This document provides background and instructions for an activity called "Plant Buddies" that teaches students about companion planting. The activity has two parts:
1. Students work in pairs to plant "plant cards" representing different plants in an imaginary garden based on compatibility. Insects are then introduced to test the effectiveness of the planting.
2. Students classify the plants using botanical characteristics like flower structure to learn how scientific classification relates to companion planting. They create a dichotomous key to classify plants.
The activity aims to help students understand beneficial relationships between plants and insects in the garden ecosystem. Background notes explain concepts like companion planting, plant families, and how to adapt the activity for different gardens and extension projects
Companion planting involves combining plants that provide mutual benefits in the garden. Certain plants provide nutrients, shade, or structure to other plants. Gardeners should consult companion planting guides to learn which vegetables and herbs pair well together. Some plant combinations to try include the "Three Sisters" - corn, beans, and squash. While some plants help each other, others can inhibit growth, so it's important to observe plant interactions and avoid bad companion combinations. Experimentation is key to discovering the best companion planting methods.
Plants are essential sources of food for animals and people. They produce their own food through photosynthesis, and their parts like leaves, roots, seeds, and stems are used as vegetables in the human diet. Plants also produce oxygen, recycle nutrients in the environment, and have many other uses like providing wood, fibers, oils, ornaments, and medicine. Without plants, major problems would occur as they are key to sustaining life on Earth.
Plants need soil, water, air and sunlight to grow. They have roots, stems, leaves and many also have flowers in spring which become fruit. People eat different plant parts like roots, leaves and fruit. Seeds inside fruit can grow into new plants.
This document summarizes a plant health training session that covers plant disorders, garden chemicals, and weed identification. The session aims to teach participants to name and describe plant disorders, explain modes of action for pesticides, fungicides and herbicides, identify active ingredients in examples of each, state weed life cycles and botanically name common weeds. The document provides details on physiological disorders, chemical types and modes of action, exercises to test learning, and an overview of learning outcomes.
A Slideshow for Gr 12 Life Sciences students, focussing on aspects of plant responses to the environment. It is essentially about plant hormones - Auxins, gibberellins, Abscicic acids, etc. Also contains information on plant defense, geotropism and phototropism.
This document provides information on perennial vegetables and legumes. It discusses the cultivation requirements of asparagus, including that it is not part of a crop rotation. It should be grown from crowns in well-drained soil. Pests include asparagus beetle and slugs, while diseases are rust and violet root rot. Runner beans and broad beans are discussed as examples of legumes. They fix nitrogen in the soil through symbiosis with rhizobia bacteria. Pests and diseases of beans include pea and bean weevil and anthracnose for runner beans, and black bean aphid and chocolate spot for broad beans. Quality and yield of crops can be determined by factors like fertilizer use
This document discusses non-green plants, which do not produce their own food due to the lack of chlorophyll, and includes examples such as puffballs, molds, bread molds, bracket fungi, yeast, ringworms, and athlete's foot. Some non-green plants like yeast and mushrooms can be useful, while others such as ringworms and athlete's foot are harmful to humans. The document encourages listing examples of non-green, harmful, and useful non-green plants.
Companion Planting for Pest Control - Sustainable SpringfieldMaria857qx
Companion planting involves strategically planting different types of plants near each other to benefit from their interactions. Diversity in a garden avoids monocultures that are vulnerable to pests and disease. Some plants repel pests, attracting them away from crops, while others shelter beneficial insects that prey on pests. The goal is to create a mini-ecosystem where plants have complementary relationships and interdependence to promote a thriving, pest-resistant garden.
Companion planting involves combining plants that provide mutual benefits in the garden. Certain plants provide nutrients, shade, or structure to other plants. Gardeners should consult companion planting guides to learn which vegetables and herbs pair well together. Some plant combinations to try include the "Three Sisters" - corn, beans, and squash. While some plants help each other, others can inhibit growth, so it's important to observe plant interactions and avoid bad companion combinations. Experimentation is key to discovering the best companion planting methods.
