Unit 7: Pest Control
and Composting
Farm to School Lessons
Lesson 43
Pest Control in the Garden
Lesson 44
Lesson 45
Lesson 46
Lesson 47
Lesson 48
Lesson 49
Lesson 50
Checking on Our Plants, Week 13
What Is Compost? Part 1
Checking on Our Plants, Week 14
What Is Compost? Part 2
Checking on Our Plants, Week 15
Seasonal Gardening: Beets, Part 1
Seasonal Gardening: Beets, Part 2
Pasadena Unified
School District
with funding from USDA
Pest Control in
the Garden
43
NGSS Addressed
K-LS1-1 Use observations to describe patterns of what plants and
animals (including humans) need to survive.
2-PS1-1 Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties.
K-ESS3-3 Communicate solutions that will reduce the impact of
humans on the land, water, air, and/or other living things in the
local environment.
3-LS4-3 Construct an argument with evidence that in a particular
habitat some organisms can survive well, some survive less well,
and some cannot survive at all.
1-LS1-1 Use materials to design a solution to a human problem
by mimicking how plants and/or animals use their external parts to
help them survive, grow, and meet their needs
5-LS2-1 Develop a model to describe the movement of matter
among plants, animals, decomposers, and the environment.
Materials
• (K-1) “How Do Insects Hurt Plants?” text for reference, located in the resource section
of the curriculum
• (2nd -5th) 1 or 2 copies of “How do Insects Hurt Plants?” per table group
Success Skills
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
• Collaboration: working in groups to come up with solutions to pest control
• Communication: students communicate their ideas on how to control pests.
• Critical Thinking: students defend their choices the make concerning their opinion
on pest control in the school garden
Challenging Question
How can I help protect the plants in the garden?
(All Grades) Access Prior Knowledge
Review: Seed to Table cycle with the class. Call attention to the Harvest stage.
Review: The largest part of caring for a garden is making sure the plants are able to grow.
We have talked about the importance of weeding, and about the presence of insects in the
garden. We cannot harvest food if the plants do not grow.
Review: Things Plants Need Information. Focus on Protection and Shelter
• Lead students discussion about the types of insects (good and bad) that live in gardens
Lesson 43: Pest Control in the Garden
261
Explore
Kindergarten and First Grade Explore
Say: We talked about insects that are “bad.”
Ask: Why are some insects good and some not so good?
• Once students understand why some insects can be bad for gardens, refer to those
insects as pests. Definition of pest: a destructive insect or other animal that attacks
gardens or crops. We will call the “good” bugs beneficials. The word beneficials are
insects that are a good for plants and gardens.
• In the resource “How do Insects Hurt Plants” the text refers to two ways that insects
can hurt plants: by chewing on the various parts of plants or by sucking out the juices
of the plant parts. Both of these things can keep us from harvesting our garden.
• Introduce the concept of pest control.
Explain: The text tells us that one of the best ways to get rid of pests is to pick them off
the plants and throw them in the trash. Some gardeners squish them.
Kindergarten and First Grade
Revision and Reflection
Journal: Students draw a picture of a pest and what pests do to harm plants.
Second through Fifth Grade Explore
In this lesson, students will:
Say: We talked about insects that are “bad.”
Ask: Why are some insects good and some not so good?
• Once students understand why some insects can be bad for gardens, refer to those
insects as pests. Definition of pest: a destructive insect or other animal that attacks
gardens or crops. We will call the “good” bugs beneficials. The word beneficials are
insects that are a good for plants and gardens.
• Pass out copies of the “How do Insects Hurt Plants” text, one for each pair or table.
262
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
• Have students act out a garden scene where some are plants, some are pests, some are
“good” insects, and someone is in charge of pest control. Do this a few times to give
students a chance to process information about pest control.
Explain: Read this text as a table group (or in pairs) and then answer the following
questions:
• How can insects harm plants?
• How can we control (or stop) the damage that insects do to plants in the garden?
™™ Some students may suggest pesticides, which are not mentioned in the text. This is
fine. Make sure to lead a discussion of the concerns about using pesticides.
* These actions are considered pest control.
• Have students act out a garden scene where some are plants, some are pests, some are
“good” insects, and someone is in charge of pest control. Do this a few times to give
students a chance to process information about pest control.
Second through Fifth Grade
Revision and Reflection
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Students create a comic strip, flow map, storyboard or other product that communicates
the need for pest control in a garden.
Lesson 43: Pest Control in the Garden
263
The
Virginia Gardener
______
Name
_______________________________
http://www.hort.vt.edu/envirohort
Garden Pests and Problems: How do Insects Hurt Plants?
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Insects can hurt or damage plants in different ways, but damage is most often by:
1.
Chewing: The insect eats holes in the leaves, roots, bark, stems, or seeds
of the plant. Caterpillars, beetles and grasshoppers are some of the insects
that cause chewing damage.
2.
Sucking: Some insects suck plant juices from the leaves, stems, or fruit
of the plant. Aphids, leafhoppers, scales, and mealybugs are some of the
insects that cause sucking damage.
One of the best ways to get rid of insects from your garden (especially caterpillars and
beetles) is to pick them off and throw them into the garbage. You can make a game
out of this by seeing who can collect the most insects!
Have you noticed chewing or sucking insect damage on plants before?________
Try to find an example of each kind of damage and draw a picture of what it looks like
here.
