W311 - Presentation Title: Connecting Kids to the Wonders of Plants

Report
Connecting Kids to the Wonders of
Plants
Grade Levels 3-4
Presented by:
Terry Ferriss and Jodi Larson
Project Developed by:
Dr. Terry Ferriss, Professor of Horticulture,
University of Wisconsin -River Falls
Kelly Holt, 3 rd - 4 th Grade Teacher
Kennedy Elementary School, Hastings, MN
Project Funded by : MN Nursery and Landscape Foundation
Jodi Larson , Administrative Coordinator
Background
“Green Industry “
• Non-edibles part of Horticulture
• Horticulture IS the Original GREEN Industry
• Environmental and Sustainable Orientated
• Improving human life and the environment
through the use of plants
Professional Careers in Horticulture
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Fruits / Vegetables
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Landscape / Nursery
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Garden Center
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Turf
Native & Adaptive Plants •
Greenhouses
Plant Breeding
Seed Companies
Irrigation
Distribution of
commercially grown plants
• Regulatory Agencies
Pest Control
Tree Management –
Arboriculture
Public Gardens
Interior + Exterior Uses of
Plants
Creating and Managing
Outdoor Living Spaces
And so much more !!!
Trends and Issues
• Lack of supply of trained personnel for Green
Industry positions
• Flat to declining enrollments in Horticulture
programs at higher education institutions
• 2003 – Consumers interest for conventional
gardening has been declining
• 15 – 24 % (1996-2006) decline in participation
in outdoor recreation activities --- study by
UM and MDNR
Additional Trends
• Number of hunters declined 11% between 1991-2006
(US Fish and Wildlife Service)
• Increase in obesity (CDC)
MN: 1980 = < 10 %
2008 = 24.3 %
2008 = 17% of all 6-11 yr old in US
• All time high for children’s organized sports
• 2005 – R. Louv’s book,
Last Child in the Woods: Saving Our children from NatureDeficit Disorder
“Nature Deficit Disorder”
R. Louv
Benefits of Children’s Interaction with Nature
• Decrease stress and anxiety (Cornell Univ.)
• Increased ability to concentrate (University of IL)
• Increased standardized test scores in science, math,
language arts and problem solving (MN State Education &
Environmental Roundtable – 150 schools in 16 states)
“Kids have studied the forest
and looked at pictures of frogs
but when have they held
one?”
R. Louv
Literature Review of Documented Health
and Environmental Benefits Derived from
Ornamental Horticulture Products
FINAL REPORT
Prepared for:
Agriculture and Agri-Food Canada
Markets and Trade
1341 Baseline Road, Tower 7,
7th Floor
Ottawa, Ontario K1A 0C5
2007
Influence of Plants on Lifestyle and
Quality of Life:
• Reduce stress and improve productivity (workplace,
schools)
• Introduce calming effects and reduced discomforts
• Quicker recovery (hospitals)
• Practice horticultural therapy to improve mind, body
and spirit
– Long term care facilities
– Prisons
• Increase human health (e.g., use in medicine)
Influence of Plants on Quality of Life:
(cont…)
• Improve life satisfaction and well-being:
– Increase positive emotions
– Improve general quality of life in urban settings
– Create pride in community through community
gardens and allotment gardens
– Attention and concentration improvements for
children
• Reduce aggression and violence
• Provide space for recreation
– Enhance sport field safety
– Encourage healthy active and passive lifestyle
pursuits
Nation’s Response
“No Child Left Inside “
initiatives
There is a need to get more young
people to:
• interact with nature
• connect with and reap the benefits of
interacting with plants
• become aware of professional career
opportunities related to plants – including
Horticulture ---- somewhere to take their
potential passion for plants
Send Green Industry Members Into
the 3-4th Grade Classrooms !!!
• Role model – career opportunities
• Engage students in hands-on activities related
to Green Industry Professions and Nature
• Connect the activities to the MN Academic
Standards for Science and Math (MN Dept Ed)
Difference from Other Kid’s Gardening
Curriculum ?????