Plants are essential sources of food for animals and people. They produce their own food through photosynthesis, and their parts like leaves, roots, seeds, and stems are used as vegetables in the human diet. Plants also produce oxygen, recycle nutrients in the environment, and have many other uses like providing wood, fibers, oils, ornaments, and medicine. Without plants, major problems would occur as they are key to sustaining life on Earth.
Plants need soil, water, air and sunlight to grow. They have roots, stems, leaves and many also have flowers in spring which become fruit. People eat different plant parts like roots, leaves and fruit. Seeds inside fruit can grow into new plants.
This document summarizes a plant health training session that covers plant disorders, garden chemicals, and weed identification. The session aims to teach participants to name and describe plant disorders, explain modes of action for pesticides, fungicides and herbicides, identify active ingredients in examples of each, state weed life cycles and botanically name common weeds. The document provides details on physiological disorders, chemical types and modes of action, exercises to test learning, and an overview of learning outcomes.
A Slideshow for Gr 12 Life Sciences students, focussing on aspects of plant responses to the environment. It is essentially about plant hormones - Auxins, gibberellins, Abscicic acids, etc. Also contains information on plant defense, geotropism and phototropism.
This document provides information on perennial vegetables and legumes. It discusses the cultivation requirements of asparagus, including that it is not part of a crop rotation. It should be grown from crowns in well-drained soil. Pests include asparagus beetle and slugs, while diseases are rust and violet root rot. Runner beans and broad beans are discussed as examples of legumes. They fix nitrogen in the soil through symbiosis with rhizobia bacteria. Pests and diseases of beans include pea and bean weevil and anthracnose for runner beans, and black bean aphid and chocolate spot for broad beans. Quality and yield of crops can be determined by factors like fertilizer use
This document discusses non-green plants, which do not produce their own food due to the lack of chlorophyll, and includes examples such as puffballs, molds, bread molds, bracket fungi, yeast, ringworms, and athlete's foot. Some non-green plants like yeast and mushrooms can be useful, while others such as ringworms and athlete's foot are harmful to humans. The document encourages listing examples of non-green, harmful, and useful non-green plants.
Companion Planting for Pest Control - Sustainable SpringfieldMaria857qx
Companion planting involves strategically planting different types of plants near each other to benefit from their interactions. Diversity in a garden avoids monocultures that are vulnerable to pests and disease. Some plants repel pests, attracting them away from crops, while others shelter beneficial insects that prey on pests. The goal is to create a mini-ecosystem where plants have complementary relationships and interdependence to promote a thriving, pest-resistant garden.
This document discusses different types of plant hormones and their functions. It identifies the main plant hormones as auxin, cytokinin, gibberellin, ethylene, and abscisic acid and describes what each regulates, such as cell elongation, growth, ripening, and stress response. It also covers tropisms that direct plant growth in response to stimuli like light, gravity, touch, and water. Photoperiodicity, or the response to day length, influences flowering and is categorized into long day, short day, and neutral day plants.
This document provides information on growing root vegetables, including carrots, potatoes, radishes, and beetroots. It states the varieties, seasonal rotation, cultivation requirements, common pests and diseases, harvesting periods, and storage techniques for each vegetable. Root vegetables are generally planted in autumn and require regular watering. Carrot and potato varieties are discussed for early and main crops. Common pests include carrot fly, aphids, slugs, and wireworms. Diseases include blight, mosaic virus, and leaf spot. Harvesting and storage details are provided for each vegetable.
Colorado School Gardening Guide Chapter 3: Activities and Lesson Plans - Indoor Projects, Lesson Plans and Activities
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
1) The document discusses different types of weeds and strategies for managing them in lawns and gardens. It describes weeds as annual, biennial, or perennial plants and explains their life cycles and root systems.
2) The key to weed management is using an integrated approach including mechanical removal, mulching, planting competitive plants, and herbicides as a last resort. Proper identification of weed type allows selection of the most effective control methods.
3) For long-term control, the document recommends designing landscapes that prevent weed establishment through plant selection and maintenance techniques that deny weeds habitats to grow.
