Communication Students collaborate in small groups to learn each other’s names and explore the

garden. They use academic language, share ideas and promote a culture of curiosity.

Sustainability The garden is an ideal place for students to

experience the biodiversity of plants and animals, it expresses the concepts of

ecosystems and care of the natural world.

Nourishment Students are introduced to

potential crops for foraging and

encouraged to use

Academics This lesson fulfills Common Core

Standards for integrating information; collaborative discussion; interpreting information; speaking and listening; language; and acquiring words and

phrases.

Life Skills Safety, respect, responsibility and a growth mindset are all crucial to success in the garden. Students are encouraged to

investigate on their

own as they focus on

listening, speaking and

Garden Lesson G6-1

Card Hike

Garden Lesson #1 Grade 6 Fall Rotation

G6-1 Card Hike Abstract

Summary In this 6th grade introductory lesson, students first encounter the garden as a classroom. They meet the garden staff, tour the garden, learn the basic systems and routines of the garden classroom, and are introduced to the Edible Schoolyard culture and expectations for learning in an outdoor setting. Students work together in small groups or with partners to explore the garden, pose questions and make discoveries. Objectives After this lesson, students will be able to:

• Find their way around the garden • Identify the garden staff and each other by name • Describe the garden, its basic infrastructure and routines • Become familiar with the growth mindset and participate in a variety of activities that promote healthy learning

Assessments During this lesson, students will:

• Tour the garden by participating in the Card Hike activity • Play the Garden Name Game • Participate in the Lines of Communication, Give One Get One, Think-Pair Share* and Whip-Around* activities • Bring questions and observations about the garden to the Closing Circle and share them with their classmates

Communication is strengthened through group activities and games. Sustainability is highlighted during a self-guided tour of the garden. Nourishment is found as students sample forage crops from the garden. Life Skills are sharpened while students practice safe, respectful, responsible behavior in the garden and maintain a growth mindset. Academics fulfill Common Core Standards for integrating information; collaborative discussion; interpreting information; speaking and listening; language; and acquiring words and phrases. See Connections to Academic Standards below for details.

Edible Schoolyard curriculum emphasizes developing community and personal stewardship, along with skills; creating unity; noticing beauty; developing confidence; understanding seasonality; and being mindful of bio-diversity. This lesson follows the BEETLES Project’s Learning Cycle (Invitation-> Exploration -> Concept Invention -> Application -> Reflection) and uses their Discussion Routines (Think-Pair-Share, Whip-Around). All are highlighted in Green* with an asterisk for easy identification. See the documents BEETLES_Discussion_Routines.pdf and BEETLES_Learning_Cycle.pdf included in Resources below for more information. Games and activities from other sources are also identified in Green, without an asterisk.

Connections to Academic Standards Common Core State Standards, English Language Arts and Literacy, Grade 6

• RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

• SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. • SL.6.1.c Pose and respond to specific questions with elaboration and detail by making comments that contribute to

the topic, text, or issue under discussion. • SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection

and paraphrasing. • SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how

it contributes to a topic, text, or issue under study. • SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to

accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. • SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.) • L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive). • L.6.1.b Use all pronouns, including intensive pronouns (e.g., myself, ourselves) correctly. • L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person. • L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

• L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. • L.6.3.a Vary sentence patterns for meaning, reader/ listener interest, and style.

• L.6.3.b Maintain consistency in style and tone. • L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to comprehension or expression. Connections to Edible Schoolyard Standards Edible Schoolyard 3.0 In the Edible Schoolyard Program

• 1.0 Students work with each other and teachers to develop community and personal stewardship, along with skills that will help them navigate different situations throughout their life.

• Tools 1.1.1 – Concepts 1.3.12 This lesson fulfills all Edible Schoolyard Program standards, numbers 1.1.1 through 1.3.12. See The Edible Schoolyard Berkeley Standards for details.

With focus on: • Concepts 1.3.8 Create an atmosphere of cooperation and unity. We elevate the class experience for all by offering and

receiving encouragement, and welcoming the ideas and contributions of others. • Concepts 1.3.9 Notice and appreciate beauty. We take ownership in pleasing and awakening our senses to communicate

care and value, because beauty can deliver a message of optimism and expectation without saying a word. • Concepts 1.3.10 Develop confidence by creating a supportive and stimulating middle school environment in which they

can seek and test boundaries, begin to formulate value systems, and define their interests and talents. The kitchen and garden offer opportunities for students to explore their strengths while building skills for life.

