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UCAN will reach out to approximately 50 homebound individuals (elderly, disabled) who are unable to complete yard work. With our team of student volunteers and community volunteers, we will rake and remove dead brush, plant new spring flowers and help those who are unable to care for their yards.
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April is National Child Abuse Awareness Month and our Roots & Shoots group would like to acknowledge the important and compassionate work child advocates in our community provide to children who are abused. We would like the tree to also represent the hope of growth and a new beginning.
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This project will be completed over the course of two months and should be completed by the beginning of May. We start by reaching out to schools willing to take on the responsibility of a garden and by fundraising for supplies. Once we have a school willing to work with us we will begin reaching out to the faculty and parent community to come up with a plan and get volunteers to help us with the garden, and to agree to care for it in the future. Finally, we plant!
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We already completed an initial study on the Native Arizonan plants we need and now have a committee checking on prices of seeds and soil. We elected class officers to guide the project. We have a committee collecting pots to start the plants and a committee checking on local nursing homes that might allow our garden in their area. Our project will continue in January of 2016 with planting. We still need an advertising committee. Our project will continue in our school because I have students for two years. Our seventh grade students this year will assist in getting next years' student up to speed with the project and so it can continue each year.
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We will spend the winter months preparing for the annual The Great American Cleanup.
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Our project is a school garden. We want to plant California native plants that are drought tolerant, as well as some edible plants and vegetables. We want to use our project to engage students in our science, career technology, and culinary arts programs, by providing a clean and safe place for outdoor classrooms and recreational space.
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There is a local, Brooklyn-based nursery/gardening store (Natty Garden). I have been there before and know that they have what we need in stock. We would take a field trip there, return to school, and have club members stock designated classrooms with the new greenery.
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Through a step-by-step differentiated and scaffolded process, students will learn how they can design and create art as a way to give back to our community. The project will foster a high-level of independent student engagement across academics (e.g. ELA - sequencing; informational flyers), social and pre-vocational skills (e.g. cooperation), and activities of daily living. Our FUNctional Garden Art project involves a series of classroom activities and instructional trips: - Plan and gather materials - Brainstorm designs and make drawings - Create four, 20 gallon planters using paint, paper cut-outs, and mixed media (at a working community garden) - Complete designs and add glow in the dark paint - Go to a local New York Restoration Project Garden (NYRP), a smaller symmetrical formal garden where the planters will be installed, to layout where and how we will place them - Go to a car restoration shop to learn about industrial processes and enamel the planters, to make them weather-proof - Create hand-made flyers and invitations to publicize our art installation opening and NYRP garden party - Take a walking trip to distribute/hang our flyers at all of the community places we have been to throughout the year (e.g. laundromat, grocery); send to a local blog - Have an Art Installation Opening Garden Party at the NYRP Garden to give back and celebrate Students are working in various group configurations. For instance, as there are 8 students and 4 planters, students work in pairs and then switch partners and planters for the additional creation sessions. This allows them to build upon each other’s ideas while maintaining the motif already initiated. Students are also working in small groups to set-up and clean-up for each session as well as for making hand-made invitations and flyers. As a whole group, students will enamel the planters, plan the layout/placement of the planters at the NYRP garden, distribute flyers to the numerous community places we have been to throughout the year (e.g. Laundromat, grocery, post office), and celebrate together at our art installation opening garden party. Throughout the project students will develop social skills by helping each other, respectfully re-directing their classmates, and taking responsibility for their own choices and actions. Students are justifying the decisions they make in relation to their design plan and the materials they choose. Questioning is occurring on a variety of levels, such as, why is it important to contribute to the community by beautifying a public garden (?), how to protect the planters from weather and make them more durable (e.g. enameling)(?), what do we need to publicize our art installation opening (e.g. invitation/flyer)? Our class is currently growing herbs and flowers as part of our related gardening project at a local working community garden. Students will need to synthesize our gardening project and the planter art project by using the herbs and flowers to fill the planters. During the art installation opening at a NYRP public garden students will be asked to describe and self-critique their process and product. In terms of evaluation, students have checklists for each component of the project. The teacher will evaluate the students using a teacher-created Group Work Rubric, work-sample analysis, and a cross-disciplinary Developmental Continuum.
Kazakhstan
Our first step was to raise money for the project. We did this by selling potted crocus plants on Women's Day. Now, we are waiting for the weather to improve so we can work with a local community group to clean up an empty block and make it clean, safe play area.
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We spent several meeting times walking the school grounds with paper, clipboards, and pencils. We each sketched and labeled what we found. These individual maps will be combined into a comprehensive map of the school by a smaller group of members. We hope we will be able to display this in the school, and that it can be reproduced for use by the school and the community.

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