intermediate tasks d esign a g arden -...

DESIGN A GARDEN

GRADE 3

3

Texas Performance Standards Project INTERMEDIATE TASKSSC

IENC

E

Design a Garden (Grade 3)

Texas Performance Standards Project © 2017 Texas Education Agency 1

This guide links the Design a Garden unit to the Texas Essential Knowledge and Skills (TEKS) for third

graders. Design a Garden is a science and mathematics unit that allows students to explore and gain

knowledge about planning a garden space. The unit also has interdisciplinary connections to

mathematics by having students utilize their knowledge of area and perimeter of composite rectangles.

Additionally, the Design a Garden unit connects to the horticulturist and botanist career fields. The

following document includes the applicable TEKS and the details of the Design a Garden unit. The final

section of this document presents the applicable Texas College and Career Readiness Standards adopted

by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Description of Unit For this project, third-grade students will design a garden space composed of rectangles. Each student can choose from a variety of garden types (e.g., vegetable, Texas wild flower, butterfly, succulent, herb, flower) or develop one of their own. Students will learn about plants and their life cycles. The students will research types of plants to include in their garden and investigate specific planting and growing requirements.

Students will create a life-size diagram of their garden design and trading cards for the plants represented. Students will present their diagrams and provide information about the type of garden. They will also present their research on the plants and explain their interest in the careers of horticulture and botany.

HIGH SCHOOL/EXIT TASKSTexas Performance Standards Project INTERMEDIATE TASKS



Goals Students will meet these goals in their explorations:

• Apply concepts of area and composite figures to a real-world situation

• Use a ruler to measure and mark distances to create a diagram

• Examine the parts and life cycles of plants

• Determine planting and growth requirements of selected plants

• Investigate the career fields of horticulturist and botanist

• Develop skills in logical thinking, problem solving, and communication

Phase I. Learning Experiences 1. Introduce the project by reading one of the following books:

• Miss Lady Bird’s Wildflowers by Kathi Appelt and Joy Fisher Hein. This book describes howLady Bird was comforted by wildflowers after her mother died. It also discusses how LadyBird worked to ensure that the beauty of wildflowers could be enjoyed by all children.

• Blue Potatoes, Orange Tomatoes: How to Grow a Rainbow Garden by Rosalind Creasy. Thisbook explains how to grow multiple, uniquely colored fruits and vegetables. It also describesguidelines for planning, planting, and caring for a rainbow garden.

2. Begin a class discussion about the students’ garden experiences. Some possible questions to askinclude the following:

• Do you have a garden at home, or have you known anyone in your family who has ever hada garden?

• Why would someone want to grow a garden (e.g., food, fun, beauty)?

• What are some different types of gardens (e.g., flower, herb, vegetable)?

• What is needed to create a garden space?

• What do plants need to grow?

• Do you think there are some plants that are not able to grow in our location? Why?

3. Invite a guest speaker (e.g., horticulturist, master gardener, botanist) to your class to speakabout gardening.

4. Introduce the University of Illinois Extension website called “The Great Plant Escape”(https://extension.illinois.edu/gpe/case1/index.html). Students will learn about plant growthcycles, parts of plants, and what each part does by completing “The Great Plant Escape: InSearch of Green Life” (Lesson Sheet 1).

5. Provide the following links to students or complete the first two questions of the sheet as awhole group. Students will complete the “Vegetable Planting Guide” (Lesson Sheet 2) to learnabout the different frost zones of the United States and determine which zone they live in.

https://extension.illinois.edu/gpe/case1/index.html


Design a Garden (Grade 3) Texas Performance Standards Project © 2017 Texas Education Agency

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• USDA Planting Zone Chart: http://www.vegetable-gardening-online.com/support-files/usda-planting-zone-chart.pdf. Provide the link or display the zone chart for students on a computer or the wall. Students will enter the information on their lesson sheet.

• Old Farmer’s Almanac Frost Dates: http://www.almanac.com/gardening/frostdates. Provide the link or display the Old Farmer’s Almanac information so students can determine the approximate date of the last spring frost for their area. (Students will need the local zip code.) Students will enter the information on their lesson sheet.

Allow students to complete the remainder of sheet as a whole group, in pairs, or individually. Students will need a regular or digital calendar to calculate the approximate transplant date of the designated plants.

