Inviting student voice in a place-based service-learning garden project
Abstract
An elementary teacher led her class through an environmental service-learning project on school grounds. By allowing for considerable student input, school-wide buy-in was achieved and many valuable lessons were learned about the time, effort, and money required for a successful project.
Issue
A fourth-grade teacher with previous service-learning experience wanted to implement an environmental service-learning project that would include more student voice in her class project, and would be located on the school grounds. With increased input from her students, she hoped they would realize how much time, effort, and money was required for such a project without becoming discouraged.
Action
Complete a schoolyard map.
The teacher drew a simple map of the school grounds then led her class on a walk around the school. The students sketched things they observed, taking inventory of what needed improvement or what was missing.
Make a list of needs.
The inventory revealed repairs that were needed for three tetherball courts, and the recommendation that a lunch table be moved closer to the playground.One student suggested they plant a garden on an unused patch of land. The rest of the class responded enthusiastically. This ultimately became the class project.
Ask the principal for help.
The students reasoned they needed approval from the school principal in order to begin the improvement projects, so they invited him to attend a class discussion. The principal agreed to take care of the playground improvements but, because the garden project would need additional money, he suggested contacting the Parent Teacher Organization to request funding.
Determine who would be involved.
The class debated whether or not to invite the rest of the school to be involved with the project. Some students felt strongly that it should be recognized as their class project. Eventually it was decided that the garden would be better cared for if everyone in the school felt connected to it.
Conduct a survey.
Students throughout the entire school voted on their three favorite ideas for the garden. The results were displayed on a graph in the school office alongside pictures of garden ideas that several classes had drawn.
Recruit local volunteers.
- A local Master Gardener volunteered to draw scale maps for the garden. She also helped find garden supplies at good prices and organized the planting process.
- A local soil scientist visited the class to discuss soil needs and erosion. He also prepared a sprinkler plan for the garden.
- The school district Buildings & Grounds Department volunteered to dig a trench and lay pipe for access to a nearby water source.
- One student's father and uncle volunteered to dig the pond for the garden using their own equipment.
- Another volunteer rototilled the soil in preparation of planting.
Raise funds.
- The students wrote a letter to the school's Parent-Teacher Organization requesting funding for the garden project. They received $500.00 as a result.
- The students received another $500.00 when a parent submitted a grant proposal to a local garden organization on their behalf.
- The students raised an additional $900.00 by writing letters, which included a budget description with a donation request, to local businesses.
- The students, in turn, wrote thank you letters to all donors.
Use sustainable methods.
A standard electric pump could not be used for the pond because the school could not justify the expense for electricity. Instead, plans were made to install a solar pump, which would provide the opportunity for teaching science standards about solar energy. Since the pump and its installation is a relatively expensive endeavor (approximately $1000.00), the class decided to save it as a project for the following year.
Partner with local organizations.
Students had collected fallen dead branches from a forest that adjoined the school property. Staff from the State Parks then chipped the branches into bark that the students used as mulch to cover the garden walkways.During summer break, the local Service-Learning Council hosted a conference in town and adopted the garden as their service project. Thirty adults, who were attending the conference from out of the area, provided three hours of volunteer labor: laying sod, pulling weeds, and covering walkways with bark. Two students, who participated while on their summer vacation, impressed the adult volunteers with their knowledge and enthusiasm.
Reflect on the progress.
The students created a timeline to show the progress of the garden from idea to working project. The timeline was displayed during Open House at the end of the school year.
Context
According to the Lake Tahoe Environmental Education Coalition, "place-based learning" supplements textbook study with experiences and projects where students live. By learning about their local environment, they get the sense that school is relevant to their daily lives.
Furthermore, studies show that using the environment as an "integrating context" can improve student performance on the standards-based tests now administered by most schools.This garden project was initiated with Ms. Rockwell's fourth-grade class in the 2001-02 school year. The school site where this project originally occurred has since closed. Ms. Rockwell has successfully replicated this project at her new school site within the same district.
Outcome
The class met academic standards through various means throughout the garden project:
Math
- Learned how to conduct surveys and graph results
- Made budgets
English
- Developed letter-writing skills
Science
- Investigated plant and animal adaptations and habitat needs
- Learned about soil and erosion
Visual Arts
- Drew pictures
- Designed and created quilts
The students also learned to set goals, plan, problem solve, and work together toward a common goal.
Posted On
September 22, 2004For More Information
Resources
See:
Standards and Indicators for Effective Service-Learning Practice, National Service-Learning Clearinghouse K-12 Fact Sheet.
Related Practices
Related sites
University of California Cooperative Extension - Natural Resources, Lake Tahoe Basin
