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Connecting Kids to the Wonders of Plants Grade Levels 3-4

Connecting Kids to the Wonders of Plants Grade Levels 3-4. Presented by: Terry Ferriss and Jodi Larson. Project Developed by : Dr. Terry Ferriss, Professor of Horticulture, University of Wisconsin -River Falls

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Connecting Kids to the Wonders of Plants Grade Levels 3-4

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  1. Connecting Kids to the Wonders ofPlants Grade Levels 3-4 Presented by: Terry Ferriss and Jodi Larson Project Developed by: Dr. Terry Ferriss, Professor of Horticulture, University of Wisconsin -River Falls Kelly Holt, 3 rd - 4 th Grade Teacher Kennedy Elementary School, Hastings, MN Project Funded by : MN Nursery and Landscape Foundation Jodi Larson , Administrative Coordinator

  2. Background “Green Industry “ • Non-edibles part of Horticulture • Horticulture IS the Original GREEN Industry • Environmental and Sustainable Orientated • Improving human life and the environment through the use of plants

  3. Professional Careers in Horticulture • Fruits / Vegetables • Landscape / Nursery • Garden Center • Turf • Native & Adaptive Plants • Greenhouses • Plant Breeding • Seed Companies • Irrigation • Distribution of commercially grown plants • Regulatory Agencies • Pest Control • Tree Management – Arboriculture • Public Gardens • Interior + Exterior Uses of Plants Creating and Managing Outdoor Living Spaces And so much more !!!

  4. Trends and Issues • Lack of supply of trained personnel for Green Industry positions • Flat to declining enrollments in Horticulture programs at higher education institutions • 2003 – Consumers interest for conventional gardening has been declining • 15 – 24 % (1996-2006) decline in participation in outdoor recreation activities --- study by UM and MDNR

  5. Additional Trends • Number of hunters declined 11% between 1991-2006 (US Fish and Wildlife Service) • Increase in obesity (CDC) MN: 1980 = < 10 % 2008 = 24.3 % 2008 = 17% of all 6-11 yr old in US • All time high for children’s organized sports • 2005 – R. Louv’s book, Last Child in the Woods: Saving Our children from Nature-Deficit Disorder

  6. “Nature Deficit Disorder”R. Louv Benefits of Children’s Interaction with Nature • Decrease stress and anxiety (Cornell Univ.) • Increased ability to concentrate (University of IL) • Increased standardized test scores in science, math, language arts and problem solving (MN State Education & Environmental Roundtable – 150 schools in 16 states)

  7. “Kids have studied the forest and looked at pictures of frogs but when have they held one?” R. Louv

  8. Literature Review of Documented Health and Environmental Benefits Derived from Ornamental Horticulture Products FINAL REPORT Prepared for: Agriculture and Agri-Food CanadaMarkets and Trade1341 Baseline Road, Tower 7, 7th FloorOttawa, Ontario K1A 0C52007

  9. Influence of Plants on Lifestyle and Quality of Life: • Reduce stress and improve productivity (workplace, schools) • Introduce calming effects and reduced discomforts • Quicker recovery (hospitals) • Practice horticultural therapy to improve mind, body and spirit • Long term care facilities • Prisons • Increase human health (e.g., use in medicine)

  10. Influence of Plants on Quality of Life: (cont…) • Improve life satisfaction and well-being: • Increase positive emotions • Improve general quality of life in urban settings • Create pride in community through community gardens and allotment gardens • Attention and concentration improvements for children • Reduce aggression and violence • Provide space for recreation • Enhance sport field safety • Encourage healthy active and passive lifestyle pursuits

  11. Nation’s Response “No Child Left Inside “ initiatives

  12. There is a need to get more young people to: • interact with nature • connect with and reap the benefits of interacting with plants • become aware of professional career opportunities related to plants – including Horticulture ---- somewhere to take their potential passion for plants

  13. Send Green Industry Members Into the 3-4th Grade Classrooms !!! • Role model – career opportunities • Engage students in hands-on activities related to Green Industry Professions and Nature • Connect the activities to the MN Academic Standards for Science and Math (MN Dept Ed)

  14. Difference from Other Kid’s Gardening Curriculum ????? Scheduling crops Irrigation • Focused on Green Industry Careers • career activities • howwe use plant science and math • environmental aspects related to our professions in addition to plant growth • Linked to MN Academic Standards Garden Center Hardscapes ID Landscape Plants

  15. Example of Standards Code 3.1.3.2.2 3 (grade) Strand: 1. The Nature of Science and Engineering Sub-strand: 3. Interactions Among Science, Technology Engineering, mathematics, and Society Standard: 2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry Benchmark: 2. Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds.