© This activity sheet is provided by the Department of Horticulture, Virginia Tech 407 Saunders Hall, Blacksburg VA, 24061-0327
Lesson 43: Pest Control in the Garden
265
44 Checking on Our Plants
Week 13
NGSS Addressed
K-ESS3-1 Use a model to represent the relationship between the
needs of different plants or animals (including humans) and the
places they live.
2-PS1-1 Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
2-LS2-2 Develop a simple model that mimics the function of an
animal in dispersing seeds or pollinating plants.*
ELA CCSS Addressed
K.W.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
1.W.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
2.W.8 Recall information from experiences or gather information
from provided sources to answer a question.
3.W.8 Recall information from experiences; take brief notes on
sources and sort evidence into provided categories.
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
4.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes,
and categorize information, and provide a list of sources.
5.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a
list of sources.
Math CCSS Addressed
SMP 5 Use appropriate tools strategically.
K.MD.2 Directly compare two objects with a measurable attribute
in common, to see which object has “more of”/“less of” the
attribute, and describe the difference.
1.MD.2 Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object (the
length unit) end to end; understand that the length measurement
of an object is the number of same-size length units that span it
with no gaps or overlaps.
2.MD Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.
3.MD.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data
by making a line plot, where the horizontal scale is marked off in
appropriate units—whole numbers, halves, or quarters.
Materials
Student response journals, pencils, crayons, watering cans, garden tools
Success Skills
• Collaboration with their peers as they choose seeds to plant.
• Communication with peers as students discuss the observations of different types of
seeds and their needs.
• Critical thinking in the defense of their opinion about which seeds to plant.
Challenging Question
How can I make sure my seeds grow in the school garden?
Lesson 44: Checking on Our Plants, Week 13
267
Access Prior Knowledge
Review the list of Things Plants Need, according to the resource in your binder:
1.
2.
3.
4.
5.
6.
Water
Air
Light
Nutrients from the soil
Shelter/protection from exposure and other harmful elements
Pollination
Explore
Kindergarten through Fifth Grade Explore
Students will take a trip out into the garden.
• In addition, students will need to water their seeds and be aware of weeds that may
have grown. Make sure to weed around the plants, pulling to remove as much of the
roots as possible from the soil. Also, look for insects that might be harmful to the
plants growing in the garden.
• Remind students to take note of other things they may see in the garden that may
impact the growth of plants in the garden.
Kindergarten through Fifth Grade
Revision and Reflection
In student response journals, students will draw what they saw in their garden trip today.
If there is no change in the plant, they can draw a picture of what they did to help the
seeds grow. Students need to record any observations (labeling pictures, etc) as well. Make
note of any changes you are noticing in plants. Are they growing faster? Are they growing
slower? What could be the cause of the change? Refer to the list of Things Plants Need
and your observations to defend your opinion.
268
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Explain: As scientists (and gardeners) we need to check on our plants to see if they are
growing. Students will be observing their seed area looking for changes to record in their
student response journals. Students should bring out measurement tools to begin measuring and documenting growth of plants from week to week.
45
What Is Compost?
Part 1
NGSS Addressed
K-LS1-1 Use observations to describe patterns of what plants and
animals (including humans) need to survive.
2-PS1-1 Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
K-ESS3-3 Communicate solutions that will reduce the impact of
humans on the land, water, air, and/or other living things in the
local environment.
3-LS4-3 Construct an argument with evidence that in a particular
habitat some organisms can survive well, some survive less well,
and some cannot survive at all.
1-LS1-1 Use materials to design a solution to a human problem
by mimicking how plants and/or animals use their external parts to
help them survive, grow, and meet their needs.
5-LS1-1 Support an argument that plants get the materials they
need for growth chiefly from air and water.
5-LS2-1 Develop a model to describe the movement of matter
among plants, animals, decomposers, and the environment.
Teacher Note: This is a two day lesson to be taught in two consecutive weeks.
Materials
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Pictures compost piles or samples from a compost pile
Success Skills
• Collaboration with their peers during their discussion of compost.
• Communication of ideas with peers as students discuss the topic.
• Creativity as students write about and illustrate things they have learned about
compost.
Challenging Question
How can I help my plants grow ?
(K-5) Access Prior Knowledge
• Review the Things Plants Need to grow (water, air, light, nutrients from the soil, shelter/protection, pollination).
• Tell students that the class is going to take a trip out to the garden to observe plants/
seedlings. While they are out in the garden have students draw and/or write about
what they are observing. Have them answer this question through their pictures/
Lesson 45: What is Compost? Part 1
269
• writing: Are the plants/ seedling getting what they need to grow? What evidence do
you see to show that they are (or are not) getting what they need?
• After returning from the garden, have students share their drawing/writing in pairs/
groups.
Explore
Kindergarten and First Grade Explore
Today’s lesson will be focused on explaining what compost is and why it benefits plants
(and our environment).
Vocabulary to be reviewed is bold.
Question: What is compost and why is it good for plants? Compost is the product of a
controlled process of decomposing organic material to be used to help plants grow.
• decomposing: To separate into components or basic elements; to rot.
• organic: of, relating to, or coming from living matter.
Show a few pictures of compost or if you have a sample of compost (in your own personal
garden, or in your school garden) have students observe a sample. Students may react with
“ew” responses because of the worms or bugs present in the compost.
Question: Do you think the bugs or worms are a good sign? Why or why not? Take student responses.
• Explain that finding bugs or worms in the soil is actually good, because they help
break the food and other organic ingredients down in the soil? This puts important
ingredients from the organic materials back into the soil.
