tea kettle, water Cut cheese cloth into 5 in X 2 in rectangles. Fold cheese cloth 2 inches from the bottom up so that you create a square pouch. Staple the sides closed. Fill with herbs. Fold overhanging flap then seal flap and string with a staple. Write ingredients on a mailing label and attach to string. Steep the tea bags in hot water. While the tea steeps, make the herbal dip. Herbal Dip Materials: dried and fresh herbs, plastic bowls and spoons, paper towels, sour cream, salt and pepper packets, crackers or raw veggies for dipping Have apprentices sample fresh herbs. Set supplies in the center of a round table. Divide class into two equal groups if need be. Assign one apprentice in the group to be the sour cream adder. The other apprentices can be the taste testers. Have apprentices add herbs to sour cream to taste. Mix well and eat with crackers or raw veggies. Pour tea into cups. Add sugar if desired. Enjoy the tea Page 34 of 50 Time: 30 minutes Identify what herbs are and their uses. Enjoy herbal tea and herbal dip.

and dip while giving teach backs.

Closing & Teach Back: What are three different uses for plants? Which bugs are beneficial to our garden? What kinds of critters can we find in our compost?

Time: 10 minutes

Clean Up Pack up Green Teens supplies and pick up belongings.

Time: 5 minutes

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Lesson # 8 Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Identify their garden plots with the various regions of Texas 2. Create a WOW! Visual 3. Collectively choose the community plant to be planted at the WOW! Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. Which region of Texas their garden plot symbolizes 2. That not all information about a place can be put on one piece of paper, and that different maps are designed to focus on specific things. 3. Which information is important to know in order to take good care of a plant Agenda based on the lesson plan. Post in the room for the apprentices to see.

4. Opening Ritual: Word Unscramble 5. Review Agenda and Set Context 6. Activity 1: Garden Plot Puzzle & Map Analysis 7. Activity 2: Collage Creation 8. Activity 3: Community Plant Selection 9. Closing and Teach Back 10.Clean up

10 Minutes 5 Minutes 20 Minutes 25 Minutes 15 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: Lay a piece of flip chart labeled Stuff Spot on the classroom floor where it is out the way Post the agenda on the board Post the 10 Week WOW! Plan Visual Make scrambled vocabulary cards Cut a Texas map into the puzzle pieces Vocabulary Location, Region, Geography, Communicate Materials and Equipment Stuff spot, Agenda visual, 10 Week WOW! Plan Visual, scrambled vocabulary cards, glue sticks Page 36 of 50

Garden plot puzzle pieces, various Texas maps, pictures of all the apprentices taken in the garden during week 5, pencils, colored pencils, construction paper, glue, tri-fold foam board to mount the map on. Grow Green Native Plant Guides Lesson # 8

Planning the Lesson

Opening Ritual Time: 10 minutes Ask them to deposit all their belongings at the Stuff Spot as they enter the classroom Play Word Unscramble Objective: Apprentices will race to arrange a set of cards with letters printed on them into relevant vocabulary words. Apprentices are part of the same team for the entire semester and can accumulate points. Extra points can be awarded to apprentices who use the vocabulary words in correct context. Keep track of points and provide an incentive for the winning team. Keep the same teams as the past week, pass out a different deck of cards to each team, allow apprentices 2-3 minutes to unscramble their word Debrief: What is your word? What does it mean? How do maps help us to communicate? Have apprentices glue the words underneath the steps & next to Lesson 7 on the 10 Week WOW! visual that was started in week 1. These words represent the base of knowledge that they are building along the way to their WOW! Set the Context and Review Agenda Time: 5 minutes Review the visual agenda on the board written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Garden Plot Puzzle & Map Analysis Demonstration Time: 60 minutes Time: 15 minutes

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The puzzle should be shaped like the garden space. Each piece should be designed so that there is only one apprentices plant within it. Plus, make a puzzle piece for the community plant that will be planted at the WOW! For this particular project, our garden is shaped like the state of Texas, so we used a Texas map and are associating each apprentices plot with a different region of Texas. Distribute puzzle pieces of a Texas map to each apprentice. Apprentices work together to piece the puzzle together. Have apprentices determine what area their plant plot represents on the map and identify various geographic features on the Texas map. Display various Texas maps and discuss the different roles that maps can serve:
o o o o o o o o o o

Objective Apprentices will identify their garden plots with the various regions of Texas. Apprentices will understand that not all information about a place can be put on one piece of paper, and that different maps are designed to focus on specific things.

