We Grow Food, partnering with community sponsors and supporters, is excited to join your school providing education that connects students to food from an environmental, sustainable and health conscious standpoint.
Package #1 Full Day Educational with 2- 4 modules
We can accommodate 60 students in the morning and 60 students in the afternoon based on 2.5 hours each.
- All students will participate in the creation of a “sustainable eating” word mural that will be left at the school for display.
- Choose 2 interactive educational modules for the day. You may choose 4 stations if it is the same 60 students coming through in the morning and afternoon sessions. *see module descriptions below
Package #2 Full Day Build Package
This is a good package for a class or team of up to 30 -60 people that will spend the day together creating a garden. This is recommended with grade 9-12
- All students will participate in the creation of a “sustainable eating” word mural that will be installed on the raised beds that we build.
- A garden design workshop including:
- access to sun and water
- companion planting for growing success
- how to care for your garden
- understanding mulch and its benefits
- review of plant height at maturity will be discussed in deciding on placement.
- Creating a maintenance schedule that works
- Raised Garden Build
- Students will participate in building 2- 4 x 8 raised beds that are 24” high.
- Use of hand drills
- Students will fill bed with soil, plant, water and mulch.
- 2- tire bed installs to grow potatoes.
- Painting tires
- Planting the first ring of the two tire beds
- Understanding how potatoes grow and how to care for them.
- Garden Signage includes educational information :
- Plant name, how to know when it is ready to harvest and how it can be used.
- Word mural may be installed on the raised bed. This is a wonderful opportunity for creative expression
Full Day Package #3 Half Day Educational & Half Day Build
This is good for up to 60 students in the morning and 60 students in the afternoon.
- All students will participate in the creation of a “sustainable eating” word mural that will be left at the school for display.
- Choose 2 of the 8 interactive educational modules for the morning. *see module descriptions below
In the Afternoon:
- A garden design discussion including:
- access to sun and water
- companion planting for growing success
- how to care for your garden
- understanding mulch and its benefits
- review of plant height at maturity will be discussed in deciding on placement.
- Creating a maintenance schedule that works
- Raised Garden Build
- Students will participate in building 1- 4 x 8 raised bed that is 24” high.
- Use of hand drills
- Students will fill bed with soil, plant, water and mulch.
- 2- tire bed installs to grow potatoes.
- Painting tires
- Planting the first ring of the two tire beds
- Understanding how potatoes grow and how to care for them.
- Garden Signage includes:
- Plant name, how to know when it is ready to harvest and how it can be used.
- Word mural may be installed on the raised bed. This is a wonderful opportunity for creative expression.
Garden Builds introduces a life style
- Since many schools throughout the region are now registering with Eco Schools Canada for certification you will find these programs helpful. As a school, as a class or as the eco school team, programs promote sustainability and environmental advocacy.
- Programs also support Healthy Schools certification through Durham Public Health.
- Numeracy falls into each program as students calculate garden sizes, plant spacing, yields, water requirements and trellising needs.
- Signage for the gardens requires some research and creativity to draw people’s attention to the gardens and the plants growing there.
Included in all visits:
- A discussion and creation of a word mural with the theme of “sustainable eating practices” and becoming a community advocate.
Modules to Choose From:
- What is composting and why we do it?
- Water Conservation and Catchment
- Bees and Pollinators
- Seed Saving for the Future
- Using what we grow
- Understanding Our Soil & How it Helps Things Grow
- Building and installing a food project
- Permaculture: the food garden that keeps giving
Sustainable Eating Practices (all levels)
Through discussion and creative expression through sign painting we explore sustainable eating and how to become an advocate in your community
- What is the definition of sustainability?
- What does “eating sustainably mean”?
- How can you become an advocate of “ sustainable eating” ?
- What are you doing now to eat sustainably?
- What are some changes you will make to eat more sustainably?
Module 1 What is composting and why we do it
(physical action of composting, aerobic and anaerobic)
We learn that Reducing, Reuse and Recycling, are important in creating sustainable communities. Composting is nature’s way of recycling. By understanding how composting work we look at displays of a variety of compost systems in different timelines. Students will work in groups to make compost the perfect compost pile and then a compost tea which is the perfect fertilizer and natural insecticide.
At the end of this module students should be able to answer:
- What is composting?