• Concepts 1.3.11 Understand seasonality by recognizing and enjoying foods at their peak of flavor and ripeness. Students know that locally sourced foods are good choices because they provide optimum freshness, support the local economy, and help offset global warming.

• Concepts 1.3.12 Are mindful of bio-diversity as it pertains to the ecology of the garden, the development of food throughout history, and within our own faculty and student body. We explore the garden as an ecosystem and understand that embracing and preserving diversity builds a strong, healthy, and resilient planet.

Garden Lesson #1 Grade 6 Fall Rotation

G6-1 Card Hike Lesson

Materials

• G6-0 RIG Visual Aid • Job Board (there is only 1 job today: the Card Hike) • Cards for the Card Hike • G6-1 Lines of Communication sentence structures • G6-1 Give One Get One sentence structures

Before You Begin

• Create and hang the RIG poster in the opening circle location • Create the Job Board • Create and set up the Card Hike • Copy G6-1 Lines of Communication sentence structures for each adult leading a group • Copy G6-1 Give One Get One sentence structures for each adult leading a group

Timeline Overview Total Duration: 90 minutes

1. Invitation* (10 minutes) 2. Exploration* (15 minutes) 3. Concept Invention* (30 minutes) 4. Application* (15 minutes) 5. Application* (10 minutes) 6. Reflection* (10 minutes)

Procedures At the Opening Circle (Use the word productive in a sentence: “There are systems, routines and jobs that help keep the garden healthy and productive.”)

1. Invitation*: (10 minutes) Welcome students and introduce the Edible Schoolyard garden program.

a. Explain that the Ramada is part of the garden classroom, where all garden classes will begin and end with an opening and closing circle.

b. Introduce the garden staff. c. Remind students about the Respect In the Garden (RIG) Poster and introduce the job board as a place where

students can look to find out what’s happening each day in garden class. i. Have students call out what the activity of the day is and briefly explain that today’s activity is essentially a

tour of the garden. d. Tell students that we are creating a culture of curiosity and learning through a growth mindset.

i. A growth mindset recognizes that our brains are like the muscles in our bodies: they get stronger through exercise.

ii. We can increase our intelligence and talents by taking on new challenges, working hard and viewing failure as a learning experience.

iii. We are asking students to come with this mindset every time they come to garden class. e. Finally, introduce the cowbell as the signal to finish activities, clean and put away tools and head back to the

Ramada for Closing Circle. f. Divide students into 4 small groups and begin.

i. Groups can play Lines of Communication simultaneously in different areas of the garden and then start the Card Hike at different cards spaced along the hike.

In the Field (70 minutes total) 2. Exploration*: (15 minutes)

In small groups, play Lines of Communication before starting the card hike. a. Tell students that the Card Hike will give them the opportunity to see many of the systems and infrastructures in

the garden and orient them to the space. b. Explain that while the Card Hike is packed with information, they have a lot of knowledge about this space already. c. The Lines of Communication activity is an opportunity to share that knowledge with classmates. d. To play Lines of Communication:

i . Post the G6-1 Lines of Communication sentence structures somewhere easy for students to see. ii . Have students line up in two lines facing each other, line A and line B. iii . Explain that they will share their completion of these sentences with their partner:

1) “I have seen _____________ in the garden.” 2) I have heard that the garden has _____________.” 3) Something that I think I know about the garden is ______________.”

iv. Each person will take 30 seconds to share with their partner (the person across from them) and then 30 seconds to listen to what their partner has to share.

v. When the minute is up, the student on the end of line A rotates to the other end of the line and everyone in line A takes one step to the side, creating a new set of partners.

vi. Students repeat the activity. Allow enough time to have two or three rounds before starting the card hike activity.

3. Concept Invention*: (30 minutes)

Begin the Card Hike. a. Start each small group at different cards spaced along the hike, so all groups can participate simultaneously. b. Lead your group around the garden from card to card, with one student reading each card. c. Ask students to think about two things as they hike:

i . An idea for their garden name (something garden related that starts with the same letter as their first name). ii . A place in the garden they would like to explore again in depth once the Card Hike is completed.

