Strategies & Important Considerations

Calgary, Alberta Focus: This unit plan was created for a Grade 4 class in Calgary, Alberta.

At the elementary level, teachers have a unique opportunity to design project-based learning experiences that incorporate and make meaningful connections across multiple subject areas. Consequently, this unit plan has interdisciplinary connections between Social Studies, Science, Math, English Language Arts (ELA), Health and Life Skills, and Fine Arts.

Since repetition and reinforcement is important for learning - especially at the elementary level - students learn, apply and reinforce competency skills and concepts related to Science, Math, Social Studies, ELA, Fine Arts, and Health and Life Skills throughout this unit plan as guided by STEM and the Universal Design for Learning (UDL) principles.

Guided field trip through the native grasslands of Nose Hill Natural Environment Park

Objective:

What does a natural environment that has not been impacted or landscaped by humans look like?

Description:

The teacher will plan and organize an exploration of the native grasslands of Nose Hill Park so students have an opportunity to be immersed and investigate the key features and elements of a natural environment that has not been impacted or landscaped by humans. This field trip experience will connect to the upcoming “nature walk” around school grounds so students realize and get a first-hand experience comparing how this pristine, natural environment is very different from the domesticated landscape of the school grounds (i.e., does not reflect a natural environment, very minimal native vegetation or “wild” areas). Connection to the Indigenous content of this project will be introduced through a visit to a medicine wheel in the park. Furthermore, views of downtown Calgary and surrounding urbanization will provide students with a greater understanding of how people have impacted and changed the natural landscape of Alberta. Please refer to the photos to see why this location will be an effective “hook” and starting point to begin the inquiry process and get students excited about this interdisciplinary project. In addition, Nose Hill Natural Environment Park, located at 5620 - 14 Street NW, Calgary is in close proximity to all Calgary area schools.

(Medicine wheel at Nose Hill Park in Calgary, Alberta. October 10, 2018.)

(HikeBikeTravel, 2014)

Assessment:

Part One (first half of the field trip)

During the field trip students will be working together in small groups as “detectives” to investigate, explore and complete a combined Social Studies and Science assignment. The assignment will include a collection of photos, drawings, diagrams, evidence and possible answers related to the following essential/guiding questions.

Social Studies Connection (Formative & Summative Assessment): Students will be examining the following specific essential questions related to the Social Studies curriculum - What did the Calgary area look like 150 years ago before settlers came and built Fort Calgary in 1875? Who might have lived here before that time? Why do you think that early settlers decided to build Fort Calgary in this specific location? What do you think is special about Nose Hill Park? Why is it important to protect and preserve Alberta’s provincial/national parks and natural environments? Students will investigate the medicine wheel in the Southeast corner of the park, taking care to respect Indigenous traditions (i.e., food offering or gift made at center of medicine wheel, proper entrance and exit etiquette). This would be a wonderful learning opportunity to organize a guest visit from a local Blackfoot Elder to educate the students about these specific Blackfoot traditions (either before or during the field trip.

Science Connection (Summative Assessment): Students will be exploring the following specific essential questions related to the Science curriculum - How many different types of plants and what specific plants can be found in the natural environment of Nose Hill Park? Are these plants native or introduced? What important roles do these plants play in the environment? In addition to collecting evidence, photos and diagrams this part of the assignment may include the use of SnapType (an assistive app that allows users to add labels and descriptions to photos), thereby, allowing another option to traditional paper based assignments. In addition to botany field guides, students may also utilize PlantSnap (app) and Alberta Wildflowers (app) to identify and learn about different species of plants.

Part Two (second half of the field trip)

ELA & Health and Life Skills Connections Combined (Formative Assessment): A series of essential/guiding questions related to how one feels when surrounded and immersed in nature will be provided to students at the beginning of the field trip (i.e., handout). Students will choose at least one question to think about during the field trip. Near the end of the field trip, students will engage in a think-pair-share activity with a partner. Following this activity, students will gather in a listening circle where they will share how they felt being surrounded by nature.

Part Three (next class activity immediately following the field trip)

Fine Arts Connection (Summative Assessment): Before leaving, the teacher will inform students that they will be creating and designing a bulletin board back at school (either in their classroom or nearby hallway) to reflect their learning and experiences from this field trip to Nose Hill Natural Environment Park. Students will be creating artefacts to display on the bulletin board that address the essential questions related to Social Studies, Science and the Health and Wellness curriculum investigated on this field trip; thereby, incorporating and reinforcing the interconnections between the Social Studies, Science and Health and Wellness perspectives. There are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few. The teacher will provide students with a short amount of time to think about if there is any other information or evidence (i.e., photos or sketches) they would like to gather before departing.

Introduction to the Digital Journal

Objective:

The digital journal will reinforce and allow students to document and see their complete learning journey. This artefact will not only provide a bigger picture and clearly demonstrate each student’s learning progression and growth, but will also emphasize the importance of using multiple perspectives and interdisciplinary thinking as the nexus between independent bodies of knowledge (i.e., subject areas) to design a more meaningful, relevant and creative Re-Naturalized Garden Area for their school and community. It also allows students to realize that in the real world, professionals are constantly utilizing knowledge and skills from multiple disciplines and subject areas to create new opportunities, technologies and innovations.

Description & Assessment:

Part One - Debriefing & Making Concept Connections

Social Studies, Science, and Health and Life Skills Connections Combined (Formative Assessment): If necessary (i.e., the beginning of a new school day) the teacher may conduct formative assessment and engage students in a class discussion using guided questions to review and reinforce what they learned during their field trip to Nose Hill Natural Environment Park and the nature walk around school grounds.