A road map A political map A shaded relief map A topographic map A map showing products from a State or region A map showing the weather (either in the newspaper or on television) A map on a television news program A map showing the routes of an explorer A map showing how different States voted in an election A map featuring the agricultural products of different States or regions

How this lesson relates to the geographic themes Location -- where things are -- is the most fundamental geographic concept. The first task in geography is to locate places. Maps are the tools apprentices need to accomplish this task. We already created a map that shows the location of our plants in week 5. Physical Characteristics -- All of your plants have distinctive characteristics that give them meaning and character, and that help distinguish them from other plants. Geography involves not only learning the location of a place, but analyzing the physical characteristics that make the place unique. Maps are the principal tools in performing that analysis.

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Activity 2: Collage Creation Guided practice

Now we are going to transform this road map into a map that communicates the physical characteristics of our garden. We are going to have to cover it completely with construction paper! First, choose your color construction paper. Trace & cut it so that it matches your puzzle piece exactly. Then decorate your puzzle piece with important maintenance information, interesting facts, a sketch of your plant, your name and a picture of you. The collage will eventually be mounted on a tri-fold and displayed at the WOW!, so take great care in its creation. As apprentices finish, have them mount their work together on a tri-fold. Have apprentices go around in a circle to share back about the information they included about their plant on the collage. This will be good practice for telling visitors about their plants at the WOW!

Time: 30 minutes Objective

Apprentices will make a map of their gardens physical characteristics for their WOW! and practice speaking about their plant.

Activity 3: Community Plant Selection Guided Practice

Apprentices will notice, one piece is undone = the community plant plot! Together, they will decide who they want to dedicate their plant to (principal, campus director?) Then, they will use their Gardening Books to find the perfect plant to represent that person. The plant must also be compatible with the space it has. If there is more than one suggestion, the plant will be decided by a vote.

Time: 15 minutes

Objective Apprentices will collectively choose the community plant to be planted at the WOW!

Closing & Teach Back: Time: 10 minutes Teach Back Topics: What region of Texas is your garden plot in? Where can you find information about how often your water plant needs to be watered?

Clean Up Time: 5 minutes Stow tri-fold somewhere safe until WOW! Pack up Green Teens supplies and pick up belongings from stuff spot. Page 39 of 50

Lesson # 9 Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Choose which garden step they will present on at the WOW! 2. Decide what they will teach the audience about their garden step 3. Rehearse WOW! presentation Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have reviewed: 1. information about the garden steps 2. the steps to making a garden 3. vocabulary from prior weeks Agenda based on the lesson plan. Post in the room for the apprentices to see.

1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Choose WOW! roles 4. Activity: Decide what to teach 5. Activity: Rehearse WOW! roles 6. Closing and Teach Back 7. Clean up

10 Minutes 5 Minutes 20 Minutes 20 Minutes 20 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Make cards with vocabulary definitions for opening ritual Make cards for each garden step with 3 or 4 questions inside that apprentices should address in their presentation. Vocabulary Review! Plot, Scale, Coordinate, Organic, Native, Invasive, Germinate, Diversity Permeability, Topsoil, Compaction, Aerate

Materials and Equipment Agenda visual, 10 Week WOW! Plan Visual, vocabulary definition cards, pencils, glue, garden process cards, WOW! Presentation Roles Sheet

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Lesson # 9

Planning the Lesson

Opening Ritual Time: 10 minutes Vocabulary Review! Hand out 3 different definition cards to each group. They must decide in 1 minute which vocab word their card defines. Each group will have one representative come up and share back their answers. Have him or her tack the definition up next to the correct word on the 10 Week WOW! Visual. Set the Context and Review Agenda Time: 10 minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Choose speaking role Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Lay the 10 Week WOW! visual on the table. Go Objective through each of the garden steps one by one, Let Apprentices will choose the step apprentices volunteer for which steps they would like that they will present on at the to present on. As they self-select, their roles, hand WOW! them the corresponding card. On the front of each card is the name of the step. On the inside are 3 or 4 questions pertaining to the step that apprentices should address in their presentation. See suggested questions on the following WOW! Presentation Roles document. Activity 2: Decide what to teach Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Apprentices will go back to their seats and answer the Apprentices will decide what questions on the inside of their cards. Once they have they will teach the audience answered all the questions, they will choose the two about their garden step most important things that they would like to teach about their step and write it like they want to say it at the WOW! on the front of the card. Activity 3: Rehearse speaking role Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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Have apprentices go in order of the garden process to share what they will tell about their step at the WOW! Give and guide constructive feedback.

Objective Apprentices will rehearse their part for the WOW!

Closing & Teach Back Time: 5 minutes Next week we will have more time to rehearse our presentation altogether. Can anyone give me some teach backs about what makes an effective oral presentation?

