But What Will The Children Learn?

Despite the fact that children may be outside "playing" in the garden, they actually have just as much, if not more, potential to learn as they would in a traditional classroom setting.  Here are just a handful of the many skills children can develop while cultivating a class garden, with reference to the FDEL-K:

SOCIAL DEVELOPMENT

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Social Development 1.1: act and talk with peers and adults by expressing and accepting positive messages

• In the garden, children may share their ideas and observations.  Another example of this is when the children are in the process of creating their garden.  One child may ask another to dig a hole, while the other complies in a positive manner.

Social Development 1.2: demonstrate the ability to take turns in activities and discussions. 

• The children may need to take turns performing tasks such as watering the plants or using specific tools (such as taking turns using the shovel, spade, etc.)

EMOTIONAL DEVELOPMENT

 

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Emotional Development: 1.2: identify and talk about their own interests and preferences.

• When deciding on what plants to purchase for the garden, children may voice their own opinions by saying things such as "Sunflowers are my favourite" or "I prefer flower gardens over vegetable ones"

Emotional Development 1.3: express their thoughts and share their experiences

•  The children may suggest to one another where they think it would be best to plant each seed.  They may also share stories of their experiences of gardening elsewhere like at home or with other family members.

Emotional Development 2.1: demonstrate self-reliance and a sense of responsibility.

• The children may demonstrate a sense of responsibility by reminding their teachers that they need to go outside and care for the garden.  Some children may even volunteer to pull weeds or water the plants!

Emotional Development 2.5: interact cooperatively with others in classroom events and activities

•  Children may offer the most 'prized' jobs to other children to ensure fairness in the garden.  They may also thank one another for helping carry bags of soil from one end of the garden to another or work together to keep the garden neat and tidy.

MATHEMATICS

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Mathematics NS1.3: begin to make use of one-to-one correspondence in counting objects and matching groups of objects

• This can occur when children dig holes and plant seedlings.  The children may recognize and develop this mathematical skill by digging one small hole and placing one sprout inside!

Mathematics M2.1: compare and order two or more objects according to an appropriate measure and use measurement terms

• As the garden grows throughout the season, the children may take notice how some plants compare in size to others.  For example, children may say things like "This plant is taller than that one!"  The children may even order two or more objects, such as rocks in the garden, fallen leaves or insects they find and arrange them from smallest to biggest.

Mathematics G3.6: demonstrate an understanding of basic spatial relationships and movements

• Children may say things like "Let's plant the daisy in front of the petunia" or "The ant is crawling on top of the stone!" to demonstrate this math skill.

Mathematics DM5.1: sort, classify, and compare objects and describe the attributes used

•  As the buds bloom in the growing garden, children may take notice of the various colours, sizes and species they see in their garden.

SCIENCE & TECHNOLOGY

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Science and Technology 1.1: ask questions about and describe some natural occurrences, using their own observations and representations

• After the class has finished planting their seeds and sprouts, some children may ask questions like "how long will it take for the flowers to grow?" or "how come this plant has different coloured leaves?"  Sometimes children may even express their observations or ideas through drawings.

Science and Technology 1.3: explore patterns in the natural and built environment

• Sometimes birds, small rodents and insects may take refuge in gardens.  Children who come in contact with these may take notice of the patterns in textures and colours in these visitors.  The children may comment on the swirls on the shell of a snail, or the speckled pattern of the sparrow sitting on one of the garden's bushes.

Science and Technology 2.3: select and use materials to carry out their own explorations

• As the children wish to explore their new garden, they may ask for tools such as shovels, spades or pails to dig through the dirt or transfer materials from place to place

Science and Technology 3.1: identify similarities and differences between local environments

• Children who have seen other gardens or have one in their own home may identify similarities and differences between the two.  They may say things such as "I have an apple tree in my backyard too, but it is way bigger than this one" or other observations like this.

Science and Technology 3.3: identify ways in which they can care for and show respect for the environment

• The children may offer suggestions such as "we should pick up all the litter" to keep their garden clean and safe.