Urban Gardening Apprenticeship

The Urban Gardening apprenticeship aims to teach students how to grow and care for plants in an urban garden, as well as design a brochure of our community garden. Students will learn about what plants and our garden needs to thrive and produce compost through our classroom worm bins. Students will plant various seeds throughout the semester and track their growth in the indoor grow stations. The plants will be transferred to larger pots and eventually the community garden. Students will design the garden brochure that will include maps of the garden in various seasons, information on maintenance, volunteer opportunities, distribution information and contact information for the caretakers. The apprenticeship will focus on building public speaking, teamwork and leadership skills. The WOW! will be a community garden party facilitated by the students. It will include tours of the garden, distribution of the brochures, a butterfly release, vermiculture (worm bin) activities and a plant sale. The WOW! will also be in conjunction with other programs at our middle school that are involved with the garden.

WOW! Plan
Wee k Stage
Lesson Objectives: What do we need to get done today?
Discuss WOW!, Make team contract, Complete Plant Parts in a Bag activity Complete two activities Tracing Back Pizza and Tomato Activity and visit the garden Build Worm Bins and meet our worms!

Learning Objective: What will the students learn today?
6 Plant Parts, Teamwork

Activities

Learn new skills

1 2 3

MODEL

Learn new skills

MODEL

Food Systems and various steps involved how food choices affect their lives. How to build worm bins Concept of Vermiculture How worms help the garden/how to care for our worms and

Opening Ritual Plant Parts in a Bag Teambuilding Game Closing Ritual Opening Ritual 2 Activities Garden Visit Closing Ritual

Learn new skills

MODEL

Opening Ritual Vermiculture 101 Build Worm Bins Meet Our Worms Closing Ritual

Page 1 of 53

Produce

4 5 6 7 8 9

SCAFFOL D

Compost various materials, plant seeds.

worm bins Composting Different parts of seeds How to plant and start seeds Components of best soil How to prepare garden for planting Garden maintenance Food Justice & why our garden is important Which WOW! Planning Committee they will be a part of. Proper use of Computer/Printer Microsoft Word/Photoshop Transfer photos from camera to computer Teamwork

Opening Ritual Composting Activity Seed Station Activity Closing Ritual Opening Ritual Soil Sample Trash Race & Garden Work Plant Seeds Closing Ritual Opening Ritual Media that Matters Trash Sweep WOW! Planning Closing Ritual Opening Ritual Plant Seeds WOW! Planning Committees Closing Ritual Opening Ritual Transplant Seeds WOW! Planning Committees Closing Ritual Opening Ritual WOW! Planning Committees Closing Ritual

Produce

SCAFFOL D

Get soil samples, clean garden area, prepare soil, plant seeds!

Practice

COACH

Watch 3 “Media that matters” videos on food justice, Trash Sweep in Garden, Form committees for WOW! Planning Plant seeds, start designing flyer, brochure and finalizing WOW! Schedule/Activities Transplant Seeds, finalize flyer/print and copy, work on brochure, start making activity signs Finish brochure and start tour talking points, distribute flyers & chalk garden/give presentations, assign roles for WOW!/gather activity resources Distribute flyers/chalk/promote WOW! Run through of WOW! roles and responsibilities

Practice

COACH

Practice

COACH

Practice

FADE

Effective Oral Presentation Skills Advertising Techniques Leadership

Perform

10

FADE

Teamwork Oral Presentation

Opening Ritual WOW! Planning Committees Closing Ritual

Page 2 of 53

Lesson Plans
Lesson # 1 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

Apprenticeship Overview New Basic Skills: Teamwork & Technology MA Learning Standards: Science, ELA, Visual Arts & Technology New Basic Skills: Teamwork Achievement Target- Knowledge & Comprehension, Reasoning MA State StandardMiddle Grades ELA Standard Language Strand Standard 4 - Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing. http://www.doe.mass.edu/frameworks/current.html Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. 6 Plant Parts 2. WOW! Plans 3. Group Agreement & Team builders Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Plant Parts in a Bag 10 Minutes 15 Minutes 4. Activity: Welcome to WOW! 30 Minutes 5. Activity: Group Agreement/Team Builders 5 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up Preparation and Space Set up:

Page 3 of 53

Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Teamwork Caretakers Community Materials and Equipment Grocery Bag, Plant Parts, Chart Paper, Markers, Stars, Visuals, Tape

Page 4 of 53

Lesson # 1 Planning the Lesson Opening Ritual (It should be tied to the focus of Time: 5 Minutes your Apprenticeship and this session if possible) Favorite Food Name Game Race- Students stand in a circle; teacher gives 30 seconds to think of their favorite food. When teacher says go, students go around the circle stating their name and favorite food, while teacher times the activity. Do this a couple times to see how fast team can go! Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Review Vocabulary: Teamwork: Individuals working together towards a common goal. Caretakers- A person or persons who are responsible for something Community- A group of people that are similar in one or more ways. Assign student jobs for the day. Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. Time: 60 ACTIVITIES Minutes Activity 1: Plant Parts in a Bag Time: 10 Minutes Objective: Introduction to 6 Plant Parts as represented by different fruits/vegetables in bag. Builds on prior knowledge of plants and plant parts, engages emotion (as they are excited to see what will come out of the bag next) and also helps connect the relevance of knowing plant parts, so you know what part of plants are good to eat!

Page 5 of 53

A Brown Grocery Bag is filled with different plants. One part of each plant is the part we eat. Students will attempt to identify all 6 plants and the 6 parts of the plant that we eat (root, flower, fruit, stalk, leaves.) Example: Student pulls a carrot out of the bag, identifies plant as a carrot and the part of the plant we eat is the root. Activity 2: Welcome to WOW! Time: 15 Minutes Objective: Begin discussing and planning what we would like the WOW! to include CT’s will explain what we will have at the WOW! Ladybug release, worm bin activities, garden tours. Then lead discussion about time, date and what other activities we should have, record on chart paper. Give students guided choices about which plants to grow and sell at WOW! Activity 3: Team Contact and Team Building Games Time: 30 Minutes Objective: Create Team Contract and Build Teamwork through fun games! Visual paper with a circle drawn on. Students decide which behaviors are appropriate/not appropriate and place them inside or outside circle. Students and CTs sign paper at conclusion. Team Building Games- Purpose: Students will learn how to work together and communicate properly with each other and teachers 1. Toxic River Students have to cross from one side of the room from the other using precut poster board as “stepping stones” One step in the toxic river and all team members must start over! Students must work together and problem-solve to get everyone over to the other side without falling in. 2. Reverse Musical Chairs Starts like regular musical chairs, except when music stops everyone must fit on the chairs that are left, No one leaves the game, but another chair is taken out each time. The object of the game is for team to work together to figure out how everyone can fit on fewer and fewer chairs until there is only one left! 3. Grape Toss! Pair students up. Start students 3 feet apart. Object of game is for one student to toss a grape and their partner to catch it in their mouth. Each time partners make a catch, both take one step backwards. Very fun! See who can move the farthest and keep track of your team total catches!