- What are the benefits of composting?
- What is anaerobic and aerobic composting?
- What is vermicomposting?
- How can you compost at home?
- How do we trouble shoot our compost system?
- How does compost help your garden?
- What is your next move?
Ontario Science Curriculum:
Grade 1 Science: Understanding Life Systems
Overall 1: assess the role of humans in maintaining a healthy environment
Grade 2 Science: Understanding Life Systems
Overall 1: assess way in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live
Grade 5: Understanding Matter and Energy
2. conduct investigations that explore the properties of matter and changes in matter;
Grade 5: Understanding Earth and Space Systems
1. analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources;
Grade 7: Understanding Life Systems
1. assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts;
Grade 9 Science – Biology Strand (Academic or Applied)
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
Grade 11 Environmental Science: Reducing and Managing Waste
E2. investigate the effectiveness of various waste management practices;
E3. demonstrate an understanding of the nature and types of waste and strategies for its management.
Ontario Social Science & Humanities
Grade 12 Nutrition and Health (University and College level)
D3. Food Production and the Environment: demonstrate an understanding of the impact of food production on the environment
Grade 12 Food and Healthy Eating (Workplace preparation)
D2: Responsible Consumerism : demonstrate an understanding of practices related to responsible consumerism
Ontario Social Studies Curriculum
Grade 3 Social Science: People and Environments: Living and Working in Ontario
B2. Inquiry: use the social studies inquiry process to investigate some of the environmental effects of different types of land and/or resource use in two or more Ontario municipal regions, as well as some of the measures taken to reduce the negative impact of that use
Grade 9 Geography (Academic level)
E1. The Sustainability of human systems: analyse issues relating to the sustainability of the human systems
Grade 9 Geography (Applied level)
E1. Sustainable Communities: identify factors that affect the sustainability of communities and describe strategies for improving their sustainability
Grade 12 Living in a Sustainable World (Workplace level)
E2. Ecological Footprints: assess impacts of human behavior on the natural environment
Ontario Mathematics Curriculum
Grade 1 – 8 Spatial Sense
OVERALL EXPECTATION E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them
OVERALL EXPECTATION E2. compare, estimate, and determine measurements in various contexts
(as these expectations relate to designing a compost in a space with parameters)
Grade 1 – 8 Numbers
OVERALL EXPECTATION B1. demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life (as it relates to E1 & E2)
Ontario Language Curriculum Grades 1-8
Writing
Overall Expectation 1. generate, gather, and organize ideas and information to write for an intended purpose and audience; (such as a persuasive paragraph on the benefits of composting for the school/home)
Ontario Health & Physical Education Curriculum
Healthy Living Overall Expectations:
D3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
Module 2: Water Conservation and Catchment
Through the timing water run off through a variety of soil qualities we learn the importance plants and trees make in our environment. We continue on to learn how to make a wicking bed and self-watering systems through capillary action. Each student has the opportunity to assemble and plant their own wicking pot
Students will be able to answer the following questions:
- Why is it important to conserve and catch water?
- How can we catch water to use in your garden?
- How can we conserve water in the gardens?
- What are some of the costs of water run off?
- How do trees help with water run off?
- Which water conservation and catchment techniques are you using at home?
- Which techniques could you implement?
