Distance Learning
During distance learning our students continued to enjoy weekly garden lessons that include video tours of the garden as well as hands on activities they completed at home. Lessons were provided to each class through their primary classroom teacher in Google Classroom and/or Seesaw. Student feedback was gathered by garden teacher Sandra Knoy via Google Forms, and data were gathered and presented in a variety of formats such as Word Clouds, graphs, and other products.
About our lessons
Garden lessons are listed weekly. Classroom teachers assign the garden lesson on different days of the week.
Use the full week (from Tuesday to Tuesday, Wednesday to Wednesday, etc.) to complete a few of the garden lesson components. Finish working with one lesson before moving on to the next one.
Adapt the garden lesson to your student.
Some students like to work on one part at a time, like watching one video on Tuesday, doing the activity on Wednesday, then watching another video Thursday.
Other students like to do several parts on the same day.
Choose 2-3 items that work best for your child. There is no requirement to do every single part of the garden lesson.
Lesson components
BrainPop and BrainPop Junior videos are animated and short - usually under 4 minutes
What's Growing? videos are actual tours of the main and habitat gardens on campus are 5-10 minutes
Instructional Activity videos are usually about 15 minutes
Written instructions are provided for the activity - you may skip the videos entirely if that works better for your student
Readalouds
Songs
Vocabulary ideas
Pick a couple of the vocabulary words to write down, use in sentences, and/or draw pictures
Make flash cards of the vocabulary (best suited for grades 4/5)
Create a story using some of the vocabulary words - or maybe a comic strip or a poster
There is no expectation for students to learn or memorize all of the vocabulary words. The vocabulary is presented mainly as a reference because the terminology is used in the videos.
Garden lessons are meant to be fun and adaptable so feel free to adjust as it works for your family. You are always welcome to reach out to the garden teacher if you have questions or need ideas for modifications at GardenEdSandra@gmail.com.
Garden Videos
Invitation to visit the garden
May 2021
Week of 5/10 - Science Kit 29: Garden Planning Week 3: Companion Planting
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Garden Flipgrid: Share what you learned and what you wonder about Companion Planting
Week of 5/3 - Science Kit 28: Garden Planning Week 2: All About Tomatoes
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Garden Flipgrid: Share what you learned and what you wonder about TOMATOES
April 2021
Week of 4/26 - Science Kit 27: Food Garden Planning
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Week of 4/19 - Science Kit 26: Earth Day
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Garden Flipgrid: Share how you will help the earth to celebrate Earth Day
Week of 4/12 - Science Kit 25: Basic Biology Week 3: Kingdom Animalia
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
DigIn: Garden Google Slide Presentation about Kingdom Animalia
Week of 4/5 - Science Kit 24: Basic Biology Week 2: Classification
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
DigIn: Create Your Alike and Different Chart
March 2021
Week of 3/29: Science Kit 23: Basic Biology Week 1: Classification
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
BrainPopJr: Play this fun game to learn more about classifying animals
BrainPop: Play this fun game to learn more about classifying living things
Garden Flipgrid: Share your favorite arthropod or invertebrate
Week of 3/15: Science Kit 22: Adaptations Week 3
Create a 3D model of your plant or animal
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Week of 3/8: Science Kit 21: Adaptations Week 2
Design your own plant or animal with adaptations
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Garden Flipgrid: Share your plant or animal design and adaptations
Week of 3/1: Science Kit 20: Adaptations Week 1
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Garden Flipgrid: Share one (TK-2) to three (3-5) adaptions in your plant or animal
February 2021
Week of 2/23: Science Kit 19: Water Week 4: The Water Cycle
All grades GARDEN LIVE Wednesday 11:30 with Miss Sandra - see your Google Calendar for the link
Garden Flipgrid: Share what you know about the steps of the water cycle
Week of 2/15: Science Kit 18: Water Week 3: Water as Habitat
GARDEN LIVE Wednesday 11:30 with Miss Sandra and Mrs. Lunde - see your Google Calendar for the link
Garden Flipgrid: THINK: Who is using the water?
