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Design a Garden

Grade 3, Science

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Description of Unit

For this project, third-grade students will design a garden space composed of rectangles. Each student can choose from a variety of garden types (e.g., vegetable, Texas wild flower, butterfly, succulent, herb, flower) or develop one of their own. Students will learn about plants and their life cycles. The students will research types of plants to include in their garden and investigate specific planting and growing requirements.

Students will create a life-size diagram of their garden design and trading cards for the plants represented. Students will present their diagrams and provide information about the type of garden. They will also present their research on the plants and explain their interest in the careers of horticulture and botany.

This guide links the Design a Garden unit to the Texas Essential Knowledge and Skills (TEKS) for third graders. Design a Garden is a science and mathematics unit that allows students to explore and gain knowledge about planning a garden space. The unit also has interdisciplinary connections to mathematics by having students utilize their knowledge of area and perimeter of composite rectangles. Additionally, the Design a Garden unit connects to the horticulturist and botanist career fields. The following document includes the applicable TEKS and the details of the Design a Garden unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce the project by reading one of the following books:
    • Miss Lady Bird’s Wildflowers by Kathi Appelt and Joy Fisher Hein. This book describes how Lady Bird was comforted by wildflowers after her mother died. It also discusses how Lady Bird worked to ensure that the beauty of wildflowers could be enjoyed by all children.
    • Blue Potatoes, Orange Tomatoes: How to Grow a Rainbow Garden by Rosalind Creasy. This book explains how to grow multiple, uniquely colored fruits and vegetables. It also describes guidelines for planning, planting, and caring for a rainbow garden.
  2. Begin a class discussion about the students’ garden experiences. Some possible questions to ask include the following:
    • Do you have a garden at home, or have you known anyone in your family who has ever had a garden?
    • Why would someone want to grow a garden (e.g., food, fun, beauty)?
    • What are some different types of gardens (e.g., flower, herb, vegetable)?
    • What is needed to create a garden space?
    • What do plants need to grow?
    • Do you think there are some plants that are not able to grow in our location? Why?
  3. Invite a guest speaker (e.g., horticulturist, master gardener, botanist) to your class to speak about gardening.
  4. Introduce the University of Illinois Extension website called “The Great Plant Escape” (https://extension.illinois.edu/gpe/case1/index.html). Students will learn about plant growth cycles, parts of plants, and what each part does by completing “The Great Plant Escape: In Search of Green Life” (Lesson Sheet 1).
  5. Provide the following links to students or complete the first two questions of the sheet as a whole group. Students will complete the “Vegetable Planting Guide” (Lesson Sheet 2) to learn about the different frost zones of the United States and determine which zone they live in. Allow students to complete the remainder of sheet as a whole group, in pairs, or individually. Students will need a regular or digital calendar to calculate the approximate transplant date of the designated plants.
  6. Review calculating perimeter and area of composite figures by having students complete “Composite Figures” (Activity Sheet 1). In addition, students will create composite figures with a specified area to practice one requirement of their garden design. Possible questions to ask after students complete Activity Sheet 1 include the following:
    • Is there another way to decompose (break apart) the composite shape into rectangles? How does this affect the area?
    • Why is it helpful to decompose (break apart) the shapes?

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will determine a garden type or discuss a garden idea with the teacher. Through “Project Planning” (Project Sheet 1), students will determine the type of garden space they are interested in creating.
  2. Asking guiding questions. Students will ask guiding questions, possibly including the following:
    • What is the purpose of my garden?
    • What plants best fit my purpose?
    • What are some of the problems I may encounter with my garden? How might I plan for these problems?
    • What are some of the rules of gardening that I will need to follow?
    • How might my garden change over time? How should I plan for these changes?
    • What are some environmental concerns related to gardening?
  3. Designing the research proposal. Students will design two different layouts of their garden space using grid paper. They will calculate the following for each version:
    • The perimeter and area of the space (ensuring total area of 36 square units)
    • The number of each type of plant and approximate spacing between each plant. Students must be mindful that each square represents one foot and that there are twelve inches in each foot. This may be important when determining spacing requirements.

    Work with the students, if necessary, to create a good plan for the garden. How much room does each plant need to grow? How big will each plant get? Will any plants block the sunlight of other plants? (Hint: Research the plants and their size BEFORE plotting them.)
  4. Conducting the research. Students will choose one of the layouts to implement and research the plants they have selected.
  5. Drawing conclusions. Students will justify why the plants they have chosen, their design, and their gardening plan will be successful.