Ontario Science Curriculum:
Grade 1: Understanding Life Systems
1. Assess the role of humans in maintaining a healthy environment
Grade 2: Understanding Earth and Space Systems
1. assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things;
2. investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment;
3. demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs
Grade 3: Understanding Earth and Space Systems
1. assess the impact of soils on society and the environment, and of society and the environment on soils;
2. investigate the composition and characteristics of different soils;
3. demonstrate an understanding of the composition of soils, the types of soils, and the relationship between soils and other living things
Grade 7: Understanding Life Systems
1. assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts;
Grade 8: Understanding Earth and Space Systems
1. assess the impact of human activities and technologies on the sustainability of water resources;
Grade 9 Science Biology Strand (Academic and Applied level)
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
Grade 11 & 12 Technological Education
Grade 12 Technological Design
A1. describe the design process, and identify ways in which technological design can address an environmental need or challenge; A2. describe and apply strategies, techniques, and tools for researching, planning, and organizing projects to meet a specific environmental or other need;
Ontario Social Studies Curriculum
Grade 12 Living in a Sustainable World (Workplace)
C1. Strategies and Stewardship Initiatives: assess the contributions of stewardship initiatives by groups and individuals to the sustainable use and management of natural resources, locally, nationally, and globally
Ontario Mathematics Curriculum
Grades 1 – 8 Data
OVERALL EXPECTATION D1. manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life (as water is collected over a series of days/weeks/months)
Grades 1 – 8 – Algebra
OVERALL EXPECTATION C4. apply the process of mathematical modelling* to represent, analyse, make predictions, and provide insight into real-life situations
Grades 1 – 8 – Spatial Sense
OVERALL EXPECTATION E2. compare, estimate, and determine measurements in various contexts
Ontario Language Curriculum Grades 1-8
Oral Communication
Overall Expectation 1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; (such as listening to a read aloud of The Water Walker and responding to the importance of conserving and protecting our waterways)
Media Literacy
Overall Expectation 1. demonstrate an understanding of a variety of media texts; (offer students different multi-media platforms to learning about water conversation – digital websites, auditory texts, short videos – to support their learning and what aspects each platform offered)
Ontario Health & Physical Education Curriculum
Healthy Living Overall Expectations:
D1. demonstrate an understanding of factors that contribute to healthy development;
D3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
Module 3: Bees and Pollinators
Some say that the end of pollinators is the end of our food. Here we discuss and dissect the parts of a flower to understand its reproductive system and the role of pollinators. Here students have the opportunity to plant a pollinator pot or build a bee condo.
By the end of the module students should be able to understand the following concepts:
- What is pollination and what role does it play in the production of food?
- What types of pollination are there?
- What are the parts of the flower that are needed in the pollinating process?
- Who are the pollinators?
- What is the history of our pollinators?
- How can we protect pollinators?
Ontario Science Curriculum:
Grade 1: Understanding LIfe Systems
2. Investigate needs and characteristics of plants and animals, including humans
Grade 2: Understanding Life Systems
1. assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live;
Grade 3: Understanding Life Systems
1. assess ways in which plants have an impact on society and the environment, and ways in which human activity has an impact on plants and plant habitats;
Grade 4: Understanding Life Systems
2. investigate the interdependence of plants and animals within specific habitats and communities; 3. demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.
Grade 7 Understanding Life Systems
2. investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem;
Grade 11 Biology (College Level) – Plants and the Environment
F1. analyse the roles of plants in ecosystems, and assess the impact of human activities on the balance of plants within those ecosystems; F2. investigate some of the factors that affect plant growth; F3. demonstrate an understanding of the structure and physiology of plants and their role in the natural environment.
Ontario Social Studies Curriculum
Grade 12 Environment and Resource Management (Grade 12 University/College Level)
B1. Protecting Species and Spaces: assess various strategies used for protecting natural spaces and species, locally, nationally, and globally
Grade 12 Living in a Sustainable World (Grade 12 Workplace)
B1. Endangered Species and Spaces: identify species and natural places at risk in different parts of the world, and compare approaches that various countries have taken for their protection
Ontario Mathematics Curriculum
Grades 1 – 8 Spatial Sense
OVERALL EXPECTATION E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them (in relation to the shape of honeycombs and the efficiency of shape)
Grades 1 – 8 Principles Underlying The Ontario Mathematics Curriculum
- A mathematics curriculum motivates students to learn and to become lifelong learners.
(possible student inquiry in the the ancestry of honeybees, specifically connecting to the Fibonacci sequence)
Ontario Language Curriculum Grades 1 – 8
Reading
Overall Expectation 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; (such as having students engage in inquiry into different types pollinators in their area of Durham Region and their importance in sustaining fruit and vegetable growth)
Writing
Overall Expectation 1. generate, gather, and organize ideas and information to write for an intended purpose and audience; (have students gather information through their inquiry to communicate their findings in expository writing)
Ontario Health & Physical Education Curriculum
Healthy Living Overall Expectations:
D3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
Module 4: Seed Saving for the Future
A hundred years ago seed saving was common practice. With over 75% of our varieties of vegetables going extinct we learn the about how to seed saving for our future. A variety of fruits and vegetables will be used to extract seeds for saving.
At the end of the module students will understand the following concepts.