Week of 2/8: Science Kit 17: Water Week 2: Rainy Days
GARDEN LIVE Wednesday 11:30 with Miss Sandra and Mrs. Lunde - see your Google Calendar for the link
Week of 2/1: Science Kit 16: Water Week 1: Rainy Days
GARDEN LIVE Wednesday 11:30 with Miss Sandra and Mrs. Lunde - see your Google Calendar for the link
December 2020
Week of 12/14: Science Kit 14: Roots and Soil Week: Soil Studies
GARDEN LIVE Wednesday 11:30 with Miss Sandra and Mrs. Lunde - see your Google Calendar for the link
Instructional Video: Science Kit #14: Soil Studies - Let's Make a KWL Chart
Week of 12/7: Science Kit 15: Roots and Soil Week 2: Nature’s Recyclers
GARDEN LIVE Wednesday 11:30 with Miss Sandra and Mrs. Lunde - see your Google Calendar for the link
November 2020
Week of 11/30: What's Growin' On Newspaper
GARDEN LIVE Wednesday 11:30 with Miss Sandra and Mrs. Lunde - see your Google Calendar for the link
Instructional Video: What's Growin' On Newspaper articles and activities
Week of 11/16: Tree Models
GARDEN LIVE Wednesday 11:30 with Miss Sandra and Mrs. Lunde - see your Google Calendar for the link
Week of 11/9: Tree Life Cycle
Week of 11/2: Tree Rings
October 2020
Week of 10/25: Tree Anatomy
Week of 10/19: Photosynthesis
Week of 10/12: What do leaves do?
Week of 10/5: Pollinators - The Hummingbird
Readaloud: How Hummingbird Got Fire - Ohlone Story presented by PBS, read by Valentin Lopez, Chairman of the Amah-Mutsun Ohlone tribal band
Song: Mr. Hummingbird Song by Dr. Jeremy Jensen of Mindful Youth Project
September 2020
Week of 9/28: Pollinators
Week of 9/21: Overall plant parts
Week of 9/14: Dicot Seed Dissection
Week of 9/8: Seed Planting
August 2020
Week of 8/31: Seed Packet
Week of 8/24: Seed Hunt
Week of 8/17
July 2020
June 2020
May 2020
Assignments
May 2021
Week of 5/10 - Science Kit 29: Garden Planning Week 3: Companion Planting
We continue our exploration of planning a garden with companion planting. This technique is used by gardeners to improve the health of their plants and soil. Companion planting includes planting flowers in with your vegetables to encourage beneficial insects, using plant companions to make the best use of soil nutrients, and taking advantage of plant growth habits. Plants that have different requirements — for nutrients, sunlight, and space, for instance — often make good garden buddies. Because they are unlikely to compete for resources, you can plant them close together to save space. We will explore these ideas and more while talking about the plants we are adding to our late spring/summer garden. Learn to draw two garden favorites: carrot and jalapeño pepper. Share what you learned and what you wonder about Companion Planting on the Garden FlipGrid.
Week of 5/3 - Science Kit 28: Garden Planning Week 2: All About Tomatoes
Last week we brainstormed what to plant in the garden. This week we are going to learn about a plant suggested by several students. Get ready to learn all about the tomato plant! Start by creating a KWL chart about tomatoes. Tomatoes are a plant that likes a lot of heat, warm soil, and long sunny days. Tomatoes do not like frost or cold. Visit Dave’s Garden and check the typical last frost date for your zip code. Tomatoes should be planted outside *after* this date, but you can start them inside a greenhouse where it is warmer before the last frost. This week you can also learn how to draw a tomato, watch a video about the big debate: Is a Tomato a Fruit or a Vegetable?, and learn fun tomato facts. Discover the five stages of the tomato life cycle and draw them in your science notebook: seed, seedling (young plant), mature plant, flower, fruit. Be sure to share what you have learned and any questions you have about tomatoes on the Garden FlipGrid.
