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First, we cleared the remaining shrubs and debris from the site. We laid out 2 garden beds and sowed grass in area between the 2 proposed native plant beds. This week we will weed the area. Apparently, the weeds are now 2 to 3 feet high. In 2 weeks, we will plant our beds.
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We will work at the Shaw Nature Reserve on Wednesday August 12th.
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First we research and investigate the Monarch Butterfly habitat by learning it's life cycle, migratory patterns, host plants, nectar plants. Next, we find a good site for the development of an appropriate habitat; we wanted it to be free and accessible to the community 24/7, so we asked the community library if they would allow us to develop this habitat for the Monarch butterfly on library property. After discussion with library representatives, we were given permission. We have begun observing the site and discussing what will need to be done to the area in order to ensure that it will be a place that Monarchs will want to visit and lay eggs. We have begun to amend the soil with organic compost in order to plant vegetation that will attract the butterflies. After doing this, we will be planting more throughout the summer and fall. We will check in with the library and keep them informed of our progress, and the plants that are placed there.
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www.eatsshootsandroots.org
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We will be having a school beautification day where staff, students and community members will be invited to attend.
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We will attempt to copy a design from Japan. Using plants appropriate for Minnesota we will decorate our back alley space. Currently the alley area is a mess with nothing but weeds and overgrown, old plants. We hope our special garden will stop people in their tracks so they too can enjoy a quiet, mindful moment of peace.
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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.
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With funding from Roots and Shoots and parents, our project will consists of each child having a plant named after them that they are responsible for. Each day for 30 minutes to an hour, the children will go to the garden in the backyard of our foundation with chaperones to care and water their plants. Incentives such as extra play time and awards like medals and trophies will encourage the children to plant more plants and even to take care of plants that require extra management. This project will go on throughout the spring and summer and is repeated annually.
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Our project will gather community members together to sign a pledge against littering and clean up the community.
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Project Community Garden will address the need of educating communities of the benefits of creating gardens that produce food including rooftop gardens and home gardens. Our participants will approach this issue by visiting various community based organization as well as schools throughout the Bronx and use pictures and presentations of their school garden ask an example to educate individuals throughout the community on the many benefits or gardens.

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