Part Two - Digital Journals

ELA, Social Studies, Science, Health and Life Skills, and Fine Arts Connections Combined (Formative & Summative Assessment): The teacher will introduce and explain the online digital journal program, myBlueprint (https://myblueprint.ca/products), that the class will be using during this interdisciplinary as follows:

Students will be compiling all of the information and data they collect during the duration of this interdisciplinary project – from all the different subject areas (i.e., Social Studies, Science, Math, ELA, Health and Life Skills, and Fine Arts) – into this single digital journal that will serve as a more complete assessment of their learning journey. It will allow students to make interdisciplinary connections and recognize the importance of using multiple perspectives to design a more meaningful, relevant and creative Re-Naturalized Garden Area for their school and community. It will also allow students to work like real professionals (i.e., landscape designers, reclamation specialists, scientists, engineers, government and environmental policy makers) who must utilizing knowledge and skills from multiple disciplines and subject areas to create new policies, technologies and innovations.

The digital journal will provide ongoing formative and summative assessment for teachers, students and stakeholders (i.e., school administration and parents).

The digital journal will be used to present and more fully inform others of key features and components of the Re-Naturalized Garden Area during the final garden tours in June (i.e., students will organize and take other grades, school administration, parents and community members on garden tours as a conclusion and final exhibition to show off their hard work and personal learning journey).

There are many other available online digital journal programs and software options designed specifically for elementary students that teachers may use, including Penzu Classroom Journal (https://classic.penzu.com/content/products/classroom) or Diary Zapp (http://www.diaryzapp.com/).

Students will review and finish up (if necessary) their assignments from the field trip to Nose Hill Natural Environment Park and the nature walk around school grounds. Once complete, the teacher will review and approve before students begin to compile the information and data they collected during the field trip and nature walk around school grounds into their digital journals. Even though each student will be creating their own digital journal, the entire class will be encouraged to collaborate and support each other during this activity. The teacher will monitor and provide additional guidance and assistance to students as needed.

Nature Walk Around School Grounds

Objective:

What did the area around our school look like 150 years ago? What can we do to help people understand what the land used to look like back then?

Description:

The class will go on a “nature walk” when they get back to school from Nose Hill Natural Environment Park (same day). This experience will allow students to clearly understand the similarities and differences between an outdoor park that has been manicured and landscaped by humans (i.e., school playground area) and a natural environment that has not been impacted or landscaped by humans (i.e., Nose Hill Natural Environment Park).

Assessment:

Part One - Sharing Circle Class Discussion

Science, Social Studies and Health and Life Skills Connections Combined (Formative Assessment): The teacher will organize students in a sharing circle format. Using guiding questions, the teacher will engage students in a class discussion about:

What are the similarities between Nose Hill Natural Environment Park and our school playground area? What are the differences?
What do you imagine our school grounds looked like 150 years ago before early European settlers came to this area? Who do you think lived here? Did anybody or anything live here (people, animals, plants)?
What are the positive health benefits of spending time immersed in nature?
How do you think you would feel if you could see and experience what our school ground was like 150 years ago when it was a natural environment that had not been landscaped or impacted by humans?
What do you think we can do to help people understand what the land was like back then?

This group discussion will allow students to critically think about and participate in the inquiry process - leading into the introduction of our final class project - the Design and Construction of a Re-Naturalized Garden Area on School Grounds (next part of this interdisciplinary unit plan). Students may or may not come up with the idea of creating a re-naturalized or “wild” garden space at this time. The class discussion will also allow the teacher to conduct formative assessment and gain a better understanding of students’ background knowledge and misconceptions.

Part Two - Mini-Journaling Assignment

ELA, Science and Social Studies Connections Combined (Formative & Summative Assessment): Using a journal or notebook, students will have multiple options to either sketch and/or write about what they think the school ground area looked like before the school was here and before Fort Calgary was built in 1875. Students will be encouraged to imagine and consider what types of plants, animals and/or people may have lived here. Students will also be encouraged to compare and contrast their school playground area to Nose Hill Natural Environment Park - leading further into the inquiry phase of this interdisciplinary unit. The teacher will conduct formative assessment and use guiding questions to help students during their mini-journalling assignment (rather than simply telling them the answers).

Part Three - Class Bulletin Board (next class activity immediately following the field trip and nature walk)

Fine Arts Connection (Summative Assessment): The teacher will inform students that they will be creating and designing a second bulletin board back (either in their classroom or nearby hallway) to reflect their learning and experiences from this nature walk. Students will be creating artefacts to display on the bulletin board that address the essential questions related to Social Studies, Science, and the Health and Life Skills curriculums investigated on this nature walk. Once again, there are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few. The teacher will provide students with a short amount of time to think about if there is any other information or evidence (i.e., photos or sketches) they would like to gather before heading back to the classroom.

Important Consideration: This Fine Arts activity is only the first component that will eventually become part of a bigger class project - creating and designing a class bulletin board that reflects and displays the students learning journey and progress as they move toward completing the final class project - Design and Construction of a Re-Naturalized Garden Area on School Grounds. Please see section “Class Bulletin Board - Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds” (below) for more details.

Introduction to Final Class Project – Design and Construction of a Re-Naturalized Garden Area on School Grounds

Objective:

What needs to be done to plan and construct a Re-Naturalized Garden Area on school grounds?

Description & Assessment:

Part One - Debriefing & Making Concept Connections

Social Studies, Science, and Health and Life Skills Connections Combined (Formative Assessment): The teacher will conduct formative assessment and engage students in a class discussion/debriefing session (i.e., important component of Assessment as Learning) by using guided questions to allow students to review, demonstrate and reinforce what they learned during their field trip to Nose Hill Natural Environment Park and the nature walk around school grounds.

