This unit is designed to introduce students to the joys of having and caring for a garden.  It will help them understand what is needed to create and care for a garden in order for the garden to thrive.  Once the garden is complete, it will be given to the local community for all to share.

Students will take an active role and gain pride in adding beauty to their surroundings. The long-term result will be to create a quiet area for students and others to read or study in a pleasant outdoor environment or location in the community or neighborhood to be shared by all.

The learner will:

• explain that a garden has additional value other than as a place where flowers and vegetables grow.
• describe the importance that a garden has to the environment and lives of individuals who use it.
• describe philanthropic activity as something that is done for the common good.
• describe at least three purposes of a garden.
• explain the importance of gardens to the lives and health of people.
• use the vocabulary of gardening.
• use a democratic process to locate and select a place for their park.
• name the location for their park and describe how the garden will look.
• research different types of gardens.
• make research-based decisions on what will go into the garden.
• compare and contrast annual and perennial plants.
• list variations in size and shape in different varieties of plants.
• analyze which plants attract butterflies, birds, and other wildlife.
• analyze what is needed to amend the soil composition for the garden.
• take a soil test of their garden.
• use several instruments of measurement.
• prepare the soil for planting.
• plant the plants, bulbs and seeds.
• mark out any paths that go in the garden.
• position any benches and the bird feeder in the garden.
• evaluate their philanthropic gift to the community.    

Students will be involved in the construction of a garden at all levels of planning, preparing, planting, maintaining, as well as the aesthetic joy of sharing.

• The completed project will be an indication of authentic learning.
• Use and maintenance of Mini-Park will be an indication of success.
• Observations and journal entries reflecting how students felt while building the park, and when it is finished, will also form an assessment of student growth.

• If you are making your garden off school property, you will need to get permission from:
  • 1) the owner of the property,
  • 2) school officials to leave the school area, and,
  • 3) parents for the students to leave the school area.
• You will need to contact the following and arrange dates for them to visit your site:
  • A landscape artist or local garden club member.
  • A volunteer to turn the soil and work it up, if it has been fallow for any length of time.
• It is important to have as many adult volunteers as possible to assist the students. Dividing students into small groups, each with an adult leader, is the most time-efficient method of achieving the goal.
• It is also helpful if the adult leaders join in the activity. Students are more likely to work if they see the adults around them pitching in. However, the adults should insist on the participation of the students and not just do it themselves.
• Caution: As many fertilizers can be toxic, it is best that an adult do the initial spreading and the turning over of the soil. Students can then use rakes to work it in. Students should keep their shoes on at all times when working in the mini-park.
• It is important that the students understand the monetary constraints of building the garden. An adult should accompany them when they shop for the plants, bushes and other items. They will also need parental permission before leaving the school area with an adult to shop.