|Title:||Get Growing: Planning a Garden with Young Children|
|Spanish Version:||Proyectos de jardinería. Cómo planificar un jardín con niños pequeños
|Polish Version:||Rośnij w górę: Planowanie ogródka z małymi dziećmi
|Source of Publisher:||Illinois Early Learning Project
|Length of article:||Short
|Setting for which the article is intended:||● Family Child Care
● Child Care Center
● Preschool Program
|Intended Audience:||● Teachers/Caregivers
|Keywords:||● Classroom Activities
● Outdoor Activities
● Social Science
(the age of the children to whom the article applies).
|● Preschoolers (Age 3 Through Age 5)
|Learning Areas:||● LANGUAGE ARTS
● SOCIAL STUDIES
● SOCIAL/EMOTIONAL DEVELOPMENT
● ACROSS THE CURRICULUM
|Goals:||1. Demonstrate increasing competence in oral communication (listening and speaking).
5. Demonstrate increasing awareness of and competence in emergent writing skills and abilities.
7. Explore measurement of objects and quantities.
8. Identify and describe common attributes, patterns, and relationships in objects.
10. Begin to make predictions and collect data information.
11. Demonstrate curiosity about the world and begin to use the practices of science and engineering to answer questions and solve problems.
12. Explore concepts and information about the physical, earth, and life sciences.
15. Explore economic systems and human interdependence.
30. Develop self-management skills to achieve school and life success and develop positive relationships with others.
|Learning Standards:||1.A. Demonstrate understanding through age-appropriate responses.
1.B. Communicate effectively using language appropriate to the situation and audience.
5.C. Use writing to research and share knowledge.
7.A. Measure objects and quantities using direct comparison methods and nonstandard units.
8.A. Explore objects and patterns.
10.B. Organize and describe data and information.
11.A. Develop beginning skills in the use of science and engineering practices, such as observing, asking questions, solving problems, and drawing conclusions.
12.A. Understand that living things grow and change.
12.B. Understand that living things rely on the environment and/or others to live and grow.
12.F. Explore changes related to the weather and seasons.
15.D. Explore concepts about trade as an exchange of goods or services.
30.C. Demonstrate skills related to successful personal and school outcomes.
|Benchmarks:||1.A.ECb. Respond appropriately to questions from others.
1.A.ECc. Provide comments relevant to the context.
1.B.ECb. With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.
5.C.ECa. Participate in group projects or units of study designed to learn about a topic of interest.
7.A.ECa. Compare, order, and describe objects according to a single attribute.
8.A.ECa. Sort, order, compare, and describe objects according to characteristics or attribute(s).
10.B.ECb. Make predictions about the outcome prior to collecting information, with teacher support and multiple experiences over time.
11.A.ECa. Express wonder and curiosity about their world by asking questions, solving problems, and designing things.
11.A.ECc. Plan and carry out simple investigations.
12.A.ECa. Observe, investigate, describe, and categorize living things.
12.A.ECb. Show an awareness of changes that occur in oneself and the environment.
12.B.ECa. Describe and compare basic needs of living things.
12.F.ECa. Observe and discuss changes in weather and seasons using common vocabulary.
15.D.ECa. Begin to understand the use of trade or money to obtain goods and services.
30.C.ECa. Exhibit eagerness and curiosity as a learner.
30.C.ECd. Demonstrate engagement and sustained attention in activities.