Summary: Students were responsible for harvesting the beets that we planted last spring in grade 4. We chose to use these beets for two different projects/lessons. The first thing we used the beets for was creating natural dyes and paints. Students headed out into the trees to see if we could make any other colours as well. They sorted, boiled, and stored the homemade paints/dyes to create artwork later. We used the beet and purple cabbage dyes to create monochromatic paintings using an understanding of layering to create depth and a beautiful scene.

The second way we used the beets was to can pickled beets. Students went in small groups to the kitchen to peel, cook, and can the beets. Of course, they were able to try the cooked beets as well to see if they enjoyed the beets. We are now not so patiently waiting to have a pickled beet trial day to taste the fruits of their labor from spring to fall to now! 

Materials:

• Beets

• natural products (leaves, flower petals, etc.)

• Pots

• Canning Supplies (large pot, cans, etc.)

• Paint brushes and pallets

• 8.5 x11 cardstock paper

Curriculum Outcomes from Alberta Program of Studies:

Arts: 

Painting

• Continue to strive for more sophistication in brush skills by using techniques learned in earlier years.

• Continue to paint, using experimental methods including without a brush.

• Mix and use colour tones to achieve perspective.

• Use washes under and over painted images to indicate colour value from light to dark, and simulate depth of field.

Science:

Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions. 

• Climate and weather events may influence agricultural practices by affecting components 

• Conservation agriculture is a sustainable practice that responds to local climate and weather events.

• Conservation agriculture practices are adapted to the requirements of plants and animals farmed.

• Agricultural practices involve monitoring and responding to climate or weather events.

• Sustainable harvesting practices support the maintenance of stable plant or animal populations over time 

Math: 

Students add and subtract fractions with common denominators. 

Students interpret improper fractions. 

Health: 

• Eating a variety of foods provides a balanced range of nutrients. 

Charter Outcomes:

Garden Project Outcomes (GP)

• I can identify my plant (Science, Math, LA)

• I can identify the basic needs of my plant (i.e. sunlight, water, nutrients, fertilizer)

• I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.)

• I can describe the basic needs of my plant  (Science, Math, LA)

• I can plant and harvest my own crop (PEW)

• I can understand the environmental impacts to crop growth (drought, flooding, pests, etc.) (Social) 

• I can identify equipment required to care for my crop

• I can identify my crop’s use in society (PEW, Social, LA)

• I can make recipes that use my crop (Math)

• I can identify how my crop contributes to human health

• I can demonstrate food safety practices 

• I can identify the significance of my crop to different cultures 

• I can identify where to get seeds and materials for growing a crop