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Heather Coulter
EDX4011
FEAP Learning Center
6/19/19
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Learning Center Template: This is a FEAP assignment.

Learning Center Title: Farmer Will Allen and the Growing Table

Clearly posted instructions -

After reading “Farmer Will Allen and the Growing Table” by Jacqueline Briggs Martin, students

will work in groups in a weeklong Learning Center. Students will work in groups and each

subject area has a related activity to the story that will take place every 1-2 days. Day 1:

Students will create seed germinators and study them using their five senses (as seed

germination takes one week). Students will also record their findings of what they observe each

day of the seeds germinating. Day 2: Create a story map about the story. Day 3 & 4: Using the

story map and brainstorming, create a booklet regarding Farmer Will Allen and his impact on

community. Day 5 and 6: Students in groups will draw pictures/diagrams of their community

garden bed. They will also create a name for and design a group sign for their bed. They will

present these to the class in their groups. Day 7: Create 1 seed tape using a ruler to measure

space between seeds in inches. Day 8: Students will work in groups to analyze their seed

germination observance data and create graphs displaying the data. Day 9: Students will plant

their seed tapes and germinated seeds into their group raised beds. Other instructions include:

using inside voices, no running, stay on task, stay in your assigned group, ask a group member

before asking teacher questions (to build critical thinking and social skills), use tools

appropriately, and have fun. Instructions will be gone over step by step before beginning

lessons. A rubric will also be on the table with the required elements.

Rationale –
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These skills are important for students to learn because it is important for them to learn to

observe the world around them through exploration and observation, it is important to learn to

process and retell information, to analyze data, be creative, and learn about social impact and

healthy living.

Purpose –

Students will learn about Will Allen and his contribution to teaching kids about healthy food,

gardening, and providing access to healthy food. They will learn how to germinate tomato seeds

and plant them in the outdoor classroom garden, and how to observe the world by using their

senses. They learn the math skill of measuring in inches the space between seedlings. They will

record their findings learn the skill of creating a graph. They will learn the skill of identifying

important information in a text and retelling a story. They will learn elements of design.

Learning Center Objectives:

The students will be able to observe the world using their senses by creating a seed germinator

and observing changes, and by planting seedlings and seeds. Students will be able to describe

characters, settings, and major events while retelling a story by creating a Story Map and

booklet. Students will be able to use elements of art to create a garden sign and diagram/map.

Students will be able to describe the characteristics of citizenship in the community by learning

about and reading about Farmer Will Allen. Students will be able to measure in inches while

creating seed tape.

Florida Standard and Benchmark Number:

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Reading: LAFS.1.RL.1.3 Describe characters, settings, and major events in a story, using key

details.

Writing: LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of

their central message or lesson.

Math: MAFS.1.MD.1.a: Understand how to use a ruler to measure length to the nearest inch.

Science: SC.1.L.14.1: Make observations of living things and their environment using the five

senses.

Social Studies: SS.1.C.2.2: Describe the characteristics of responsible citizenship in the school

community

SS.1.C.2.3: Identify ways students can participate in the betterment of their school and

community.

Art: VA.1.O.1.1 : Identify and use the structural elements of art and organizational principles of

design to support artistic development.

VA.1.S.3.1: Practice skills and techniques to create with two- and/or three-dimensional media.

(Florida State University, 2019).

National Subject Area Standard:

1.G.2, 1.L.1, 1.L.2

(Growing Minds, n.d.)

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Center Introduction –

Reading: We will read “Farmer Will Allen and the Growing Table” by Jacqueline Briggs

Martin. I will demonstrate how to use a Story Map and students will work in groups to create

Story Maps.

Writing: We will have a class discussion about Farmer Will Allen, his impact on the

community, gardening, and healthy living. We will have a discussion about what it means to be

a community leader. I will give students time to brainstorm ideas for their booklets and write on

the board the required elements: information about Will Allen, his legacy, impact on

community, a lesson learned, and how they can impact their community. A rubric will also be on

each groups table. They will then start working on the booklets. When completed, they will

present these to the class.

Math: I will demonstrate how to use a ruler to measure inches. I will also demonstrate how to

create a seed tape. Students will then work in groups creating their own seed tape. Instructions

will also be on the group tables.

Science: I will discuss seed germination with students using an interactive SmartBoard activity

and a video on germination. I will show student s how to make a seed germinator. Students will

work in groups to make their germinators. Instructions will also be on their group desks.

Social Studies: I will facilitate a group discussion Will Allen’s impact to the need in his

community. We will watch a short video clip on community gardening that features kids. I will

provide students with a sheet of paper they will develop their own community garden bed on,

and will tell them to create rules for how to behave and how to care for their garden, and discuss

and write about ways Will Allen is helping children across the country. Their will be a rubric at
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each group table.

Art: I will discuss community garden beds and we will look at maps, pictures, and diagrams of

some community garden beds. I will instruct that students in groups will draw pictures/diagrams

of their community garden bed. They will also create a name for and design a group sign for

their garden bed. I will facilitate that they will present these to the class in their groups.

