#5 Garden Museum @NetZeroLee

Last year, I was grateful for the wonderful time I spent working in the garden alongside many learners and teachers. Engaging the entire class required much effort, but the joy we experienced together made it truly worthwhile.

Additionally, learners voluntarily formed groups to develop plans for improving our garden, dedicating their recess and free time to these activities. I want to continue supporting them because this experience will help build their problem-solving skills for real-world challenges in the future.

I hope even more people find happiness in our garden this year!

Y2 on 12/2 and PK on 12/9

Nature Copy Art

Can we replicate nature? When we attempt to imitate it, we discover its richness and complexity.

Before visiting the garden, the Yellow 2 and Purple K learners collected fall leaves and acorns from the oak tree at the back entrance.

The PK learners also observed the tree trunk, wrapped it with paper, and traced its patterns with crayons. They discovered many colors on the tree trunk, such as white, green, and orange, in addition to grey and brown.

In the garden, each class was divided into small groups of learners. One group focused on harvesting crops, while the others participated in Nature Copy Art. We rotated the groups to ensure that everyone could engage in both activities.

Some learners became so immersed in their drawings that they wanted to return to that activity as soon as they finished harvesting. It is essential to provide learners with a wide variety of colors to accurately represent natural items, as this encourages them to observe the different shades found in nature.

I was impressed by the realism in their work and also admired their imaginative use of color. Their creations are currently on display at the Garden Museum.

Harvesting

Cutting individual delicate leaves of salad greens can be tedious, but our 2nd graders and Kindergarteners were cautious and responsible in completing the job. Great work, Y2 and PK!

Despite the carrot leaves being eaten by animals while growing, we could still harvest the roots.

B2 on 12/6 & 12/12

This quick indoor seed-to-table project enables learners to engage in a hands-on growing experience over a short period.

Planting & Growing

The Blue 2 learners planted broccoli seeds in a pot made from a water bottle on Friday, 12/6. Over the weekend, I watered them, and some seeds started sprouting. - I wished we had school on the weekend!

The learners continued to water the plants every day until the harvest. They excitedly told me, "We watered the plants!" and "The microgreens are growing!" when they passed by me.

Harvesting & Tasting

The microgreens grew each day, and on Thursday, the learners harvested and tasted them with crackers and cheese. They loved it! Crackers and cheese make a great combination with microgreens and serve as a helpful introduction for children who may not enjoy vegetables.

P2 and B2 on 12/17

In reality, we frequently face challenges in the garden. The salad greens, protected by gallon jugs to keep animals away, remained safe for about two months. However, one day, I found that one of the plastic jugs had a hole, likely caused by rats.

Since all the jugs would eventually become damaged, the Purple 2 and Blue 2 learners harvested the salad greens and took them home just before the winter break. They were excited to pull out all the plants and bring them home to taste. I hope they enjoyed them!

P2 & B2 Drawing

In addition, the learners captured the seasonal scenery, including fall leaves, a tree with few leaves left, and brown grass, so they could draw these scenes before they changed.

Children often become more active in the garden and find it harder to listen to instructions. To help them understand what to do during Garden Time and why we do it, I provide instructions along with photos beforehand in the classroom. This approach also allows me to give instructions without raising my voice in the garden, which helps me avoid getting tired.

After seeing pictures of damaged vegetables caused by animals, they grasp why we cover the plants with gallon jugs. This visual connection helps them understand the story behind what they see in the garden.

P4, G4, & Y4B on 12/18

Child Nutrition provided onion transplants, which the Purple 4, Green 4, and Yellow 4B learners planted in the garden. They also cleaned up the gallon jugs and removed all the pepper and kale plants.

Some G4 learners took home the kale plants, complete with roots and soil! Their parents must have been surprised, but it could be a once-in-a-lifetime experience!

The sprouting bluebonnets were treated like stars by Y4B learners!

Removing large kale plants with G4 friends was so much fun. Why did they want to take them home?!

P4 learners independently found a job - spinning compost tumblers!

AL on 12/18

The Active Learning class has participated in garden activities multiple times since September, including seeding, transplanting, and harvesting. It was wonderful to see the learners, supported by their teachers, standing with their feet as they transplanted and harvested their plants. Thank you for engaging in this long-term project!

A Group of Fifth Graders' Project

Our fifth graders' engagement in solving real-world problems pleasantly surprised me.

Our garden has been severely affected by mice and rats. To tackle this issue, I created a group on Schoology, "Smarter than Mice. " Participation in this activity is entirely voluntary, yet 30 fifth graders joined the group. They dedicated time to finding solutions, sharing ideas, and creating presentations after school, on weekends, and during breaks at home.

Since I didn't think "Smarter than Mice" was the best name, I requested input for our group name and design. Some members posted their ideas on Schoology. After reviewing all the submissions, I chose "Mice Busters" because it is catchy, effectively conveys essential information, and has an appealing design.

Group Name & Design Created by Anvi, P5

Other Submissions

I also shared rough ideas about introducing the members, potential solutions for them to vote on, and sharing proposals in the Schoology group. One member took the initiative to create a beautiful Canva presentation that included these ideas and shared it with the other members.

Additionally, other learners proposed a fundraiser and prepared presentations to support purchasing essential items. Their passion is inspiring!

While collaborating can be challenging, I want to help them address relationship issues, support one another, and achieve our goals together.

Group Presentation Created by Nidhi, B5

Fundraiser Presentation Created by Shivanshika, G5

Fundraiser Presentation Created by Aadya, G5

Since September, the Blue 3 and Red 3 learners in the STEAM program have been engaged in reading books, taking notes on what they learned, and completing quizzes. In December, they finished creating infographics on the following topics:

1. Lifecycle

2. Diet

3. Migration

4. Dangers to Monarchs

5. How to Help Monarchs

Mrs. Shaner and I plan to share their work with the school community. The Yellow 3 and Purple 3 classes will begin this STEAM project in January. I appreciate the collaboration with Mrs. Shaner on this initiative!

Body Parts & Lifecycle

Diet

Migration

Dangers to Monarchs

How to Help Monarchs

The Monarch Club, created by Red 3 learners, is attracting more members from their class. They often spend their recess creating a website to share their research and quizzes about Monarch butterflies.

One day, while we were in the garden, a member discovered mint growing there and came up with the idea of selling it to raise money for the club. Initially, they considered selling the mint leaves, but I suggested that it might not generate enough funds. Instead, I proposed making something with the mint. One learner then suggested, "How about hot chocolate with mint?" I thought that was a great idea, and we decided to try it out.

The learners and I prepared the hot chocolate during recess in the teacher's lounge, adjusting the amounts of sugar, cocoa powder, and mint to get the perfect flavor. Organizing a fundraiser takes a lot of effort, but I want to help make their idea a reality. They will be working on a presentation for the leadership council meeting.

Our garden helpers during recess are incredibly helpful, especially when we need to act quickly. For instance, when I discovered that animals had eaten our carrots, they jumped in to help with the immediate harvesting. They also assisted in preparing the soil before we planted onions. Thank you so much for all the help in our garden!

Thank you to everyone who contributed gallon jugs for our garden! We used them to protect our plants from animals, and we currently have enough jugs. Without your support, we couldn't grow and harvest our crops. We truly appreciate your help with our garden!

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