Part Two - Details of the Final Class Project & Grade 4 Action Plan

Social Studies, Science, and Health and Life Skills Connections Combined (Formative & Summative Assessment): Using guiding questions, the teacher will further discuss and explore ideas and options suggested by students to introduce and finalize the details of the final class project - Design and Construction of a Re-Naturalized Garden Area on School Grounds. Since the final prototype of this interdisciplinary project is open-ended and there are many different possibilities for garden designs and types of plants to incorporate, the teacher will engage students in a class discussion to establish the following:

Students will be working in small groups (3 to 4 members) - strategically organized by the teacher - to research and design a Re-Naturalized Garden Plan that the school will use this upcoming spring to build and construct an actual re-naturalized garden area on school grounds! This Re-Naturalized Garden Area may serve as an outdoor learning commons for students from all grade levels to experience, learn and develop a deeper appreciation of what the natural landscape around our school used to be like. This new outdoor learning commons has many opportunities to lead to further inquiry and provide a valuable outdoor learning space for other classes and grades (i.e., Kindergarten to Grade 12) to research, explore and investigate topics and concepts related to Social Studies, Science or Health and Life Skills.

The teacher will encourage each group to come up with ideas and a checklist or brainstorming map - multiple options may be utilized upon approval by the teacher - for what needs to be done to plan and construct the garden space (e.g., plants, sunlight (good location), good soil, access to water, and so on). The teacher will use guiding questions (rather than simply telling students the answers) and provide frequent feedback to help optimize students’ work and ensure that the planning process is feasible and logical. Upon completion of this task, the entire class will share their ideas to create a Grade 4 Action Plan and timeline that will guide and focus student learning.

This introduction will get students excited and motivated to learn future key curriculum concepts and topics which will help them in the upcoming design of their Re-Naturalized Garden Plans (small group project). This will also provide students with a clear vision and goal for learning.

Part Three - Creating a Class Rubric for the Re-Naturalized Garden Area Plans

ELA, Social Studies, Science, Math, Health and Life Skills, and Fine Arts Connections Combined (Formative & Summative Assessment): Using the Grade 4 Action Plan as a guide, together the teacher and students will determine the specific requirements (i.e., set of criteria) to design a rubric for the Re-Naturalized Garden Area Plans. The rubric will be reviewed on a frequent basis, and may be revised and updated over the course of this interdisciplinary project as needed. An example of a potential rubric can be found on the Prototype webpage.

Class Bulletin Board - Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds

Objective:

This final artefact will not only visually display and provide a bigger picture that clearly demonstrates student’s learning progression and growth, but will also emphasize the importance of using multiple perspectives and interdisciplinary thinking as the nexus between independent bodies of knowledge (i.e., subject areas) to design a more meaningful, relevant and creative re-naturalized garden area for their school and community. It also allows students to realize that in the real world, professionals are constantly utilizing knowledge and skills from multiple discipline and subject areas to create new opportunities, technologies and innovations.

Description:

The teacher will inform students that they will be creating and designing a class bulletin board (either in their classroom or nearby hallway) to reflect their learning journey as they move toward completing their final class project - the Design and Construction of a Re-Naturalized Garden Area on School Grounds. Consequently, the creation of this bulletin board will be an ongoing process. This first component of the bulletin board - which is already complete - will serve as the “before” part that displays their learning and experiences from the nature walk around school grounds. They will now be creating the second component of their class bulletin board called “our learning journey”. As students progress through the research and design phase of the Re-Naturalized Garden Area project, they will be continually adding photos and artefacts created in Fine Arts to this new section of the bulletin board. Eventually - after the construction of the Re-Naturalized Garden Area is complete - the “after” section of the bulletin board will feature photos and artefacts related to the new Re-Naturalized Garden Area, garden tours and final Indigenous ceremony (e.g., photo collages, poems or written reflections, thank you cards, multiple forms of artwork including sketches or paintings).

Assessment:

Fine Arts, Social Studies, Science, Math, Health and Life Skills, and ELA Connections Combined (Formative & Summative Assessment): Throughout this interdisciplinary unit students will be creating artefacts to display on the bulletin board that address the essential questions related to Social Studies, Science, and the Health and Life Skills curriculums. There are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few.

Research and Design Phase of the

Re-Naturalized Garden Area Plans

Description:

Multiple work periods will be provided for students to research and work on their Re-Naturalized Garden Plans. The teacher and students will review the Re-Naturalized Garden Area Plan rubric frequently to determine if additions or modifications should be made to the rubric to strengthen and provide further clarification or guidance during this project.

At the teacher’s discretion, the following lessons and activities will be implemented when students are ready to learn key interdisciplinary curricular concepts and skills to help students progress in the design of their Re-Naturalized Garden Plans. Students will continue to update their class bulletin board and digital journals as they advance through this interdisciplinary unit.

Plant Growth and Nutrients (Soil Quality)

Objective:

Students will learn about waste management and composting programs in Alberta and the city of Calgary to help them design and set up a composting system for their class or school to enhance the soil quality (i.e., soil nutrients) in their Re-Naturalized Garden Area.

Description & Assessment:

Part One - Provincial and Local Composting Programs

Science and Social Studies Connections Combined (Formative & Summative Assessment): The teacher will design a lesson plan that focuses on the specific learning outcomes for Grade 4 Science (Topic A. Waste and Our World) and Social Studies (4.3 Alberta: Celebrations and Challenges) - please see the Program of Studies webpage for more details. The lesson plan may include videos, articles, books, hands on activities, and/or guest speakers who specialize in composting programs (i.e., local waste management operations, local greenhouses). This lesson will further engage students in the inquiry and research process as they learn how and why composting systems can enhance the soil quality (i.e., soil nutrients) in their Re-Naturalized Garden Area, as well as reduce that amount of waste being sent to landfills.