4. Application*: (15 minutes)

Play the Garden Name Game. a. Once the structured card hike is completed, gather students in a circle and lead them through the name game. Tell

students that this is the time to think back on the card hike and recall the names of plants, animals or other various aspects of the garden while learning each other’s names.

b. To play the Garden Name Game: i . Explain that students will be introducing themselves by their first name followed by a word associated with the

garden that begins with the same letter (For example: Simona Sunshine, Iseah Iceberg Lettuce). ii . Have students turn to their neighbor and come up with garden names together using Think-Pair-Share*,

before sharing with the group. c. To use Think-Pair-Share*:

i. Think - Give students an interesting broad question to think about briefly. ii. Pair - Pair students, and ask them to discuss the question(s) with their partner.

iii. Share - Students share their discussion ideas with another pair of students or the instructor leads a whole group discussion about the topic.

d. Go around the circle giving students the opportunity to share their own garden name. e. If any students haven’t thought of a garden name, ask the rest of the class to help out their fellow classmate by

making suggestions. f. As students share their garden name, have everyone repeat the name. g. Tell students that when they return to the Ramada, they will share their garden name with the entire class, by

participating in the Whip Around* activity.

5. Application*: (10 minutes) Begin the self-guided exploration.

a. Explain that students now have 10 minutes of self-guided exploration time. b. They have an opportunity to go anywhere in the garden that they would like to further explore. c. They will need to report back what they discover, by bringing one question and one observation back to the Ramada

for the closing circle activity. At the Closing Circle (Use the word productive in a sentence again.)

6. Reflection*: (10 minutes) Welcome students back to the Ramada to conclude today’s garden class with two activities:

a. Lead students through the Whip Around* activity, where students and garden teachers share their garden names. To play Whip Around*:

i. Ask students to share their garden names quickly, going around the circle. When it is their turn, each person says their answer in just one or two words, keeping the responses brief and fast moving.

b. Once everyone has shared their garden name, lead the class through the Give One Get One activity. Have students recall their question and observation from their self-guided exploration.

c. To play Give One Get One: i. Students get up and mingle throughout the circle. When a cue is given they stop and find a partner. ii. Give 30 seconds for each person to share their question and observation with their partner, using the sentence

structures on the white board. 1) I wondered this about the garden _______. 2) I observed this about the garden_______.

iii. Allow students to share their sentences out loud to the group until the activity is over. Vocabulary Productive Growth mindset Contributors All lessons at the Edible Schoolyard Berkeley are developed in collaboration with the teachers and staff of the Edible Schoolyard and Martin Luther King Jr. Middle School. Learning Cycle and Think-Pair-Share discussion routine © The Regents of the University of California. All materials created by BEETLESTM at The Lawrence Hall of Science. Resources G6-0_RIG_Visual_Aid.pdf (See lesson G6-0) G6-1_Sample_Cards.pdf G6-1_Lines_of_Communication.pdf G6-1_Give_One_Get_One.pdf BEETLES_Learning_Cycle.pdf (See lesson G6-0) BEETLES_Discussion_Routines.pdf

G6-1_Lines_of_Communication.pdf

What do you think you know about the garden? • I have seen _______________ in the

garden. • I have heard that the garden has

_______________. • Something that I think I know about the

garden is _______________.

G6-1_Give_One_Get_One.pdf

During today’s self guided exploration, I wondered this about the garden: I observed this in the garden: _____________________________________

© The Regents of the University of California

All materials created by BEETLES™

at The Lawrence H

all of Science.Find the latest activities and inform

ation at http://beetlesproject.org.

DIS

CU

SS

IO

N R

OU

TIN

ES

An important part of the learning process is having lots of opportunities to talk w

ith others. Provided here are some

activity structures - or routines - that offer opportunities for students to discuss while in the field. These routines can be

used to discuss virtually any topic.

Tu

rn an

d T

alk

Pro

ced

ure: Pairs of students discuss one or m

ore questions together. This very simple strategy can be done w

ith planned questions, or can also be im

provised at any point. “Turn to a partner and discuss, [insert question here].” It offers opportunities for everyone to talk about w

hat they’re thinking, as well as to hear ideas of others.

Pu

rp

ose: Provides one-on-one thinking and talking tim

e for students; practice listening and responding to peers. It helps keep everyone engaged in large groups.

Wh

ip-A

rou

nd

Pro

ced

ure: Provide a prom

pt and quickly get a response from each person in the group. W

hen it’s each students’ turn, they say one or tw

o words to answ

er–keep it brief and fast-moving. Instructor can ask follow

-up questions of selected students if they w

ant to go a little deeper.

Pu

rp

ose: A quick and efficient check-in to get a baseline level of understanding from

the whole group, and to seek out

provocative statements to pursue m

ore deeply.

Th

ou

gh

t Swap

Pro

ced

ure:

1.

Ch

oo

se a

series o

f b

ro

ad

qu

estio

ns on a topic that w

ill be interesting and relevant to discuss.