6. Review calculating perimeter and area of composite figures by having students complete “Composite Figures” (Activity Sheet 1). In addition, students will create composite figures with a specified area to practice one requirement of their garden design. Possible questions to ask after students complete Activity Sheet 1 include the following:

• Is there another way to decompose (break apart) the composite shape into rectangles? How does this affect the area?

• Why is it helpful to decompose (break apart) the shapes?

Phase II. Independent Research A. Research process

1. Selecting a topic. Students will determine a garden type or discuss a garden idea with the teacher. Through “Project Planning” (Project Sheet 1), students will determine the type of garden space they are interested in creating.

2. Asking guiding questions. Students will ask guiding questions, possibly including the following:

• What is the purpose of my garden?

• What plants best fit my purpose?

• What are some of the problems I may encounter with my garden? How might I plan for these problems?

• What are some of the rules of gardening that I will need to follow?

• How might my garden change over time? How should I plan for these changes?

• What are some environmental concerns related to gardening?

3. Designing the research proposal. Students will design two different layouts of their garden space using grid paper. They will calculate the following for each version:

• The perimeter and area of the space (ensuring total area of 36 square units)

• The number of each type of plant and approximate spacing between each plant. Students must be mindful that each square represents one foot and that there are

http://www.vegetable-gardening-online.com/support-files/usda-planting-zone-chart.pdf

http://www.vegetable-gardening-online.com/support-files/usda-planting-zone-chart.pdf

http://www.almanac.com/gardening/frostdates



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twelve inches in each foot. This may be important when determining spacing requirements.

Work with the students, if necessary, to create a good plan for the garden. How much room does each plant need to grow? How big will each plant get? Will any plants block the sunlight of other plants? (Hint: Research the plants and their size BEFORE plotting them.)

4. Conducting the research. Students will choose one of the layouts to implement and research the plants they have selected.

5. Drawing conclusions. Students will justify why the plants they have chosen, their design, and

their gardening plan will be successful.

B. The product Each student will create a life-size diagram of their garden using butcher paper. The diagram will illustrate the placement of each plant and the distance it is to be placed from other plants. Students will create a trading card that lists information for each plant in their garden using the template provided. Information for on each trading card includes the following:

• Common name of the plant/vegetable/flower

• Scientific name of the plant/vegetable/flower

• Growth cycle of the plant/vegetable/flower (e.g., perennial, annual, biennial)

• Height and spacing requirements of each plant/vegetable/flower

• Two interesting facts about the plant/vegetable/flower Students can use any printed or online resource to complete the information. All resources must be documented on the “Sources” sheet (Project Sheet 2). Students will also create a narrative answering the following questions:

• Why did you choose the garden type and/or the plants included in the garden?

• What are some of the problems you may encounter with your garden? How might you plan for these problems?

• What are some of the rules of gardening that you will need to follow?

• How might your garden change over time? How should you plan for these changes?

• What are some environmental concerns related to gardening?

• What is your level of interest in the careers of horticulture and botany? Students will create a rough draft and then revise and edit the draft to produce the final product.

C. Communication Students will present their garden, including narrative, to the class.

D. A completed project consists of: 1. The “Project Planning” document (Project Sheet 1) which includes two different models of

the student’s proposed garden on grid paper




2. A life-sized garden layout with correct spacing for each plant/vegetable/flower3. A trading card for each plant/vegetable/flower4. A two-paragraph narrative explaining the following:

• The student’s thoughts behind his or her plant/vegetable/flower selection

• The student’s opinion on whether a career in horticulture or botany would be appealing5. A “Sources” page

Additional Resources:Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

http://www.marthastewart.com/913655/teaching-children-grow-garden

https://www.pbslearningmedia.org/collection/thnkgard/

https://extension.illinois.edu/gpe/case1/index.html

http://www.enchantedlearning.com/wordlist/flowers.shtml

http://www.enchantedlearning.com/wordlist/vegetables.shtml

http://www.texashighways.com/component/k2/item/7341-wildflowers-of-texas

http://extension.illinois.edu/firstgarden/planning/dictionary/flowers/index.cfm

http://aggie-horticulture.tamu.edu/vegetable/easy-gardening-series/

http://www.vegetable-gardening-online.com/

https://garden.org/plants/group/

http://www.youthcentral.vic.gov.au/jobs-careers/career-profiles/horticulturist




Texas Essential Knowledge and Skills The unit may address the following TEKS:

English Language Arts and Reading:

§110.14. English Language Arts and Reading, Grade 3

(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.