Page 6 of 53

Closing & Teach Back Time: 5 Minutes Review vocabulary/Plant parts through teach backs, call for star nominations. Clean Up Time: 5 Minutes

Students perform jobs based on their job card assignments for the day. Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief

Page 7 of 53

Lesson # 2 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skills: Teamwork Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Language Strand Standard 4 - Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing. http://www.doe.mass.edu/frameworks/current.html Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Students will learn what a food system is, the different steps in a food system, and what happens in each of those steps. 2. Students will begin to understand how food choices affect their lives. 3. Students will participate in the “producer” step of a food system in Our Garden. Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Tracing Back Pizza 25 Minutes 4. Activity: Tomato Activity 10 Minutes 5. Activity: Welcome to the Garden 25 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up 5 Minutes Preparation and Space Set up: Make sure garden is free of hazardous materials before student trash sweep. Get gloves and trash bags for trash clean up. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Food system Materials and Equipment Chart Paper, Markers, Stars, Visuals, Tape, Food System Visual, Organic Tomatoes, non organic tomatoes, garden tools, trash bags

Page 8 of 53

Lesson # 2 Planning the Lesson Opening Ritual Time: 10 Minutes

Where the Wind Blows Questions a. Describe a meal you had today or yesterday. b. What’s your favorite fruit? c. What’s something growing in Our Garden across the street? d. What’s your favorite meal that either you or one of your family members cooks? e. Name a root that you eat. f. Name a flower that you eat. g. Name a stem or stalk of a plant that you eat. h. Name a seed that you eat. i. What’s your breakfast cereal made of? j. What do you use to make cookies? k. What do you think is healthier: strawberry jam or fresh strawberries? l. Describe a healthy meal. m. What’s a fruit or vegetable you could buy locally right now? n. Name a fruit that doesn’t grow in New England. Set the Context and Review Agenda Time: 5 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom. Review vocabulary Food System: The parts that provide food to a community or how food gets to you! Steps include growing, harvesting, storing, transporting, processing, packaging, marketing, retailing, and consuming of the product. Assign student jobs for the day. Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room.

Page 9 of 53

Errand Chief- Runs errands for Citizen Teachers. ACTIVITIES Activity 1: Tracing Back Pizza Time: 60 Minutes Time: 25 Minutes

Objective: Learning about food systems and where our food comes from a. Refer to vocabulary: what is a food system? b. Three groups: dough, sauce, cheese c. Each person in the group gets one to two food system component cards where they write on them what happens at their step. d. After the trace back is done, the group presents to the other groups and tapes their cards on our Pizza Food Map. Activity 2: Tomato Activity Time: 10 Minutes Objective: Show understanding of food systems and how our food choices represent certain systems. a. Present the hypothetical situation that someone is hungry and wants to make a pizza. They want students to make the sauce. But what kind of tomatoes should students use? Local, organic or conventional? How does this choice reflect different food systems? b. Back in small groups, one group is symbolically making pizza sauce using local tomatoes from our garden, one with organic tomatoes from the store, and one group with conventional tomatoes from the store. c. Each group puts together a food system using vocabulary cards that represent steps their tomato had to go through before they bought them for sauce. (Example: Local Tomato Food System is “Our Garden”  Consumer, Organic Tomato is Organic Farm  Local Grocery  Consumer, Conventional Tomato is Factory Farm  Wholesaler - Thousands of Miles  Retailer - Consumer) d. Present back to larger group Activity 3: Welcome to the Garden Time: 25 Minutes Objective: Students learn where the garden is, where the tools/water are located, how to weed and harvest different plants Students and CT water, weed, harvest and pick up trash.

Page 10 of 53

Closing & Teach Back Time: 5 Minutes Review food systems through teach backs, call for star nominations.

Clean Up Time: 5 Minutes Students perform jobs based on their job card assignments for the day. Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief

Page 11 of 53

Lesson # 3 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skills: Teamwork Achievement Target- Knowledge & Comprehension, Reasoning Mass. State Standard- Middle Grades Life Science Biology Standard Energy and Living Things- Standard 15 Students will explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. http://www.doe.mass.edu/frameworks/current.html Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Language Strand Standard 4 - Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing. http://www.doe.mass.edu/frameworks/current.html Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. How to build worm bins 2. Concept of Vermiculture 3. How worms help the garden Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Vermiculture 101 15 Minutes 4. Activity: Build Worm Bins 25 Minutes 5. Activity: Meet our worms 20 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up 5 Minutes Preparation and Space Set up: Newspaper, desks in groups to build bins Vocabulary Vermiculture, Castings, Coir Materials and Equipment Newspaper, spray bottles, plastic bins, worms, food for worms, visuals, chart paper, markers, paper towels, hand sanitizer, dowels

Page 12 of 53

Lesson # 3 Planning the Lesson Opening Ritual (It should be tied to the focus of Time: 10 your Apprenticeship and this session if possible) Minutes Focus on Teamwork! Worm Race- In preparation to meet our worms, students will mimic worm habits! Split students into two groups in circles on opposite side of the room. Explain that worms like to burrow down in the dirt and are often entangled with other worms. Once they are out in the sun and warmth they untwist themselves and start to explore. Each team will grab another team members right hand with theirs (not directly next to them), and then repeat with left hands, Groups must untangle themselves. Once they are untangled entire team must worm crawl to the finish line. First team finished wins! Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Review Vocabulary Vermiculture: The study of worms and their habits Castings: The nutrient rich waste from worms or “worm poop” Coir: A substance similar to bark that helps worms digest. Chocolate for worms! Assign classroom Jobs Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. Time: 60 ACTIVITIES Minutes Activity 1: Vermiculture 101 Time: 10 Minutes