The document discusses nocturnal plants that bloom at night and their adaptations for blooming in low light or darkness. It describes how plant volatiles can affect caterpillar behavior and allow them to sense their environment. Nocturnal plants still require proper growing conditions like sunlight during the day to build energy for blooms at night. An experiment showed that a plant receiving sunlight grew healthily while one in darkness became limp and unhealthy without the ability to photosynthesize.
This document outlines the main parts of a plant and their functions. It discusses how roots hold the plant in soil and take in water and nutrients, how the stem transports water and nutrients between the roots and leaves and holds the plant upright, how leaves take in sunlight, air, water and nutrients to produce food through photosynthesis, and how flowers attract pollinators and produce seeds contained in fruits.
This document discusses the importance of plants and various ways that plants are useful to humans and animals. It contains activities where students are asked to list objects made from plants and guess which plant parts they come from. The document also discusses how plants provide oxygen, food, herbal medicines, raw materials for shelter and clothing, and how they prevent floods. Specific uses of various plants like rice, fruits, vegetables, ginger and malunggay are mentioned.
Plants are living things that need sunlight, water and air to survive but cannot move because their roots hold them in the ground. Plants make their own food through photosynthesis and come in different forms like trees, shrubs and grass depending on their stem structure. Plants reproduce using seeds which are found inside fruits that grow after flowers appear, and people use different plant parts for food and to make other objects.
Plants respond to changes in their environment through processes like phototropism, geotropism, and hydrotropism. Phototropism is the response to light, where shoots grow upwards towards light. Geotropism is the response to gravity, where roots grow downwards towards the earth. Hydrotropism is the response to moisture. Plant hormones like auxin are involved in these responses and allow plants to orient themselves. Commercial growers utilize hormones to stimulate root growth in cuttings, slow fruit ripening for transport, and create weedkillers that disrupt plant growth.
Carnivorous plants like pitcher plants and Venus fly traps have evolved traps to capture insects and other small animals for nutrients. Pitcher plants have waxy slippery leaves forming pools that drown insects. Venus fly traps have lobes with trigger hairs that snap shut when touched. Sundew plants secrete sticky nectar on tendrils that ensnare prey. Plant growth is regulated internally by hormones like auxins, gibberellins and cytokinins that promote cell division and elongation. Abscisic acid and ethylene inhibit growth. These hormones precisely control seed germination, flowering, fruit ripening and organ shedding.
Global Global Scenario of Plant Growth Regulators-Commercial Uses and TradePragati Randive
This document summarizes commercial uses and trade of plant growth regulators globally. It discusses how the global plant growth regulator market is expected to grow due to increased use in modifying plant physiological processes. Key regions discussed include Europe, North America, and Asia Pacific. Major product segments covered are cytokinins, auxins, gibberellins, and mepiquat chloride. Specific commercial uses of auxins, gibberellins, ethylene, and abscisic acid are outlined. The document also provides insights on market participants and competitive landscape.
Plant hormones, also known as phytohormones, control plant growth and development processes including germination, growth, flowering, fruit ripening and senescence. The major plant hormones are auxins, gibberellins, cytokinins, abscisic acid, and ethylene. Auxins promote stem elongation and growth, stimulate fruit growth, and induce root formation. Gibberellins stimulate stem elongation, control flowering, and break seed dormancy. Cytokinins promote cell division and stimulate shoot and root growth. Abscisic acid inhibits seed germination and induces dormancy while ethylene induces fruit ripening and flowering.
Plants provide humans with essentials like food, medicine, clothes, and oxygen. They undergo processes of nutrition, interaction, and reproduction. Plants can be classified as bushes, trees, or grass. They have male stamen that produce pollen and female pistils or carpels that produce ovules. Pollination can occur through animal pollinators like birds and insects attracted to colorful petals or through wind pollination for plants without colorful displays. Fertilization happens when a pollen grain meets an ovule, leading to seed growth within the carpel and the development of fruit around the seed. Photosynthesis is the process by which plants produce their own food using water, minerals, carbon dioxide, and sunlight
Carnivorous plants obtain nutrients by trapping and digesting insects and other small animals. They have evolved various trapping mechanisms, such as pitfall traps in pitcher plants that lure insects in with nectar and cause them to fall into liquid, and snap traps like the Venus fly trap that rapidly closes leaves around prey. Other traps use sticky tentacles like sundews. Plant growth is regulated by hormones including auxins, gibberellins, and cytokinins that promote cell division and elongation, and abscisic acid that inhibits growth.
