Class One: Identifying the Problem/Opportunity
1. Students take a tour of the outdoor space they will design while the teacher begins to discuss the assignment. Students should bring their sketchbooks and do rough sketches of the area.
2. Students move to the classroom where the teacher will show examples of school gardens similar to the size of the garden the students will design. At this time students may interview each other to get an diea of any needs the garden design may solve.
3. Students should discuss climate, planting zones, watering needs, foot traffic near the garden space, and other design considerations specific to their garden space.
4. The teacher should break the group into teams of four and let students meet to discuss initial ideas for the space.
5. In preparation for Class Two, the teacher should discuss measuring techniques and the process of creating scale drawings on graph paper.
6. By the end of Class One, student groups should have identified the design opportunity and through sketches, journaling, and interviews, state how their designs would improve the school’s garden.
Class Two Gather/Analyze Information:
1. Have the students break into their original teams. Begin the class by looking at pictures of garden designs to inspire the students. Remind the students of the assignment and the things they may want to consider in their designs:
a. How is the garden space used during different times of day (when school begins, during recess, etc.)?
b. Given our budget, what are our available resources?
c. Keep in mind how different people (students, teachers, visitors to the school) use the existing space.
2. The teams should now go to the design site, make observations and gather their data. They should take measurements, take pictures (if a camera is available), and take notes on how people use the space.
3. The teams return to the classroom and begin to lay out their garden designs on graph paper. They may also begin to think about which plants are appropriate given the hardiness zone of your city. This will help determine what plants they can use.
Note: Students should have a rough drawing of the space on graph paper by the end of this class.
Class Three: Frame the Problem/General Possible Solutions/Prototype
1. Begin this class by reminding the teams that they must work together to come up with a unified design. The students can do research on the Internet or look at gardening books and magazines to help them plan their design.
2. Teams should brainstorm and do as many drawings on blank paper as they need to. Students may need to make another site visit before finalizing their design.
3. By the end of class, student teams should have scale drawings of their designs laid out on graph paper, as well as elevation drawings on blank paper. They should have decided on plants or at least types and colors of plants and indicate that on their drawings.
4. The teams should also discuss how to present their design ideas to the class.
Class Four: Evaluate/Implement
1. During this class the teams will present their designs and ideas to the whole class.
2. Each team will have five minutes to present their ideas. They may not need that much time depending on the age group, but with the set up and take down of materials the extra time will be good to have.
3. Once the teams have presented, there will be a question and answer period.
4. Once finished, the students’ designs can be displayed in an area where the rest of the school can view them.