• Focused on Green Industry Careers
o career activities
o how we use plant science and math
o environmental aspects related to our
professions in addition to plant growth
• Linked to MN Academic Standards
Example of Standards
Code 3.1.3.2.2
3 (grade)
Strand: 1. The Nature of Science and Engineering
Sub-strand: 3. Interactions Among Science, Technology Engineering,
mathematics, and Society
Standard: 2. Men and women throughout the history
of all cultures, including Minnesota
American Indian tribes and communities,
have been involved in engineering design
and scientific inquiry
Benchmark: 2. Recognize that the practice of science
and/or engineering involves many
different kinds of work and engages
men and women of all ages and
backgrounds.
Standard Format of
Each Curriculum Unit
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MNLA Curriculum Unit A, Lesson 1
UNIT TITLE:
LESSON 1: Learning Plant Parts 30-40 minutes
MINNESOTA ACADEMIC STANDARDS IN SCIENCE/ MATH:
AUTHORS: Terry Ferriss and Kelly Holt
GRADE LEVEL / SUBJECT: 3 or 4 Math &/or Science
OVERVIEW:
OBJECTIVES: As a result of this activity, students will be able to:
MATERIALS:
ACTIVITIES AND PROCEDURES:
ASSESSMENT: Students will be able to …….
HANDOUTS and WORKSHEETS:
Overview of
“Hooked on Horticulture Curriculum”
A. Using Garden Centers to Discover the Wonders
of Plants
5 Lessons: Plant Parts , Plant ID, Plant Propagation,
Transplanting, Scheduling a Crop to Flower
B. Using Math to Create Beautiful Landscapes
4 Lessons: Designing planting beds, paver walkways and patios,
retaining walls; measuring pot volume, determining number of plants
per bench
C. Water in the Landscape
4 Lessons: Water Cycle, Soils Filtering Water, Rain Gardens, Rain
Sensors and Water Conservation
Curriculum Units
A. “Hooked on Horticulture: Using Garden Centers to Discover
the Wonders of Plants”
Lesson 1: Learning Plant Parts
MINNESOTA ACADEMIC STANDARDS IN SCIENCE:
3.4.1.1.1 -- Compare how the different structures of plants and animals serve various
functions of growth, survival and reproduction.
3.4.1.1.2 -- Identify common groups of plants and animals using observable physical
characteristics, structures and behaviors.
Lesson 2: ID MN Trees and Plants in the Garden Center
MINNESOTA ACADEMIC STANDARDS IN SCIENCE:
3.1.1.2.3 -- Maintain a record of observations, procedures and explanations, being
careful to distinguish between actual observations and ideas about
what was observed. For example: Make a chart comparing observations
about the structures of plants and animals.
3.4.1.1.2 -- Identify common groups of plants and animals using observable physical
characteristics, structures and behaviors. For example: Sort and identify
common Minnesota trees based on leaf/needle characteristics.
A. (Cont..) “Hooked on Horticulture: Using Garden
Centers to Discover the Wonders of Plants”
Lesson 3: Transplanting and caring for plants
3.4.1.1.1 -- Compare how the different structures of plants and
animals serve various functions of growth, survival and
reproduction.
Lesson 4: Greenhouse Plant Technicians and Golf Course
Superintendents Propagate Plants
3.1.3.2.2 -- Recognize that the practice of science and/or
engineering involves many different kinds of work and
engages men and women of all ages and backgrounds.
3.4.1.1.1 -- Compare how the different structures of plants and
animals serve various functions of growth, survival and
reproduction.
3.4.1.1.2 -- Identify common groups of plants and animals using observable
physical characteristics, structures and behaviors.
3.4.3.2.2-- Give examples of differences among individuals that can
sometimes give an individual an advantage in survival and
reproduction.