Question: How could compost help the plants in our garden? Show the graphic on pg 4
of this lesson plan. Here are some of the benefits of using compost in a garden. You can
pick two or three benefits to explain to the students.
• Soil conditioner
• A fertilizer
• Addition of vital humus or humic acids
• Natural pesticide for soil
These are some of the benefits of using compost in a garden. You can pick two or three
benefits to explain to the students.
270
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Question: What do you see in the compost? Chart student responses.
Second and Third Grade Explore
Today’s lesson will be focused on explaining what compost is and why it benefits plants
(and our environment).
Vocabulary to be reviewed is bold.
Question: What is compost and why is it good for plants? Compost is the product of a
controlled process of decomposing organic material to be used to help plants grow.
• decomposing: To separate into components or basic elements; to rot.
• organic: of, relating to, or coming from living matter.
Show a few pictures of compost or if you have a sample of compost (in your own personal
garden, or in your school garden) have students observe a sample. Students may react with
“ew” responses because of the worms or bugs present in the compost.
Have your students record observations and think about the following questions (while
they examine the pictures or observe the compost) in their journals. It would be helpful to
write the questions on the board or have them write the questions in their journals.
Question: What do you see in the compost?
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Question: Do you think the bugs or worms are a good sign? Why or why not?
Question: How could compost help the plants in our garden? Show the graphic on pg 6
of this lesson plan. Here are some of the benefits of using compost in a garden. You can
pick three or four benefits to explain to the students.
• Compost contains a full spectrum of essential plant nutrients.
• Compost enriched soil retains fertilizers better. This leads to less pollution of the waterways by fertilizer runoff.
• Compost helps sandy soil retain water and nutrients.
• Compost can hold nutrients tight enough to prevent them from washing out, but
loosely enough so plants can take them up as needed.
• Compost makes any soil easier to work.
• Compost enriched soil has lots of beneficial insects, worms, and other organisms that
burrow through soil keeping it well aerated.
• Compost can reduce or eliminate use of synthetic fertilizers
™™ Compost can reduce chemical pesticides since it contains beneficial microorganisms that may protect plants from diseases and pests.
™™ Only a 5% increase in organic material quadruples soils water holding capacity.
Lesson 45: What is Compost? Part 1
271
These are some of the benefits of using compost in a garden. You can pick two or three
benefits to explain to the students.
• Question: How do we create compost?
• Compost is composed of organic materials left over from lunches, harvesting, weeding
and clearing as well as coffee grounds, eggshells and paper. In nature, animal matter is
also part of compost.
Fourth and Fifth Grade Explore
Today’s lesson will be focused on explaining what compost is and why it benefits plants
(and our environment).
Vocabulary to be reviewed is bold.
Question: What is compost and why is it good for plants? Compost is the product of a
controlled process of decomposing organic material to be used to help plants grow.
• decomposing: To separate into components or basic elements; to rot.
• organic: of, relating to, or coming from living matter.
Have your students record observations and think about the following questions (while
they examine the pictures or observe the compost) in their journals. It would be helpful to
write the questions on the board or have them write the questions in their journals. After
they answer the questions, students should share their ideas in collaborative groups and
come to a consensus.
Question: What do you see in the compost?
Question: Do you think the bugs or worms are a good sign? Why or why not?
Question: How could compost help the plants in our garden? Show the graphic on pg 6of
this lesson plan. Here are some of the benefits of using compost in a garden. You can pick
three or four benefits to explain to the students.
• Compost contains a full spectrum of essential plant nutrients.
• Compost enriched soil retains fertilizers better. This leads to less pollution of the waterways by fertilizer runoff.
• Compost helps sandy soil retain water and nutrients.
• Compost can hold nutrients tight enough to prevent them from washing out, but
loosely enough so plants can take them up as needed.
• Compost makes any soil easier to work.
272
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Show a few pictures of compost or if you have a sample of compost (in your own personal
garden, or in your school garden) have students observe a sample. Students may react with
“ew” responses because of the worms or bugs present in the compost.
• Compost enriched soil has lots of beneficial insects, worms, and other organisms that
burrow through soil keeping it well aerated.
• Compost can reduce or eliminate use of synthetic fertilizers.
• Compost can reduce chemical pesticides since it contains beneficial microorganisms
that may protect plants from diseases and pests.
• Only a 5% increase in organic material quadruples soils water holding capacity.
These are some of the benefits of using compost in a garden. You can pick two or three
benefits to explain to the students.
Question: How do we put create compost?
• Compost is composed of organic materials left over from lunches, harvesting, weeding
and clearing as well as coffee grounds, eggshells and paper. In nature, animal matter is
also part of compost.
Question: What is the process that makes compost?
• Organic materials are decomposed through aerobic decomposition – decomposition
in the presence of oxygen and the actions of various fungi, bacteria, amoeba and insects. (FYI anaerobic decomposition is found in places like swamps and done deliberately in commerce, for instance, to produce methane gas for power).
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
• aerobic decomposition: The biodegradation of materials by aerobic microorganisms
resulting in the production of carbon dioxide, water, and other mineral products.
• anaerobic decomposition: the conversion of biodegradable waste matter into compost in the absence of oxygen.
Kindergarten through Fifth Grade
Revision and Reflection
Have students reflect on their observations and add or edit information based on the class
discussion (K-1) or collaborative group discussion (2-5).
Lesson 45: What is Compost? Part 1
273
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
www.homecompostingmadeeasy.com
Lesson 45: What is Compost? Part 1
275
Lesson 45: What is Compost? Part 1
277
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
46 Checking on Our Plants
Week 14
NGSS Addressed
K-ESS3-1 Use a model to represent the relationship between the
needs of different plants or animals (including humans) and the
places they live.