Management System –

We will have rules and procedures for our learning centers. When students hear a bell or see my

raised hand, they will stop and listen. When I say it is clean up time, students will be instructed

on how to clean up the particular activity. Activities will be set up prior to starting. To organize

the three levels of activity, students will be grouped according to similar levels of understanding

as different levels of achievement may have variations in the task to help them or to challenge

them, and so that students don’t feel singled out at a table or confused as to the particulars of the

assignment if everyone is doing different things at the same table. Instead at each table, rubrics

will be created for and at each table according to learning ability with clear expectations. This

will also help me to keep straight who is to do what. I will walk around the room and monitor

and facilitate or help as appropriate.

Assessment –

Students will primarily be working in groups and will be assessed using rubrics that they will

have access to and see. They can review them to make sure they have included all elements

needed in the assignment. In this way, it is somewhat self-correcting. One way I can make it

more self-correcting is for students to rate themselves with the rubric before I grade them

according to the rubrics.

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Reading Activities: Students will create a Story Map from our reading on “Farmer Will Allen

and the Growing Table”.

Low-achieving: In groups, students will use a pre-created Story Map to fill in pertinent

information from the reading on Will Allen. They will be able to verbalize or fill out

with assistance information from the text.

Average: Students will create and fill out a Story Map regarding the text “Farmer Will

Allen and the Growing Table”. It will identify title, characters, setting, beginning,

middle, and end.

High-achieving: Students will create and fill out a Story Map for “Farmer Will Allen and

the Growing Table.” They must include title, characters, setting, problem, events, and

solutions.

Writing Activities: In groups, students will make booklets retelling the story of Farmer Will

Allen.

Low-achieving: Students will work in groups to draw pictures recounting the story of

Will Allen, an image of what Will Allen did for his community, draw a picture of a

lesson they learned, and draw an image of something they can do to help others be

healthy. They will then construct a sentence for each of their pictures.

Average: In groups, students will write and illustrate booklets retelling the story of

Farmer Will. They will include his legacy, impact on community, and include a lesson

they learned from Farmer Will. They will also include how they can take his story and

use it to impact their community.

High-achieving: In groups, students will write and illustrate booklets retelling the story
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of Farmer Will. They will include his legacy, impact on community, and include 2

lessons they learned from Farmer Will. They will also include 2 ways they can use the

lessons learned from Farmer Will to help or make an impact on their own community.

Science Activities: Students will create seed germinators and study them using their five senses.

Link to activity: https://www.rif.org/sites/default/files/Support_Materials/Farmer-Edu-

Extension.pdf

Low-achieving: Students will be assisted in putting seeds into a bag with a wet paper

towel to germinate. Students will observe and verbalize that seeds grow while they

observe them change through germination. Students will report what they see happen to

the seed. Students will count the days it takes for seeds to germinate and create a graph

by using manipulative counters. They will be assisted in planting seedlings once

germinated.

Average: Students will create a seed germinator by folding a paper towel to fit inside a

Ziploc baggie. With a ruler, measure 3 in. from the top of the baggie and draw a line

across. Staple across line to make a “shelf”. Pour in water; let it absorb into paper towel.

Add seeds onto shelf. Close baggie. Tape the germinator onto a window to gather

sunlight. Observe what happens to the seeds and record findings. Students will also

create a graph of how many days is takes their seeds to germinate. Once germinated,

seeds can be removed and planted in soil. Students will describe the changes a seed goes

through during germination by using their five senses.

High-achieving: Students will create separate seed germinators for two types of beans by

folding a paper towel to fit inside a Ziploc baggie. With a ruler, measure 3 in. from the

top of the baggie and draw a line across. Staple across line to make a “shelf”. Pour in
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water; let it absorb into paper towel. Add seeds onto shelf. Close baggie. They will label

numbers 1-4 per baggie for the seeds in each baggie. Tape the germinator onto a window

to gather sunlight. Students will observe what happens to the seeds during germination

and record findings. They will create a graph comparing the number of days it takes each

type of seed to germinate. They will verbalize that the process varies in length depending

on the type of plant. They will plant their seedlings.

Math Activities: Students will create paper towel seed tapes using rulers to demonstrate

measuring in inches.

Link to activity: https://growing-minds.org/documents/seed-tapes-lesson-plan.pdf/

Low-achieving: Students will verbalize that rulers can be used to measure the space between

seeds, and they will demonstrate and be assisted in measuring space using a paper towel seed

tape.

Average: Students will use a ruler to learn to measure in inches the proper seed spacing between

bean seeds creating a paper towel seed tape. They will also verbalize that plants need spacing

and should not be crowded together.

High-achieving: Students will demonstrate measuring in inches the proper seed spacing between

different types of seeds to create paper towel seed tape, by referring to seed packets. They will

also verbalize why plants need proper spacing and what happens if there are too many seeds

crowded together.

Social Studies Activities:

Students will first learn about Farmer Will Allen and his contributions to providing inner city

children with access to healthy food and education about gardening by reading.
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Low-achieving: Students write what they would like to put in their garden, and draw a

picture of their community garden bed. They will also write at least two rules for their

garden and will write one example of how Will Allen is helping others.

