TRACKS Lesson Plan Lesson 2: Where, What, and When of Planning a Garden Grades 9 12 I. Nutrition Education Objectives: Goal 1: Students will comprehend concepts consistent with USDA guidance related to eating and physical activity for good health. Objective: As a result of Pennsylvania s SNAP-Ed plan, student will know, understand, analyze and apply concepts, as developmentally appropriate, that are consistent with USDA guidance about the benefits of: 1. Eating a variety of fruits and vegetables for meals and/or snacks 2. Eating foods that are high in fiber II. Pennsylvania Educational Standards: A. 10.1 Concepts of Health B. 11.3 Food Science and Nutrition III. Content: A. Students will identify the proper number of servings of vegetables. B. Students will learn the basic skills for growing plants. C. Students will learn where, when, what, and how to plant food seeds. D. Students will be able to apply knowledge to appropriate planning of a garden area. IV. Materials: A. USDA MyPlate Poster B. Region 1 Map sheet C. Plant Information Table sheet D. Cherry or Grape Tomatoes E. Hand wipes, napkins, gloves. F. Reinforcement Stress ball key chain or other appropriate item. V. Procedure: A. Introductory: a. Ice Breaker i. Review last lesson: plant parts and why plants are important to humans nutritionally. ii. Discuss the number of servings recommended in each group from MyPlate. Discuss how growing your own plants can help to increase your fruit and vegetable consumption. Drexel University, Gardening HS, Lesson 2, rev 7/14 1
b. Introduction In this lesson, we will: i. Discuss the different varieties of vegetables and the amounts that we should eat. ii. Prepare for starting a garden. iii. Explain that plant production and eating a healthy diet become more meaningful as we grow our own plants. B. Developmental: a. MyPlate Guidelines i. MyPlate gives us guidelines on the amounts vegetables we should eat in a day. Vegetable Recommendations - Girls who are 14-18 years old should consume 2 ½ cups of vegetables daily and boys who are 14-18 years old should consume 3 cups of vegetables daily. ii. It also gives us guidelines on the varieties of vegetables we should strive to consume on a weekly basis. Vegetables are categorized into 5 groups based on their nutrient content. 1. Dark Green Vegetables are excellent sources of Vitamin A, folate, potassium, fiber and other nutrients. What are some examples of dark green vegetables? (spinach, greens, bok Choy, romaine, broccoli, etc.) Boys and girls should have about 3 cups per week. 2. Orange Vegetables are excellent sources of vitamins A and C and various minerals, including potassium and magnesium. What are some examples of orange vegetables? (carrots, acorn squash, pumpkin, sweet potatoes) Boys and girls should have about 2 cups weekly. 3. Dry beans and peas excellent source of protein, fiber, minerals and vitamins. They are also a part of 2 food groups. In what other food group will we find beans? What are some examples of beans or recipes that use beans or peas? Boys and girls should get about 3 cups weekly. 4. Starchy vegetables these are vegetables which have a higher concentration of starch, which is a type of carbohydrate. What are some of the starchy vegetables? (corn, green peas, lima beans and white potatoes). Boys should get about 6 cups weekly and girls should get about 3 cups weekly. 5. Other vegetables This group includes vegetables that do not fit into the other categories. Examples include: artichokes, beets, cauliflower, celery, green beans, mushrooms, onions, tomatoes and others. Boys should get 7 cups weekly and girls 6 ½ cups. Drexel University, Gardening HS, Lesson 2, rev 7/14 2
iii. A great way to make sure that you get the vegetables that you should have everyday is to add a serving of vegetables to your snack. What are some suggestions about how we can add a vegetable as a snack? b. Before we can think about what types of colorful vegetables we can plant in our garden, there are things we need to consider. What kinds of things should we be thinking about when planning a garden? (Mention location, time of year, spacing, watering frequency, etc.) c. Where to Plant i. Review the 4 things plants need to grow: Soil, Water, Sunlight, and Air. ii. Ask students how these four things relate to their decision as to where the garden and certain plants should be located. It is important to know the type of plant so we can choose the best spot for it sunlight, spacing, and access to water are some important considerations. iii. Discuss how soil, water, sunlight, and air help you determine where the garden and certain plants should be located. 1. Soil: Consider the type of soil you are planting in. Remember that your plants receive most of their nutrients from the soil. Dark, rich soil is the best for growing plants. Rocky or sandy soil should be avoided for most plants. Six to 12 inches of topsoil are recommended. If you are growing indoors, use purchased soil instead of soil from outside, which may introduce unwanted pests to your classroom. 2. Water: Adequate water is essential. The amount of water needed varies depending on the type of plant you are growing. Access or transportation is important to consider: How are you going to get water from its source to your garden? Do you have a watering can or a hose that can be used to regularly water your plants? 3. Sunlight: The amount of sunlight needed also depends on the type of plant you are growing. Try to choose a spot that receives direct sunlight for a minimum of 6 hours each day. Make sure it is not too close to a tall building or other objects that may prevent your plants from absorbing all the light they need. 4. Air (CO 2 ): Consider the quality of the air your plants receive. Are they near an industrial center or a major highway? Find a spot that allows your plants access to clean and sufficient air. Remember you will be eating what your plants produce, so make sure they do not become contaminated. Drexel University, Gardening HS, Lesson 2, rev 7/14 3
iv. The location of your garden is very important. After you have identified a spot that provides adequate soil, water, sunlight, and air, you may begin working on the plot. v. If gardening inside, you must still make sure you have the right soil, water the plants as needed, place them in a sunny (or artificially lit) place, and an open area for plenty of air. d. What to Plant i. Choose plants that will thrive in your area. Also choose plants with short growing seasons that can easily be maintained by students and can be harvested by them within 2-4 months. ii. Hand out the Region 1 Map sheet and ask students to choose several plants from the list for the appropriate season(s). Ask students to explain why these plants are suitable for this region during the selected season and why other plants may not be. e. When to Plant i. Most plants are seasonal they have specific growing periods when conditions are right for them. ii. Distribute the Plant Information Table. Have students write down 3 plants they are interested in growing (perhaps from a predetermined list of which seeds are available). They must then view seed packets or do additional research to fill in the table for each plant chosen. iii. Ask a few students to share their findings from this Activity. Have them explain what plant they chose and whether it would be a good choice for this area based on its needs and the Where, What, and When of planting. C. Concluding: a. Gardening is a great way to meet physical activity recommendations and increase interest in nutritious, healthy natural foods. b. Plan appropriately so that your plants receive all the essential things for them to grow. D. Taste Testing: a. Distribute hand wipes to students. b. Cherry or Grape Tomatoes Drexel University, Gardening HS, Lesson 2, rev 7/14 4
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