- What are the benefits to seed saving?
- How do you extract seeds from various plants?
- Which plants have wet seeds, and which have dry seeds?
- What are the techniques to seed saving each of them?
- How long do saved seeds last?
- What are proper storing techniques?
Ontario Science Curriculum
Grade 3: Understanding Life Systems
1. assess ways in which plants have an impact on society and the environment, and ways in which human activity has an impact on plants and plant habitats; 2. investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow; 3. demonstrate an understanding that plants grow and change and have distinct characteristics
Grade 6 Understanding LIfe Systems
3. demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans
Grade 9 Science: Biology
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
Grade 11Biology (College Preparation)
F1. analyze the roles of plants in ecosystems, and assess the impact of human activities on the balance of plants within those ecosystems;
F2. investigate some of the factors that affect plant growth;
F3. demonstrate an understanding of the structure and physiology of plants and their role in the natural environment.
Grade 12 World Issues (University and College level)
E3. Continuing Challenges: analyze issues relating to human rights, food security, health care, and other challenges to the quality of life of the world’s population (FOCUS ON: Spatial Significance; Patterns and Trends
Grade 12 Living in a Sustainable World (Grade 12 Workplace)
C1. Strategies and Stewardship Initiatives: assess the contributions of stewardship initiatives by groups and individuals to the sustainable use and management of natural resources, locally, nationally, and globally
Ontario Social Studies Curriculum
Grade 7 Social Studies: Geography Natural Resources Around the World: Use and Sustainability
B2. use the geographic inquiry process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective
Grade 8 Social Studies Geography: Global Settlement: Patterns and Sustainability
A1. analyse some significant interrelationships between Earth’s physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future
Grade 9 Geography: B Interactions in the Physical Environment (academic and applied level)
B3. describe various characteristics of the natural environment and the spatial distribution of physical features in Canada, and explain the role of physical processes, phenomena, and events in shaping them
Grade 12 World Issues (University and College Level)
C1. Strategies and Initiatives: analyze strategies and initiatives that support environmental stewardship at a national and global level, and assess their effectiveness in promoting the sustainability of the natural environment
C3. Caring for the Commons: analyse issues relating to the use and management of common-pool resources
E3. Continuing Challenges: analyse issues relating to human rights, food security, health care, and other challenges to the quality of life of the world’s population (FOCUS ON: Spatial Significance; Patterns and Trends
Ontario Social Science & Humanities Curriculum
Grade 9/10 Food and Nutrition (Open level)
D2. Food and Environmental Responsibility: demonstrate an understanding of how various food-purchasing choices and food-preparation practices affect the environment;
D3. Food Security: demonstrate an understanding of issues related to food security
Grade 11 Food and Culture (College and workplace level)
B3. Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food
Grade 12 Nutrition and Health (University & College level)
D1. Food Security. Demonstrate an understanding of various factors involved in achieving and maintaining food security
D2. Food Productions and Supply. Demonstrate an understanding of various factors that affect food production and supply
D3. Food Production and the Environment. Demonstrate an understanding of the impact of food production on the environment
Ontario Mathematics Curriculum
Grades 1 – 8 Numbers
OVERALL EXPECTATION B1. demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life (as it relates to solving problems including possible opportunity for modeling the quantity of potential seeds saved and the number of viable plants that will grow to feed the community; problem solving and modeling to support harvesting/planting seeds vs cost of mass-production and grocery store purchasing)
Module 5: Using & storing what we grow (this is a full half day session)
A part of eliminating waste is knowing how to use and store, for use at a later date, what we grow and what we purchase at markets. A display of a variety of storage methods will be reviewed including dehydrated foods using solar vs an electric dehydrating techniques. Students will then be put into groups where they are given the challenge of creating a recipe on a fixed budget (using the produce provided) and preparing food for the whole group.
- How much food waste there is in our country/world?
- How does using seasonal foods impact the environment, sustainability of local foods, and our health?
- What are the different types of preserving foods?
- How to eat better for less.
- What does the term “whole foods” mean and what are the health benefits?
- Be adventurous….How to create recipes of five ingredients or less?