Page 13 of 53

Objective: Learn what vermiculture is and why worms are good for the garden. Discussion using visual, getting student input. Students give reasons why they think our garden needs worms. Instructor will scaffold discussion to include how worms act as decomposers and take things in and create “castings” which fertilize the soil naturally. A healthy garden has lots of worms and does not need unnatural fertilizers to help our plants grow! Worm bins are a way to produce a lot of worms to put into our garden and also study decomposition. Make a list of what is good for our worms to eat (greens, vegetables, paper egg cartons) and what is not good (meats, dairy, and any citrus) have a student record on a visual and post by worm bins. Brainstorm ways we can collect food for our worms (lunch, snack, from home?) Activity 2: Build Worm Bins Time: 20 Minutes Objective: Learn about how our worm bins work and build them! a. Introduction to worm bins- materials needed - Plastic Bins with pre-drilled air holes, newspaper, coir, compostable food, spray bottles b. Why the worms like their homes - How do the bins compare to the ground? Worms like the center of the bin where it is away from the light and surrounded by the damp paper towel, this is similar to being underneath the ground. c. Distribute materials to students to prepare bins and assign jobs to build bins. d. Tear newspaper, wet newspaper, add coir, and build bins! Make sure the newspaper is only damp, not dripping wet, condensation is not good for the worms and can lead to mold in the bin. e. Introduce the worm journal where we will write down observations of our worms, how much they are eating, if they are multiplying, how they are behaving. Activity 3: Meet Our Worms! Time: 20 Minutes Objective: Learn how worms move and react! Instructor introduces worms to students. Sets down expectations for working with worms (treat them with respect, no stabbing them. If a worm is in your hand, you are sitting in a chair, etc.) Students will get a damp paper towel and dowels. They will be able to meet our worms and see how they react to light/heat/touch etc. Closing & Teach Back Time: 5 Minutes

Page 14 of 53

Review vocabulary/what we learned about worms through teach backs, call for star nominations. Clean Up Time: 10 Minutes Students perform jobs based on their job card assignments for the day. Assign classroom Jobs Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief

Lesson # 4 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skill- Teamwork Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Language Strand Standard 4 - Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing. http://www.doe.mass.edu/frameworks/current.html Learning Objectives 1. Learn about composting 2. Learn about parts of seeds through dissection and exploration of seeds 3. Learn how to plant and start seeds Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Composting 20 Minutes 4. Activity: Seed Stations 40 Minutes 5. Closing and Teach Back 5 Minutes

Page 15 of 53

6. Clean up Preparation and Space Set up:

5 Minutes

Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Compost, Fertilizer Materials and Equipment Compost, Pens, Paper

Page 16 of 53

Lesson # 4 Planning the Lesson Opening Ritual Time: 5 Minutes Focus on Teamwork! Plant Part Relay Pictionary: Break students into two teams. Students will race to other side of the room, get a plant part word from teacher, race back to team, draw the part. Once team guesses correctly, next team member runs for the next word. First Team to identify all 6 Plant Parts successfully wins! Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Review Vocabulary Fertilizer: A nutrient rich substance for plants (compost is a type of fertilizer) Compost: a mixture of various decaying organic substances, such as dead leaves, manure, or fruits and vegetables, it is used for fertilizing soil. Assign classroom Jobs Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1:       Time: 60 Minutes Time: 20 Minutes

Composting Objective: Students will learn what can and cannot be composted and why!

Page 17 of 53

1. We will start in the garden in two groups. To get the kids thinking about composting we will hand each one an item; some can be composted, some cannot. We will go around the circle and ask each to say what they are holding, whether or not it can be composted, and why or why not. 2. Students will pull out old broccoli, cabbage, and other things as directed by CT to put in the compost. While they’re doing this or before, have a discussion/Q&A about composting, covering: - What is compost? Plant/organic material (things that were at one point growing) that has been broken down (vocabulary: decomposed) to make the nutrients in it available to the plants. - What happens to the stuff to make compost? It gets decomposed by microorganisms, bacteria, heat (it gets up to around 150º, sometimes worms. This makes the nutrients in it available to plants again. - What does compost need to work? Air, a mix of wet (green) and dry (brown) material, rainwater running through it. - What kinds of things can be composted, what can’t? Anything that was once living (from berries to paper to spaghetti) can be composted, as long as it doesn’t have any grease or oil or other chemicals or coating with it. - Can you think of a way to get things to break down quicker? For example, if we had a whole corn cob or a whole melon or something? Break it into smaller pieces – it’ll get more air to it and it’ll have more surface area for the organisms to do their decomposing work. - Why do we compost? When plants grow in the garden, they take nutrients from the soil to make nutrients for us to eat. We have to put some of that back in the soil if we want to keep growing things there. - Why don’t we just throw that stuff away and use fertilizer? This is free!! And it’s more complete nutrition for the plants – it’s like a balanced meal with all the food groups, instead of just a couple, like store-bought fertilizer has. Time: 40 Activity 2:       Minutes Seed Stations Objective: Students will learn about identifying seeds, parts of seeds, how to start seeds and plant seeds that will grow and be a part of WOW! Plant Sale. Back indoors, four stations will be set up around the room. Students will be in 4 groups and spend about 10 minutes at each station. At each station, students will have an instruction sheet and worksheet with questions to fill out, including some drawing. 1. Planting station: Students will plant lettuce, nasturtium, radish, and spinach seeds. 2. Sprout station: Students will start growing sprouts from broccoli seeds and garbanzo beans (chick peas) in a sprout tray and glass jars. 3. Seed dissection station: Students will explore the inside of a seed (bean) and learn the names for parts of the seed.

Page 18 of 53

4. Leaf and seed i.d. station: Students will have a few leaves and a few seeds in front of them and try to identify what kind they are (there will be a seed and a leaf of each kind).