April 2021
Week of 4/26 - Science Kit 27: Food Garden Planning
This week we are going to learn about planting guidelines. Every type of plant has specific needs for healthy growth. Let’s dig in and learn about what we want to plant and what those plants need! In your science notebook, create a list of everything you would like to grow at the school garden. You can write the names of plants and/or draw pictures of them. Compare your list to the Sonoma County growing guides. Which of your foods are ok to plant now in the late spring/early summer? Which should we wait to plant until the fall or winter? How long do you think it takes to grow a plant from a seed? Watch Peep plant a seed and wait for it to grow! Share what you have learned and any questions you have about what to plant on the Garden FlipGrid.
Week of 4/19 - Science Kit 26: Earth Day
This week we are celebrating Earth Day! We have learned so much about our local wetlands and the plants and animals that reside in our environment. This week we get to think about what actions we can take to protect and preserve the natural spaces around us for the future.
In your science notebook, create a list of your favorite things about nature and a list of things you can do to help protect nature. Create your earth craft. You will need scissors, glue, a pencil with a good eraser, and something to use for coloring. Color your earth. On the Protecting Planet Earth page, draw or write 4 ways you will help the earth, one in each section. You will glue the earth on the edges here, so try to keep your drawing/writing close to the t in the middle of the page. Cut out your earth along the circle and the dotted lines. You should have 4 triangles of earth when you finish cutting. Line up the dotted line edges onto the t mark on the Protecting Planet Earth page. It’s like putting a puzzle together! Glue down the outer, round edges. You only want to glue about a finger’s width along the round side. The other part will fold up to reveal your writing! Share your earth craft on Flipgrid or SeeSaw and be sure to tell us what actions you want to take to help the earth! Then, ask an adult to help you take action!
Week of 4/12 - Science Kit 25: Basic Biology Week 3: Kingdom Animalia
As we continue our exploration of scientific classification, this week we will begin to explore one of the 6 kingdoms. Kingdom Animalia is full of life and we are going to learn some ways to classify some of the animals that live in our local watershed, the Laguna de Santa Rosa.
Create a KWL Chart with what you KNOW, and WANT to know, and have LEARNed about classifying animals in your science notebook. Watch the videos to learn about our garden, Kingdom Animalia, the Classification Rap, and the Laguna de Santa Rosa. Draw, label, and color the ten animals from the Laguna de Santa Rosa in your science notebook. (Hawk, egret, goose, frog, tadpole, deer, rabbit, duck, lizard, songbirds). Create your Alike and Different Chart, then group the animals according to the ways they are alike and different. Draw a picture of the Laguna de Santa Rosa creek by our school and include some of the animals in their habitats. Share your work and your ALIKE/DIFFERENT chart with your class or on the Garden Flipgrid.
Week of 4/5 - Science Kit 24: Basic Biology Week 2: Classification
What is a living thing? What is a non-living thing? We will observe things in our environment to classify them as living or non-living. Then we will classify living things. Update your KWL Chart with what you KNOW, WANT to know, and have LEARNed about classifying living things in your science notebook. In your science notebook, write down the FOUR things living things need. Look around your home and identify THREE non-living things. Draw or write them in your science notebook. Find a quiet spot where you can sit outside and observe plants. Observe at least THREE specimens. What do you notice? What do you wonder about your plants? Next you will classify your plants. Write or draw at least THREE ways your specimens are alike, then at least THREE ways they are different. Share your observations and your ALIKE/DIFFERENT chart with your class or on the Garden Flipgrid so everyone in the school can watch!
March 2021
Week 3/29: Science Kit 23: Basic Biology Week 1: Classification
Our driving question is: How are living things classified?
This week we are going to begin an exploration of BIOLOGY. Biology is the study of living things. That includes plants, animals, and some other things too!
Create a KWL Chart with what you KNOW and WANT to know about classifying living things in your science notebook. TK-2 will draw, label, and color your favorite arthropod in your science notebook. 3-5 will draw, label, and color your favorite invertebrate animal in your science notebook. Invertebrates include arthropods, mollusks, annelid, and cnidarians. Label some of your animal’s body parts if you can. Share why this animal is your favorite in one of the following ways: Write about it in your science notebook, talk about it in a video, or make a Google Slide about it to share with your class. If you want to share a video you can use SeeSaw in your class or you can share on the Garden Flipgrid so everyone in the school can watch!
