Last Thursday was Science Day at our school during which students went from “station” to “station” spread across campus for science-based lessons. For example, San Diego Country Office of Education brought their traveling Splash Lab (microscopes and chemistry experiments) and Green Machine (soils, integrated pest management, water cycle) programs.
Almost every student passed through the garden for a 30-minute class. In the morning, we had the younger classes combined by grade so I divided the children into groups with an adult (teacher, parent, and/or aid) and explained that they would go to 5 different stations for 5 minutes each. Each station was set up with a clipboard of simple instructions and the necessary equipment. I went from group to group to answer questions, point things out and re-set materials.
Station One: Planting Peas
Station Two: Watering peas
Other classes had already planted peas in other beds. At this station kids observed their growth and watered.
Station Three: Storytime
Station Four: Smelling herbs
Station Five: Looking for habitat elements
Mrs. White demonstrating how our beautiful fountain turns on when she holds the panel to the sun. A wonderful day for hands-on learning!
As I begin to connect with more and more garden coordinators, I realize that a common challenge with school gardens is “when and how to get kids out there.” As a former teacher, I fully understand all that must be accomplished in a single school day and how overwhelming it can feel to add one more thing to the schedule, no matter how important.
For this reason I love it when people introduce me to user-friendly curriculum units like “Tulip Test Gardens” from Journey North (www.journeynorth.org). In this project students plant the same variety of tulip in their school gardens (using the same set of directions, such as no planting on north-facing slopes which would cause tulips to bloom early). Students record when the flowers first emerge, and then again when they bloom, inputing their data on the Journey North website. In this way, students “track the arrival of spring” across the globe, thus studying the relationship between climate and geography.
Our science teacher wants to try it out…..so our tulips were put in this week!
This curriculum falls squarely in the fascinating camp of “citizen science.” Citizen science is basically mobilizing volunteers (not necessarily with any formal scientific training) to collect information for scientific purposes, often using observation and measurement. The best known, and longest running, citizen science project is the Audubon Society’s Christmas Bird Count (1900). Another effort that takes place in backyard and school gardens, the”Great Sunflower Project” asks participants to record pollinator activity at sunflowers they plant. There are others—from “World Water Monitoring Day” to a on-line National Geographic “noninvasive survey” in which internet users analyze satellite images from the region of Genghis Khan’s lost tomb to help archaeologists on the ground. (This is really interesting stuff–a little googling will lead you to many interesting projects.)
When it comes to school gardens, how cool is it for children to be collecting data with real-world applications? I’ll let you know how our first attempt goes!