Part Two - Setting up a School Composting System

Science and Math Connections Combined (Formative & Summative Assessment): Students will research, design and set up a composting program for their Grade 4 class and/or entire school (multiple options). This class project is open-ended and there are many possibilities and designs for school composting programs. Students will monitor and record what happens to plant and animal wastes over time from a scientific perspective. Students will also be responsible for measuring (i.e., quantifying) and graphing the amount of compost they accumulate over time (i.e., volume) to signify the amount of waste they are eliminating by setting up their own school composting program; thereby, using both scientific and mathematical reasoning and problem solving skills. Students will also determine the amount of composting critters (i.e., earthworms) they need to add to ensure the composting system runs smoothly. The composting program should be set up in autumn (i.e., September or October) to ensure there is sufficient time for biodegradable wastes to become garden ready compost.

Part Three - Digital Journal Update

ELA, Social Studies, Science and Math Connections Combined (ongoing Formative and Summative Assessment): As students learn about provincial and local composting systems and research, design and set up a composting program for their school, they will be frequently updating and adding photos and other relevant information to their digital journal to include more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Part Four - Class Bulletin Board Update

Fine Arts, Social Studies, Science, Math, and ELA Connections Combined (ongoing Formative and Summative Assessment): Students will create at least one artefact to display on the class bulletin board “Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds” that represents and reflects their new knowledge and understanding of the essential questions related to the Science, Math and Social Studies curriculums investigated during this lesson. Once again, there are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few.

Determining a Good Location for our Garden

Objective:

Where are the locations on our school ground that have enough sunlight to promote and sustain good plant growth? Where are the locations on our school ground that provide enough space to build our Re-Naturalized Garden Area? (i.e., mathematical reasoning, estimation strategies)?

Description & Assessment:

Part One - Plant Growth and Light (Science Connection)

Science Connection (Formative & Summative Assessment): The teacher will design a lesson plan that allows students to investigate sunlight patterns on school grounds to assist them in determining an appropriate location for their Re-Naturalized Garden Area (i.e., sunny verses shady spot) in accordance with the specific learning outcomes for Grade 4 Science Topic D. Light and Shadows - please see the Program of Studies webpage for more details. This lesson will include outdoor, hands on activities and investigations, in conjunction with additional videos, articles, books, and/or Internet research to further engage students in the inquiry process. This lesson should be conducted in autumn (i.e., September or October) to ensure daylight and sunlight patterns more closely resemble those encountered during natural plant growth cycles (i.e., spring through autumn months).

Part Two - Location and Space (Science and Math Connections)

Math & Science Connections Combined (Formative & Summative Assessment): Using mathematical reasoning and estimation strategies, students will initially investigate and determine possible locations on school grounds that provide enough area or space to build the Re-Naturalized Garden Area. Next, students must make concept connections between Science (i.e., sunny locations) and Math (i.e., shape and space) to determine the best location for their Re-Naturalized Garden Area.

Part Three - Area and Perimeter (Math Connection)

Math Connection (Formative & Summative Assessment): Working in small groups (3 or 4 members), students will measure and determine the total area and perimeter of the Re-Naturalized Garden space; in accordance with the specific learning outcomes for Grade 4 Math Shape and Space (Measurement) - please see the Alberta Program of Studies webpage for more details. Each group will be responsible for one section of the garden. The lesson will begin with a brainstorming activity about how to calculate area and perimeter of an irregular shape. Typical ideas or strategies may include a string and a measuring stick, a measuring wheel or other manipulatives. There are multiple methods and strategies students may use to determine the area and perimeter of their section of the garden. Students may calculate the area of a regular shape within their section of the garden and then add a little extra on, or students may use an object with known area to see how many fit into the garden section. The teacher will monitor student progress and provide guidance as needed. Additional scaffolding, accommodations or supports may be implemented if necessary. For instance, some students may be provided a garden map with the regular object drawn inside to help them calculate the area and perimeter. Each group will record measurements of their section of the garden and will choose how to visually represent their findings to the rest of the class. Finally, using the measurements from each section of the garden, the class will work together to determine the total perimeter and area needed for the Re-Naturalized Garden Area.

Part Four - Digital Journal Update

ELA, Science, Math Connections Combined (ongoing Formative and Summative Assessment): As students research and learn about key Science and Math concepts and skills that will help them determine a good location for their Re-Naturalized Garden Area they will frequently update and add photos and other relevant information to their digital journal to include more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Part Five - Class Bulletin Board Update

Fine Arts, Science and Math Connections Combined (ongoing Formative and Summative Assessment): Students will create at least one artefact to display on the class bulletin board “Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds” that represents and reflects their new knowledge and understanding of the essential questions related to the Science and Math concepts investigated during this lesson. Once again, there are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few.

Natural Environments and Landscapes of Alberta

Objective:

How many different natural regions are there in Alberta? What natural region does Calgary belong to? What types of plants naturally grow in the Calgary area?

Description & Assessment:

Part One - Natural Regions of Alberta

Science and Social Studies Connections Combined (Formative & Summative Assessment): The teacher will design a lesson plan that focuses on focuses on learning more about the natural environment and landscapes of Alberta and Calgary (their home) according to the specific learning outcomes for Grade 4 Science (Topic E. Plant Growth and Changes) and Social Studies (4.1 Alberta: A Sense of the Land) - please see the Program of Studies webpage for more details. The lesson plan may include videos, articles, books, and hands on activities that allow students to critically examine and learn about the natural regions and plant communities in Alberta. In addition, the lesson plan will incorporate an outdoor investigation and/or field trip experience where students must determine what natural region of Alberta they live in by collecting evidence and presenting their findings in a logical way.