2.

Lin

e u

p p

articip

an

ts an

d e

stab

lish

p

artn

ers. Include yourself and other adults in the partnering. Participants stand

shoulder-to-shoulder to form tw

o parallel lines, so each person is facing a partner. Participants standing side by side should be at least 6” apart.

3.

Exp

lain

pro

ce

du

re f

or d

iscu

ssin

g q

uestio

ns. You’ll provide a question for them

to talk about with their partner

across from them

. They will have about a m

inute to talk. You will signal them

to be quiet to prepare for the next question by gently touching the shoulder of the first tw

o participants at your the end of the lines (the “touch of silence”). These tw

o will then pass the touch on dow

n the line, until the entire group is quiet.

4.

Be

gin

th

e T

ho

ug

ht S

wap

. Pose the first question for participants to discuss.

5.

Sh

are r

esp

on

ses w

ith

gro

up

. After about a minute, tap the first tw

o participants at the ends of the lines and wait

for the entire group to become silent. Repeat the question. Ask a few

participants to share with the large group

what their partner told them

.

6.

Ch

an

ge p

artn

ers fo

r d

iscu

ssio

n. Tell participants w

hich one of the lines will shift w

ith each question, while the other

remains in place. Tell the person at the end of one line to w

alk down and rejoin the line at the opposite end. H

ave this line now

shift one position to the left so everyone is facing a new person. Everyone now

should have a new

partner.

7.

Do

th

e sam

e w

ith

th

e o

th

er q

uestio

ns.

Pu

rp

ose: Facilitate m

ore one-on-one peer discussions and provide an opportunity for the leader to engage in more in-

depth discussions with individual students. O

ccasionally pursue interesting ideas and ask follow-up questions to ignite

discussion with the w

hole group.

En

cou

ragin

g D

iscussio

ns

© The Regents of the University of California

All materials created by BEETLES™

at The Lawrence H

all of Science.Find the latest activities and inform

ation at http://beetlesproject.org.

En

cou

ragin

g D

iscussio

ns

Walk an

d T

alk

See BEETLES Walk and Talk Student Activity W

riteup for a thorough description, and question sets.

Procedure: The Walk and Talk routine uses essentially the sam

e procedure as thought swap, but students discuss in

lines while w

alking along a wide trail. In this setting, students can spend m

ore time discussing w

ith each person before they sw

itch partners and prompts. The sharing out about their discussion should be spread out to every few

questions, w

hen everyone can stop and gather on the trail. There is also the opportunity to include spontaneous questions that are inspired by any discoveries or experiences that happen during the w

alk.

Purpose: Facilitate more one-on-one peer discussions and provide an opportunity for the leader to engage in m

ore in-depth discussions w

ith individual students, while m

oving the group along the trail. Distract students w

hile covering territory, such as a steep hill. Keep the group together.

Th

ink-P

air-Share

Procedure:

1. Think. G

ive students an interesting broad question to think or write about briefly.

2. Pair. Pair students, and ask them

to discuss the question(s) with their partner.

3. Share. Students share their discussion ideas w

ith another pair of students or the instructor leads a whole group

discussion about the topic.

Purpose: Provide individual thinking and reflection time as w

ell as an opportunity for 1:1 peer discussion before sharing out w

ith the whole group.

Tap

e record

ers

Procedure:

1. Pair up students. Assign partners, w

ith one student as “talker,” the other as “tape recorder.”

2. Explain roles. The “talkers” role w

ill be to say all they can think of about the topic you give them, until you say,

“stop.” The “tape recorders” job will be to listen to everything she says until you announce, “stop,” then try to

repeat as much of it back as possible, like a tape recorder.

3. Begin talking and recording. Provide a prom

pt or a question and tell students to begin discussing. After a couple of m

inutes, get the group’s attention and instruct them to sw

itch roles.

4. D

iscuss process. Now

tell them to briefly discuss in their team

s how it felt to be a “talker” and “tape recorder.”

After a few m

inutes, ask for a few com

ments to be shared w

ith the whole class.

Purpose: Provide opportunities for students to practice listening to each other.

Tw

o C

ents R

ou

tine

Procedure:

1. In sm

all groups of about four people, students take turns talking. When it’s not their turn they listen and don’t talk.

2. First round (one cent). Each student in the group gets one m

inute to say what their ideas are on the topic.

3. Second round (tw

o cents). Each student in the group gets one minute to respond to w

hat others have said.

Purpose: Provides an opportunity for students to practice listening to each other and letting everyone speak in turn.