Closing & Teach Back Time: 5 Minutes Review composting/seed stations/day’s vocabulary through teach backs. Ask for star nominations. Clean Up Time: 5 Minutes Students perform jobs based on their job card assignments for the day. Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief

Page 19 of 53

Lesson # 5 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skill- Teamwork Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Language Strand Standard 4 - Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing. http://www.doe.mass.edu/frameworks/current.html Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Importance of soil samples & How to take one 2. How to prepare garden for direct seed 3. Components of the best soil 4. Connect components of best soil with different types of rock. Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 20 Minutes 3. Activity: Soil samples 25 Minutes 4. Activity: Garden Clean Up & Prep 20 Minutes 5. Activity: Plant Seeds 5 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up Preparation and Space Set up: Lesson will utilize classroom space and outdoor garden space. Spread newspapers over tables inside classroom for soil samples. Make sure garden is free of hazardous materials. Bring gloves and trash bags for trash sweep. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Direct Seed Planting Soil Sample Clay Silt Sand Materials and Equipment Gardening gloves, trowels, rakes, hoes, 2 large bowls, grow station/seeds, water, potting soil.

Page 20 of 53

Lesson # 5 Planning the Lesson Opening Ritual (It should be tied to the focus of Time: 15 your Apprenticeship and this session if possible) Minutes Focus on Teamwork! Soil Maze- Briefly explains that the best soil is made of silt, sand and clay. Have students stand up in a group (clearing a large space) and assign 3 students to be air, water and worm. Have students stand arms with apart. Then air, water and worm must make their way through group to other side. Repeat with group elbow width apart, and air, water and worm go through. Repeat with group shoulder width apart. This represents silt, sand and clay and how the three things can move through it. The best soil is made of these three things. Set the Context and Review Agenda Time: 5 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Review Vocabulary Direct Seed Planting- Planting seeds into the ground outside, instead of starting them in pots indoors. Soil Sample- A collection of soil/dirt to be tested for toxins. Clay- a natural, earthy material that is plastic when wet. Silt- a watery, sandy, earthy material. Sand- small, earthy, loose rocks Assign classroom Jobs Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. ACTIVITIES Time: 60 Minutes

Page 21 of 53

Activity 1: Soil Sample     

Time: 20 Minutes

Objective: Students will understand why we take soil samples and test them. Students will learn how to properly get a soil sample. Transition students outside to the garden. Once in the garden, explain what a soil sample is. We will dig up soil from our garden and hillside. Once we have a good amount of soil we will send it to a lab at Harvard to be tested. (Highlight a career, lab technician or scientist). The purpose of the test is to see if there are high levels of anything dangerous in our soil. Ask students why high levels of lead or other toxins are bad. (Anything bad in the soil will be absorbed by our plants as they grow). Each student will get trowel and gloves. Split students into two groups, 1 group will take a soil sample from garden and the other from the hillside. Each student will dig a hole the depth of the trowel and get a good soil sample, putting it in the appropriate bowl. Activity 2: Garden Clean Up and Prep for direct Time: 25 seed Minutes      Objective: Take pride in our garden area and prepare the garden for direct seed Students and Citizen Teachers will pick up any trash/glass in the hillside area and sweep steps. Students will be assigned in three groups to three separate parts of the garden. One or two students will be assigned to sweep the steps. Students will learn about direct seed planting (seeds that we plant directly into the garden after the last frost, instead of starting them in the grow stations inside). In order for the soil to be ready for direct seed we need to use hoes and rakes to till the soil. This helps the soil “breathe”. Activity 3: Plant seeds Time: 20 Minutes Objective: Start more seeds that will be sold at WOW! Plant Sale. Teach back their planting skills Transition students inside to classroom. Once inside we will plant more seeds that need to germinate in the grow stations before being transplanted. Student will individually take one six pack, fill it with soil, plant seeds according to information on seed packet, write information on dowel (name, plant name, date) and prepare water/grow bags based on how they learned to plant last week. Closing & Teach Back Time: 10 Minutes

Page 22 of 53

Teach back vocabulary and 3 components of good soil, why we take soil samples, what direct seed means. Ask students to think of star nominations, specifically on who displayed teamwork in the garden. Take star nominations. Clean Up Time: 5 Minutes Students perform jobs based on their job card assignments for the day. Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief

Page 23 of 53

Lesson # 6 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skill- Advanced Literacy/Oral Communication Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Language Strand Standard 4 - Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing. http://www.doe.mass.edu/frameworks/current.html Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. What “Food Justice” means and relate it to our garden 2. Where to find video resources about Food Justice/Urban Gardening 3. Their WOW! Planning Committees Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Trash Sweep of Garden 15 Minutes 4. Activity: Food Justice Movies & Discussion 25 Minutes 25 Minutes 5. Activity: WOW! Committees 5 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up Preparation and Space Set up: Grab coats to go outside if needed. Set up computer, projector and speakers for movies. Gloves and trash bags for trash sweep. Make sure garden is free of hazardous materials before student trash sweep. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Food Justice Committee Red lined neighborhood Organic Materials and Equipment Trash bags, gloves, projector, laptop and speakers or TV. Paper, pencils

Page 24 of 53

Lesson # 6 Planning the Lesson Opening Ritual (It should be tied to the focus of Time: 10 your Apprenticeship and this session if possible) Minutes Where the Wind Blows Questions- Focus on Food Justice a. Name grocery stores in East Boston b. What does organic mean? c. What’s your favorite restaurant? d. How close do you live to the store? e. What shops are around your house (within 5 blocks)? f. Do you know anyone with a garden? g. Have you gardened before this apprenticeship? h. Did you or your family garden in Dominican Republic/El Salvador/ Other Places? i. If you had a yard would you start a garden? Set the Context and Review Agenda Time: 5 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Review Vocabulary: Food Justice- Access to healthy, affordable food for all people. Committee- A group of people working together for on a project. Red lined neighborhood- A community that businesses refuse to enter. Organic- made from natural substances Assign classroom Jobs Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. Time: 60 ACTIVITIES Minutes