  16. Standard Format of Each Curriculum Unit • MNLA Curriculum Unit A, Lesson 1 • UNIT TITLE: • LESSON 1: Learning Plant Parts 30-40 minutes • MINNESOTA ACADEMIC STANDARDS IN SCIENCE/ MATH: • AUTHORS: Terry Ferriss and Kelly Holt • GRADE LEVEL / SUBJECT: 3 or 4 Math &/or Science • OVERVIEW: • OBJECTIVES: As a result of this activity, students will be able to: • MATERIALS: • ACTIVITIES AND PROCEDURES: • ASSESSMENT: Students will be able to ……. • HANDOUTS and WORKSHEETS:

  17. Overview of “Hooked on Horticulture Curriculum” • Using Garden Centers to Discover the Wonders of Plants 5 Lessons: Plant Parts , Plant ID, Plant Propagation, Transplanting, Scheduling a Crop to Flower • Using Math to Create Beautiful Landscapes 4 Lessons: Designing planting beds, paver walkways and patios, retaining walls; measuring pot volume, determining number of plants per bench • Water in the Landscape 4 Lessons: Water Cycle, Soils Filtering Water, Rain Gardens, Rain Sensors and Water Conservation

  18. Curriculum Units A. “Hooked on Horticulture: Using Garden Centers to Discover the Wonders of Plants” Lesson 1: Learning Plant Parts MINNESOTA ACADEMIC STANDARDS IN SCIENCE: 3.4.1.1.1 -- Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. 3.4.1.1.2 -- Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. Lesson 2: ID MN Trees and Plants in the Garden Center MINNESOTA ACADEMIC STANDARDS IN SCIENCE: 3.1.1.2.3 -- Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals. 3.4.1.1.2 -- Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort and identify common Minnesota trees based on leaf/needle characteristics.

  19. A. (Cont..) “Hooked on Horticulture: Using Garden Centers to Discover the Wonders of Plants” Lesson 3: Transplanting and caring for plants 3.4.1.1.1 -- Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. Lesson 4: Greenhouse Plant Technicians and Golf Course Superintendents Propagate Plants 3.1.3.2.2 -- Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds. 3.4.1.1.1 -- Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. 3.4.1.1.2 -- Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. 3.4.3.2.2-- Give examples of differences among individuals that can sometimes give an individual an advantage in survival and reproduction.

  20. A. (Cont..) “Hooked on Horticulture: Using Garden Centers to Discover the Wonders of Plants” Lesson 5: Scheduling Planting Dates for Flowering Potted Plants (graphing the growth of a plant + predicting when it will flower) • MINNESOTA ACADEMIC STANDARDS IN SCIENCE: • 3.1.1.2.1-- Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations • 3.1.1.2.3 -- Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals. • 3.1.1.2.4-- Construct reasonable explanations based on evidence collected from observations or experiments. • 3.1.3.4.1-- Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made. • 4.2.1.1.1-- Measure temperature, volume, weight and length using appropriate tools and units. • MINNESOTA ACADEMIC STANDARDS IN MATH: • 3.1.2.2-- Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. • 3.3.2.1 -- Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. • 3.3.2.1 -- Use half units when measuring distances. • 3.4.1.1 -- Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. • 4.1.1.5 -- Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results.

  21. B. “Using Math to Create Beautiful Landscapes” Lesson 1: Designing Paver Walkways and Patios Using Geometric Shapes Lesson 2: Designing Shrub and Flower Beds Lesson 3: Designing Retaining Walls Lesson 4: How Many Plants will Fit on a Bench? Measuring Pot Size & Volume Math 3.2.2.1; 3.3.1.1; 3.3.2.2; 3.3.2.3; 4.1.1.5; 4.3.1.2; 4.3.2.3 & 4.3.2.4 Science 3.1.1.2.2; 3.1.3.2.1 ; 3.1.3.2.2; 3.1.3.4.1; 3.1.3.4.2; 4.1.2.2.1; 4.2.1.1.1; measurements / shapes / area / volume

  22. “Water in the Landscape” Lesson 1: The Water Cycle Science 3.1.3.2.2; 4.3.2.3.1 Lesson 2: Soil and Plants Help to Keep Our Water Clean Science 3.1.1.2.4 ; 3.1.3.2.2 ; 4.3.2.3.1 ; 4.3.4.1.1 Lesson 3: Rain Gardens Science 3.1.1.2.4 ; 3.1.3.2.2; 4.3.2.3.1; 4.3.4.1.1 Lesson 4: Rain Sensors- Turn off the Sprinkler When It's Raining - It's the Law Science 3.1.1.2.4 ; 3.1.3.2.2; 4.3.4.1.1 Math 3.4.1.1 ; 4.1.1.2; 4.1.1.3; 4.2.2.1

  23. Examples of Lesson Implementation Lesson 3: Transplanting and caring for plants 5.5” diameter pot Thompson and Morgan “Thriller” “Filler” Gardeningabout.com “Spiller”

  24. Examples of Lesson Implementation Lesson 5: Scheduling Planting Dates for Flowering Potted Plants (graphing the growth of a plant + predicting when it will flower)

  25. Determining growth rates and scheduling planting and flowering dates

  26. Lesson plans include outline of content, suggested activity and samples of activity and/or data sheets.

  27. Lesson plans and links to other resources are available on the web site of the Minnesota Nursery and Landscape Association www.MNLASchoolhouse.org Thank you MNLA Foundation for your support

  28. MNLA Foundation New Focus started in 2010 3 year commitment to ramp up efforts to educate youth about green industry careers and the environmental benefits provided by these professions

  29. Key Initiatives • TheLandLovers.org – green industry career website 3 national and 40 state associations involved • Create personal on-going connections between member firms and K-12 schools • Create outreach tools for MNLA members to use • Enhance brand recognition of TheLandLovers.org via Twitter, Facebook, State Fair, home and garden shows, etc • Collaborate with regional universities and technical colleges to promote horticulture/landscape programs

  30. Thank you ! Questions ?? Terry Ferrissterry.l.ferriss@uwrf.edu Jodi Larsonjodi@mnla.biz Kelly Holtkholt@hastings.k12.mn.us

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