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Preparation and Materials:

Sprout

How can we make a positive learning community in the garden?

• I can explain how I want tofeel when learning in thegarden. (Self-Awareness)

• I can pay attention byusing strategies. (FocusAttention)

• I can demonstrate takingturns. (Self-Management)

• I can help a friend whomight need it. (SocialAwareness) (CASEL)

Call and Response: Real Food/Grows Here.• Group students into pairs or triads for a

short discussion.• Tell students: Think about something you

have learned to do (ride a bike, read,skateboard, do a magic trick).

• Give students 1 minute (or more, if usingtriads) to respond to a partner. Promptstudents to switch partners after 30seconds to ensure all students canparticipate. Then use the second promptand allow another 30 seconds per studentfor discussion: Tell your partner how youfelt when you were learning to do it? Howdid you feel once you were successful?

• If appropriate for your class, ask forexamples from the group so you havea variety of responses. Many emotionsshould be identified. If the school has aspecific set of tools for teaching emotions,refer to that as a reinforcement.

• Chart paper• Markers• Emotion visuals (use what

your school uses, suchas Zones of Regulation orother visual cues)

• PBIS Schoolwide Matrix, ifappropriate

• Gather attention using anattention signal, such as

Learning Targets

EssentialQuestion

investigationHow can we make a positive learning community in the garden?

(15 Minutes)

Module 1: Lesson 2

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thinking prompt: • What did you see people doing in thegarden that would help us feel good andlearn in the garden? (Ex: Taking turns,listening, making eye contact, askingpermission to touch, trying new things,helping others, following instructions.)

• Depending on the age of students, select astrategy to narrow down your list to a smallnumber of expected behaviors the classwill agree to follow while in the garden.

• For readers use Vote with Dots: Eachstudent picks two and places a stickydot on their choice.

• For non-readers use Consensus:Thumbs up (Yes), thumbs sideways (Ican go with that), thumbs down (No).

• Record and review the agreed uponexpectations.

• Ask students: How do youwant to feel when we goout to the garden to learn?

• Allow students to discusstheir answers with theirpartners.

• Call on various groups withthe question: What did youhear someone say abouthow we want to feel in thegarden?

• Record responses andgroup similar responses todevelop a list of four to sixemotions. Examples mayinclude joyful, focused,calm, excited, interested,safe (be sure to includesafe).

• Put each emotion on itsown piece of chart paper.Prior to showing the video,tell students: Your job is tolook for behaviors thatmight cause us to feel oneof these emotions or thatwill help us learn in thegarden.

• Show the video.• Use the same discussion

groups and repeat theprompt. Allow studentstime to discuss:

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use a launch word, such as “go” and call students back with the attention signal.

• Find a flower and take turns smellingit. Walk back to your spot when theattention signal is given.

• Locate a garden tool. Walk back to yourspot when the attention signal is givenand tell someone else what you found.

• Go to a plant that looks like somethingyou have eaten. If nothing looks likesomething you have eaten, select aplant you might like to try. Walk back toyour spot when the attention signal isgiven and tell a new person what youfound.

• Some plants like shade and someplants like sun. Go near a plant thatlikes what you like, sun or shade. Walkback to your spot when the attentionsignal is given.

• Find someone you have not talked toyet today. When I say “go,” tell them,“Thank you for helping make thegarden a great place to learn.”

• Use the attention signal to form a line andreturn to the classroom.

gardeninvestigation

• Take students to theLearning Garden and havestudents form a line so theycan all see and hear thespeaker. (If it seemsappropriate, garden groupscould be formed withspecific meeting spacesthat can be used each timethe class goes to thegarden.)

• Practice an attention signalto be used each time theclass goes to the garden.Ex: Teacher says, “Realfood,” and studentsrespond, “Grows here.” Orteacher says, “Eat a lot of,”and students say, “Fruitsand veggies.” Clappingrhythms are another goodstrategy for an attentionsignal. See this examplefrom The Teaching Channel.

• Tell students they will workwith their partner to followsome instructions andpractice the expectations.Each time, the teacher will

(15 Minutes)

expectations practice:

closure/assessment• Distribute the Garden Journals to students

(or refer to them if the Scavenger Hunt wasincluded as part of the jounrnal).

• Tell students: This is your Garden Journal.You will use this each time we do a gardenactivity. It will be yours to take home afterwe finish learning in the garden. Takegood

(15-20Minutes)

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care of your journal each time we use it.• Ask students to open their Garden

Journals to Our Garden - CreatingCommunity.

• With support from an adult if needed,students will record the expectations inthe Garden Journal. (If students have notdeveloped writing skills yet, a sampleproduced by the teacher can be pastedinto the journal at a later time.)

• Next, students will assess the expectationsactivity in the Garden Journal. This can beled by the teacher or done with partners ifstudents are independent in reading andwriting. Students who are emerging writerscan use a symbol or color to assess theirprogress.

Call Out: Once expectations are agreed upon, develop

a poster that will be used to reinforce expectations

during garden lessons. This can be adjusted

depending on the age of students. If particular

students will struggle with expectations, the posters

could be made into individual checklists or attached

to the clipboards students use in the garden as

reinforcement. It may be good to designate a safe

space to take a break during a lesson, if needed, and

ensure all students are aware of the process for taking

a break.

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EssentialQuestion

How can we make a positive learning community in the garden?

What are the expectations in the garden?

How well did our class do following the garden expectations?

How well did you do following the garden expecta-tions?

Create a drawing to describe how you felt during the garden activity today.

Who can you tell about the garden after school?

what is your name?

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