Location, Location, Location
Strand PHIL.IV Volunteering and Service
Standard VS 03. Providing Service
Benchmark E.3 Describe the task and the student role.
Students will identify an area that would benefit from a mini-park.
PrintOne 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.
Anticipatory Set:Ask students what they think would be a good location for their park. Write down the suggestions on the board.
- Discuss with the students what a good location would be for a garden and how they can tell that the area would be suitable.
- Take students on a walk around the school campus and/or neighborhood and locate a place they think would be good for a garden.
- 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?
- Once answers have been given, conduct a vote on whether or not to proceed with the project and on the location for their park.
- 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.