Plants respond and grow towards beneficial stimuli like light, water and gravity through a process called tropism. Tropisms are controlled by plant hormones called auxins that cause unequal growth. In roots, auxins concentrate on the lower side in response to gravity, causing the root to grow upwards. In shoots, auxins also concentrate on the lower side, causing the shoot to grow downward towards the ground. This allows plants to effectively seek out resources like light, water and nutrients.
Weed control is important in agriculture to prevent weeds from competing with crops and desired plants for space, sunlight, water and nutrients. Techniques for weed control include manual removal with tools, tilling of soil with cultivators, applying mulch, using heat to kill weeds, burning, and applying herbicides. Weeds can reduce crop yields if left uncontrolled and some weed species are invasive, noxious or interfere with livestock. The impact of weed competition depends on conditions, seasons and the type of weed and crop species involved.
Companion Planting, Part III: Comparison of Companion Planting GuidesFarida43h
The document discusses companion planting and compares information from different sources on which plant combinations are generally agreed upon and which are disagreed on. It notes that observing results in one's own garden is most important. Tables comparing plant companions from four sources are available in a linked PDF. The document also discusses terms like allelopathy and provides some examples of allelopathic plants. It suggests starting by looking at combinations least likely to be beneficial according to the tables and moving to good pairings. Subsequent posts will discuss how flowers, herbs and insects contribute to vegetable gardens.
Companions in the Garden - Iowa State University Extensionantonis3q
This document discusses the practice of companion planting, where two or more crops are planted together to benefit each other. It provides the example of the Three Sisters garden where corn, beans, and squash are planted together. The plants provide nutrients, structure, and pest control for each other. The document also explains that companion planting can be used to control pests by confusing them or using plants with strong scents that deter pests. It recommends experimenting with different plant combinations in your own garden and observing the results.
School Garden Manual - Jefferson County Public Schools, KentuckyFayina19z
This document provides information and resources for starting and maintaining a school garden. It includes sections on developing the garden such as selecting a site, designing plans, and gathering materials. Detailed guidance is given for preparing the soil and keeping the garden growing through the seasons. Contact information is provided for various community resources and agencies that can assist with the garden. Teacher resource books and a suggested reading list are also included in the appendix.
The Organic Backyard: A Guide to Applying Organic Farming Practices to Your H...Fayina19z
This document provides a guide for applying organic farming practices in home and community gardens. It was created by the Canadian Organic Growers Perth-Waterloo-Wellington chapter based on their Organic Backyard workshop series. The guide covers topics such as understanding your garden site, building healthy soil, managing weeds and pests, and crop rotation. It aims to help small-scale gardeners grow food using organic techniques developed for farmers.
This document discusses different types of plant hormones and their functions. It identifies the main plant hormones as auxin, cytokinin, gibberellin, ethylene, and abscisic acid and describes what each regulates, such as cell elongation, growth, ripening, and stress response. It also covers tropisms that direct plant growth in response to stimuli like light, gravity, touch, and water. Photoperiodicity, or the response to day length, influences flowering and is categorized into long day, short day, and neutral day plants.
This document provides information on growing root vegetables, including carrots, potatoes, radishes, and beetroots. It states the varieties, seasonal rotation, cultivation requirements, common pests and diseases, harvesting periods, and storage techniques for each vegetable. Root vegetables are generally planted in autumn and require regular watering. Carrot and potato varieties are discussed for early and main crops. Common pests include carrot fly, aphids, slugs, and wireworms. Diseases include blight, mosaic virus, and leaf spot. Harvesting and storage details are provided for each vegetable.
Colorado School Gardening Guide Chapter 3: Activities and Lesson Plans - Indoor Projects, Lesson Plans and Activities
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
1) The document discusses different types of weeds and strategies for managing them in lawns and gardens. It describes weeds as annual, biennial, or perennial plants and explains their life cycles and root systems.
