Main Curriculum Tie:
Background For Teachers:
The Web Sites listed under Instructional Procedures have some excellent information on designing, selecting plants, and caring for a xeriscape garden.
Student Prior Knowledge:
Intended Learning Outcomes:
After the plants are in place, have the students monitor temperature, precipitation (including sprinklers, if used), soil condition, hours of sunlight, and plant growth or health. If the plants are not doing well, they can use the data they have collected to help determine the problem: Are the plants getting too much water? not enough sun? too much traffic (compacted soil)? etc.
Have the students plan to advertise and present their xeriscape garden at a school function such as SEP Conferences, Family Reading Night, Book Fair, PTA Meeting, etc. They can make posters, write a paragraph for the school newspaper, send out fliers, or send email to families who wish to communicate via email. To present their garden students could provide a booth in the hallway, show pictures, slides, a computer slide show, or a class-made movie. Students need to show the process of planning, implementing, and monitoring their garden. They need to emphasize the value of the project. They need to relate what they have learned through their involvement in this project.
Strategies For Diverse Learners:
Peer Tutoring: English Language Learners can be assigned to work with groups that have bilingual students or accepting and helpful students.
Students who have difficulty working with other students could be assigned to help the teacher prepare materials, monitor and record weather conditions in the garden, or assist students in preparing computer presentations.
Keane, Terry. Water-wise Landscaping. Utah State University Extension, 1995.
Nordstrom, Sue & Halpin, Margy. Creating Landscapes for Wildlife; A Guide for Back Yards in Utah. Utah State University. Utah Division of Wildlife Resources. Departments of Landscape Architecture and Environmental Planning, 1991.
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