2-PS1-1 Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
2-LS2-2 Develop a simple model that mimics the function of an
animal in dispersing seeds or pollinating plants.*
ELA CCSS Addressed
K.W.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
1.W.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
2.W.8 Recall information from experiences or gather information
from provided sources to answer a question.
3.W.8 Recall information from experiences; take brief notes on
sources and sort evidence into provided categories.
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
4.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes,
and categorize information, and provide a list of sources.
5.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a
list of sources.
Math CCSS Addressed
SMP 5 Use appropriate tools strategically.
K.MD.2 Directly compare two objects with a measurable attribute
in common, to see which object has “more of”/“less of” the
attribute, and describe the difference.
1.MD.2 Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object (the
length unit) end to end; understand that the length measurement
of an object is the number of same-size length units that span it
with no gaps or overlaps.
2.MD.1 Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.
3.MD.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data
by making a line plot, where the horizontal scale is marked off in
appropriate units—whole numbers, halves, or quarters.
Materials
Student response journals, pencils, crayons, watering cans, garden tools
Success Skill
• Collaboration with their peers as they choose seeds to plant.
• Communication with peers as students discuss the observations of different types of
seeds and their needs.
• Critical thinking in the defense of their opinion about which seeds to plant.
Challenging Question
How can I make sure my seeds grow in the school garden?
Lesson 46: Checking on Our Plants, Week 14
279
Access Prior Knowledge
Review the list of Things Plants Need, according to the resource in your binder:
1.
2.
3.
4.
5.
6.
Water
Air
Light
Nutrients from the soil
Shelter/protection from exposure and other harmful elements
Pollination
Explore
Kindergarten through Fifth Grade Explore
Students will take a trip out into the garden.
• In addition, students will need to water their seeds and be aware of weeds that may
have grown. Make sure to weed around the plants, pulling to remove as much of the
roots as possible from the soil. Also, look for insects that might be harmful to the
plants growing in the garden.
• Remind students to take note of other things they may see in the garden that may
impact the growth of plants in the garden.
Kindergarten through Fifth Grade
Revision and Reflection
In student response journals, students will draw what they saw in their garden trip today.
If there is no change in the plant, they can draw a picture of what they did to help the
seeds grow. Students need to record any observations (labeling pictures, etc) as well. Make
note of any changes you are noticing in plants. Are they growing faster? Are they growing
slower? What could be the cause of the change? Refer to the list of Things Plants Need
and your observations to defend your opinion.
280
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Explain: As scientists (and gardeners) we need to check on our plants to see if they are
growing. Students will be observing their seed area looking for changes to record in their
student response journals. Students should bring out measurement tools to begin measuring and documenting growth of plants from week to week.
47
What Is Compost?
Part 2
NGSS Addressed
K-LS1-1 Use observations to describe patterns of what plants and
animals (including humans) need to survive.
2-PS1-1 Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
K-ESS3-3 Communicate solutions that will reduce the impact of
humans on the land, water, air, and/or other living things in the
local environment.
3-LS4-3 Construct an argument with evidence that in a particular
habitat some organisms can survive well, some survive less well,
and some cannot survive at all.
1-LS1-1 Use materials to design a solution to a human problem
by mimicking how plants and/or animals use their external parts to
help them survive, grow, and meet their needs.
5-LS1-1 Support an argument that plants get the materials they
need for growth chiefly from air and water.
5-LS2-1 Develop a model to describe the movement of matter
among plants, animals, decomposers, and the environment.
Teacher Note: This is a two day lesson to be taught in two consecutive weeks.
Materials
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Pictures compost piles or samples from a compost pile
Success Skills
• Collaboration with their peers during their discussion of compost.
• Communication of ideas with peers as students discuss the topic.
• Creativity as students write about and illustrate things they have learned about
compost.
Challenging Question
How can I help my plants grow?
(K–5) Grade Access Prior Knowledge
• Review the Things Plants Need to grow (water, air, light, nutrients from the soil, shelter/protection, pollination )
• Tell students that the class is going to take a trip out to the garden to observe plants/
seedlings. While they are out in the garden have students draw and/or write about
what they are observing. Have them answer this question through their pictures/
Lesson 47: What is Compost? Part 2
281
writing: Are the plants/ seedling getting what they need to grow? What evidence do
you see to show that they are (or are not) getting what they need?
• After returning from the garden, have students share their drawing/ writing in pairs/
groups
Explore
Kindergarten and First Grade Explore
Today’s lesson will be focused on explaining what compost is and why it benefits plants
(and our environment).
Vocabulary to be reviewed is bold.
Question: What is compost and why is it good for plants? Compost is the product of a
controlled process of decomposing organic material to be used to help plants grow.
• decomposing: To separate into components or basic elements; to rot.
• organic: of, relating to, or coming from living matter.
Show a few pictures of compost or if you have a sample of compost (in your own personal
garden, or in your school garden) have students observe a sample. Students may react with
“ew” responses because of the worms or bugs present in the compost.
Question: Do you think the bugs or worms are a good sign? Why or why not? Take student responses.
• Explain that finding bugs or worms in the soil is actually good, because they help
break the food and other organic ingredients down in the soil? This puts important
ingredients from the organic materials back into the soil.
Question: How could compost help the plants in our garden? Show the graphic on pg 4
of this lesson plan. Here are some of the benefits of using compost in a garden. You can
pick two or three benefits to explain to the students.