2) The key to weed management is using an integrated approach including mechanical removal, mulching, planting competitive plants, and herbicides as a last resort. Proper identification of weed type allows selection of the most effective control methods.
3) For long-term control, the document recommends designing landscapes that prevent weed establishment through plant selection and maintenance techniques that deny weeds habitats to grow.
The document discusses nocturnal plants that bloom at night and their adaptations for blooming in low light or darkness. It describes how plant volatiles can affect caterpillar behavior and allow them to sense their environment. Nocturnal plants still require proper growing conditions like sunlight during the day to build energy for blooms at night. An experiment showed that a plant receiving sunlight grew healthily while one in darkness became limp and unhealthy without the ability to photosynthesize.
This document outlines the main parts of a plant and their functions. It discusses how roots hold the plant in soil and take in water and nutrients, how the stem transports water and nutrients between the roots and leaves and holds the plant upright, how leaves take in sunlight, air, water and nutrients to produce food through photosynthesis, and how flowers attract pollinators and produce seeds contained in fruits.
This document discusses the importance of plants and various ways that plants are useful to humans and animals. It contains activities where students are asked to list objects made from plants and guess which plant parts they come from. The document also discusses how plants provide oxygen, food, herbal medicines, raw materials for shelter and clothing, and how they prevent floods. Specific uses of various plants like rice, fruits, vegetables, ginger and malunggay are mentioned.
Plants are living things that need sunlight, water and air to survive but cannot move because their roots hold them in the ground. Plants make their own food through photosynthesis and come in different forms like trees, shrubs and grass depending on their stem structure. Plants reproduce using seeds which are found inside fruits that grow after flowers appear, and people use different plant parts for food and to make other objects.
Plants respond to changes in their environment through processes like phototropism, geotropism, and hydrotropism. Phototropism is the response to light, where shoots grow upwards towards light. Geotropism is the response to gravity, where roots grow downwards towards the earth. Hydrotropism is the response to moisture. Plant hormones like auxin are involved in these responses and allow plants to orient themselves. Commercial growers utilize hormones to stimulate root growth in cuttings, slow fruit ripening for transport, and create weedkillers that disrupt plant growth.
Carnivorous plants like pitcher plants and Venus fly traps have evolved traps to capture insects and other small animals for nutrients. Pitcher plants have waxy slippery leaves forming pools that drown insects. Venus fly traps have lobes with trigger hairs that snap shut when touched. Sundew plants secrete sticky nectar on tendrils that ensnare prey. Plant growth is regulated internally by hormones like auxins, gibberellins and cytokinins that promote cell division and elongation. Abscisic acid and ethylene inhibit growth. These hormones precisely control seed germination, flowering, fruit ripening and organ shedding.
Global Global Scenario of Plant Growth Regulators-Commercial Uses and TradePragati Randive
This document summarizes commercial uses and trade of plant growth regulators globally. It discusses how the global plant growth regulator market is expected to grow due to increased use in modifying plant physiological processes. Key regions discussed include Europe, North America, and Asia Pacific. Major product segments covered are cytokinins, auxins, gibberellins, and mepiquat chloride. Specific commercial uses of auxins, gibberellins, ethylene, and abscisic acid are outlined. The document also provides insights on market participants and competitive landscape.
Plant hormones, also known as phytohormones, control plant growth and development processes including germination, growth, flowering, fruit ripening and senescence. The major plant hormones are auxins, gibberellins, cytokinins, abscisic acid, and ethylene. Auxins promote stem elongation and growth, stimulate fruit growth, and induce root formation. Gibberellins stimulate stem elongation, control flowering, and break seed dormancy. Cytokinins promote cell division and stimulate shoot and root growth. Abscisic acid inhibits seed germination and induces dormancy while ethylene induces fruit ripening and flowering.