Ontario Science Curriculum
Grade 12 Science Workplace
F1. assess the environmental implications of a variety of food choices, and evaluate and propose ways to improve the nutritional content of a menu; F2. investigate nutrients and non-nutrient additives in a variety of foods;
Ontario Social Science & Humanities Curriculum
9/10 Food and Nutrition (open level)
C1. Food Needs. Demonstrate an understanding of factors affecting people’s food needs and ways of meeting these needs
C2. Influences on Food Choices: demonstrate an understanding of various factors that influence food choices
Grade 11 Food and Culture (College and Workplace)
B1. Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures
B2. Food Guidelines: demonstrate an understanding of the key recommendations in Canada’s Food Guide and the food and nutrition guidelines in other countries;
B3. Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food
Grade 12 Nutrition and Health (University and College level)
C3. Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption
D2. Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply
Grade 12 Food and Healthy Eating (Workplace level)
D1. Food Shopping: demonstrate an understanding of efficient and economical purchasing strategies that ensure food safety and quality
D2. Responsible Consumerism: demonstrate an understanding of practices related to responsible consumerism
Ontario Social Studies Curriculum
Grade 8 Geography (Strand A)
A2. use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective
Grade 9 Geography (Academic and Applied Level)
E1. The Sustainability of Human Systems: analyze issues relating to the sustainability of human systems in Canada
E2. Impacts of Urban Growth: analyze impacts of urban growth in Canada
Grade 12 Living in a Sustainable World (Workplace level)
D2. Impacts of Human Activities: analyse impacts of human activities on ecological processes and on plant and animal species
Health and Physical Education
Grade 2: Healthy Eating
D2.2 demonstrate an understanding of how to make healthy food choices for meals and snacks, considering the factors they can and cannot control
Grade 3: Healthy Eating
D1.1 demonstrate an understanding of how the origins of food affect its nutritional value and how those factors and others can affect the environment
Grade 6: Healthy Eating
D2.1 apply their knowledge of medical, emotional, practical, and societal factors that influence eating habits and food choices to develop personal guidelines for healthier eating
Grade 8: Healthy Eating
D3.1 identify strategies for promoting healthy eating habits and food choices within the school, home, and community
Grade 9: Healthy Eating
C3.1 analyse the influence of social and environmental factors on food and beverage choices
Ontario Mathematics Curriculum
Grades 1 – 8 Data
OVERALL EXPECTATION D1. manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
OVERALL EXPECTATION D2. describe the likelihood that events will happen, and use that information to make predictions
Grades 1 – 8 – Spatial Sense
OVERALL EXPECTATION E2. compare, estimate, and determine measurements in various contexts (as it relates to development of recipes and elapsed time (Grades 1-4)
Ontario Language Curriculum Grades 1 – 8
– consider having students create their own food recipe, meeting the 1 or more of expectations outlined below, using a platform or medium of their choosing.
Oral Communication
Overall Expectation 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Writing
Overall Expectation 2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
Media Literacy
Overall Expectation 3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Ontario Health & Physical Education Curriculum
Healthy Living Overall Expectations:
D1. demonstrate an understanding of factors that contribute to healthy development;
D2. demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;
D3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
Module #6 Understanding our soil & how it helps things grow
Understanding our soil is one of the first steps to successful growing. The first experiment is to identify the type of soil we have. The second experiment it looking at how water absorbs into and stays in our soil by running water through a variety of soil conditions and looking at the quality and quantity of the water that runs through it. How do the results impact our decisions on augmenting the soil and what we will grow.
By the end of this modules students should understand the basic concepts of:
- What types of soils are there?
- How do you tell the types of soil apart?
- What type of soil is best to grow fruits and vegetables?
- What role does compost play in the quality of soil?
- What is a Hugelkulture and how does it work?
- Organic techniques for fixing the soil?
Ontario Science Curriculum
Grade 3: Understanding Earth and Space Systems
1. assess the impact of soils on society and the environment, and of society and the environment on soils; 2. investigate the composition and characteristics of different soils; 3. demonstrate an understanding of the composition of soils, the types of soils, and the relationship between soils and other living things.
Grade 9 Science: Biology
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
Grade 11 Environmental Science Sustainable Agriculture and Forestry
D2. investigate conditions necessary for plant growth, including the soil components most suitable for various species, and various environmentally sustainable methods that can be used to promote growth;
D3. demonstrate an understanding of conditions required for plant growth and of a variety of environmentally sustainable practices that can be used to promote growth.
