Location, Location, Location

3, 4, 5

Students will identify an area that would benefit from a mini-park.

Lesson Rating 
One Forty-Minute Class Period

The learner will:

  • 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.


  1. Anticipatory Set:Ask students what they think would be a good location for their park. Write down the suggestions on the board.

  2. Discuss with the students what a good location would be for a garden and how they can tell that the area would be suitable.

  3. Take students on a walk around the school campus and/or neighborhood and locate a place they think would be good for a garden.

  4. When an area is located, return to the classroom to discuss the following questions (as fits the type of garden students would like):

    • How can we make this area look better?
    • How can we make others want to use this spot for a garden and quiet area?
    • What kinds of plants will grow in this area? Who can help us to find the answer to this question?
    • Do we want to attract birds to this area? How can we attract the birds to this area? Is there someone who could help us make bird feeders?
    • Where can we obtain birdseed?
    • How could we build a trail through this area?
    • What do we need to do to prepare to plant things in this area?
    • Who could help us build benches for this area?
    • How do we get permission to do these things?
  5. Once answers have been given, conduct a vote on whether or not to proceed with the project and on the location for their park.

  6. Once these decisions have been made, have students discuss how the garden will look. Will it have flowers, bushes, trees, benches, trails, etc.? Vote on the plan.


Students should write a five paragraph paper that will include the following:

Paragraph one: Why do we need to build a park in the chosen location?
Paragraph two: How will this park area be used: recreation, quiet area, wild life area, etc.?
Paragraph three: What kinds of plants do you think will grow in this area? Why those kinds of plants?
Paragraph four: What will we need to do to get this area ready for this garden?
Paragraph five: Why is the location we picked the best?

The teacher may observe the discussion as a form of assessment.

Cross Curriculum 

None for this lesson.

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark E.3 Describe the task and the student role.

Academic Standards

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