Page 25 of 53

Activity 1: Trash Sweep in Garden

Time: 15 Minutes

Objective: Take ownership in the garden and their community. Exposure to how much a little trash adds up in a week, but how quickly a team of people can clean vs. one or two people. Students will get gloves and bags. Split students into two teams and do quick trash sweep “race” of garden and hillside to ensure that it is maintained for community and for our WOW! Event. Explain that the team that collects the most trash will earn teamwork stars, to be put into the star jar raffle. Close with quick discussion about how when 1 or 2 people clean the garden it takes a long time, but when a group takes ownership and attacks the trash with a purpose, it is cleaned up in no time. Activity 2: Media that Matters Videos Time: 35 Minutes Objective: Teach students through different medium expose them to work going on in other places, connect their garden to food justice, and connect their work to other youth work throughout the country. Get them thinking about what food justice means in their community, and also where their own food comes from. View 3 videos from the “Media that Matters” film festival focused around food justice. Videos watched are: 1. “The Meatrix”- focused on the meat industry and animal abuses. Quick Discussion lead by CT- Students practice oral communication through verbal response. • Did you know that animals were treated that way? • Does this mean that you have to be a vegetarian now? (NO! This was an important discussion question. The Meatrix isn’t meant to force people to stop eating meat- rather it’s to empower people with knowledge of where their meat comes from, how the animals were treated and gives them access to places where animals are treated humanely without antibiotics) 2. “Food Justice in Oakland”- focuses on a community’s fight against discrimination against their neighborhood and access to fresh, organic food. Quick Discussion lead by CT- Students practice oral communication through verbal response Questions include: • What reminded you of East Boston in the “Food Justice in Oakland” video? • Do you think it’s fair that some neighborhoods don’t have access to fresh food? • What does “redlining” mean? “Learning through Gardening in Providence, RI”- How the garden has helped students take ownership, what the students think about their garden and its impact on their community.

Page 26 of 53

Discussion lead by CT- Students practice oral communication through verbal response Questions include: • Did students seem excited to garden in Providence? • How did they show and share their knowledge? • Why did they have raised beds instead of beds in the ground like our garden? Option: Students that choose not to participate in the class discussion can teach back knowledge through a 3 paragraph essay responding to the following open response question: “Choose one video from the Media that Matters Films. After viewing that film, would you be interested in learning more about food justice or urban gardening? Why or why not? Activity 3: WOW! Planning Committees Time: 15 Minutes Objective: Work towards WOW! Introduce 3 WOW! Planning Committees, Logistics, Graphic Design and Advertising and what each group will be working on. Logistics- Plan schedule for the day (when we will do community planting, when the local foods talk will happen, introduction), make signs for tables and activities, create roles for day and assign students to roles. Graphic Design- Create garden brochure, decide what information will be included and design brochure using available digital images/clip art and scanned maps of the garden. Advertising- Write press release, create flyer, distribute flyer around school and community, and potentially give brief presentations about WOW! To groups of teachers/students during ELT Time. Have students rate which committees they would like to be on with a 1, 2, and 3. Place students into groups accordingly. Closing & Teach Back Time: 5 Minutes Review vocabulary and ask for teach backs from the Media that Matters Video. Ask for students’ opinions on the videos, if it encouraged them in their work for food justice, or other thoughts they had when viewing the videos. Take Star Nominations looking specifically for students who earned “Focus on Learning” stars or “Respect” stars during the videos and discussion. Clean Up Time: 5 Minutes

Page 27 of 53

Students perform jobs based on their job card assignments for the day. Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief

Page 28 of 53

Lesson # 7 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skill- Teamwork, Technology Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Composition Strand Standard 24- Research Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions http://www.doe.mass.edu/frameworks/current.html Achievement Target- Knowledge & Comprehension, Reasoning, Product MA State Standard- Middle Grade Visual Art Standards Visual Art Standards 3.5 and 3.7 3.5 Students will create symbolic artwork by substituting symbols for objects, relationships or ideas. 3.7 Students will create artwork that shows knowledge of the ways architects, craftsmen and designers; develop abstract symbols, by simplifying elements of the environment. Achievement Target- Knowledge & Comprehension, Product, Performance Skill Word Processing, Graphic Design Students will practice using word processing programs to create written documents with visuals/photos. Understand how to use word processing tools (fonts, colors, borders, etc.) http://www.doe.mass.edu/frameworks/current.html Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. How to use Microsoft Word to design flyer 2. How to write a press release 3. How to transfer photos from camera to computer 4. Planted seeds/transplant bigger plants Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Plant more seeds/Transplant 20 Minutes 45 Minutes 4. Activity: WOW! Planning Committees 5 Minutes 5. Closing and Teach Back 5 Minutes 6. Clean up Preparation and Space Set up: Laptop computer, desks in groups, newspaper for transplanting

Page 29 of 53

Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Jump Drive Press Release Transplant Materials and Equipment Laptop, Jump Drive, digital camera, newspaper, bigger pots, plants, seeds, potting soil, gloves, hand sanitizer, paper towels, water, paper and pencils

Page 30 of 53

Lesson # 7 Planning the Lesson Opening Ritual Time: 10 Minutes Simon Says: Grow like a Plant Game! This game is similar to Simon says except that instead of touching your toes, shoulder, etc. Simon Says different plant parts that show growth, seed, stalk, leaves, plant! Teacher explains positions for each part and then starts the game; Students are out based on how well they listen to directions. At the end of the game explain that like the plants grew bigger in our game, our plants have grown bigger so we need to transplant them. Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Review Vocabulary: Jump Drive- A portable memory holder. Press Release- An announcement to the community with information. Transplant- to move from one place to another. Assign Job Cards Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Plant seeds and transplant      Time: 60 Minutes Time: 20 Minutes