Grade 11 Environmental Science: Human Impact on the Environment (Worksplace)
B2. investigate air, soil, and water quality in natural and disturbed environments, using appropriate technology;
B3. demonstrate an understanding of some of the ways in which human activities affect the environment and how the impact of those activities is measured and monitored.
Ontario Social Studies Curriculum
Grade 12 Geography: World Issues (University Level)
Natural Resource Disparities: analyse relationships between quality of life and access to natural resources in various countries and regions
B2. Population Disparities: analyse relationships between demographic and political factors and quality of life in various countries and regions
B3. Classifying Regions of the World: explain how various characteristics are used to classify the world into regions or other groupings (FOCUS ON: Spatial Significance; Patterns and Trends)
Ontario Mathematics Curriculum
Grades 1 – 8 Data
OVERALL EXPECTATION D1. manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life (consider collecting data on quantity of water absorbed by different types of soil and at what point water-saturation occurs)
OVERALL EXPECTATION D2. describe the likelihood that events will happen, and use that information to make predictions (using information of different types of soil, make predictions on the success of each type for different types of fruits and vegetables and in different climates/geographical locations)
Module 7 Building and Installing a Food Garden Project
When deciding to install a garden and or raised bed, several garden building steps will have been decided on before the build while some will be completed at the build. Students will have an active role in designing the plant layout, based on plant requirements. They will then build the beds using a series of tools including, drills, hammers, staple guns, shovels, wheel barrows.
- Why should we have a food garden and what are the benefits?
- What do you want to achieve having a food garden?
- Why does location play an important role in deciding where to build?
- What is the difference between a perennial versus an annual plant?
- What is permaculture?
- Why is it important to have a team to install and care for the garden?
- What are the benefits to a raised bed versus an inground bed?
- How will mulching help your bed?
Ontario Technology Education Curriculum
Grade 9 Exploring Technologies (open level)
A1. demonstrate an understanding of the fundamental concepts and skills required in the planning and development of a product or service, including the use of a design process and/or other problem-solving processes and techniques;
A2. demonstrate the ability to use a variety of appropriate methods to communicate ideas and solutions;
A3. evaluate products or services in relation to specifications, user requirements, and operating conditions.
C1. demonstrate an awareness of the effects of various technologies on the environment;
Grade 10 Construction Technology (open level)
B1. design construction projects, individually or in small groups, applying a design process to plan and develop the projects and other problem-solving processes to address various related problems and challenges; B2. use drawings to represent design ideas and solutions to technological challenges, and interpret drawings accurately when working on construction projects; B3. apply the mathematical skills required in the planning and building of construction projects.
D1. demonstrate an understanding of ways in which the construction industry affects the environment;
Grade 10 Green Industries (open level)
A1. demonstrate an understanding of plant and/or animal biology and species classification as they relate to the green industries;
A2. describe the factors affecting the growth and care of plants and/or animals; A3. demonstrate an understanding of design procedures and applications and production processes and systems as they relate to the green industries;
A4. demonstrate competence in the use of mathematical, documentation, and communication skills as they apply to the green industries.
C1. identify the impact of green industries on the environment and describe ways of minimizing harmful effects;
Science Curriculum
Grade 11 Environmental Science Sustainable Agriculture and Forestry
D2. investigate conditions necessary for plant growth, including the soil components most suitable for various species, and various environmentally sustainable methods that can be used to promote growth;
D3. demonstrate an understanding of conditions required for plant growth and of a variety of environmentally sustainable practices that can be used to promote growth.
Ontario Social Science & Humanities Curriculum
Grade 11 Food and Culture (University/College & Workplace levels)
C1. demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and various other countries
C2. Sources of Food: demonstrate an understanding of the sources of foods eaten in Canada and of various other countries/culture
Grade 12 Nutrition & Health (University & College level)
D1. Food Security: demonstrate an understanding of various factors involved in achieving and maintaining food security
D2. Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply
D3. Food Production and the Environment: demonstrate an understanding of the impact of food production on the environment
Ontario Mathematics Curriculum
Grades 1 – 8 Spatial Sense
OVERALL EXPECTATION E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them (connected to determining the size, location, and height of raised bed)
We Grow Food 