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Gardens as Living Systems

Middle, Secondary

Description

Gardens come in all shapes and sizes, from a large family vegetable garden to a few pots of flowers and vegetables on an apartment balcony. Regardless of their size, gardens enhance our surroundings and provide fresh local food and the enjoyment of growing and caring for plants. Beyond these benefits, they also function as miniature ecosystems that improve air and water quality, absorb excess rainwater, store carbon, and provide habitat for a wide variety of living organisms. This engaging lesson introduces students to the environmental benefits of gardens through an exploration of their ecological functions and the interactions that make them living systems. An innovative combination of multimedia, digital tools and hands on activities guides students through the following investigations before challenging them to apply their learning by designing a sustainable virtual garden as described below:

PART 1:

Engage: Students watch a video highlighting the ecological benefits of urban gardens through the example of a neighbourhood garden that provides fresh local food while serving as an outdoor community gathering space. Guided discussions introduce concepts such as carbon sequestration, ecological function, and watersheds.

Explore and Explain: Students investigate the relationships among habitat, water, soil, and carbon within garden ecosystems by researching and presenting information, creating food webs, watching instructional videos, and participating in guided discussions.

Extend: Students write an autobiographical account from the perspective of a seed growing in the garden.

PART 2:

Students apply their learning in a garden design lab by using a digital planning tool and information about a local natural area to create a virtual garden. Their goal is to redesign the site into a cultivated ecosystem that models key ecological functions while increasing its environmental and community value.

This complete learning experience supports STEM education as students apply their understanding to achieve the following learning outcomes:

  • Define and describe the environmental and human benefits of gardens.

  • Explain how the components of a garden ecosystem interact and function.

  • Analyze the features of a natural area that make it suitable for enhancement with a cultivated ecosystem.

  • Design a virtual garden that promotes ecological productivity, biodiversity, and community benefit.

General Assessment

What skills does this resource explicitly teach?

  • Problem solving
  • Systems thinking
  • Evaluating and communicating information
  • Using digital tools to support learning
  • Landscape Design

Strengths

  • Strong emphasis on systems thinking that links environmental and human components
  • Provides action-based learning without needing an actual garden
  • Provides a framework for extending the learning into a community stewardship project
  • Hands-on approach actively engages students in the learning experience

Weaknesses

  • Does not include any formal assessment tools
  • Limited information about sustainable gardening practices like composting, native species planting and nature-based pest control

Recommendation of how and where to use it

This resource supports Grade 6-8 Science curriculum objectives investigating biodiversity, ecosystem dynamics and the role of green plants in removing atmospheric carbon dioxide and moderating climate. The relationship between environmental health and human health is explored from the context of understanding how gardening contributes to healthier diets, food security and mental wellness. Students also learn valuable environmental citizenship skills as they create sustainable garden designs. The digital garden planning tool supports the application of technology skills in an authentic context.

This lesson is easily extended into an action project in which students use their garden designs to develop an actual community garden on school grounds. A class could involve the local community, peers, parents and teachers in the project to ensure year-round maintenance using simple resources like this one developed by the BC Agriculture in the Classroom Foundation. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
  • British Columbia
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Manitoba
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    • Grade 6
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      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Science
      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
  • New Brunswick
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    • Grade 7
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      • Technological Education
        • Step 4Relevant matches
        • Exploration/Design & Experimentation/Application: Design Thinking Skills
    • Grade 8
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      • Technological Education
        • Step 4Relevant matches
        • Exploration/Design & Experimentation/Application: Design Thinking Skills
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Nova Scotia
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
  • Nunavut
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 6
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      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Biodiversity
        • STEM Skills and Connections
    • Grade 7
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      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
        • STEM Skills and Connections
    • Grade 8
  • Prince Edward Island
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • General Guide to Taking Action

Ecosystems (2)

  • Biodiversity
  • Interdependence

Food & Agriculture (1)

  • Local Food

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

A project-based learning approach supports a critical and creative investigation of the environmental benefits of gardens which empowers students to develop innovative ideas about community sustainability

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The lesson provides a comprehensive overview of how planting gardens can positively influence climate while supporting biodiversity and ecosystem health. Students also examine how gardens create healthier communities by providing better nutrition, learning opportunities and places for social connection.. The economic implications of growing local food and reduced transportation costs are also briefly discussed.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

In comparing the ecological functions of gardens to other natural systems like coral reefs, the lesson supports student understanding of gardens as cultivated ecosystems which are interconnected and interdependent with humans.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

Students design productive gardens that support community sustainability with the goal of enhancing a local school or community space. As an extension, the lesson also encourages classes to create a real school garden, such as the pollinator garden featured in the “Urban Gardens” video.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

By formulating action strategies pupils are able to identify and describe personal attitudes towards conservation and the environment.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This aspect is not an essential component of this lesson, but students do consider accessibility and community engagement in their garden designs.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The lesson itself provides an indoor learning experience, but the content actively engages pupils in learning about home-based agriculture which promotes a connection to nature and encourages participation in local gardening projects.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students explore the potential to improve a local school or community space through garden designs that promote community involvement while supporting biodiversity, environmental sustainability, and local food production.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

Current climate change impacts such as severe weather events and flooding caused by excessive precipitation, are explored through a solutions based approach that demonstrates how citizen stewardship activities like creating gardens, can help build more sustainable and climate resilient communities for the future.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

The activities support critical thinking and reflection as pupils explore  key components of garden design which provides a framework for independent planning of community action strategies.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The lesson has been developed to meet Science curriculum outcomes but also incorporates content related to well-being by describing the health and social benefits of gardening. English Language Arts skills are used to write the seed autobiography and technology skills are applied in using the digital garden planning tool.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The lesson provides a problem-based learning experience during which students explore, think, ask and answer questions to build content knowledge and develop ideas.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Specific differentiation strategies are not included but the variety of multimedia supports, peer collaboration opportunities and active discussions will appeal to a wide range of learners.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

Hands on garden design, combined with an outdoor exploration of a local natural space and the use of an authentic digital garden planning tool, provides meaningful opportunities for students to apply their knowledge and skills in a real world context.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work collaboratively to plan their gardens, present ideas to peers and solicit feedback.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Reflection questions, class discussions, garden designs and field reports provide multiple opportunities to informally evaluate student understanding but a summative assessment tool is not included.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Students present their garden designs to their classmates and elicit feedback to improve their ideas.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Video footage of ecosystems, watersheds, community gardens, student stewardship projects and interviews with scientists provides support for evidence-based reasoning using authentic examples. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

Students independently design, refine, and present their garden plans with minimal teacher direction. They also collaborate to reach a consensus on a final design that could be implemented within the local community.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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