• Soil conditioner
• A fertilizer
• Addition of vital humus or humic acids
• Natural pesticide for soil
These are some of the benefits of using compost in a garden. You can pick two or three
benefits to explain to the students.
282
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Question: What do you see in the compost? Chart student responses.
Second and Third Grade Explore
Today’s lesson will be focused on explaining what compost is and why it benefits plants
(and our environment).
Vocabulary to be reviewed is bold .
Question: What is compost and why is it good for plants? Compost is the product of a
controlled process of decomposing organic material to be used to help plants grow.
• decomposing: To separate into components or basic elements; to rot.
• organic: of, relating to, or coming from living matter.
Show a few pictures of compost or if you have a sample of compost (in your own personal
garden, or in your school garden) have students observe a sample. Students may react with
“ew” responses because of the worms or bugs present in the compost.
Have your students record observations and think about the following questions (while
they examine the pictures or observe the compost) in their journals. It would be helpful to
write the questions on the board or have them write the questions in their journals.
Question: What do you see in the compost?
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Question: Do you think the bugs or worms are a good sign? Why or why not?
Question: How could compost help the plants in our garden? Show the graphic on pg 6
of this lesson plan. Here are some of the benefits of using compost in a garden. You can
pick three or four benefits to explain to the students.
• Compost contains a full spectrum of essential plant nutrients.
• Compost enriched soil retains fertilizers better. This leads to less pollution of the waterways by fertilizer runoff.
™™ Compost helps sandy soil retain water and nutrients
™™ Compost can hold nutrients tight enough to prevent them from washing out, but
loosely enough so plants can take them up as needed.
™™ Compost makes any soil easier to work.
™™ Compost enriched soil has lots of beneficial insects, worms, and other organisms
that burrow through soil keeping it well aerated.
™™ Compost can reduce or eliminate use of synthetic fertilizers
™™ Compost can reduce chemical pesticides since it contains beneficial microorganisms that may protect plants from diseases and pests.
™™ Only a 5% increase in organic material quadruples soils water holding capacity.
Lesson 47: What is Compost? Part 2
283
These are some of the benefits of using compost in a garden. You can pick two or three
benefits to explain to the students.
• Question: How do we create compost?
™™ Compost is composed of organic materials left over from lunches, harvesting,
weeding and clearing as well as coffee grounds, eggshells and paper. In nature,
animal matter is also part of compost.
Fourth and Fifth Grade Explore
Today’s lesson will be focused on explaining what compost is and why it benefits plants
(and our environment).
Vocabulary to be reviewed is bold.
Question: What is compost and why is it good for plants? Compost is the product of a
controlled process of decomposing organic material to be used to help plants grow.
• decomposing: To separate into components or basic elements; to rot
• organic: of, relating to, or coming from living matter.
Have your students record observations and think about the following questions (while
they examine the pictures or observe the compost) in their journals. It would be helpful to
write the questions on the board or have them write the questions in their journals. After
they answer the questions, students should share their ideas in collaborative groups and
come to a consensus.
Question: What do you see in the compost?
Question: Do you think the bugs or worms are a good sign? Why or why not?
Question: How could compost help the plants in our garden? Show the graphic on pg 6of
this lesson plan. Here are some of the benefits of using compost in a garden. You can pick
three or four benefits to explain to the students.
• Compost contains a full spectrum of essential plant nutrients.
• Compost enriched soil retains fertilizers better. This leads to less pollution of the waterways by fertilizer runoff.
• Compost helps sandy soil retain water and nutrients
• Compost can hold nutrients tight enough to prevent them from washing out, but
loosely enough so plants can take them up as needed.
• Compost makes any soil easier to work.
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Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Show a few pictures of compost or if you have a sample of compost (in your own personal
garden, or in your school garden) have students observe a sample. Students may react with
“ew” responses because of the worms or bugs present in the compost.
• Compost enriched soil has lots of beneficial insects, worms, and other organisms that
burrow through soil keeping it well aerated.
• Compost can reduce or eliminate use of synthetic fertilizers
• Compost can reduce chemical pesticides since it contains beneficial microorganisms
that may protect plants from diseases and pests.
• Only a 5% increase in organic material quadruples soils water holding capacity.
• These are some of the benefits of using compost in a garden. You can pick two or three
benefits to explain to the students.
Question: How do we create compost?
• Compost is composed of organic materials left over from lunches, harvesting, weeding
and clearing as well as coffee grounds, eggshells and paper. In nature, animal matter is
also part of compost.
Question: What is the process that makes compost?
• Organic materials are decomposed through aerobic decomposition – decomposition
in the presence of oxygen and the actions of various fungi, bacteria, amoeba and insects. (FYI anaerobic decomposition is found in places like swamps and done deliberately in commerce, for instance, to produce methane gas for power).
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
™™ aerobic decomposition: The biodegradation of materials by aerobic microorganisms resulting in the production of carbon dioxide, water, and other mineral
products.
™™ anaerobic decomposition: the conversion of biodegradable waste matter into
compost in the absence of oxygen.
Kindergarten through Fifth Grade
Revision and Reflection
Have students reflect on their observations and add or edit information based on the class
discussion (K-1) or collaborative group discussion (2-5).
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Lesson 47: What is Compost? Part 2
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© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Lesson 47: What is Compost? Part 2
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© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
48 Checking on Our Plants
Week 15
NGSS Addressed
K-ESS3-1 Use a model to represent the relationship between the
needs of different plants or animals (including humans) and the
places they live.