(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawingon useful strategies as needed.

(3) Reading/Fluency. Students read grade-level text with fluency and comprehension.Students are expected to read aloud grade-level appropriate text with fluency (rate,accuracy, expression, appropriate phrasing) and comprehension.

(4) Reading/Vocabulary Development. Students understand new vocabulary and use it whenreading and writing.

(15) Reading/Comprehension of Informational Text/Procedural Texts. Students understandhow to glean and use information in procedural texts and documents.

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting,revising, editing, and publishing) to compose text.

(26) Research/Gathering Sources. Students determine, locate, and explore the full range ofrelevant sources addressing a research question and systematically record theinformation they gather.

(30) Listening and Speaking/Speaking. Students speak clearly and to the point, using theconventions of language. Students continue to apply earlier standards with greatercomplexity. Students are expected to speak coherently about the topic under discussion,employing eye contact, speaking rate, volume, enunciation, and the conventions oflanguage to communicate ideas effectively.

Mathematics:

§111.5. Mathematics, Grade 3

(1) Mathematical process standards. The student uses mathematical processes to acquireand demonstrate mathematical understanding.

(4) Number and operations. The student applies mathematical process standards to developand use strategies and methods for whole number computations in order to solveproblems with efficiency and accuracy.

http://ccber.ucsb.edu/research/katherine-esau-digital-archive-esaus-career-plant-anatomist/career-botany

http://ccber.ucsb.edu/research/katherine-esau-digital-archive-esaus-career-plant-anatomist/career-botany




(6) Geometry and measurement. The student applies mathematical process standards toanalyze attributes of two-dimensional geometric figures to develop generalizations abouttheir properties.

(7) Geometry and measurement. The student applies mathematical process standards toselect appropriate units, strategies, and tools to solve problems involving customary andmetric measurement.

Science:

§112.14. Science, Grade 3

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods duringlaboratory and outdoor investigations.

(10) Organisms and environments. The student knows that organisms undergo similar lifeprocesses and have structures that help them survive within their environments.

Texas College and Career Readiness Standards This unit may address the following Texas College and Career Readiness Standards:

English Language Arts: I.A.2 Generate ideas and gather information relevant to the topic and purpose, keeping careful

records of outside sources.

II.A.2 Use text features and graphics to form an overview of informational texts and to determine where to locate information.

III.B.3 Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

V.A.2 Explore a research topic.

V.B.1 Gather relevant sources.

V.C.1 Design and present an effective product.

Mathematics: I.B.1 Perform computations with real and complex numbers.

III.C.3 Make connections between geometry and measurement.

IV.A.1 Select or use the appropriate type of unit for the attribute being measured.

IV.B.2 Convert within a single measurement system.

IV.C.1 Find the perimeter and area of two-dimensional figures.

VIII.A.1 Analyze given information.

VIII.A.2 Formulate a plan or strategy.

VIII.A.3 Determine a solution.



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VIII.C.1 Formulate a solution to a real world situation based on the solution to a mathematical problem.

X.A.2 Connect mathematics to the study of other disciplines.

Science: I.E.2 Use essential vocabulary of the discipline being studied.

III.D.1 Use search engines, databases, and other digital electronic tools effectively to locate information.

VI.F.2 Describe, compare, and contrast structures and processes that allow gas exchange, nutrient uptake and processing, waste excretion, nervous and hormonal regulation, and reproduction in plants, animals, and fungi; give examples of each.

Social Studies: V.B.1 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards: I.A.1 Engage in scholarly inquiry and dialogue.

I.C.2 Develop and apply multiple strategies to solving a problem.

I.D.1 Self-monitor learning needs and seek assistance when needed.

I.D.3 Strive for accuracy and precision.

I.D.4 Persevere to complete and master tasks.

I.E.1 Work independently.

I.E.2 Work collaboratively.

I.F.1 Attribute ideas and information to source materials and people.

I.F.2 Evaluate sources for quality of content, validity, credibility, and relevance.

II.A.1 Use effective prereading strategies.

II.B.1 Write clearly and coherently using standard writing conventions.

II.B.3 Compose and revise drafts.

