1. A Garden Design How can we create a garden while maximizing space available? Deland Middle School’s Raised Garden

2. For the teacher…  In this power point you will see the following picture indicating the slide is for your eyes only, not to be shared with students.  Pictures have been linked to some video clips. Please read the notes on the slides as information is provided.  Handouts or worksheets have been included as part of the power point to be used during dicussions.

3. Day 1 (Slides 3-6) for teacher’s eyes only Back to the Start Video (next slide)- Lead discussion to need of smaller scale farming. See notes on slide #3. Show slide #4 of Farming in New York City. See notes on slide #4. Group Activity: Objective: Students will explore different dimensions of boxes to find the greatest volume which may hold the most amount of plants. Students create a box using an 8 ½ X 11 piece of paper. Students use rice to measure the volume their box. (Indirect measurement) and compare the volumes between the group’s boxes. Suggested questions see notes on slide #5 Assignment :Survey to be completed by family (slide #6)

4. Day 1: Engagement Watch the following video. Answer the following questions: How has farming changed according to the video? What is the message of the video “Back to the Start”?

5. Farming in New York City

6. Activity Day 1 Objective: Students will explore different dimensions of boxes to find the greatest volume which may hold the most amount of plants Group Activity: Students create a box, that includes sides with no top, using an 8 ½ X 11 piece of paper. Use rice to measure the volume of the box. Questions: Which box has the greatest volume? Predict which box will hold the most amount of plants and explain your reasoning. Assignment: Family completes survey (slide#6)

7. Survey

8. Day 2: Designing a garden for teacher’s eyes only Brief Video of square foot garden- Slide #8 http://www.youtube.com/watch?v=UNxmOrxZM9Q&feature=relat ed&safety_mode=true&persist_safety_mode=1&safe=active Suggested to stop at 6min.(want to make your own?) http://www.youtube.com/watch?v=UNxmOrxZM9Q&feature=relat ed&safety_mode=true&persist_safety_mode=1&safe=active Students are to map out their garden not to exceed 32 squared feet at the base with graph paper. They should be given one example idea for brainstorming ideas and fill in the activity sheet. (Slides #13 to #16) Students may choose the design they feel will hold the greatest capacity and be the easiest to garden. (The garden does not have to be in the form of a square.) Students are to include area, volume and perimeter measurements of their gardens and every other group. (worksheet) Students are to use the scale: 1 square = 1 ft ² (length and height of the square represents a foot each).

9. Square Foot Garden

10. Day 2: Group Garden Design Design a garden using graph paper. Include the location where plants will be planted. (Landscape design for the garden). The design must meet the following requirements: Hold the greatest and reasonable capacity (volume). Easy to garden. Garden can be in any shape. (does not have to be square or rectangles.) Total area covered by the base of the boxes can’t exceed 32 squared feet. Follow scale: 1 square = 1 ft² (length and height of the square represents a foot each). Include calculations of total perimeter, area, and volume. Complete worksheet with each group’s information. Compare information.

12. Worksheet

13. Examples of use of a plot of land The following slides are examples, do not show these examples to the students until they are finished coming up with their designs.

14. The first plan is 4′x4’, and sets the garden away from one fence, leaving a 3 foot pathway on both sides and between the gardens. Height could vary between 2 to 3 ft tall.

15. This 16′x2′ plan puts the garden right up against both fences. But since it cannot be accessed from the side, it can only be 2 feet wide. If it was any wider, there would be no way to reach the plants. Height can vary.

16. Next is an 8′x4′x2’ plan. Notice it is 3 feet from the fence, giving access on 3 sides. Height can vary.

17. Finally, here is a “T’ design. It takes up the most space in the yard in a combination of a 4’x 4’ and 8’x 2’. Height can vary.

18. Day 2… after the design for teacher’s eyes only Groups compare their square foot garden with the other groups. Each group will tape a copy of their mapped garden with the dimensions onto their table. Each group will walk around and fill in their data table comparing the area, perimeter and volume of the garden design. Groups receive their designs back to include budget next day.

19. Day 3: Budgeting the garden for teacher’s eyes only Collect survey results and discuss the need for community gardens based on the survey. Students receive a number as their budget to cover the cost of their garden’s building materials, and soil. (students will be given price lists to use for shopping) Based on their garden design, students calculate their expenses and determine how to manage the budget to maximize resources and money within the requirements of the project.

20. Garden Budget Budget = $320.00 Budget Home Improvement Store Planting Soil = 2 cubic feet is $5.77 Wood (6 inches wide)= $0. 35 a foot Nails = 10 for a $1.00 Fabric (box bottom): $4.95 for 150 ft ² Lettuce Seeds= $0.99 per pack of 15 seeds Tomatoes plant : $2.99 each Cucumber plant: $1.99 each Strawberries plant: $1.29 each Blueberries plant: $1.75 each

22. Day 4: Understanding the need for nutrient rich soil for teacher’s eyes only Discuss the Soil pH Requirements and have students complete the Soil pH Requirements Handout. Students will then test 3 different soil samples for pH level using probes or litmus paper. Use The UF soil test form. Complete Worksheet. Discuss (worksheet) whether the plants on the pH requirements chart can grow in the three samples. Discuss what could be done if change is needed. Ask students to discuss the pH of the plants they chose for their garden. Ask them to think about how they are planning to plant them according to their pH to maximize growth and revise their garden’s landscape design.

26. Day 5: Presentations For teacher’s eyes only Students will present the designs of their garden and budget used. Groups will explain their decisions to the class about the following: – Requirements ( slide #10) – Design/Area & Volume used/Location of plants/pH – Budget Class will vote on best design/budget combination.

27. Extensions Items to be discussed: home grown vs. store bought vegetables ( cost effective and environment impact) What plants would you want to plant and what soil ph would work best. Environmental Impacts of big farming Organic vs. GMO’s (Genetically modified food) Water Pollution due to farming Community gardens in the area