Week of 3/15: Science Kit 22: Adaptations Week 3
Create a 3D model of your plant or animal
Update your KWL Chart with what you KNOW, WANT to know, and have LEARNed about plant and animal adaptations in your science notebook. Watch the videos on the Engineering Design Process. Review your design. Gather your creative supplies. Remember to get your design page, drawing, and the materials you listed on the design page. Keep your plant or animal’s adaptations in mind. Remember to document any changes in your science notebook! Document your design and build in one of the following ways: Take notes in your notebook, draw pictures, or make a video in FlipGrid. Remember to share how/why your plant or animal’s adaption would help it live longer. Make sure to clean up your workspace when you are done building. And thank your adults for helping you get the materials you wanted!
Week of 3/8: Science Kit 21: Adaptations Week 2
Design your own plant or animal with adaptations
Update your KWL Chart with what you KNOW, WANT to know, and what you have LEARNed about plant and animal adaptations in your science notebook. Use the plan to design your plant or animal. What adaptations does your plant or animal have to help it survive in it’s environment? Some ideas are camouflage, deep roots, thick bark, sharp teeth, gills, fins, feathers. Draw your design and create a list of materials to create a three-dimensional (3D) model of your plant or animal. Glue, construction paper, feathers, buttons, beads, cardboard – anything you may have around your house that is ok to use for crafting. Share your materials list with your adult so they can help you gather supplies for next week. Share your design and the reasons for its adaptations in one of the following ways: Take notes in your notebook, draw pictures to answer the questions, or make a video in FlipGrid.
Week of 3/1: Science Kit 20: Adaptations Week 1
What is an adaptation?
An adaptation is the change of a plant or animal to their environment to improve their chance at survival. This is a biological process that takes place over many years (hundreds or thousands of years!). Create your KWL Chart with what you KNOW and WANT to know about plant and animal adaptations in your science notebook. Pick a plant or animal to RESEARCH. You can use Epic, BrainPop, or any other book you have at home or the library. You can also use the input of an adult by creating a list of questions they help you answer. Discover one (TK-2) to three (3-5) adaptions in your plant or animal. Explain how this adaption would help it live longer. Support your answer with examples. Document your ideas in one of the following ways: Take notes in your notebook, draw pictures to answer the questions, or make a video in FlipGrid.
February 2021
Week of 2/23: Science Kit 19: Water Week 4: The Water Cycle
Update your KWL Chart with what you KNOW, WANT to know, and have LEARNed about water in your science notebook. Watch the NASA animation to see a day in the life of the water cycle. Listen to the song about The Water Cycle by Blazer Fresh. Watch the BrainPop videos about the Water Cycle. Practice the main vocabulary of the water cycle: Evaporation, condensation, precipitation, collection or accumulation. Color/label your handouts. Learn about the different states of matter, including water! Watch the BrainPopJr video. Draw about the states of matter. Create pictures that include something in each state: gas, liquid, and solid. What do we call water when it is in solid form? Think about what you might get out of your freezer, and what falls from the sky in winter in really cold areas. What do we call water in gas form? This is the form of water involved in the evaporation part of the water cycle. Share your ideas on the Garden FlipGrid and pictures of your work in your SeeSaw classroom.
2/15 - Science Kit 18: Water Week 3: Water Week 3: Water as Habitat
We have learned that water is an important part of the habitat of many animals. From fish to frogs to birds to mammals, water in the environment is necessary both as a place to live and grow and a resource for drinking, eating, and even recreation. Update your KWL Chart in your science notebook. Think about who is using the water in our environment. Do humans need the water? Why? How do we use it? What other animals use the water? How do they use it? Document your ideas in one of the following ways: Take notes in your notebook, draw pictures to answer the questions, or make a video in FlipGrid. Next, observe water outside in nature. What animals visit this water? Make a list or draw pictures of the animals you observe. If you don’t see any animals this time, think about ones that you have seen near the area before and include them in your notes/drawing.
