Location, Location, Location

3, 4, 5

Participants define what they want to accomplish for the community garden and identify a place that is available and has the right conditions. This requires research and permissions. 

PrintOne Forty-Minute Session
  • Articulate goals for the community garden - what to grow and who benefits.
  • Explore potential locations and seek further knowledge and permissions.
Teacher Preparation 

In advance of this lesson, find out some possible areas to build a community garden and sanctuary park. Talk to the school, park, or community council to ask for permission and processes. 


  1. Anticipatory Set:

    Ask participants if they would like to give a gift to the community by planting a garden in a common area for people to enjoy. Brainstorm/envision what they would like to see in that garden and who (including animals) would benefit from the garden. Use the think, pair, share method to generate ideas. This may include flowers, vegetables, critters, and seating areas. 

  2. Walk around outside and discuss the attributes of a good location for a garden and how they can tell that the area would be suitable. They may think of amount of sunshine, accessibility, soil quality, and availability.

  3. Back inside, discuss some of the following questions.

    • How can we make a designated 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 or 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?
  4. Follow the excitement and facilitate the youth planning and seeking permission. Working together, they do the following:

    • sketch the finished garden
    • label the flowers they envision with a mix of colors and heights
    • determine how the garden will be defined with fencing or bricks
    • list needed tools and supplies
    • seek permission
    • ask family members for ideas of where they can get flower donations

    If it is a vegetable garden, where can they get seeds?

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.