2-PS1-1 Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
2-LS2-2 Develop a simple model that mimics the function of an
animal in dispersing seeds or pollinating plants.*
ELA CCSS Addressed
K.W.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
1.W.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
2.W.8 Recall information from experiences or gather information
from provided sources to answer a question.
3.W.8 Recall information from experiences; take brief notes on
sources and sort evidence into provided categories.
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
4.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes,
and categorize information, and provide a list of sources.
5.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a
list of sources.
Math CCSS Addressed
SMP 5 Use appropriate tools strategically.
K.MD.2 Directly compare two objects with a measurable attribute
in common, to see which object has “more of”/“less of” the
attribute, and describe the difference.
1.MD.2 Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object (the
length unit) end to end; understand that the length measurement
of an object is the number of same-size length units that span it
with no gaps or overlaps.
2.MD.1 Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.
3.MD.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data
by making a line plot, where the horizontal scale is marked off in
appropriate units—whole numbers, halves, or quarters.
Materials
Student response journals, pencils, crayons, watering cans, garden tools
Success Skills
• Collaboration with their peers as they choose seeds to plant.
• Communication with peers as students discuss the observations of different types of
seeds and their needs.
• Critical thinking in the defense of their opinion about which seeds to plant.
Challenging Question
How can I make sure my seeds grow in the school garden?
Lesson 48: Checking on Our Plants, Week 15
291
Access Prior Knowledge
Review the list of Things Plants Need, according to the resource in your binder:
1.
2.
3.
4.
5.
6.
Water
Air
Light
Nutrients from the soil
Shelter/protection from exposure and other harmful elements
Pollination
Explore
Kindergarten through Fifth Grade Explore
Students will take a trip out into the garden.
• In addition, students will need to water their seeds and be aware of weeds that may
have grown. Make sure to weed around the plants, pulling to remove as much of the
roots as possible from the soil. Also, look for insects that might be harmful to the
plants growing in the garden.
• Remind students to take note of other things they may see in the garden that may
impact the growth of plants in the garden.
Kindergarten through Fifth Grade
Revision and Reflection
In student response journals, students will draw what they saw in their garden trip today.
If there is no change in the plant, they can draw a picture of what they did to help the
seeds grow. Students need to record any observations (labeling pictures, etc) as well. Make
note of any changes you are noticing in plants. Are they growing faster? Are they growing
slower? What could be the cause of the change? Refer to the list of Things Plants Need
and your observations to defend your opinion.
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Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Explain: As scientists (and gardeners) we need to check on our plants to see if they are
growing. Students will be observing their seed area looking for changes to record in their
student response journals. Students should bring out measurement tools to begin measuring and documenting growth of plants from week to week.
49
Seasonal Gardening:
Beets
Part 1
Health Standards Addressed
Kindergarten: 1.1.N Name a variety of healthy foods and explain
why they are necessary for good health.
Fourth Grade:1.1.N Identify and define key nutrients and their
functions.
1.2.N Identify a variety of healthy snacks.
7.1.N Practice how to take personal responsibility for eating
healthy foods.
7.1.N Select nutritious snacks.
First Grade: 1.3.G Identify a variety of behaviors that promote
healthy growth and development.
Second Grade: 1.1.N Name a variety of healthy foods and
explain why they are necessary for good health. 1.2.N Identify a
variety of healthy snacks.
7.4.N Examine the criteria for choosing a nutritious snack.
Third Grade: 5.1.G Examine why a variety of behaviors promote
healthy growth and development.
Fifth Grade: 1.6.N Differentiate between more-nutritious and
less-nutritious beverages and snacks.
5.1.N Use a decision-making process to identify healthy foods for
meals and snacks.
7.1.N Identify ways to choose healthy snacks based on current
research-based guidelines.
8.1.N Encourage and promote healthy eating and increased
physical activity opportunities at school and in the community.
Materials
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Beets (uncut), beets nutritional information, copies of nutritional information, one for each
table group or each pair of students (2nd-5th grade)
Success Skills
• Collaboration with their peers during their discussion of food and food choices.
• Communication of ideas with peers as students discuss the topic.
• Creativity as students illustrate and write about what they have learned about food
and food choices.
Challenging Question
How can healthy choices make a difference in how I feel and grow up?
(K-5) Access Prior Knowledge
Review the seed to table cycle. Remind students that food (vegetables and fruits) are grown
and harvested.
Lesson 49: Seasonal Gardening: Beets, Part 1
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Explore
Kindergarten and First Grade Explore
In this activity, students understand that by choosing foods that are healthy, they can
build healthy diets and start to see food choices as a part of how we can keep our bodies
healthy.
Explain: A vegetable is considered any part of herbaceous plants eaten as food by humans.
Given this general rule of thumb, vegetables can include leaves (lettuce), stems (asparagus), roots (carrots), flowers (broccoli), bulbs (garlic), seeds (peas and beans) and of course
the botanical fruits like cucumbers, squash, and pumpkins.
Ask: Are there different kinds of beets? Show students the pictures of different types of
beets.
• Review the information sheet with students.
• Students can also describe the shape and colors of beets.
Ask: What texture would you feel touching beets?
Second and Third Grade Explore
Explain: A vegetable is considered any part of herbaceous plants eaten as food by humans.
Given this general rule of thumb, vegetables can include leaves (lettuce), stems (asparagus), roots (carrots), flowers (broccoli), bulbs (garlic), seeds (peas and beans) and of course
the botanical fruits like cucumbers, squash, and pumpkins.