II.C.1 Understand which topics or questions are to be investigated.

II.C.2 Explore a research topic.

II.C.4 Evaluate the validity and reliability of sources.

II.C.5 Synthesize and organize information effectively.

II.C.6 Design and present an effective product.

II.C.8 Present a final product.

II.E.1 Use technology to gather information.

II.E.4 Use technology appropriately.



Texas Performance Standards Project © 2017 Texas Education Agency

The Great Plant Escape: In Search of Green Life Lesson Sheet 1

Complete this packet as you progress through the website: http://extension.illinois.edu/gpe/case1/index.html. You will only need to look at “Case 1: In Search of Green Life” for this activity. You will not need to complete the “Activities” section for the purpose of this project; however, you are welcome to try them at home.

Plant Structure What is an herbaceous plant?

What types of plants are woody plants?

Life Cycle What is an annual?

Describe the life cycle of an annual.

What is a perennial?

Describe the life cycle of a perennial.

What is a biennial?

Describe the life cycle of a biennial.

http://extension.illinois.edu/gpe/case1/index.html




Plant Parts Roots How are roots important to a plant?

What are the two types of root systems?

•

•

Stems How are stems important to a plant?

Which cells move the food in the stem?

Which cells move the water in the stem?

Draw a small plant in the rectangle to the right. Label the stem, node, and internode.

Leaves Explain the difference between a simple and compound leaf.

How are leaves important to a plant?




Fill in the Blanks

Photosynthesis is the process plants use to make food. Carbon dioxide, water, chlorophyll, and light energy are changed into _________________, which is another word for sugar. Glucose is the source of ____________ for most plants. Through photosynthesis, plants also produce ___________ for use by other living things.

Flowers Label the parts of the flower below using the word bank.

How are petals important to the flower?

Fill in the Blanks

After fertilization, the __________________ becomes a seed and the _______________ becomes the fruit.

Word Bank anther ovule petal style receptacle pistil stigma filament stamen ovary sepal




Fruit What is the “fruit” of a plant and what is its purpose?

What are the three parts of a seed?

•

•

•

Growing Plants Whether inside or outside, all plants need seven things to grow:

1.

2.

3.

4.

5.

6.

7.

Mysteries Complete the online questions in the “Mysteries” section.




What Is the Life Cycle of a Plant? Look at the list of annuals, biennials, and perennials. Write three examples of each in the table below.

Annuals Biennials Perennials

What Parts of the Plant Do We Eat? People eat many different parts of plants. List two examples for each part of the plant that we eat:

Roots:

• •

Seeds:

• •

Fruits: • •

Leaves:

• •

Flowers:

• •

Stems:

•

•




Vegetable Planting Guide Lesson Sheet 2

In order to safely transfer young plants into the ground, you must know what planting zone you are located in and when it is probably safe to transplant them into the ground without the danger of frost killing them.

1. Refer to the USDA Planting Zone Chart. Determine the zone number of your city.

The city of ___________________________ is located in Zone _______.

The minimum temperatures are ___________ to __________.

2. The Old Farmer’s Almanac is an annual book that predicts weather, lists astronomical

occurrences, and gives gardening advice, among other things. It was founded in 1792 and is

always released on the first Tuesday in September for the upcoming year. It gives temperature

information predictions that help farmers and gardeners plan their crop cycles. Using the Old

Farmer’s Almanac, determine the approximate last spring frost date for your zip code.

For the zip code, ______________________ , the approximate last spring frost date is

_________________________________.

3. Using a calendar, add or subtract the number of weeks in the time range from the last spring

frost date entered above to determine the safe planting date to transplant the young plants

outside.

Plant Time Range Safe Planting Date

Cabbage 3 weeks before

Corn 2 weeks after

Eggplant 3 weeks after

Onion 2–3 weeks before

Okra 2–4 weeks after

Spinach 3–6 weeks before




Project Planning Project Sheet 1

You may choose from the following garden types or talk to your teacher about an idea you have for a specific garden: vegetable, Texas wildflower, butterfly, succulent, herb, or flower (one color or multicolor).

In planning your garden space, answer the following questions:

• What is the purpose of my garden?

• What types of plants best fit my purpose—vegetables, flowers, non-flowering plants, or a

combination?