2/8 - Science Kit 17: Water Week 2:
This week we will learn about watersheds. A watershed is an area of land that drains into a river system. First, update your KWL Chart with what your KNOW and WANT to know about water in the outdoors (see video for example) in your science notebook. Add what we learned last week about water. Next, listen to Miss Sandra’s readaloud of the Watersheds handout. Now it is time to do some RESEARCH. You are going to research our local watershed. Take notes in your science notebook. Visit: https://mywaterway.epa.gov/, enter the school’s address: 8511 Liman Way, Rohnert Park, CA, and click GO. Answer questions in your science notebook or go to our Garden Flipgrid to share your responses. What is the name of our local watershed? What does the watershed map look like to you? What do you notice? What do you wonder? Try to draw the watershed map in your notebook.
2/1 - Science Kit 16: Water Week 1: Rainy Days
First, get out your science notebook and create your water KWL chart. Write down everything you know about water outside. You can join the LIVE KWL session (Wednesdays at 11:30) if you would like to work with Miss Sandra on the KWL. Next, take a few minutes to think about water. Why is water important? Who needs water? Can there ever be TOO much water? Document your ideas in one of the following ways with notes, pictures, and/or a Flipgrid video. Now you are ready to observe water outside in nature. Gather your science notebook, a pencil with an eraser, and your adult. Dress warmly for the weather! Take a walk find some water. Water can be anywhere! It might be in a garden, or a park, or maybe you will find a puddle just outside your door. Anywhere you find water, take notes. Think about the water you have found. How did it get there? Where will it go? Is there anyone or anything nearby that might use the water?
December 2020
12/14 - Science Kit 14: Roots and Soil Week: Soil StudiesFirst, update the KWL Chart about roots and soil in your science notebook. You can join the LIVE KWL session (Wednesdays at 11:30). Next, collect your soil samples. It's best if you can have at least two, but if you only have one that will be ok! In your science notebook, draw a picture of where you collected your sample(s). Be sure to use labels: Soil Sample 1 and Soil Sample 2. Make notes about what was growing nearby and anything else you notice. Make notes in your notebook for each sample: color, feel, smell, etc. Think about he connection between soil and plants. How do roots and soil work together to create a healthy plant? Write or draw your ideas in your notebook.
12/7 - Science Kit 15: Roots and Soil Week 2: Nature’s RecyclersFirst, create the KWL Chart about roots and soil in your science notebook. You can join the LIVE KWL session (Wednesdays at 11:30). Next, think about what living things you might find in soil. Share your ideas in your science notebook! Then it is time to get outside to hunt for nature’s recyclers – the FBI of the garden! Fungus, bacteria, and invertebrates are decomposers. Take time to observe, and then draw or describe them in your science notebook. What do you think the garden or the forest would look like without the FBI? Draw a picture or explain in your science notebook.
November 2020
11/30 - Kit 13: What's Growin' On NewspaperThis week we have a newspaper from the California Foundation for Agriculture in the Classroom. Students can select 1 to 3 articles/activities to read/do and share with their class. Students can also use this week to continue working on their tree model if they would like and review in their science journal what they have learned during garden lessons this fall. If your student would like to bring their tree model to school to be part of our forest to be featured in January at Maker World, just bring it to school on one of our supply pickup days in the next month.
11/16 - Kit 12: Tree ModelsFor our fourth week of studying trees, we will be creating three-dimensional (3D) tree models. Students will plan out their tree model design by drawing it and creating a list of materials. Students may use anything they have available at home - blocks, Legos, recycled materials, paper, etc. The tree must hold seeds, a pinecone, or a nest without falling off. These can be real seeds or pinecones - please don't collect a real nest. OR, students can also create something to represent the seed, next, or pinecone. The tree must have at least 4 parts: roots, trunk branches, and leaves. The tree must be 3D. Share pictures or video if possible explaining your tree model with your teacher and classmates in SeeSaw or Google Classroom.
11/9 - Kit 11: Tree Life Cycle.Trees grow just like many other plants do – they start from a seed. This week we will learn the stages in a tree’s life cycle and terminology (the scientific words) to describe these stages. Pine trees are in a group of plants called gymnosperms (these are also called coniferous trees). Oak trees are in a group of plants called angiosperms (also called deciduous trees). We have life cycle worksheets to learn about the stages in a tree's life cycle. We will also learn the parts of an acorn. Spend some time outdoors with trees and try to notice their stage of within the tree life cycle. Maybe you will find some seeds, like acorns, pinecones, or other tree seeds. Try to identify young tree sprouts, saplings, mature trees, and fallen or dead trees.