Plants provide humans with essentials like food, medicine, clothes, and oxygen. They undergo processes of nutrition, interaction, and reproduction. Plants can be classified as bushes, trees, or grass. They have male stamen that produce pollen and female pistils or carpels that produce ovules. Pollination can occur through animal pollinators like birds and insects attracted to colorful petals or through wind pollination for plants without colorful displays. Fertilization happens when a pollen grain meets an ovule, leading to seed growth within the carpel and the development of fruit around the seed. Photosynthesis is the process by which plants produce their own food using water, minerals, carbon dioxide, and sunlight
Carnivorous plants obtain nutrients by trapping and digesting insects and other small animals. They have evolved various trapping mechanisms, such as pitfall traps in pitcher plants that lure insects in with nectar and cause them to fall into liquid, and snap traps like the Venus fly trap that rapidly closes leaves around prey. Other traps use sticky tentacles like sundews. Plant growth is regulated by hormones including auxins, gibberellins, and cytokinins that promote cell division and elongation, and abscisic acid that inhibits growth.
Plants respond and grow towards beneficial stimuli like light, water and gravity through a process called tropism. Tropisms are controlled by plant hormones called auxins that cause unequal growth. In roots, auxins concentrate on the lower side in response to gravity, causing the root to grow upwards. In shoots, auxins also concentrate on the lower side, causing the shoot to grow downward towards the ground. This allows plants to effectively seek out resources like light, water and nutrients.
Weed control is important in agriculture to prevent weeds from competing with crops and desired plants for space, sunlight, water and nutrients. Techniques for weed control include manual removal with tools, tilling of soil with cultivators, applying mulch, using heat to kill weeds, burning, and applying herbicides. Weeds can reduce crop yields if left uncontrolled and some weed species are invasive, noxious or interfere with livestock. The impact of weed competition depends on conditions, seasons and the type of weed and crop species involved.
Companion Planting, Part III: Comparison of Companion Planting GuidesFarida43h
The document discusses companion planting and compares information from different sources on which plant combinations are generally agreed upon and which are disagreed on. It notes that observing results in one's own garden is most important. Tables comparing plant companions from four sources are available in a linked PDF. The document also discusses terms like allelopathy and provides some examples of allelopathic plants. It suggests starting by looking at combinations least likely to be beneficial according to the tables and moving to good pairings. Subsequent posts will discuss how flowers, herbs and insects contribute to vegetable gardens.
Companions in the Garden - Iowa State University Extensionantonis3q
This document discusses the practice of companion planting, where two or more crops are planted together to benefit each other. It provides the example of the Three Sisters garden where corn, beans, and squash are planted together. The plants provide nutrients, structure, and pest control for each other. The document also explains that companion planting can be used to control pests by confusing them or using plants with strong scents that deter pests. It recommends experimenting with different plant combinations in your own garden and observing the results.
School Garden Manual - Jefferson County Public Schools, KentuckyFayina19z
This document provides information and resources for starting and maintaining a school garden. It includes sections on developing the garden such as selecting a site, designing plans, and gathering materials. Detailed guidance is given for preparing the soil and keeping the garden growing through the seasons. Contact information is provided for various community resources and agencies that can assist with the garden. Teacher resource books and a suggested reading list are also included in the appendix.
The Organic Backyard: A Guide to Applying Organic Farming Practices to Your H...Fayina19z
This document provides a guide for applying organic farming practices in home and community gardens. It was created by the Canadian Organic Growers Perth-Waterloo-Wellington chapter based on their Organic Backyard workshop series. The guide covers topics such as understanding your garden site, building healthy soil, managing weeds and pests, and crop rotation. It aims to help small-scale gardeners grow food using organic techniques developed for farmers.
The document lists various herbs, vegetables, and fruits that can be grown in a garden, including dill, corn, basil, apples, beets, garlic, leeks, beans, celery, cherry, fennel, chives, chervil, apricot, lovage, borage, carrots, lettuce, hyssop, kohlrabi, eggplant, foxglove, lavender, coriander, cucumbers, fruit trees, grape vines, gooseberries, horseradish, and lemon balm. It provides a comprehensive list of plants suitable for cultivation.