Page 31 of 53

Objective: Plant new seeds for WOW! Plant sale. Learn how to transplant so plants keep growing. Teacher (along with Materials passer and Errand Chief if necessary) distribute seeds, six packs, dowels, potting soil, and bags. Each student will work individually, to fill six packs with soil and find information on how deep to plant the seeds based on previous plantings. Take 5-10 minutes to plant. As students finish planting new seeds, they will join CT to take part in transplanting plants that have grown too big for the six packs into their own bigger pots. CT will model how to prepare larger pots and safely and effectively transplant. Students can also help adjust grow lamp heights for new plants. Green thumb should water plants. Time: 40 Activity 2:       Minutes Objective: Work extensively on WOW! Planning! Break into three WOW! Planning Committees Logistics- 3-4 person group with Take brainstorm ideas from previous WOW! Planning Sessions and decide what we want to have that day. Record Activities/Booths and who is in charge of what. Decide on timetable for the day. Break students into two groups for shifts. Start making table signs if time. Graphic Design- 3-4 Person group with Brainstorm ideas of what the brochure should look like. Decide on format (trifold, half-fold, etc.), decide what graphics it should include (photos of students working, map of garden, pictures of our garden, what information should be included (Name, address, contact information, History of the Garden, Why the garden exists). Start making lists of Why the garden exists, groups of people who use it and any other information that would be important to a visitor. Connect with CT about NOAH contact information and who to contact to get involved. Build technology skills by recording all notes on computer using Microsoft Word and saving to desktop. Upload photos from digital camera onto a jump drive Advertising- 3-4 Person group with Write press release with help of CT. Decide on who, what, when, where, why, etc. Information. Make sure all information is present. Decide who will be the contact person for the press (Probably CT and NOAH). Based on the information (research) that they have gathered students will write a rough draft, and then edit it for grammar and reading ease using the 6 +1 editing cards used in ELA. Brainstorm list of potential newspapers to contact. Build technology skills by creating press release on the laptop using Microsoft Word Closing & Teach Back Time: 5 Minutes

Page 32 of 53

Review vocabulary through teach backs, remind students to tell parents/friends about the WOW! One member from each planning committee briefs the group on what they accomplished for the day. Ask for star nominations and highlight TEAMWORK. Clean Up Students Clean up based on assigned Job Cards Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief Name of the Apprenticeship: Citizen Teacher: Urban Gardening Time: 5 Minutes

Lesson # 8

New Basic Skill- Teamwork, Technology Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Composition Strand Standard 24- Research Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions http://www.doe.mass.edu/frameworks/current.html Achievement Target- Knowledge & Comprehension, Reasoning, Product MA State Standard- Middle Grade Visual Art Standards Visual Art Standards 3.5 and 3.7 3.5 Students will create symbolic artwork by substituting symbols for objects, relationships or ideas. 3.7 Students will create artwork that shows knowledge of the ways architects, craftsmen and designers; develop abstract symbols, by simplifying elements of the environment. Achievement Target- Knowledge & Comprehension, Product, Performance Skill Word Processing, Graphic Design Students will practice using word processing programs to create written documents with visuals/photos. Understand how to use word processing tools

Page 33 of 53

(fonts, colors, borders, etc.) http://www.doe.mass.edu/frameworks/current.html

Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. How to work on team projects, how to make a democratic decision 2. What it means to work in a budget 3. Learn how to target a specific audience for advertising 4. Learn how to use Microsoft Word/Publisher to create a flyer Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Trash Sweep and Garden Clean Up 15 Minutes 50 Minutes 4. Activity: WOW! Planning Committees 5 Minutes 5. Closing and Teach Back 5 Minutes 6. Clean up Preparation and Space Set up: Gloves and trash bags for trash sweep. Check garden and remove any hazardous materials. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Budget Materials and Equipment Computers, jump drive, digital camera, pens/paper, signage supplies, gloves, trash bags, music (if you choose)

Lesson # 8 Planning the Lesson Opening Ritual (It should be tied to the focus of Time: 10 your Apprenticeship and this session if possible) Minutes Focus on Teamwork! WOW! Name race- Students stand in a circle, teacher gives 30 seconds to think of their WOW! Planning Committee and what they need to do today to get ready for the WOW! When teacher says go, students go around the circle stating their name and what they need to get done today (make brochure, create flyers, practice public speaking, etc.) while teacher times the activity. Do this a couple times to see how fast team can go! Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and

Page 34 of 53

taped up in the classroom Review Vocabulary Budget- An amount of money set aside for one purpose. Assign Jobs Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. ACTIVITIES Activity 1: Trash Sweep Time: 60 Minutes Time: 15 Minutes

Objective: Keep our garden and space clean for the WOW! and community use! Transition students outside. Hand out gloves and trash bags. Quick trash sweep of garden and hillside. Students have gloves and trash bags. One option is to break into teams and race for a prize (Teamwork stars in the star jar?) Activity 2: WOW! PLANNING! Time: 50 Minutes Objective: Getting towards WOW! Break into three WOW! Planning Committees Logistics-3-4 Person Team with CT Using work from last week. Working on schedule for day. Assign shift teams and jobs for each student. Write job descriptions for each job. Discuss budget and how much money we have to spend. Start materials list of what we will need (tables, tablecloths, chairs, sidewalk chalk, etc) Give completed list to CT. Start making signs for tables if there is time.

Page 35 of 53

Graphic Design- 3-4 person team with CT Using work from last week. Start designing brochure using chosen layout and information. Students can either use Microsoft Word or Publisher. Group works together to choose font, photos, colors etc. Connect with CTs to discuss budget. Can we print in color? How many copies we can make? Where can we make them? Advertising- 3-4 Person team with CT Using information from last week, create a flyer for the event as a group effort. Connect with CT about budget. Also create talking points for classroom presentations about the WOW! How will you sell this event to different groups of people? Think about the benefits for Students, families, teachers or community members. Write out advertising script for each group. Closing & Teach Back Time: 5 Minutes Review vocabulary and ask for teach backs from each planning committee to inform group where we are at. Ask for star nominations looking specifically for students who displayed teamwork or focused on learning. Clean Up Students clean up based on assigned jobs. Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief Time: 5 Minutes

Page 36 of 53

Lesson # 9 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skill- Teamwork, Technology Achievement Target- Knowledge & Comprehension, Reasoning MA State Standard- Middle Grades ELA Standard Composition Strand Standard 24- Research Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions http://www.doe.mass.edu/frameworks/current.html Achievement Target- Knowledge & Comprehension, Reasoning, Product MA State Standard- Middle Grade Visual Art Standards Visual Art Standards 3.5 and 3.7 3.5 Students will create symbolic artwork by substituting symbols for objects, relationships or ideas. 3.7 Students will create artwork that shows knowledge of the ways architects, craftsmen and designers; develop abstract symbols, by simplifying elements of the environment. Achievement Target- Knowledge & Comprehension, Product, Performance Skill Word Processing, Graphic Design Students will practice using word processing programs to create written documents with visuals/photos. Understand how to use word processing tools (fonts, colors, borders, etc.) http://www.doe.mass.edu/frameworks/current.html Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. How to use a copy machine 2. How to promote an event through word of mouth advertising Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 60 Minutes 3. Activity: WOW! Planning and Advertising 5 Minutes 4. Closing and Teach Back 5 Minutes 5. Clean up Preparation and Space Set up: Set up desks into small groups of 3-4. Quick sweep of garden for hazardous materials. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Word of mouth advertising!

