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|Project Title: ||Garden Project|
|School Year: ||2008|
|School - District:||Danvers High - Danvers|
|Contact Name:||Emily Boulger|
|Contact Phone:||(978) 777-8925|
|Content-Area(s):||Arts, Comprehensive Health, English Language Arts, Mathematics, Science & Technology|
|Grades:||9, 10, 11|
|Brief Description of SL Project: |
The garden project was completed by students in Danvers High School’s Transition Program, which is a life skills program. The Transition Program teacher designed the service project to help her students to meet their IEP goals. The students planted a vegetable garden in an enclosed courtyard at the high school, sold the vegetables they grew, and donated the funds they raised to the Danvers People-to-People Food Pantry. Through this hands-on service project, students met curriculum framework standards in English Language Arts, health, mathematics, and science and technology.
|The Community Need the Project is Meeting:|
This project met two needs. The Danvers People-to-People Food Pantry needed donations, so the students donated the funds they had raised by selling their vegetables. The project also helped to rejuvenate an unused, overgrown courtyard at Danvers High School.
|Service Component: |
The students served approximately 88 hours in planting and maintaining the garden. The project positively impacted the community by providing funds for the local food pantry and by rejuvenating a courtyard at Danvers High School.
|Connections with Massachusetts Curriculum Frameworks: |
Science and Technology
The students learned about plants, botany, and ecosystems in their science class. Planting and maintaining a garden gave them the opportunity to have a hands-on experience with what they were studying. Life Science (Biology) Standards: 3, 9
English Language Arts The students conducted research about how to grow and maintain gardens and about the variety of different vegetables and flowers in their garden. They also conducted research on the tomato horn worm, which infested some of the plants, to learn the safest way to get rid of the insect. The students read and followed step-by-step instructions on how to grow and maintain different plants and how to take care of the garden. The students maintained a log/ journal that tracked the growth of specific plants and the garden. English Language Arts Standards: 3.1, 11.1, 19.13, 19.21
Health The students learned and practiced the skills of communicating appropriately and working as a team. The students constructed and maintained the garden and gave final presentations, which involved learning and practicing the skills of leadership, verbal-nonverbal communication, attentive listening, conflict resolution, and seeking help.
Health Standards: Mental Health 5.4; Interpersonal Relationships: 7.2, 7.5, 7.10
Mathematics The students collected and organized data by their observations and measurements. Data Analysis, Statistics, and Probability: 4.D.1., 4.D.2., 4.D.3.
*Note: These skills coincide with all IEP goals of every participating student.
For more detailed descriptions of the Massachusetts Curriculum Frameworks referenced above, please visit: http://www.doe.mass.edu/frameworks/current.html
|How Youth Voice Helps Shape Project:|
Throughout the project, there were some unexpected issues that involved problem solving and teamwork. As each issue arose, the students decided as a group the best ways to handle them.
|Student Reflection Component: |
The students kept journals of the garden process and progress. They also drew pictures of the sequence of the garden growth. They measured the plants and graphed their growing progress.
|Community Partners Involved: |
At the Danvers CSL celebration/training in the spring of 2007, a representative from the Danvers People-to-People Food Pantry explained the need for donations. Using this need as the basis, the Transition Program teacher designed the project, informed the food pantry of it, and then donated the money that the students had raised by selling their vegetables.
|Demonstration/Celebration of Students' Work: |
The students collaborated in creating a PowerPoint presentation about the garden project. They presented the project to teachers at the district’s introductory CSL training and also set up a table display at the CSL celebration.
Article in the Salem Evening News:
|Evaluation of Project’s Impact:|
The students were very proud of themselves because they made a garden out of an unused space at the school. They were also proud of the fact that it also resulted in supporting the community. The students wrote about their proud feelings in their journals and writing assignments.
|Challenges/Solutions Identified by District:|
It was very difficult to get approval to use the space.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.