#2. Garden Museum @NetZeroLee

The Monarch Waystation Project, in collaboration with Mrs. Shaner in STEAM, is an inspiring real-world program. We are passionate about this project because we believe it will impact our future environment for generations.

In 2022, our third graders (now fifth graders) planted native milkweed and nectar plants to establish a Monarch butterfly garden at the back of the Eco Pond. We could do it with the support of the "Bring Back the Monarchs to Texas" grant from the Native Plant Society of Texas. Since then, we have developed educational materials, including worksheets and quizzes, and presented at the Earth Fest at Coppell to raise awareness. Ms. Stout also supported the creation of a group of resources, "Garden Club - Monarch Butterfly," on MackinVIA, which is accessible to all learners.

We started with Blue 3 and Red 3 and then plan to expand to all third grade classes over the year. Our aim is to enhance their understanding of Monarch butterflies and conservation while addressing environmental challenges. We hope they will be able to develop their own opinions on the subject and make a difference.

In STEAM, the learners tried quizzes for their pre-assessment. Mrs. Shaner read a book about the Monarch's lifecycle, and then they completed the worksheets on the life cycle and diet. They also checked the current garden status. They were excited to see the real milkweed plants and busy taking pictures. Some were interested in the smell of Chocolate Daisy, which smells like chocolate!

A learner in R3 asked me, "How do Monarchs find milkweed?" and "How do they know the direction to the north or to Mexico?" What are your thoughts or questions about Monarch butterflies?

Do you like worms? Green 4 and Green 3B helped our worm composting. Did you know that we have a five-layer worm tower at our school?

While worms may seem 😱 to you, they are actually quite beneficial. They contribute nutrients and microbes and help improve the soil structure of our garden. Even if you dislike some creatures or people, why not try to learn more about them instead of making judgments? Although it can be challenging, you might discover something positive about them.

The learners separated worms from the worm compost in the old layer and placed them in the new layer of the worm tower. I always have alternative activities for those who don't want to interact with worms, but it's rarely been necessary. The kids got excited when they found the worms, saying, "Ms. Keiko, look!"

These worms, known as "Red Wigglers," are perfect for composting. They are small, about 2-4 inches long, and red. Our learners found many baby worms, which are tiny and thread-like thin, and they were excited about them. Some called them "toddler worms" or "baby worms," depending on their size. Some G3B learners brought vegetable scraps from home to feed the worms. Thank you for bringing them!

The former and current Lee parents, Ms. Maki and Ms. Theruru, helped with our activities. I appreciate the support from our FamiLee!

I was impressed with how well Green K learners cleared the beds. The squash plants were prickly, requiring caution to avoid scratching themselves. They removed the leaves bit by bit, gradually becoming more confident in taking out the larger leaves and stems. When they finished clearing all the plants, they were so delighted that they rushed to Ms. Osborn to tell her, "We did it!" So Cute!

Other groups removed a huge tree-like Cowpen, Daisy. It was too large to uproot the entire plant, but they snapped off many branches while trying to push, twist, and pull them. They helped each other and were proud to hold the big branches they removed. I loved to see their strategies, perseverance, and teamwork.

When the Green 2 learners harvested kale, I showed them how to hold the rim and push it down instead of pulling. When they heard the clicking sound, they seemed impressed and exclaimed, "Oh!" as they had initially thought they had to pull it. They also discovered caterpillars hanging from the leaves by a thread. The caterpillars were green, tiny, and hard to find, but they kept watching them.

One of the highlights of the garden is finding bugs. Kids are very good at finding small creatures that I often overlook. Perhaps a "Caterpillar Patrol Police" is in order?!

Each learner in the second group sowed beet seeds, selecting from six varieties. Did you know there is a white beet? One of the benefits of having a garden is to grow vegetables we usually don't see in the grocery store.

The last group harvested squash, enjoying the twist-and-snap harvest method. They discovered a cocoon on the squash's skin, which the kids were so excited to see. One of the squashes was eaten by animals. Many G2 learners guessed birds did it. Who do you think ate it?

The Active Learning learners and their teachers named their plants, made labels, filled the cups with soil, planted vegetable seeds, and watered them. I tried to understand what the learners were thinking from their facial and body expressions and was struck by their smiles. I enjoyed the joyful atmosphere there.

Later, we went to the garden, and one of the learners seemed to gaze at the sky and sunbathe on the way. We strolled in the garden, observing the growth of vegetables and flowers, and touched marigolds and herbs to smell the scents. The garden provides an opportunity to engage senses beyond sight, such as touch and smell. We also discussed the different aromas of sweet and holy basil (Tulsi).

It might have been hot, but I hope they enjoyed connecting with nature. I look forward to helping them transplant and water their plants in a few weeks!

This year, I plan to spend as much time as possible with learners in the garden during recess because they are enthusiastic about gardening. Last year, I enjoyed offering many classes but couldn't spend enough time with kids during recess.

They are great helpers with harvesting, weeding, watering, planting, and composting tasks. They love watering and eagerly help with weeding and composting. While some tasks may be too little for the entire class, they are well-suited for a small group.

Their frequent visits to the garden allow them to closely observe the plants' growth. It was like a festival when they pulled out the large Cowpen Daisy.

As the weather cools, I have begun visiting during the Red House recess (11:30-12:00). The learners often ask, "Are you coming to the garden today?" This phrase always motivates me to join them in the garden.

Do you know which vegetables we are growing in the garden now? GK and G2 learners drew some crops YK and PA planted two weeks ago. They are growing very well and are in the early stages of growth. Their outstanding artwork is now exhibited in the museum. A garden map showing the vegetables we are growing is in progress. I also plan to showcase some vegetables with their corresponding drawings and share relevant information.

Additionally, I created a terrarium using moss, a fern, and tropical plants. Many mentioned the figure of eggs and birds in a wheel barrel, and some kids were curious whether the fern was a tree. I also added springtails, tiny creatures that eat mold, to prevent the terrarium from getting moldy. The terrarium may look like a decorative ornament, but it also functions as a small ecosystem.

Furthermore, I presented a large Cowpen Daisy featuring the flowering branches and roots removed by GK and Yellow House learners. I hope you can feel the power of nature if you are not in the garden.

The garden museum is an enjoyable place to share our activities and the collection of our memories.

Thank you to the teachers for collaborating and bringing your learners to the outdoor learning!