Page 37 of 53

Materials and Equipment Pens, Pencils, Paper, Laptops, Copier, Printer, Tape

Page 38 of 53

Lesson # 9 Planning the Lesson Opening Ritual (It should be tied to the focus of Time: 5 Minutes your Apprenticeship and this session if possible) Focus on teamwork! Worm Knot! Students will practice teambuilding through the Worm Knot game which is very similar to Human Knot. Each team member will grab another team members right hand with theirs (not directly next to them), and then repeat with left hands, Group must untangle themselves in three minutes or less! Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Review Vocabulary Word of mouth advertising: Telling people about an event, then they tell someone else. Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: WOW! Planning! & Advertising Time: 60 Minutes Time: 60 Minutes

Objective: Finish planning for the WOW! Finish brochure and flyer and promote our event!

Page 39 of 53

Transition students indoors. Split into WOW! Planning Committees Logistics- Finish making signs for tables. Signs should include (but not limited to!) 1. Food! 2. Community Art Projects 3. Worm Bins 4. Plant Here 5. Welcome Table 6. Raffle Graphic Design- Finish brochure and translate into Spanish. Double check with CTs for spelling and grammar using 6 +1 Editing used in ELA. Advertising- Translate flyer into Spanish. Double check with CTs for spelling and grammar using 6 +1 Editing used in ELA. Print flyer in both Spanish and English and copy double-sided 50-100 copies. Give note cards of advertising script to other groups. Break- 5 Minutes to relax and get water Once flyers are copied- and as each group finishes tasks, Split up and canvas school hanging flyers in Spanish and English. Each group member should have one of the following roles and remain with CT at all times: 1. Door Knocker- Knocks on classroom doors 2. Presenters- Presents advertising pitch about our event 3. Flyer Hangers- Tapes flyers around school making sure to alternate Spanish and English Present in classrooms/to others in the building using following protocol. 1. Knock on door and quietly ask permission to make a quick announcement. 2. Presenters tell all about the event and answer questions. 3. Flyer hangers ask to hang a flyer in the room. 4. Thank the teacher and class and exit quietly. Do not disturb rooms that are taking tests!

Closing & Teach Back Time: 5 Minutes Review Vocabulary and ask for Star Nominations- Look Specifically for students who took a positive risk today!

Clean Up Students clean up based on assigned job Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer

Time: 5 Minutes

Page 40 of 53

Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader Errand Chief

Page 41 of 53

Lesson # 10 Name of the Apprenticeship: Citizen Teacher: Urban Gardening

New Basic Skill- Teamwork, Oral Presentation

Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Their role for the WOW! 2. How to work as a team and compete in a review game. Agenda based on the lesson plan. Post in the room for the students to see. Opening Ritual 10 Minutes Review Agenda and Set Context 5 Minutes Activity: Urban Gardening Jeopardy! 25 Minutes Activity: WOW! Overview 10 Minutes Activity: Advertise WOW! 20 Minutes Closing and Teach Back 5 Minutes Clean up 5 Minutes Preparation and Space Set up: Jeopardy Board with categories and number values or make board on chalkboard/whiteboard. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Materials and Equipment Pens, Paper, tape, flyers, buzzers for jeopardy game.

Page 42 of 53

Lesson # 10 Planning the Lesson Opening Ritual (It should be tied to the focus of Time: 5 Minutes your Apprenticeship and this session if possible) SNOWBALL FIGHT! Each apprentice writes down one thing they learned this semester on a piece of paper and makes a ball. When the teacher says “GO” team members throw their “snowballs” at one another for 1 minute! When the teacher says “STOP” everyone stops, finds a snowball and shares what is written with the group. Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom Assign Jobs Job Cards Include (but not limited too): Lights Captain- Turns the lights on/off Green Thumb- Checks and waters plants as needed Photographer- Takes photos of class activities Class Journal Keeper- Records daily activities including vocabulary, teachbacks and other important information. Chair Captain- Helps move chairs as needed, directs others to move chairs to correct formation. Pencil Police- Passes out pencils and collects pencils. Floor Captain- Picks up trash off of floor Chalkboard Chica/Chico- Erases chalkboard Go Green Boss! (recycle Bin)- Makes sure all paper is in recycle bin and not the trash. Paper (Materials) Passer- Passes out materials as needed. Attendance/Agenda Captain- Takes attendance and checks items off of agenda. Line Leader- Leads the line to/from the room. Errand Chief- Runs errands for Citizen Teachers. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Urban Gardening Jeopardy Review Game! Time: 60 Minutes Time: 25 Minutes

Objective: Students review what we have learned this semester! This review game is set up like jeopardy and will have students in two even teams. The categories will be Vocabulary, Plant Parts, Worms, Our Garden and WOW! Each category will have 5 questions ranging from 100-500 points.

Page 43 of 53

All answers must be given in question form! Activity 2: WOW! Overview Time: 10 Minutes

Objective: Students will be reminded of the Who, What, Where, When and Why of the WOW! Teacher will go over WOW! Day logistics with class. Logistics team will hand out job assignments and descriptions including: 1. Welcome/Raffle Table: In charge of getting people to sign in and giving raffle tickets to those wearing green. SMILE! 2. Food Table: In charge of saying hello and refilling food and water 3. Planting Stations: Helping people plant! 4. Worm Bins: Explaining Vermiculture and our worm bins, monitoring the sidewalk chalk and worm coloring pages 5. Photographer: Takes picture of the day Remind students of the time they need to arrive and to wear green! Activity 3: More Advertising Time: 20 Minutes

Objective: Get the word out about our event! Split into three groups and hang flyers in school, present in classrooms, hang flyers in community and sidewalk chalk our event in the garden! Closing & Teach Back Time: 5 Minutes Teach back the Who, What, Where, When and Why of WOW! Teach back job assignments for WOW! Ask for Star nominations.