Research plants, keeping in mind the purpose of your garden. Complete the table below with plants you are interested in using for your garden. The “Considerations” column can contain any information you feel is important to note about this plant for planning purposes. Remember to include your information sources on the Sources page.

Plant Name Spacing Requirements Considerations




Using a pencil, design one possible layout for your garden, using a composite figure made out of rectangles. In this model, one square represents 1 foot. Remember, the total area for your garden should be 36 square units (36 square feet).

What is the perimeter of this garden? ______________

What is the total area of this garden? ______________




Using a pencil, design another possible layout for your garden, using a composite figure made out of rectangles. In this model, one square represents 1 foot. Remember, total area for your garden should be 36 square units (36 square feet).

What is the perimeter of this garden? ______________

What is the total area of this garden? ______________




Garden Design Considerations Research more information about the plants listed in your table from the first page. Choose at least seven different plant varieties and consider how many of each you plan to plant in your garden. Using a pencil, design the model of your garden on your first garden layout. Consider the following points as you plan:

• How will you avoid confusion between plants? You may want to use a specific letter or

shape to represent each plant.

• How much space is required between each plant? Keep in mind there are 12 inches in 1

foot.

• How many of each plant do I want? What makes sense for the type of garden I chose?

• Am I efficiently using all available space for my plants?

• Have I grouped plants in a reasonable manner? Keep in mind the purpose of your garden

and the direction of the sun in relation to how tall the plants will grow.

• Do I have any natural insect repelling plants or flowers to keep my garden safe from

destructive insects?

Erase and move plants around until you like your layout.

Design a model of your garden on the second layout, keeping in mind the above points. You do not have to use the same plants as in the previous model.

Garden Construction Choose the garden design you like most and create a life-size model. Complete the following steps to finish your project:

• Use a ruler to measure the sides of your garden space to ensure dimensions are correct as

you piece together the paper to create your garden.

• Draw representations of your plants in their respective garden location. Use a ruler to

measure the correct spacing between each plant.

• Color and label each plant with its common name.

• Complete a trading card for each plant used in your garden. Record all sources used for

information on the Sources page.

Garden Information Type or write a two-paragraph rough draft of a paper consisting of the following information:

1. Describe the reasons behind your garden type and/or plants you chose for your garden.

Keep in mind your answers to the questions in the Garden Design Considerations section.

2. Research the careers of horticulturist and botanist. Using specific information from your

research, explain why you might like to pursue one of these careers (or why these careers

do not interest you).

3. Revise and edit your paper to develop the final version.




Sources Project Sheet 2

Author Title of Resource Publisher/Website Publication Date

Name: _________________________

Composite FiguresActivity Sheet 1

1. 2.

3. 4.

Break apart the shapes below into rectangles. Show how you broke each figure apart. Find the area of each rectangle and then calculate the area of the entire shape.

Area = __________________ Area = __________________

Area = __________________ Area = __________________

5. 6.

7. 8.

Create two rectangular composite shapes in the space below. Show how you calculated the area of the entire shape and record your answer in the provided blank.

Area = __________________ Area = __________________

Area = __________________ Area = __________________

Plant Trading Cards

There are two versions of the plant trading cards:

• Hand-written trading cards—Change if differentinformation is requested from students. Ifstudents are to write/draw plant information,print out this slide only and distribute. Studentswill cut on the dotted line, draw and write therequired information about the plant, fold in thehalf, and glue the front to the back to create thetrading card.

• Computer-generated trading cards—Create aPowerPoint file of this slide only. Students willduplicate the slide the number of times neededto have enough for the number of plants theyare presenting. Students will insert a digitalpicture of the plant and type the information inthe provided text boxes. Students will then printthe cards, cut on the dotted line, fold in half, andglue the front to the back to create tradingcards.

Plants

Common Name:

Scientific Name:

Plants

Common Name:

Scientific Name:

Information

Life Cycle (circle one):

Annual Perennial Biennial

Plant Spacing and Height:

Created by:

Information

Life Cycle (circle one):

Annual Perennial Biennial

Plant Spacing and Height:

Interesting Facts:

•

•

Created by:

Interesting Facts:

•

•

Draw or insert picture here

(delete this text box)

Draw or insert picture here

(delete this text box)

Insert text here

Insert text here

Insert text here

Insert text here

Insert text here

Insert text here

Insert text here

Insert text here

Insert text here

Insert text here

Insert name here

Insert name here

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