Clean Up

Time: 5 minutes

Green Teens WOW! Presentation Roles

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1. INTRODUCE THE GARDEN: How many steps did it take to make the
garden? What will we do to teach our guests the steps to planting a garden? What is the name of the community plant that we will be planting during this presentation to demonstrate all the planting steps? 2. SELECT THE GARDEN SITE: Why did we select the TX garden space? What features did we use to select our site? How is this site central to our community? 3. MAP THE GARDEN: Describe the TX garden maps. What are some key features of each map? Where is the community plant plotted on the map? 4. WEED & PREPARE THE SOIL: Why do we weed? What is a weed? Describe 3 kinds of soil. Why did we add soil to the garden? How is soil good for the garden? Describe and demo how we weeded and prepared the soil in the community plant plot. 5. SELECT THE PLANTS: What factors did we consider when selecting our plants? What is a native plant and why did we choose them? How is the community plant suitable for the place where we will plant it? How does it represent our principal, Mrs. Belcher? 6. BUY THE PLANTS: What nursery did we buy all of our adopted plants from? How did we budget our trip to the nursery? Once we adopted our plants, who is responsible for taking care of them? 7. PLANT THE PLANTS: Describe the steps to plant a plant. What are the special tricks to planting? Plant the community plant. 8. MULCH: What is mulch? Why is mulch added to the garden? Why did we add the newspaper? How do you add the mulch to the garden? Describe the proper way to add mulch. Add mulch around the community plant. 9. WATER: How often do you need to water the plants? How much water do you add to each plant? Is it ok to over water? How do we know when the plants need water? Water the community plant. 10. RELEASE BENEFICIAL BUGS: What does it mean for a garden to be organic? Which critters can help us maintain our garden organically? For each critter listed describe how helps the garden. Why organic? Release ladybugs near the community plant. 11. SHARE THE GARDEN SPACE WITH GUESTS: Invite guests to tour the garden and ask you any questions. Cue Green Teens to go stand in position by their adopted plant.

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Lesson # 10 Name of the Apprenticeship: Citizen Teacher: Green Teens Gardening

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Exercise public speaking skills 2. Rehearse WOW! presentation 3. Give peers constructive feedback Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have reviewed: 1. techniques for effective oral communication 2. the steps to plant a garden 3. vocabulary from prior weeks Agenda based on the lesson plan. Post in the room for the apprentices to see.

1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Play Voice Toss 4. Activity: Rehearse Presentation 5. Activity: Mock Garden Tour 6. Closing and Teach Back 7. Clean up
Preparation and Space Set up: Bring presentation props Vocabulary Review! Location, Region, Geography, Communicate Compost, microbe, ladybug, aphid Ecosystem, Mulch, Abiotic, Biotic

10 Minutes 5 Minutes 15 Minutes 25 Minutes 25 Minutes 5 Minutes 5 Minutes

Materials and Equipment Agenda visual, 10 Week WOW! Plan Visual, vocab definition cards, glue Presentation props: hoe/ Go Green Guide/ Shovel, Plant, Gloves/ Newspaper, Mulch/ Full
watering can/ Jar of ladybugs

WOW! Presentation Roles Sheet Value Keys (or stars) Page 44 of 50

Lesson # 10

Planning the Lesson

Opening Ritual Location, Region, Geography, Communicate Compost, microbe, ladybug, aphid Ecosystem, Mulch, Abiotic, Biotic Time: 10 minutes

Vocabulary Review! Hand out 3 different definition cards to each group. They must decide in 1 minute which vocab word their card defines. Each group will have one representative come up and share back their answers. Have him or her tack the definition up next to the correct word on the 10 Week WOW! Visual. Set the Context and Review Agenda Time: 5 minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Play Voice Toss Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Warm up apprentices voices by playing voice toss. Apprentices will exercise public Apprentices pair up and stand in two straight lines speaking skills. facing their partner. Explain the objective and rules before beginning play. The objective of the game is to make sure your partner hears your voice despite distance and background noises. This is going to help us prepare for the WOW! because we will need to use loud, proud voices in order for our guests to hear our presentation. How to play: You will start out only a foot away from your partner. One of you will begin by tossing your voice to your partner only loud enough so that he/she can hear you. Since you are standing right next to each other, you will be able to keep your voice to a whisper and still hear each other. The second partner will then complete the round by tossing his/her voice back. If you were both able to hear each other, you may take a step back. Page 45 of 50

As you go further and further away from each other, you will have to raise your voice in order for your message to be heard. Every time you play a round where both partners successfully hear each other, you may back up to the next round. The partners that get the furthest away from each other and can still hear each other will win this challenge. You will have two minutes. Any questions? Check for understanding. The message can be something simple like hello but let apprentices feel free to make up their own message. Activity 2: Rehearse WOW! presentation Individual and group practice Line up on location and do a real-time run through of the speaking roles with props. They may use their cheat sheets the first time, but after that, they must do without. CT and TL are audience and should signal if voice is too low. Activity 3: Mock garden tour Individual and group practice.