Ask: Are there different kinds of beets? Show students the pictures of different types of
beets.
• Review the information sheet with students.
• Students can also describe the shape and colors of beets.
Ask: What texture would you feel touching beets?
• Using the information, have students work in groups to create a Tree Map to organize
the information about beets.
294
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
In this activity, students understand that by choosing foods that are healthy, they can
build healthy diets and start to see food choices as a part of how we can keep our bodies
healthy.
Fourth and Fifth Grade Explore
Explain: A vegetable is considered any part of herbaceous plants eaten as food by humans.
Given this general rule of thumb, vegetables can include leaves (lettuce), stems (asparagus), roots (carrots), flowers (broccoli), bulbs (garlic), seeds (peas and beans) and of course
the botanical fruits like cucumbers, squash, and pumpkins.
Ask: Are there different kinds of beets? Show students the pictures of different types of
beets.
• Review the information sheet with students.
• Students can also describe the shape and colors of beets.
Ask: What texture would you feel touching beets?
• Using the information, have students work in groups to create a Tree Map to organize
the information about beets.
Kindergarten Through first Grade
Revision and Reflection
Have students reflect on their discussions in their class or with their group, and answer the following question:
• How can choosing beets help me become healthier?
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Second through Fifth Grade Revision and Reflection
Review your notes from the previous seasonal gardening lessons. Choose another vegetable
you have learned about. Compare and contrast the two vegetable, based on the information you have received on both vegetables.
Lesson 49: Seasonal Gardening: Beets, Part 1
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All about Beets
Beets belong to the same family as chard and spinach.
Beet leaves have a bitter taste like chard, but is rich in
chlorophyll. Although bitter, the greens have a higher
nutritional value than its roots.
Both beetroot and beet greens are very powerful
cleansers and builders of the blood. Betacyanin
is the phytochemical in beet that gives it its rich
‘amethyst’ color.
Nutritional Benefits
Beets are loaded with vitamins A, B1, B2, B6 and C.
The greens have a higher content of iron compared to
spinach. They are also an excellent source of calcium,
magnesium, and iron.
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
While the sweet beetroot has some of the minerals in its
greens to a lesser degree, it is also a remarkable source of
folate, potassium, fiber, and carbohydrates in the form
of natural digestible sugars.
Its iron content, though not high, is of the highest and
finest quality. This renders it highly effective in treating
many ailments caused by our toxic environment.
http://juicing-for-health.com/health-benefits-of-beets.htmland surroundings
Lesson 49: Seasonal Gardening: Beets, Part 1
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50
Seasonal Gardening:
Beets
Part 2
Health Standards Addressed
Kindergarten: 1.1.N Name a variety of healthy foods and explain
why they are necessary for good health.
Fifth Grade: 1.6.N Differentiate between more-nutritious and
less-nutritious beverages and snacks.
1.2.N Identify a variety of healthy snacks.
5.1.N Use a decision-making process to identify healthy foods for
meals and snacks.
7.1.N Select nutritious snacks.
First Grade: 1.3.G Identify a variety of behaviors that promote
healthy growth and development.
Second Grade: 1.1.N Name a variety of healthy foods and
explain why they are necessary for good health.
1.2.N Identify a variety of healthy snacks.
7.4.N Examine the criteria for choosing a nutritious snack.
Third Grade: 5.1.G Examine why a variety of behaviors promote
healthy growth and development.
Fourth Grade:1.1.N Identify and define key nutrients and their
functions.
7.1.N Practice how to take personal responsibility for eating
healthy foods.
7.1.N Identify ways to choose healthy snacks based on current
research-based guidelines.
8.1.N Encourage and promote healthy eating and increased
physical activity opportunities at school and in the community.
CCSS Math Standards Addressed
SMP 1 Make sense of problems and persevere in solving them.
SMP 2 Reason abstractly and quantitatively.
SMP 3 Construct viable arguments and critique the reasoning of
others.
SMP 4: Model with mathematics.
SMP 6: Attend to precision
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Materials
Beet from Harvest of the Month (uncut), knife, student copies of beet article (optional,
3rd-5th), plastic gloves (so you don’t stain your hands), peeler (to remove the skin of the
beet), cheese grater for grating the beets, small cups for portions of beets to be tasted
Success Skills
• Collaboration with their peers during their discussion of food and food choices.
• Communication of ideas with peers as students discuss the topic.
• Creativity as students illustrate and write about what they have learned about food
and food choices.
Challenging Question
Does learning about broccoli support what I have learned about the Seed to Table
Cycle?
Lesson 50: Seasonal Gardening: Beets, Part 2
299
(K-5) Access Prior Knowledge
Remind students that food (vegetables and fruits) are grown and harvested.
Review: A vegetable is considered any part of herbaceous plants eaten as food by humans.
Given this general rule of thumb, vegetables can include leaves (lettuce), stems (asparagus), roots (carrots), flowers (broccoli), bulbs (garlic), seeds (peas and beans) and of course
the botanical fruits like cucumbers, squash, and pumpkins.
Explore
Kindergarten and First Grade Explore
Observe: Look at this beet. (Hold up the vegetable.)
Ask: Do you think there are any seeds in this vegetable?
• Cut the beet in small pieces. What does it look like? Have students describe the beet.
Explain: Most people eat broccoli cooked. We are going to try the beet raw, since
cooking a beet removes some of the nutritional value.