A. (Cont..) “Hooked on Horticulture: Using Garden
Centers to Discover the Wonders of Plants”
Lesson 5: Scheduling Planting Dates for Flowering Potted Plants
(graphing the growth of a plant + predicting when it will flower)
• MINNESOTA ACADEMIC STANDARDS IN SCIENCE:
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3.1.1.2.1-- Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's
own observations or investigations
3.1.1.2.3 -- Maintain a record of observations, procedures and explanations, being careful to distinguish between actual
observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of
plants and animals.
3.1.1.2.4-- Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.4.1-- Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of
the observations made.
4.2.1.1.1-- Measure temperature, volume, weight and length using appropriate tools and units.
• MINNESOTA ACADEMIC STANDARDS IN MATH:
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3.1.2.2-- Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various
strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to
assess the reasonableness of results.
3.3.2.1 -- Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various
strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to
assess the reasonableness of results.
3.3.2.1 -- Use half units when measuring distances.
3.4.1.1 -- Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a
variety of scales. Use appropriate titles, labels and units.
4.1.1.5 -- Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of
multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the
context of the problem to assess the reasonableness of results.
B. “Using Math to Create Beautiful Landscapes”
Lesson 1: Designing Paver Walkways and
Patios Using Geometric Shapes
Lesson 2: Designing Shrub and Flower Beds
Lesson 3: Designing Retaining Walls
Lesson 4: How Many Plants will Fit on a
Bench? Measuring Pot Size & Volume
Math 3.2.2.1; 3.3.1.1; 3.3.2.2; 3.3.2.3;
4.1.1.5; 4.3.1.2; 4.3.2.3 & 4.3.2.4
Science 3.1.1.2.2; 3.1.3.2.1 ; 3.1.3.2.2; 3.1.3.4.1;
3.1.3.4.2; 4.1.2.2.1; 4.2.1.1.1;
measurements / shapes / area / volume
C. “Water in the Landscape”
Lesson 1: The Water Cycle
Science 3.1.3.2.2; 4.3.2.3.1
Lesson 2: Soil and Plants Help to Keep Our
Water Clean
Science 3.1.1.2.4 ; 3.1.3.2.2 ; 4.3.2.3.1 ; 4.3.4.1.1
Lesson 3: Rain Gardens
Science 3.1.1.2.4 ; 3.1.3.2.2; 4.3.2.3.1; 4.3.4.1.1
Lesson 4: Rain Sensors- Turn off the Sprinkler When
It's Raining - It's the Law
Science 3.1.1.2.4 ; 3.1.3.2.2; 4.3.4.1.1
Math 3.4.1.1 ; 4.1.1.2; 4.1.1.3; 4.2.2.1
Examples of Lesson Implementation
Lesson 3: Transplanting and caring for plants
5.5”
diameter
pot
Thompson and Morgan
“Thriller”
Gardeningabout.com
“Spiller”
“Filler”
Examples of Lesson Implementation
Lesson 5: Scheduling Planting Dates for
Flowering Potted Plants (graphing the growth
of a plant + predicting when it will flower)
Determining growth
rates and
scheduling planting
and flowering dates
Lesson plans include outline of content, suggested activity and samples of
activity and/or data sheets.
Lesson plans and links to other resources are
available on the web site of the
Minnesota Nursery and Landscape Association
www.MNLASchoolhouse.org
Thank you MNLA Foundation for your support
MNLA Foundation
New Focus started in 2010
3 year commitment to ramp up
efforts to educate youth about
green industry careers and the
environmental benefits provided
by these professions
Key Initiatives
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TheLandLovers.org – green industry career website
3 national and 40 state associations involved
Create personal on-going connections between
member firms and K-12 schools
Create outreach tools for MNLA members to use
Enhance brand recognition of TheLandLovers.org
via Twitter, Facebook, State Fair, home and garden
shows, etc
Collaborate with regional universities and technical
colleges to promote horticulture/landscape
programs
Thank you !
Questions ??
Terry Ferriss [email protected]
Jodi Larson [email protected]
Kelly Holt [email protected]

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