Planting Guide for Home Gardening in Alabama - Alabama Cooperative ExtensionFayina19z
This document provides a planting guide for home gardening in Alabama, including recommended planting times and cultivars for a variety of vegetables. It discusses site selection, soil preparation, fertilization, seed and transplant care, irrigation, weed and pest control, and harvesting best practices. An accompanying chart lists specific planting date ranges for spring and fall crops as well as spacing recommendations.
Planting Companion Plants and Monthly Planting Charts - Garden MasterFayina19z
The document provides a planting guide for January through June that includes:
- Vegetables that can be planted each month through seed, transplants, or sets
- Companion plants that can be planted with each vegetable
- Vegetables that require a greenhouse for planting in certain months
The guide provides information on the optimal planting times and companions for a variety of vegetables throughout the spring growing season.
Plants as Deterrents - Tucson Organic GardenersFayina19z
This document lists various plant pairings that can benefit each other or deter pests when planted together. Some key points include:
- Alliums like garlic, onions, and chives planted with roses can protect them from aphids and moles.
- Basil helps tomatoes overcome insects and disease when planted near them. It also repels flies and mosquitoes.
- Beans can be planted with carrots, cabbage, beets and aid cucumbers and cabbages when interplanted. They add nitrogen to soil.
- Marigolds planted with potatoes, strawberries, and roses can help discourage nematodes.
- Mint planted near cabbage and tomatoes can improve their flavor and help repel a
The document recounts a true story from the days when Aboriginal people were made to work on farms for white bosses. While working in a garden near a creek, the workers witnessed a powerful storm approaching from the south. Inside the storm was a large rainbow snake called Warnayarra. The snake smashed water tanks, a windmill, trees, and humpies. It caused flooding and the people hid for three days. The snake then traveled north and into the sea, later returning to smash a house before going west into a dry lake. The damaged structures were never repaired and remain as a reminder of the powerful rainbow snake that may emerge again during heavy rain.
Rainbow of Hope for Children: Biointensive Gardening in El SalvadorFayina19z
This document provides an overview and update on the Rainbow of Hope for Children's Biointensive Garden project in Izalco, El Salvador. Over the past 6 years, Rainbow has supported the organic mini-farming demonstration site by providing equipment, infrastructure, salaries, and technical support. The project has trained local farmers and successfully implemented biointensive techniques to improve food security and nutrition for children at a nearby orphanage. Outcomes include steadily increasing vegetable production, employment and training of local farmers, and supplementing the diets of 90 orphanage children. Rainbow is seeking ongoing funding to maintain the self-sustaining garden and continue its benefits.
Students will ask questions about plants and conduct an experiment by planting seeds. They will observe and record how the seeds grow into plants over several weeks. Finally, students will create a digital presentation showing their initial question, drawings of the growth process, observations, and measurements to share what they learned.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and instructions for activities where students will form a food web using yarn and pictures, observe how the web is affected when parts are removed, learn about seed dispersal through a video and chart, and construct an ecosystem in a shoebox. The lesson aims to teach students how different organisms depend on one another and the consequences of disrupting ecosystems.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
Grade 3 School Garden Lesson Plan - Leaf Lesson; Who’s Eating my Leaves ~ Massachusetts
|=> In this activity students will look closely at the leaves of many different plants to observe signs that show that leaves are a food source for other living things such as insects and animals.
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
1. The document provides guidance for conducting outdoor learning activities related to plants, including risk assessments and session outlines.
2. Sample activities include observing seed germination, using leaves and seeds to classify plants, and devising classification trees.
3. The value of outdoor learning is discussed, noting that it allows students to explore, make their own decisions, and gain confidence through hands-on experiences.
4. Effective outdoor science lessons engage students with the environment, covering topics like plant life cycles and habitats while developing procedural skills.
This presentation outlines a 4-week class project called "Plants in Action" where students will grow and monitor a plant. The students will choose a plant, research its soil, sunlight and water needs, and work collaboratively to care for it. They will track the plant's progress and present their findings via PowerPoint at the end. The teacher's role is to facilitate student collaboration and understanding of plant functions. Parents can support their child's learning by asking about the project and showing interest in their plant.