Screen Shot 2018-10-27 at 3.15.22 PM.png

("Natural Regions", n.d.)

Part Two - Digital Journal Update

ELA, Social Studies and Science Connections Combined (ongoing Formative and Summative Assessment): As students learn about the plant communities and natural regions of Alberta they will be frequently updating and adding photos and other relevant information to their digital journal to include more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Part Three - Class Bulletin Board Update

Fine Arts, Social Studies, Science, and ELA Connections Combined (ongoing Formative and Summative Assessment): Students will create at least one artefact to display on the class bulletin board “Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds” that represents and reflects their new knowledge and understanding of the essential questions related to the Science and Social Studies curriculums investigated during this lesson. Once again, there are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few.

Alberta: The Land, Histories and Stories

Objective:

Utilizing the knowledge they have gained about the ecoregions of Alberta, students will begin inquiry into the different Indigenous nations that lived in the areas, linking the two concepts together to make learning connections. This will give them a clearer idea of which groups lived in each ecoregion and will be instrumental in understanding how Indigenous groups interacted with the flora of their regions.

Description & Assessment:

Part One - Salt Clay Preparation

Fine Arts (Formative Assessment): Students will be investigating and preparing a recipe for salt clay. Due to the large amount of salt clay needed for the next part of this hands-on activity, students will have the option of preparing additional salt clay at home with their families; thereby encouraging parental participation. The teacher will ensure enough salt clay is prepared before the next part of this lesson.

Part Two - Salt Clay 3D Map of Alberta

Social Studies and Fine Arts Connections Combined (Formative & Summative Assessment): Working in small groups (2 to 3 members), students will use a supportive frame handout on paper to design and sketch the basic shape and structure to guide and help them create a 3-dimensional map of Alberta using salt clay. The teacher will circulate the classroom - providing immediate, ongoing feedback and support as needed. Next, students will model the various ecoregions using salt clay based on their previous research and learning. Using information and images gathered from the Internet or textbook, students will use a tool (i.e., wooden skewer or palette knife) to delineate the Indigenous treaty zones of Alberta (Metis settlements will be added later with small toothpick flags). While the model is drying, students must research which First Nations are located in each treaty zone using computers and textbooks. Students may act as readers, scribes, organizers or computer operators (multiple roles and opportunities available to fit their individual abilities and competencies) to create a rough draft on blank maps of Alberta (i.e., paper handout). Each group must find and record at least three Indigenous groups for each of the three treaty zones. Groups wishing to find more will have the opportunity to extend this task. Once each group has compiled their list, a collaborative sharing game involving the entire class will allow in the creation of more complete group lists. Groups will circulate with their lists, asking other groups which First Nations they found without looking at their maps and lists. They will discuss the names and locations of new First Nations and attempt to locate them on their own maps with guidance from the other group. They will then compare maps and optimize the labels and locations. Once all groups have collaborated with each other, students will prepare toothpick flags representing the different First Nations to add to their 3D clay maps. Finally, when the 3D maps are dry students will paint them with colours to reflect the nature of the different ecoregions - allowing them to develop a strong foundational understanding of how Alberta’s ecoregions relate to the Indigenous peoples who lived there. Continuous formative assessment will occur throughout this hands on activity, and the final 3D model will serve as a mini-summative assessment. Photos of the model will be added to the students’ Digital Journals to contribute to this major summative assessment.

Part Three - Digital Journal Update

ELA, Social Studies and Fine Arts Connections Combined (ongoing Formative and Summative Assessment): After completing their 3D Map of Alberta model, students will add photos and other relevant information (i.e., written reflections, descriptions for photos, etc.) to update their digital journal to include more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Field Trip to Blackfoot Crossing -

Importance of Plants to Indigenous Culture

Objective:

Using an Indigenous perspective, students will learn about about how Aboriginal people of Alberta interacted and utilized the flora they found around them. Students will learn about the the traditional plants used as food, medicine and adornment utilized by the Blackfoot Nations around the Calgary area.

("Blackfoot Crossing", n.d.)

Description & Assessment:

Part One - Field Trip to Blackfoot Crossing

Social Studies & Science Connections Combined (Formative Assessment): During this single day field trip to Blackfoot Crossing, which is in close proximity to all Calgary area schools, students will participate in the Blackfoot Crossing educational program Traditional Plants And Their Uses. Students will have the opportunity to explain their Re-Naturalized Garden Area project to the Blackfoot Crossing educational leader and ask questions about which plants they could include in their garden designs. Collaboration with a local expert will add authenticity to the inquiry process, as well as engagement and a sense of agency. Students will gather evidence by taking notes in text form or with pictures (multiple options may be used) in order to bring this new knowledge into their design process. Students will also gain a greater awareness and appreciation for the historical and current uses and benefits of specific native plants found in our natural environment around Calgary, and about how close and intricate the Indigenous connection to the environment is. This field trip should be organized in autumn (i.e., September or October).

Part Two - Plant List & Ongoing Design of the Re-Naturalized Garden Plans

Social Studies & Science Connections Combined (Formative Assessment): Working in their small groups, students will create a list of plants to potentially grow in their Re-Naturalized Garden Area. The teacher will use guiding questions to assist students as needed (instead of telling students the answers). Next, the entire class will share their plant lists and the teacher will organize a voting system to determine the final plant list that will be used for the Re-Naturalized Garden Area. The class discussion and voting process adds agency and confirmation that the process is truly student-led.

Part Three - Digital Journal Update

ELA, Social Studies and Science Connections Combined (ongoing Formative and Summative Assessment): Students will add their new knowledge to their digital journal to include more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Part Four - Class Bulletin Board Update

Important Plants found in our Natural Environment

Objective:

What are more of the historical and current uses and benefits of native plants found in our natural environment around Calgary and Alberta?