Average: Students in a group will develop their own community garden, will design the

layout for a community garden (a raised bed), develop five rules for how to behave and

how to care for their garden, and discuss and write three ways Will Allen is helping

children across the country.

High-achieving: Students in a group will develop their own community garden, design a

layout for their community raised bed, develop 10 rules for behavior and care of their

garden, and discuss and write 5 ways Will Allen is helping youth have access to healthy

food and to garden.

Art/Music Activities:

Students in groups will draw pictures/diagrams of their community garden bed. They will also

create a name for and design a group sign for their garden bed. They will present these to the

class in their groups.

Low-achieving: Students will draw a picture of their interpretation of a community

garden bed. They will also make a sign for their garden bed.

Average: Students will draw a labeled picture of their community garden. They will

create a sign which reflect the chosen name for their group garden bed.

High-achieving: Students will draw a labeled and proportional diagram or map of their

community garden. They will also think of a creative name for their bed that ties in an
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aspect of Farmer Will’s story and of their school, and design a sign that reflects their

creative bed name.

Modifications for ID –

For students who are Intellectually Disabled, modifications can be made. I can provide the

“Farmer Will Allen and the Growing Table” book in an auditory format or a format with

correlating images under each word. Instructions can be simplified and depending on the

severity of the disability, students may need to use electronic devices for communication or the

aid of a printed communication key related to the assignment for discussion. I can ask

comprehension questions and allow students to select their response on communication key or

electronic device. Questions can be simplified with 3 option answers or word bank. Assistance

will be provided by teacher or paraprofessional in writing responses. Students will be allowed to

use the computer to type if needed. For the Story Map students could be provided a story map

with a response key that they could cut out the correct response and glue it onto the correct space

on the page. For the booklet, they could cut out images or draw pictures depending on their

ability. They could cut out words from communication key and glue it to page, or teacher or

paraprofessional can act as scribe, or allowed to type responses that are attached to page.

Students will be assisted in using the ruler to make seed tapes and germinators. Students will be

provided with scissors, markers, or crayons that are adapted for their need (such as larger

crayons that are easier to hold or safety scissors and a glue stick instead of squeeze glue)

(Pierangelo, 2015).

Modifications for LD-What modifications would you provide for students who are Learning

Disabled?

For modifications for students who are learning disabled:

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Some students with ADHD may need to take breaks or may need to move around the classroom.

Some students with dyslexia or other conditions may prefer to type their responses with

autocorrect. Some students may need extra time to complete assignments. For those with

auditory processing disorders, a printed rubric may be more beneficial than verbal instructions.

Some students may prefer to work independently in a quiet area of the room without

distractions. If a student is highly motivated and likes to work with other students who may

struggle, they may be beneficial to work with learning disabled classmates (Pierangelo, 2015).

Resources:
Florida State University. (2019). CPALMS. Retrieved from

http://www.cpalms.org/Public/search/standard

Growing Minds. (n.d.) K-2 Garden, food and farm, and recipe lesson plans & curriculum

alignment. Retrieved from https://growing-minds.org/documents/k-2-lesson-plan-

curriculum-alignment.pdf/

Growing Minds. (n.d.). Seed tapes. Retrieved from https://growing-minds.org/documents/seed-

tapes-lesson-plan.pdf/
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Pierangelo, R. (2015). The special educator’s survival guide, 2nd edition. Jossey-Bass. ISBN:

978-0787970963

Reading is Fundamental. (2016). Farmer Will Allen and the growing table. Retrieved from

https://www.rif.org/sites/default/files/Support_Materials/Farmer-Edu-Extension.pdf

EDX 4011 Learning Center Rubric

Learning Center Assignment: This is a FEAP assignment.

Learning Center Assignment Possible Points earned

points
Learning Center Title 3
Clearly posted instructions 3
Rationale 3
Purpose 3
Learning Center Objectives 10
Florida Sunshine State Standards and Benchmark Number (ex: LAFS.3.L.1.1) 3
National Subject Area Standards (May not be one – Be sure to state this) 3
Center Introduction – how will you introduce it to students? 3
Management system – how will you manage the learning center? 3
Assessment – how will students be assessed? (i.e. is it self-correcting?) 10
Reading activities (2 points per level = 6 total) 6

Low-achieving ____Average _____ High-achieving______

Writing activities (2 points per level = 6 total) 6

Low-achieving ____Average _____ High-achieving______

Math activities (2 points per level = 6 total) 6

Low-achieving ____Average _____ High-achieving_____

Science activities (2 points per level = 6 total) 6

Low-achieving ____Average _____ High-achieving______

Social Studies activities (2 points per level = 6 total) 6

Low-achieving ____Average _____ High-achieving______

Art/Music activities (2 points per level = 6 total) 6

Low-achieving ____Average _____ High-achieving______

Modifications for Students with Intellectually Disabilities 5
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Modifications for Students with Learning Disabilities 5

Proper use of grammar, punctuation, and spelling 10

(1 point deduction for each error)

Total Points Earned 100