B. The product

Each student will create a life-size diagram of their garden using butcher paper. The diagram will illustrate the placement of each plant and the distance it is to be placed from other plants. Students will create a trading card that lists information for each plant in their garden using the template provided. Information for on each trading card includes the following:

  • Common name of the plant/vegetable/flower
  • Scientific name of the plant/vegetable/flower
  • Growth cycle of the plant/vegetable/flower (e.g., perennial, annual, biennial)
  • Height and spacing requirements of each plant/vegetable/flower
  • Two interesting facts about the plant/vegetable/flower

Students can use any printed or online resource to complete the information. All resources must be documented on the “Sources” sheet (Project Sheet 2).

Students will also create a narrative answering the following questions:

  • Why did you choose the garden type and/or the plants included in the garden?
  • What are some of the problems you may encounter with your garden? How might you plan for these problems?
  • What are some of the rules of gardening that you will need to follow?
  • How might your garden change over time? How should you plan for these changes?
  • What are some environmental concerns related to gardening?
  • What is your level of interest in the careers of horticulture and botany?

Students will create a rough draft and then revise and edit the draft to produce the final product.

C. Communication

Students will present their garden, including narrative, to the class.

D. A completed project consists of:

  1. The “Project Planning” document (Project Sheet 1) which includes two different models of the student’s proposed garden on grid paper
  2. A life-sized garden layout with correct spacing for each plant/vegetable/flower
  3. A trading card for each plant/vegetable/flower
  4. A two-paragraph narrative explaining the following:
    • The student’s thoughts behind his or her plant/vegetable/flower selection
    • The student’s opinion on whether a career in horticulture or botany would be appealing
  5. A “Sources” page

This unit may address the following TEKS.

110.5., English Language Arts and Reading, Grade 3, Adopted 2017

110.5(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.5(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.5(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.5(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.5(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.5(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.5(b)(1)(D)
work collaboratively with others by following agreed-upon rules, norms, and protocols
110.5(b)(1)(E)
develop social communication such as conversing politely in all situations.
110.5(b)(6)(G)
evaluate details read to determine key ideas;
110.5(b)(6)(H)
synthesize information to create new understanding
110.5(b)(7)(F)
respond using newly acquired vocabulary as appropriate
110.5(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
110.5(b)(11)(B)
develop drafts into a focused, structured, and coherent piece of writing by:
110.5(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

111.5, Mathematics, Grade 3

111.5(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.5(b)(4)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
111.5(b)(6)
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
111.5(b)(7)
Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

112.14, Science, Grade 3

112.14(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations.
112.14(b)(10)
Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments.

128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017

128.5(b)(2)(B)
demonstrate and apply spelling knowledge by:
128.5(b)(1)(E)
develop social communication such as conversing politely in all situations.
128.5(b)(1)(D)
work collaboratively with others by following agreed-upon rules, norms, and protocols
128.5(b)(6)(G)
evaluate details read to determine key ideas;
128.5(b)(6)(H)
synthesize information to create new understanding
128.5(b)(7)(F)
respond using newly acquired vocabulary as appropriate
128.5(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
128.5(b)(11)(B)
develop drafts into a focused, structured, and coherent piece of writing by:
128.5(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.5(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
128.5(b)(6)(A)
establish purpose for reading assigned and self-selected texts;
128.5(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.5(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.5(b)(3)(D)
identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text
128.5(b)(3)(B)
use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
128.5(b)(3)(C)
identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;
128.5(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.5(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.5(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.5(b)(11)(D)(ix)
capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
128.5(b)(11)(D)(x)
punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
128.5(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.5(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, and reflexive pronouns;
128.5(b)(11)(D)(v)
adverbs that convey time and adverbs that convey manner;
128.5(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement;
128.5(b)(11)(D)(ii)
simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
128.5(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.5(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.5(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.5(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.5(b)(13)(E)
demonstrate understanding of information gathered;
128.5(b)(13)(B)
develop and follow a research plan with adult assistance;
128.5(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.5(b)(1)(C)
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.VI.F.2
Describe, compare, and contrast structures and processes that allow gas exchange, nutrient uptake and processing, waste excretion, nervous and hormonal regulation, and reproduction in plants, animals, and fungi; give examples of each.

Social Studies:

SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.8
 Present final product.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.2
Explore and refine a research topic.

Mathematics:

M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.1
Analyze given information.
M.VII.A.3
Determine a solution.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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