Description & Assessment:

Part One - Research & Inquiry Process

Social Studies, Science, Health and Life Skills, and ELA Connections Combined (Formative Assessment): Students will conduct research and further inquiry into the historical and current uses and benefits of native plants found in their natural environment around Calgary and Alberta. This part of the research and inquiry process may involve many different types of learning opportunities, including collaboration with a variety of experts and professionals; including natural food chefs from local Calgary restaurants, a botanist from the University of Calgary, and wildlife survival experts from the Banff and Canmore areas. This lesson may be easily split up into multiple classes, and parts of this lesson may also be conducted before or after the field trip to Blackfoot Crossing.

Part Two - Updating the Plant List & Ongoing Design of the Re-Naturalized Garden Plans

Social Studies & Science Connections Combined (Formative Assessment): As students gain a greater awareness and appreciation for the historical and current uses and benefits of specific native plants found in the natural environment around Calgary, the class will work together to revise and update the plant list for the Re-Naturalized Garden Area as needed (i.e., periodically).

Part Three - Digital Journal Update

ELA, Social Studies, Science and Health and Life Skills Connections Combined (ongoing Formative and Summative Assessment): Students will frequently update their digital journals as needed to include more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Part Four - Class Bulletin Board Update

First Group Presentation - Re-naturalized Garden Area Plans

Description:

Using their digital journals as a guide, based on all the research and knowledge students have gained, each group will finish designing their Re-Naturalized Garden Plans and prepare a presentation (multiple formats may be utilized, but must be approved by the teacher). Adequate work periods will be provided for students to properly prepare.

Each group will present their Re-Naturalized Garden Plans to the class for teacher and peer review and feedback. Additional school staff and/or community members (i.e., previous guest speakers) may be invited at the discretion of the teacher. The teacher will inform students that this task marks the project half way point! It is now time to help each other out by sharing ideas, strategies and providing other groups with valuable feedback to help them identify next steps for improvement and/or redesign.

STEM & The Engineering Design Process -

Modification and Improvement

Description:

Using the Engineering Design Process framework, each group will identify next steps for modification, improvement and/or redesign based on self-assessment (individual and group), teacher and peer feedback. Students will be completing an individual and group self-assessment reflection worksheet to help with this process. Students will also update their digital journals with this information.

Together the teacher and students will carefully review and re-evaluate the Re-Naturalized Garden Area Plan rubric to determine what additions or modifications should be made to the rubric to strengthen this project.

Adequate work periods will be provided for students to modify, improve, redesign, and finalize their Re-Naturalized Garden Plans. Students will then prepare a final presentation that they will present to the class and school administration.

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(EngineeredToday, n.d.)

Persuasive Letter Writing -

Construction of a Re-Naturalized Garden Area on School Grounds

Objective:

How can we convince school administration that our school will benefit from building a new Re-Naturalized Garden Area?

Description & Assessment:

Part One - Persuasive Letter Writing

ELA, Social Studies, Science, and Health and Life Skills Connections Combined (Formative & Summative Assessment): Students will write individual letters to school administration (i.e., principal and other school officials deemed necessary by the teacher) to propose the construction of a re-naturalized garden area on school grounds. Using their digital journals and collaboratively-generated assignments, student will work in groups to brainstorm reasons and persuasive strategies to convince the principal to approve this class project. Supportive templates will be provided in the form of mind map, sentence and letter format frames to scaffold and support students with writing challenges (i.e., ELL students). Differentiation and support strategies, including voice to text options available to support ELL or students with learning challenges, visual reminders such as a letter format poster displayed in the classroom, and extra work time to accommodate those students who need it will be implemented as necessary to ensure all students achieve a high level of success during this class activity. Students who complete this writing assignment early may write additional letters to community members or other organizations approved by the teacher to raise awareness and support for this project. These students may also be paired with a classmate to provide peer support in the form of scribing, reading or comprehension support at the discretion of the teacher.

Part Two - Digital Journal Update

ELA, Social Studies, Science, Health and Life Skills Connections Combined (ongoing Formative and Summative Assessment): Once complete, students will add their persuasive letters to their digital journals to demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

The Benefits of an Outdoor Classroom

Objective:

What are the positive health benefits of spending time outdoors?

Description & Assessment:

Health and Life Skills Connection (Formative Assessment): This lesson will be conducted outdoors in autumn when weather permits. The teacher will organize students in a learning circle and teach them about the importance and practice of mindfulness. After practicing being mindful for three minutes, students will use one of their five senses to describe their experience. Next, the teacher will engage students in a discussion about the positive health benefits of spending time outdoors and of being mindful. This will lead into a discussion about the positive health benefits that may result from designing and building a new outdoor learning commons - the Re-Naturalized Garden Area - and how this valuable addition may improve the school and the lives of students. The class will continue to spend time outdoors to strengthen their connection with nature and practice mindfulness on a regular basis (as time permits).

Final Group Presentations &

Selection of the Re-Naturalized Garden Area Plan

Description:

Students will present their final presentations to the class and school administration (i.e., principal and other school officials deemed necessary by the teacher) to convince school administration to approve the construction of a re-naturalized garden area on school grounds. Upon completion of the presentations, school administration will provide students with their final decision - either immediately or by a pre-determined date. There are several options to determine the final selection of the specific Re-Naturalized Garden Area Plan the school will implement:

School administration may serve as the “judging panel” to determine what specific Re-Naturalized Garden Area Plan to use, or

School administration may provide a set of guidelines and recommendations that the Grade 4 class must meet before approving the final Re-Naturalized Garden Area Plan that will be constructed on school grounds. In this case, the final plan may need to be modified into a merged or improved version that incorporates aspects of several individual group garden plans. Consequently, the final Re-Naturalized Garden Area Plan will truly become a Grade 4 CLASS project!

