Lesson Plan: Building a Smart Garden

Using some basic electronic equipment and some seeds and soil, KS1 & KS2 students can discover the optimum conditions for growing healthy plants. In this lesson plan, Jennifer Morgan will show how to build a ‘smart’ garden and allow students to take ownership over their learning.

Woman works in a garden. Lady in a blue gloves

Objective: STEM learning for Key Stages One and Two

Lesson introduction

Help students understand plant growth through creating their own non-coding STEM lab.

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      string(373) "... the specialist playconsultancy ‘Snug & Outdoors’. The kit was observed in usein the large play area.Deputy headteacher Sian Cootes and her TA SueBlackman described their lesson plan:Four mixed ability groups of six will tackle theassignmentThey must work as a teamThey must use positional languageThey must show knowledge and understanding ..."
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      string(5614) "It is stewarded by pupils: ‘TidyTeams’ collect organic waste from the Staff Room(tea bags and fruit peelings) for composting in theEnvironmental Garden. ‘Eco monitors’ collect schoolenergy data from the 24 solar photovoltaic paneldisplay unit and produce from the whole schoolallotment project. The veg is either sold, or eaten inthe canteen.HHJS was awarded the Kingston & RichmondHealthy Schools Award (2004), was designated a FullyExtended School in recognition of its out of schoolactivities and facilities available to the community(2007) and received a Green Guardian award. Stanleyjunior school won ‘Borough Beacon School for EnergyConservation’ status. It won a distinction in theSustainable Schools category (London Region) at theTeaching Awards Ceremony (2008).Building thegardenThe ‘Tidy Team’at workTo what extent does your outdoor environment supportpersonalised learning and other transformational change?HCN visited HHS and SJS by recommendation. The above questionwas answered in an interview and guided tour provided by headteacher Bill Jerman.Answer covers:Organisational and Structural changeBehavioural and Cultural changeRevisions/Amendments sinceThe school was built in 1909 – in three years, the schoolplans to celebrate a centenary of use.Both indoor and outdoor environments are highly valuedand accommodating of structured play activities.Outdoor space is organised into three distinct and self-contained areas withA natural science and pond areaA ‘huff and puff’ areaA main play areaAt the beginning of 2008, SFiS began trialling aninterchangeable 3D kit of large outdoor play resourcescalled ‘Snug Kit’. The set was designed by the specialist playconsultancy ‘Snug & Outdoors’. The kit was observed in usein the large play area.Deputy headteacher Sian Cootes and her TA SueBlackman described their lesson plan:Four mixed ability groups of six will tackle theassignmentThey must work as a teamThey must use positional languageThey must show knowledge and understanding of theaccommodation arrangementThe TA focused the children’s attention for a briefing whilethey sat together on a bench. The children had to use thekit to simulate furniture and rooms from the school. TheTA consolidated their understanding of positioning andidentifying spaces and rooms as they worked.Encouraged by the TA, the children worked as a team.There was an illuminating moment in this session when,unbidden, the children gave friendly encouragement forthe less able.Sian Cootes said: “My school’s unique approach hasgrown out of many years of experimental playground work– aided by joint funding from Nesta and the Arts Council.It is deeply committed to the outdoor environment.Schools should have seamlessly include outdoor learningin preschool educvatoin.  The drawback of our school’straditional Victorian configuration is that only escortedgroups can access the outdoors.“I try to include outdoor activities as much as I can in mylessons. The children need to run, explore, dig, and get dirty.The skills of a well-rounded person begin there.”More self-directed personalised learning outdoors hasimproved behaviour.The children are more relaxed. They enjoy choosing theirown lessons.How has the school changed?Social and emotional skills are best taught outsideSFiS is now a national show school for the ‘Snug Kit’Headteacher Helen Fletcher-Davies is a senior memberof Sir Jim Rose’s Primary Review■■■■■■■■■Class 1C have a breakEveryone has their say with the ‘Snug kit’.Decision time for the teamFocus on: Outdoor learningwww.teachingtimes.com56 21 Century Schools  Volume 4:1Focus on: Outdoor learningwww.teachingtimes.com57 Volume 4:1  21 Century SchoolsDifferent groups of students were invited to managethe space.  After seeing that the configuration of blockscould be infinitely changeable, the students agreed notto choose a permanent set-up after all. One pupil said:“It would be a shame to shut it down by putting in pre-conceived ideas”.The Head of Drama said the change wastransformational. “Pupils were socialising, interactingwith one another – working together as a team”, she said.“Boys and girls, some formerly at risk of exclusion, wereplaying together constructively.”“This experiment has positively affected the KS3-4transition and the 14-19 agenda”, said Kelly. “The school’sorganisation behaviour and culture have all beeninfluenced. Pupils now take more responsibility.“When the LEA Health and Safety officer came heinspired the pupils, and they now manage their ownrisk assessments”, Kelly added. “It was the students whodecided to remove a window from the rear wall of thekitchen/dining area – to allow food to be served to outsideeating areas.”The Blex project inspired the school to start a schoolcouncil. Students now speak for themselves in nineforums, which include:‘Rewards and sanctions’‘Environment & sustainability’‘Peer mentoring’‘Classroom management’‘Engineering perception’Music and Drama groups now use the BLex resourceswithin lessons. A moveable gazebo can be used to createa sense of place.Richard Kelly said: “Attendance has improveddramatically. Low level disruption has diminished. All thestudents who’ve led and owned the project have madesignificant improvement in school. All have exceededtheir targets”.Without these resources, Kelly said he feels the schoolwould not have been able to improve in the way it has.The experiment showed staff that flexibility and non-permanence are"
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Learning Spaces