Time: 25 minutes Objective Apprentices will rehearse WOW! presentation

Time: 25 minutes

After finishing our formal garden process presentation, Objective we are going to welcome our guests to take a tour of Apprentices will exercise their the garden. The apprentices will stand by their adopted public speaking skills and give plant to tell guests about it during the tour. their peers constructive feedback. What are some important things to mention as we tell people about our plant? Maintenance information, Why we chose our plant, Interesting facts about it What are some positive oral communication techniques? Eye contact, effective gestures, feet planted in comfortable position, audible voice. --------------------------------------------------------------The ideas generated by the two questions above will serve as criteria for constructive feedback described below. ---------------------------------------------------------------Now we will do a mock garden tour. The whole group Page 46 of 50

will rotate around the garden together, and when we stop at your plant it will be your turn to speak. When it is not your turn you will be responsible for listening and giving constructive feedback. What is constructive feedback? Its called constructive because it is feedback that you can take and make (or construct) something out of. Give an example. Can anyone give me an example of a time that they were able to do something better after they received feedback? As we rotate around the garden, everyone will give and receive 2 pieces of constructive feedback during this activity. I will give each of you 2 popsicle sticks. When you offer a piece of constructive feedback, you can hand a popsicle stick into me. You may not give more than 2 pieces of feedback, and you may not give both of your pieces to the same person. Our goal is to get rid of all of our popsicle sticks by the time that we get through the entire tour. Questions? Check for understanding. Closing Time: 5 minutes Peer value key awards Have apprentices draw names of their teammates. They may take turns presenting the person whose name they drew with a value key.

Clean Up Time: 5 minutes Be sure to put all the WOW! materials in one place, so that we can easily set up tomorrow!

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Citizen Teacher: Apprenticeship: Green Teens Gardening WOW! Planning Worksheet Program Roles Segment II. Formal Presentation Welcome! Apprentices will review steps to create an organic garden. Apprentices will explain why native gardens are best for the environment. Apprentices will explain the garden map. Apprentices will dedicate the community plants to their community leaders. Apprentices will ask the audience if they have any questions and be prepared to answer. III. Open Garden Apprentices will assume positions by their plants to tell guests more about their plant. Guests will rotate freely around the garden. Serve herb dip and vegetables on the table near the garden. Apprentice Roles - Each apprentice will have a speaking role. TBD in Week 9. Apprentices will practice their speaking roles at the dress rehearsal on 4/9 & the final GT class on 4/10. Time Frame ( 15 min)

Apprentices will have a designated spot determined in Week 10.

( 10 min)

V. Conclusion & transition back to cafeteria for reception.

(5 min)

Green Teens Vocabulary List

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Week 2 Measurement Baseline Topsoil Aerate Week 3 Native Invasive Germinate Diversity Week 5 Plot Scale Coordinate Organic Week 6 Ecosystem Mulch Abiotic Biotic Week 7 Compost Microbe Ladybug Aphid Week 8 Location Region Geography Communicate

Green Teens Resource Guide

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Below is a list of helpful resources used in the Green Teens apprenticeship. The Inventory Checklist used in Lesson 2 was excerpted from Designing a Wildscape by Diana Foss. This publication was produced by the Texas Parks & Wildlife Department. Information from the TPWD is freely accessible at: http://www.tpwd.state.tx.us/landwater/land/habitats/southtx_plain/urba n/wildscapes/tips/ The Green Teens use a class set of The Grow Green Native and Adapted Plant Guide to learn about their adopted plants in lessons 3 through 6. The guide contains photos and information about 200 plants that not only survive, but thrive in Central Texas. You can find this guide as well as 21 fact sheets with gardening advice for FREE at local garden centers in Austin, TX. The Grow Green Native and Adapted Plant Guide can also be found in a digital version by following this link. http://www.ci.austin.tx.us/growgreen/plantguide/searchplant.cfm If you are gardening in a different region than Austin, TX, you will need to locate a resource specific for your region. Grow Green is a water quality education program that promotes leasttoxic solutions to gardening problems. Grow Green encourages people to make landscaping choices that benefit the environment. It is an earth-friendly approach to gardening whose main goal is to reduce pollution in our waterways. It is also a comprehensive program that addresses water conservation and recycling options. The Grow Green program is a partnership between the City of Austin and the Texas Cooperative Extension. You may access plenty of gardening information and advice at their website: http://www.ci.austin.tx.us/growgreen/. As well Grow Greens resource page offers a wealth of great online and book-bound resources. http://www.ci.austin.tx.us/growgreen/resources.htm

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