Please keep in mind that there are other options to determine the final garden plan. These are just two suggestions.

Story of a Seed - Plant Growth and Changes

Objective:

How does a tiny seed turn into a plant?

Description & Assessment:

Part One - Research & Inquiry Process

Science and Math Connections Combined (Formative & Summative Assessment): This lesson and hands on activity must be conducted in early spring (i.e., March). Working in small groups, students will be assigned a number of seeds. Each group will be responsible for planting the seeds and taking care of the seedlings as they mature into plants that can then be transferred to the Re-Naturalized Garden Area in spring. Through direct observation and hands on experience, students will gain valuable first-hand knowledge as outlined by the specific learning outcomes for Grade 4 Science (Topic E. Plant Growth and Changes) - please see the Programs of Study webpage for more details. Students will measure the height of the seedlings each week until they are transplanted outside. All data will be recorded using pictographs and/or bar graphs in accordance with the specific learning outcomes for Grade 4 Math (Statistics and Probability) - please see the Programs of Study webpage for more details. Graphs will be added to the class bulletin board and continually updated throughout this activity.

Part Two - Story of a Seed

Science, Math and ELA Connections Combined (Summative Assessment): Simultaneously, students will create a picture book that they write and illustrate to document seed and plant growth changes they observe throughout this class activity. There is potential to make many concept connections between Science, Math and ELA during this learning task.

Part Three - Digital Journal Update

ELA, Science and Math Connections Combined (ongoing Formative and Summative Assessment): All research, data and personal reflections will be updated in students digital journals to provide more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Part Four - Class Bulletin Board Update

Fine Arts, Science, Math and ELA Connections Combined (ongoing Formative and Summative Assessment): Students will create at least one artefact to display on the class bulletin board “Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds” that represents and reflects their new knowledge and understanding of the essential questions related to the Science and Social Studies curriculums investigated during this lesson. Once again, there are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few.

Sign, sign, everywhere a sign...

Objective:

How can we educate others and clearly label the plants growing in the Re-Naturalized Garden Space?

Description & Assessment:

Part One - Garden Sign Prototypes

Science, Social Studies, ELA, and Fine Arts Connections Combined (ongoing Formative and Summative Assessment): Working in small groups (2 or 3 members), students create garden sign prototypes using cardboard and art supplies. Using their digital journals, students will begin to compile the data from their learning experiences about native plants in Alberta. Collectively, they must determine what information is pertinent and include it in their prototypes. The class will then have an “art show” where students view other classmates work. They will participate in a class vote to determine which style of sign will be used, and what specific information should be included on the signs. Students will then divide the individual plants on the Re-Naturalized Garden Plant List into a manageable number for each group. Each group will be responsible for preparing all the information needed on the garden sign templates (i.e., digital file). The garden sign template information will then be sent to an engraving company/community partner to produce weatherproof signs that will be installed in the garden during the planting phase. Samples of potential garden signs are provided on the Protoype webpage.

Part Two - Digital Journal Update

ELA, Social Studies, Science, and Fine Arts Connections Combined (ongoing Formative and Summative Assessment): All files and information related to the design and creation of the garden sign prototypes will be added to their digital journals to provide more evidence and demonstrate their learning growth and progression related to the big ideas and essential questions of this interdisciplinary unit. As students work on updating their own digital journal, they will be encouraged to collaborate and support each other during this process. The teacher will continue to monitor and provide additional guidance and assistance to students as needed. The digital journal will provide ongoing formative and summative assessment for teachers and students. The teacher will use this formative assessment to guide and plan future lessons and activities. Additional class review and/or reinforcement of key curricular topics or skills may be necessary before moving on to the next part of this interdisciplinary unit. In addition, the teacher will gain a better understanding of potential misconceptions that may need to be addressed before moving on.

Part Three - Class Bulletin Board Update

Fine Arts, Social Studies, Science, and ELA Connections Combined (ongoing Formative and Summative Assessment): The garden sign prototypes will be displayed on the class bulletin board “Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds” to reflect students new knowledge and understanding of the essential questions related to the Science and Social Studies curriculums investigated during this activity.

Construction of the Re-Naturalized Garden Area Plan

Objective:

In Spring, as soon as the ground has thawed and there is minimal risk of frost, students will organize and collaborate with school staff, parents and community members to construct the Re-Naturalized Garden Area on school grounds that will serve as the new Outdoor Learning Commons.

Description & Assessment:

Part One - Garden Plan Supplies & Expenses

Math Connection (Formative & Summative Assessment): Students will participate and use their developing number sense (mathematical reasoning and problem solving skills) to determine the quantity and costs associated with ordering and buying seeds, seedlings, topsoil and other necessary landscaping supplies; including border and/or walkway materials that may include stone, gravel, patio blocks, lumber, trellises, stakes for plant support, and so on. Working in small groups, students will be provided a list of plants and prices. Each group must calculate the cost of plants for their part of the garden. Calculations can first be done using various estimation methods (i.e., compensation, rounding to nearest 10s or 100s), before students calculate the actual price and check it using a calculator. Differentiation and supports will be implemented as needed. For instance, pictorial representation may be provided if necessary to assist students, or some groups may be given a smaller area and less plants to make addition easier. The teacher will carefully monitor and provide guidance and additional instruction as needed.