Learning outside the classroom

22 Sep 2009

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      string(5680) "57www.teachingtimes.com n Vol 1.6School BusinessThe BuildingSchool Leadership TodayS t Peter’s C of E is a small village primary school – with big ideas. We believe we should take responsibilityfor our impact on the environment locally and globally, educating our children to embrace their individual ecological responsibility throughout their futures. Attempting to achieve carbon-neutral status with a Victorian- built school (from around 1836) is ambitious – and our ethos of corporate self-efficacy has been demonstratedTen waysWhat better time than a new decade to renew your commitment to combating climate change? Headteacher Simon Temple offers some tried and tested tipsto cut your carbon emissionsand practised through this project. 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Through discussions with children, staff and governors, the school management published the four pillars of our new carbon-neutral ethos:reduce what we use with ‘equipment husbandry’, ‘power rangers’ and insulation. reuse everything possible and use companies with the 2012 certificate. recycle all we can in school – with ‘eco-warriors’ sorting waste for collection. renewable power generation systems should heat, light and power the building.To involve the children in the audit, year 6 students conducted a scientific investigation to find the best insulation material. They tested a selection of products by encasing a Ribena bottle filled with hot water with five different insulation products. The students took temperatures and plotted a cooling curve for each material. The clear winner was Super 10 made by Actis, which uses foil technology so it can be fitted into awkward spaces.We are currently seeking funds and consulting eco-build companies. 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Leadership

Ten ways to cut your carbon emissions

13 Feb 2010

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      string(5622) "� 21 Century Schools  Volume 4:2Sustainabilitywww.teachingtimes.com� Volume 4:2  21 Century SchoolsHeadmaster Simon Temple has set his primary school a challenge – tobecome the first carbon-neutral school in Britain. He challenges otherschools to do the same – with his top ten tips.To involve the children in the audit, year six studentsconducted a scientific investigation to find the bestinsulation material. A selection of products was testedby encasing a ribena bottle filled with hot water withfive different insulation products. Temperatures weretaken at intervals and a cooling curve was plotted foreach material. The clear winner was Super 10 madeby Actis, which uses foil technology so it can be fittedinto awkward spaces.Funds are currently being sought and eco-buildcompanies consulted. 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Start an effective Travel Plan toincrease walking and cycling toschoolThe department for transport recommends allschools and businesses have a ‘Travel Plan’ – whichis a measure of environmental damage caused bypeople getting to the building and a set of plans todecrease it.A good travel plan has three advantages: itimproves health through exercise, it reduces trafficand it cuts carbon emissions. Most of our staffmembers have a long commute, which necessitatesdriving. But most of our students are very localand choose to walk. When we calculate our carbonemissions, these figures are included.4. Get a carbon emissions surveydone so you know what you areusingIt’s really easy to find a company to survey thebuilding cheaply. It’s useful to get the first one donebefore beginning your carbon cutting process – toestablish a benchmark. We are waiting for our firstsurvey to be published.5. Keep records of meter readingsand ambient temperaturesFortunately, our caretaker kept weekly records ofwater, electricity and gas meter readings over manyyears. We are using a problem solving lesson in theupper juniors to relate these readings to the localambient temperature data to establish a correlationand investigate the impact of the energy savinginitiatives. This is another reason for installingequipment and implementing strategies sequentially– so the impact of each can be more accuratelyattributed.6. Fit thermometers in all mainrooms to monitor temperatureThermometers are situated in all main rooms evenwhere the heating systems are thermostaticallycontrolled. This gives an easily monitored checkthat rooms are neither too cold nor too hot. All staffmembers appreciate the importance of maintaining acomfortable working temperature of about 18oC.7. Train ‘power rangers’ to closedoors and windows and switch offlights and equipment‘Power rangers’ are children chosen each term to takeresponsibility for saving energy in their classroom.All our students love being assigned ‘special jobs’. Ifany of the power rangers are found not taking theirposition seriously, they are replaced.for becoming acarbon-neutral schoolSt Peter’s C of E is a small village primary school– with big ideas. We believe we should takeresponsibility for our impact on the environmentlocally and globally, educating our children to embracetheir individual ecological responsibility throughouttheir futures. Attempting to achieve carbon-neutralstatus with a Victorian-built school [circa 1836] isambitious – and our ethos of corporate self-efficacyhas been demonstrated and practised through thisproject. Our school management team wants all thebuilding’s technologies to work simply and in harmony– even down to labelled pipes and cables.How did it happen?St Peter’s has always been in need of green space, sothe opportunity to lease some adjacent gardens wasjust what we needed. As with all major projects, theschool council represented the children’s views in thedecision process. A ‘House Challenge’ was started – toget the children to draw their own garden designs.The challenge was so successful that we widenedit into an ‘eco-schools’ project. Through discussionswith children, staff and governors, the schoolmanagement published the four pillars of our newcarbon-neutral ethos:REDUCE what we use with ‘equipment husbandry’,‘power rangers’ and insulationREUSE everything possible and use companies withthe 2012 certificateRECYCLE all we can in school – with ‘eco-warriors’sorting waste for collectionRENEWABLE power generation systems should heat,light and power the buildingThetop tips1Aylesford, KentHard work at StPeter’s primaryschoolSustainabilitywww.teachingtimes.com10 21 Century Schools  Volume 4:2Sustainabilitywww.teachingtimes.com8.  Insulate the areas using the mostenergyReducing heat loss is"
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