11/2 - Kit 10: Tree Rings.How do trees grow? This week we continue exploring trees by learning about the internal (inside) parts of a tree. Start by updating your KWL chart about trees in your science notebook. Next, complete the tree cookie worksheets. Have your science notebook ready to use for what you notice and wonder while you do the worksheet. Glue your worksheet into your notebook when you are done. Then enjoy the tree art project and color, cut, and glue to create your Kandinsky Tree. Finally, be sure to spend some time outdoors with trees this week. Use your observation skills to notice the types of trees, the shape of their leaves, the sound the wind makes rustling through their leaves, how much shade different types of trees provide. You do not need to write anything down while outdoors unless you want to. Just enjoy the company of trees.
October 2020
10/25 - Kit 9: Tree Anatomy. What do trees do? Begin by creating a KWL chart in your science notebook with all that you know and want to know about trees. We'll add the "learn" column next week. What do you wonder? I hope we can find the answers to your wonderings together! Next you will label your tree diagram(s). Use what you know about seasons (winter, spring, summer, and fall) and how trees change to color your seasons page. If you aren't sure you can ask your adult to help you remember. The BrainPop video on Seasons can help too! For your outdoor activity this week, go on a walk outside. Take your science notebook to take notes and draw pictures of the trees that you see on your walk.
10/19 - Kit 8: Photosynthesis. Review the KWL chart from last week. Add what we learned (L) during our exploration of leaf anatomy, shape, color, and size, and revise the KW sections with new ideas about what we know (K) and want to know (W). Create a leaf model and label it with the steps of photosynthesis. Share your leaf model with your class and your family. Be sure to upload photos on the Garden Google Form. Continue to explore leaves this week by getting outside and using your senses to hear, see, touch, and smell the leaves in your neighborhood.
10/12 - Kit 7: What do leaves do? We will create KWL charts for what we know about leaves, explore leaf anatomy with diagrams and leaf collection, and use our senses to notice sights, sounds, and smells outside. We will use our observation skills to document the size, shape, color, and other facts about our leaves, notice and document some similarities and differences between our leaves, and learn botanical terminology for describing leaves.
10/5 - Kit 6: Pollinators - The Hummingbird. Learn basic hummingbird anatomy and hear a traditional story from the Rumsien Ohlone culture. Curriculum provided by the Golden Gate Audobon Society including the story "How Hummingbird got Fire" as told by Linda Yamane.
September 2020
9/28 - Kit 5: Pollinators - Animal and plant relationships and adaptations. Learn about ecosystems and consider common pollinators - how do they eat? how do they pollinate? Activity kit will include supplies and instructions to make models of insect mouths to test and determine which are best suited for different purposes.
9/21 - Kit 4: Overall plant parts - Students will complete a diagram of a flower or plant, labeling and coloring the parts. Students will make a chart of things that we eat that re different plant parts: seeds, roots, stems, leaves, flowers and fruit. Then students will hunt for an example of each of these in their own kitchen, garden, or grocery store. As a bonus activity, students can try to create a recipe that includes at least one of all six parts.
9/14 - Kit 3: Dicot Seed Dissection
Students will perform a lima bean dissection to discover what hides inside a seed. Instructions include a diagram to label and color. As a bonus activity, students can create the two halves of a bean seed with craft dough from home.
9/8 - Kit 2: Seed
will plant, water, and observe their own lettuce. They will document their observations in a science log.
August 2020
8/24 - Seed Hunt
Students will collect seeds, compare them, and document their seeds with a 'seed picture' that will include drawings of the seed, descriptive terms, and drawings of the parent plant.
8/31 - Kit 1: Seed Packets Students will learn how to read a seed packet, understand plant needs (water, sunlight, spacing), and create their own seed packets.
Future Lessons
2/15 - The Water Cycle
2/22 - Water Quality/Pollution