Engaging Our Learners

We believe in authentic inquiry with students. Therefore, we have implemented hands-on and exploratory learning. In the 2022 school year, we began to plan with KSU to develop meaningful PBL units. Grade levels are integrating project-based lessons into their curriculum. Kindergarten used exploration to explore the soil. First grade has completed makerspace activities on plants, habitat PBLs, Weather PBLs, and hands-on exploratory lessons on magnets. Second grade is working on a patterns in nature PBL. Third grade created created a pollution PBL. Fourth grade is working on a PBL unit on weather. Fifth grade is trying to improve attendance at our school by investigating good and bad bacteria. In the second semester, we are developing PBLs around social studies units. 

Our environmental science teacher works with students on a year-long project to maintain our rooftop garden and our school's honey bees. This question that our students are working is: How can an urban garden help the food insecure?

Integrating the garden into other classroom curriculum or general subject areas can provide a multidisciplinary and holistic learning experience for children. Here are some ways to integrate the garden into other classroom curriculum or general subject areas:

Science: Use the garden to teach children about the scientific method, plant biology, and ecology. Children can learn about the life cycle of plants, how plants adapt to their environment, and how different factors such as soil, water, and sunlight affect plant growth.

Math: Use the garden to teach children about mathematical concepts such as measurement, geometry, and data analysis. Children can measure the height and width of plants, calculate the area of garden beds, and keep track of growth data over time.

Language Arts: Use the garden to teach children about language arts concepts such as writing, reading, and storytelling. Children can write journal entries about their experiences in the garden, read books about gardening, and create stories or poems inspired by the garden.

Social Studies: Use the garden to teach children about social studies concepts such as cultural traditions, historical farming practices, and environmental issues. Children can learn about traditional farming practices of different cultures, the history of agriculture, and the impact of human activity on the environment.

Art: Use the garden to inspire children's creativity and artistic expression. Children can create art pieces inspired by the garden, such as paintings, drawings, or sculptures using natural materials.

Physical education:

Gardening as a form of exercise: Gardening is a physical activity that requires strength, endurance, and flexibility. Activities such as digging, raking, weeding, and planting can help children develop their motor skills and improve their physical fitness. Encourage children to spend time digging, planting, and maintaining the garden to provide them with a fun and rewarding workout.

Yoga or stretching in the garden: Outdoor spaces provide an ideal setting for practicing yoga or other forms of stretching. These activities help to improve flexibility, balance, and coordination. The garden setting can also promote mindfulness and relaxation.

Garden obstacle course: Create an obstacle course in the garden that includes activities such as jumping over planters, crawling under trellises, or balancing on garden stakes. This can help children develop their gross motor skills and coordination while enjoying the fresh air and natural surroundings.

At SPARK, student-led inquiry is the heart of our school's learning and culture. This begins with our teacher's thoughtful and detailed planning that goes into creating strong units of study that provide authentic inquiry while still being based on the Georgia Standards of Excellence. Throughout the units, we integrate all of our learning moments, project-based learnings, and extended inquiry around the unit of study's central idea. This gives students the opportunity to research, support their thoughts, hold authentic discussions, support their reasonings through claim, evidence and reasoning which is embedded into students' writing instruction.  As students continue collaborating and discussing, the learning is truly is authentic because they feel ownership.