• Pass out a taste of the beet to every student. Generate some words students can use to
describe the taste of the vegetable.
Ask: What are some words that describe the taste of beet? How else could you describe it?
Ask: How do vegetables get planted and grown if there are no seeds? Where do we get
more seeds?
Kindergarten and First Grade
Revision and Reflection
• In their response journals, have students draw a picture of the beets, before and after
they have been cut.
• Have students respond to this prompt. How did the beets taste?
300
Farm to School Lessons for K—5
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Teacher note: You will need to remove the skin of the beet to eat it raw. You might want
to grate some of the beets ahead of time to make the tasting easier, but try to grate some of
the beet in front of the students, so they can see how it is done.
• Write the sentence: The beets tasted ______. Teachers can use a highlighter to write
the words for students or students may write independently.
Second and Third Grade Explore
Observe: Look at this beet. (Hold up the vegetable.)
Ask: Do you think there are any seeds in this vegetable?
• Cut the beet in small pieces. What does it look like? Have students describe the beet.
Explain: Many people eat beets cooked. We are going to try the beet raw, since cooking a beet removes some of the nutritional value.
Teacher note: You will need to remove the skin of the beet to eat it raw. You might want
to grate some of the beets ahead of time to make the tasting easier, but try to grate some of
the beet in front of the students, so they can see how it is done.
• Pass out a taste of the beet to every student. Generate some words students can use to
describe the taste of the vegetable.
Ask: What are some words that describe the taste of beet? How else could you describe it?
Ask: How do vegetables get planted and grown if there are no seeds? Where do we get
more seeds?
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
• Make connection to the beet juice and the ability to use it to dye cloth. Watch this as a
resource: https://www.youtube.com/watch?v=xlwA0XA5WHU
Second and Third Grade Revision and Reflection
Students respond to the following questions in their journals:
• Are there ways we can use vegetable to be more environmentally conscious?
Fourth and Fifth Grade Explore
Observe: Look at this beet. (Hold up the vegetable.)
Ask: Do you think there are any seeds in this vegetable?
• Cut the beet in small pieces. What does it look like? Have students describe the beet.
Explain: Many people eat beets cooked. We are going to try the beet raw, since cooking a beet removes some of the nutritional value.
Teacher note: You will need to remove the skin of the beet to eat it raw. You might want
to grate some of the beets ahead of time to make the tasting easier, but try to grate some of
the beet in front of the students, so they can see how it is done.
Lesson 50: Seasonal Gardening: Beets, Part 2
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• Pass out a taste of the beet to every student. Generate some words students can use to
describe the taste of the vegetable.
Ask: What are some words that describe the taste of beet? How else could you describe it?
Ask: How do vegetables get planted and grown if there are no seeds? Where do we get
more seeds?
• Make connection to the beet juice and the ability to use it to dye cloth. Watch this as a
resource: https://www.youtube.com/watch?v=xlwA0XA5WHU
Fourth and Fifth Grade Revision and Reflection
Students respond to the following questions in their journals:
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
• Are there ways we can use vegetable to be more environmentally conscious?
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Farm to School Lessons for K—5
Planting Beets and Growing Tips
Soil: Since beets are root crops, a light, well drained soil is
best. Rocks, clay and anything that can interfere with the
roots development should be removed.
When to Plant Beets:
• Spring: Wait until the soil has warmed and dried out.
A soil temperature of 50 degrees F. is ideal. Beets can
be planted in succession every 3 weeks, for a longer
harvest.
• Fall: Beet seeding can begin again once nighttime temperatures begin cooling off. Be sure you leave about 1
month before your first expected frost, from you last seeding.
Planting Beets: Beets don’t transplant well and are always planted from seed. The beet seed in packets is really
clumps of 4-6 seeds.. Be careful not to crush the seeds.
Beet seeds can be slow to germinate, because of their tough outer shell. Soaking the seed clusters overnight will
help soften the shell and speed germination.
Beets grow with a portion of the root above ground, so seeds do not need to be planted deeply. 1/2” to 1” deep is
sufficient, planting deeper as the temperature warms.
Beets are planted only about 2-3” apart. That’s all the space the roots need and when the leaves start growing together, they provide a cooling mulch for the roots.
http://gardening.about.com/od/vegetables/p/Beets.htm
© 2016 Pasadena Unified School District with funding from USDA. All rights reserved.
Planting Beets and Growing Tips
Soil: Since beets are root crops, a light, well drained soil is
best. Rocks, clay and anything that can interfere with the
roots development should be removed.
When to Plant Beets:
• Spring: Wait until the soil has warmed and dried out.
A soil temperature of 50 degrees F. is ideal. Beets can
be planted in succession every 3 weeks, for a longer
harvest.
• Fall: Beet seeding can begin again once nighttime temperatures begin cooling off. Be sure you leave about 1
month before your first expected frost, from you last seeding.
Planting Beets: Beets don’t transplant well and are always planted from seed. The beet seed in packets is really
clumps of 4-6 seeds.. Be careful not to crush the seeds.
Beet seeds can be slow to germinate, because of their tough outer shell. Soaking the seed clusters overnight will
help soften the shell and speed germination.
Beets grow with a portion of the root above ground, so seeds do not need to be planted deeply. 1/2” to 1” deep is
sufficient, planting deeper as the temperature warms.
Beets are planted only about 2-3” apart. That’s all the space the roots need and when the leaves start growing together, they provide a cooling mulch for the roots.
http://gardening.about.com/od/vegetables/p/Beets.htm
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