Clean Up Students clean up based on assigned roles. Job Cards Include (but not limited too): Lights Captain Green Thumb Photographer Class Journal Keeper Chair Captain Pencil Police Floor Captain Chalkboard Chica/Chico Go Green Boss! (recycle Bin) Paper (Materials) Passer Attendance/Agenda Captain Line Leader

Time: 5 Minutes

Page 44 of 53

Errand Chief

Resources
Social Capital One of the best resources to support an urban gardening program is social capital. Most individuals and organizations involved in urban gardening are more than happy to share resources and help! Here are some of the apprenticeships’ most valuable resources. Although most are based in Boston, similar organizations exist across the country. Boston Naturals Area Association (BNAN) Boston, MA http://www.bostonnatural.org/index.htm BNAN provides many resources for urban gardening in Boston including free workshops, a citywide gardener’s gathering and most importantly SLUG (Students Learning Through Urban Gardening). Through a generous grant SLUG provided: • • • • Two indoor grow stations Potting Soil and various seeds Compost Worm Bins and Guest Speaker • • • SLUG Manual with lesson plans Free teacher training and materials Community Contacts

Neighborhood of Affordable Housing (NOAH), East Boston, MA http://www.noahcdc.org/ NOAH does many great things for the East Boston and Chelsea communities including promoting environmental justice through the Environmental Chelsea Creek Crew (EC3) and managing the urban garden at 301 Border St. NOAH generously provided: • Citizen Teachers • Tables, Chairs and Supplies • Urban Garden Space • Gardening Gloves and Tools • Community and Collaboration • Guest Speakers and Volunteers Contacts (EC3) Page 45 of 53

• • • •

Maintenance of the Grow Station/Garden Use of a projector, screen and speakers Meeting/Planning Space Raffle Prizes

• • • •

Free Copying! Promotion of our WOW! Digital Camera Paper

Let’s Get Movin’- Eastie Moves East Boston, MA Let’s Get Movin’ is a nutrition and obesity prevention program that runs during the extended learning day. The class partnered with the apprenticeship to use the grow stations and provided the following:

Page 46 of 53

• • • • •

Community and Collaboration Contacts Promotion of the WOW! Maintenance of the Grow Stations/Garden Gardening Knowledge Blueprint of Garden included in the brochure

Mario Umana Middle School- Gardening Class East Boston, MA The middle school runs an urban gardening class during the extended learning day. The class partnered with the apprenticeship to use the grow stations and provided the following: Community and Collaboration Contacts Promotion of the WOW! Maintenance of the Grow Stations/Garden Gardening Knowledge reVision House Urban Farm Dorchester, MA http://www.vpi.org/Re-VisionFarm/ The reVision Urban Agriculture Project works in conjunction with reVision House. The urban farm is an innovative agriculture and aquaculture project aiming to increase access to affordable, nutritious, culturally appropriate food for shelter residents and community members through the community-supported farm and greenhouses. reVision House generously provided us with: Hundreds of eggplant, pepper and tomato seed starts Community and Collaboration Contacts Promotion of the WOW! Materials and Supplies List Most supplies were borrowed or donated. Things purchased for the apprenticeship sessions or the WOW! included: Gardening Gloves- $2 a pair x 12 = $25 per apprenticeship Water- Free Sidewalk Chalk- $5 Silver and Gold Pens: $5 Posterboard: $5

Activities
Name: EAT REAL FOOD QUESTIONNAIRE: Where do you get your food?

Where does your food come from?

What is a food system? Can you name one kind of food system?

Name a plant that you eat the fruit of: Name a plant that you eat the root of: Name a plant that you eat the flower of: Name a plant that you eat the seed of: Name a plant that you eat the stem/stalk of: What are some of the differences between a vegetable grown in your grandmother’s garden and that same kind of vegetable grown on a huge farm in California that you can buy at Shaw’s?

What did you eat for lunch or snack today and why did you choose that?

What does a plant need to grow?

Urban Gardening Scavenger Hunt Celebration! This scavenger hunt will take us through many community gardens in East Boston and test what you learned this semester! The winning team will be rewarded with a special prize! Extra Points will be given for teams that display teamwork and respect! Team Name: ____________________ Team Members: _____________________________________________ 1. What is the name of the garden we worked in all semester? 1 Point Extra Credit- Name of the garden in Spanish 2. Who is in charge of the garden across the street from the school? 1 Point (Hint: look at the Mural on the wall). 3. How many steps must you walk down to get from Meridian St. to the garden? 1 Point 4. How many trash cans are in the garden? 1 Point 5. What do the signs hanging on the fence say? (Hint: Make sure you find ALL the signs!) 1 Point 6. Name 3 things we planted IN the garden (1 Point for each!) 7. Name 2 things we planted in the grow stations in the classroom over the semester. (1 Point each) 8. How deep should you plant a seed? (If you lost the package that tells you how deep to plant). 1 Point 9. What are the 3 parts of good soil? (We did a soil shake that showed these 3 parts, we played a game that showed these 3 parts). (1 point for each part)

10. What were the names of our Citizen Teachers? (1 Point for each name) 11. Where does (CT) work? 1 Point Extra Credit: What is the name of the high school group that works in the garden and with (CT)? 12. (CT) is going to have a baby! Is it going to be a boy or a girl? 13. What are the 6 Parts of a Plant? (1 Point for each part)

14. What was the name of our WOW! Celebration that was held on Sunday? 1 Point

15. What did people have to do to get a raffle ticket at the WOW!? 1 Point 16. What did we release at the WOW! to help keep our plants healthy? (Hint: there were thousands of them!) 1 Point 17. What did the T-Shirts from the WOW! have on them? (Hintanimal and something else). 1 Point 18. Why did we get the soil in our garden tested? 2 Points

19. What did we feed our worms? 1 point Extra credit 2 POINTS! - What did we feed our worms at the beginning that was like “chocolate” for worms?

20. What is the name of the community garden next to Mi Pueblito? 1 Point

21. What types of plants are growing in this garden? 1 Point for each correct plant!

22.

Who is in charge of this garden? 1 Point

23.

How many flowers are in Central Square? 1 Point

24.

What does NOAH stand for? 1 Point

25. What is one thing you LEARNED in Urban Gardening this semester? (1 Point for each different thing listed!)

Sign up to vote on this title
UsefulNot useful