Part Two - Re-Naturalized Garden Area Preparation and Planting

Social Studies, Science and Math Connections Combined (Formative & Summative Assessment): Students will collaborate with school staff, parents and community members to organize workers, machines and equipment (i.e., rototiller, spades, rakes) to prepare the garden bed before planting. Using mathematical reasoning (i.e., area and perimeter), students will work together in groups to clearly measure and mark the dimensions and layout of the garden plot, using stakes or pin flags to label boundaries and locations where specific plants will be planted. Next, students and their volunteer workforce will prepare the soil bed for planting by rototilling, spreading compost from the Grade 4 composting program, and adding topsoil and any other necessary soil amendments (i.e., fertilizer, vermiculite, etc.). A basic watering system (i.e., watering cans or sprinklers) will also be set up at this time. Please see the Extensions section at the end of this unit plan for future modification and learning opportunities for students (i.e., Alberta curriculum connections for other grade levels).

Care and Maintenance of the Re-Naturalized Garden Area

Description & Assessment:

Part One - Ongoing Care, Maintenance and Digital Journal Updates

Science, Math, Social Studies Connections Combined (Formative Assessment): Under the guidance of the teacher, students will be responsible for setting up and organizing a schedule for the care and maintenance of the Re-Naturalized Garden Area on school grounds; which will include regular watering, weeding and monitoring plant growth progress. Students will continue to frequently update their digital journals with progress reports related to plant growth and changes.

Key Consideration: Students will collaborate with school staff, parents and community members to set up and organize a schedule for the care and maintenance of the Re-Naturalized Garden Area over the summer holidays if necessary. This responsibility will depend on the requirements of specific plant varieties incorporated in the garden. If school staff and students do not want to commit to ongoing care and maintenance of the Re-Naturalized Garden Area over summer holidays, garden plan designs may incorporate only hardy, native perennials (i.e., not vegetables) that do not require frequent care and maintenance. Consequently, there will be no required commitment from school staff and/or students over the summer holidays.

Part Two - Class Bulletin Board Update

Fine Arts, Social Studies, Science, Math, and ELA Connections Combined (ongoing Formative and Summative Assessment): Students will continue to create artefacts to display on the class bulletin board “Our Journey to Create and Design a Re-Naturalized Garden Area on School Grounds” that represents and reflects their new knowledge and understanding of the essential questions related to the Science and Social Studies curriculums investigated during this activity. Once again, there are multiple and many open-ended options for artefacts that may be displayed on the bulletin board - including sketches, paintings, photo collages, poems or written reflections, just to name a few.

Garden Tours of the Re-Naturalized Garden Area

Objective:

After all of their hard work and research, students will have an opportunity to showcase the Re-Naturalized Garden Area that will serve as the new Outdoor Learning Commons for the entire school!

Description & Assessment:

Part One - Organizing & Conducting Garden Tours

Social Studies, Science, Math, Health and Life Skills Connections Combined (Formative Assessment): During late spring and summer (i.e., May through June until summer holidays begin), students will organize and conduct garden tours for other classes and grades, school administration, parents and community members as a conclusion and final exhibition to show off their hard work and personal learning journey. Students will use their digital journals to help present and more fully inform others of key features and components of the Re-Naturalized Garden Area during the final garden tours in May and June. There are many different formats and perspectives that different garden tours may focus on. Options may include:

Option #1: Students will each be designated a station or area to explain and show off (i.e., how we built it, cost of construction (math connections), why we chose these plants, composting system, watering system, and so on).

Option #2: Students will each be designated an topic or area of expertise to explain (i.e., why we built it, why we chose these plants, why the plants in our natural environment are important, why we need to protect our natural landscapes and parks, why and how the natural landscape around our school has changed and is different compared to 150 years ago, and so on).

Option #3: Each student (or group of students) will be designated a specific subject area to explain how and what key curricular concepts and skills helped them in the design and construction of this garden space (i.e., How did Math/Science/Social Studies/ELA/Fine Arts/Health and Wellness help in the design and construction of the final garden plan?)

Part Two - Invitations to the Garden Tour

ELA Connection (Formative & Summative Assessment): Students will design and write electronic invitations to send to their families, school administration, other classes or grades, and everyone else involved in the creation of the Re-Naturalized Garden Area - including community volunteers, Indigenous Elders, guest speakers, and so on. Together, the teacher and students will develop a set of quality guidelines (i.e., criteria) and standard text that must be used to design and write the invitations. Students will be able to choose from a variety of free online invitation sites that have been approved by the teacher. Prior to sending, the teacher must approve and ensure all criteria has been met before students deliver their invitations.

Thank You Cards

Objective:

Students will show their gratitude and appreciation to everyone who contributed and helped them design and build the new Re-Naturalized Garden Area on school grounds.

Description & Assessment:

ELA Connection (Formative & Summative Assessment): Students will create thank you cards for everyone who contributed and helped them research, design and build the new Re-Naturalized Garden Area; including guest speakers, field trip instructors, community partners, volunteers, family members, school administration, and so on. The format of the thank you cards will be very open-ended and students will be able to choose from a wide variety of options, including paper or digital mediums. Together, the teacher and students will develop a set of quality guidelines (i.e., criteria) and standard text that must be used to design and write the cards. Prior to sending, the teacher must approve and ensure all criteria has been met before students deliver the thank you cards.

Final Indigenous Ceremony (Optional)

Objective:

The teacher will inquire and organize a final Indigenous land acknowledgement and dedication ceremony in collaboration with the Indigenous community members who played an important role in the creation of our Re-Naturalized Garden Area. This celebration will serve as a wonderful conclusion to this interdisciplinary project!

Description & Assessment:

Social Studies & ELA Connections Combined (Formative Assessment): Since there are many future and ongoing learning opportunities for this new Re-Naturalized Garden Area that may be utilized by the entire school (i.e., all grade levels), this will be a school and community wide event that may involve a land acknowledgement and dedication ceremony, ribbon cutting ceremony, local news and media coverage, and updates and photos on the school board website.