This presentation outlines a 4-week class project called "Plants in Action" where students will grow and monitor a plant. The students will choose a plant, research its soil and sunlight needs, and take notes on its growth. They will learn plant parts and functions. The teacher's role is to encourage collaboration and understanding during the project. Parents can support by asking about their child's plant.
This newsletter provides information about a school project called "Let's Plant a Flower" where students will go into the community to take pictures of different types of flowers. They will gather data, ask questions, and give presentations on Friday to share what they learned. It outlines the goals, roles, and standards for the project. Students will study plant structures, life cycles, and classifications. They will conduct research, label parts, grow plants from seeds, and answer questions about what plants need to grow and the relationship between structures and functions. Parents are invited to the presentations on Friday and are asked to support the project by donating supplies or speaking to the class.
Creating a School Butterfly Garden
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document provides details for a 1st grade unit plan on plants titled "Investigating Plants". The unit aims to teach students about what plants are, their needs, and how they affect our lives. Key concepts explored are plant parts, what plants need to grow, and sustainability. Lessons include dramatic play with plant materials, reading a storybook, and a field trip to a local forest to observe wild plants. Documentation of student learning will take various forms such as photos, videos, drawings, and conversations. The unit supports various learning objectives around physical skills, social-emotional development, and academic content about plants.
This three sentence summary provides the key details about the document:
The document outlines a unit plan to teach third grade students about the life cycle of plants, their role in food chains and habitats, and how plants are crucial to human survival but require care and protection of their environment in order to thrive. The unit will use project-based learning approaches for students to research plants and habitats, learn the parts of plants, and design a garden to demonstrate their understanding.
This document provides information for teaching a lesson on life cycles to second grade students. It begins with links to curation tools and notes that the lessons were adapted from the Georgia Department of Education.
It then provides standards and objectives related to investigating life cycles of different organisms. Sample organisms include mammals, birds, amphibians, insects, plants, and fungi. It also addresses how seasonal changes affect trees and other plants.
The document lists additional standards from the American Library Association and provides questions to guide student inquiry. It gives directions for lessons on different life cycles and assessing seasonal changes in trees. Rubrics and assessments are provided to evaluate student understanding.
Students will learn about health and the human body through a project called "Getting Healthy, Staying Healthy: My Body and Me!". They will explore how the body works and its different parts through experiments, videos, quizzes and other activities. The goal is to increase knowledge of physical wellbeing and develop a healthy mind and body connection. Students will learn about organs, bones, the senses and more. They will discuss what makes our bodies work and how to take care of themselves. Parents will participate through activities focused on physical fitness and nutrition. The project addresses objectives in language arts, math, science and health to improve students' learning.
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
This lesson plan focuses on teaching first grade students about how plants change during their life cycle. Over the course of a week, students will participate in sorting games and create performances to learn the stages of a plant's development from seed to adult. They will be assessed through exit tickets and group assessments. The lesson integrates science and visual art standards and provides opportunities for collaboration through exploration and imaginative play with materials. Accommodations are included for diverse learners.
Grade 1 School Garden Lesson Plan - Sunflower Power ~ Massachusetts
|=> This is a multi-part activity in which students will grow a sunflower, measure and record its growth and ability to track the sun, harvest its seeds, eat and save them for next year’s first grade class
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Endangered species through block printingCathy Usewicz
This unit plan involves students exploring endangered plant species through block printing. Students will research endangered plants, analyze why they are endangered and how human activity impacted the environment. They will create block prints depicting the plant, reasons for endangerment, potential benefits, and genetically modified versions. The unit aims to increase awareness of endangered plants and conservation issues. It concludes with a student-curated art gallery showcasing their prints.
Endangered species through block printingCathy Usewicz
This unit plan focuses on using block printing to teach students about endangered plant species. Students will research an endangered plant and create prints depicting the plant, the reasons for its endangered status, how human activity has impacted the plant, and potential benefits of the plant. The unit consists of 5 lessons exploring what it means to be endangered, the individual plant species, impacts of society, potential benefits, and possibilities of genetic modification. Throughout the unit, students will learn various printmaking techniques and create a final gallery showcase of their work.
This lesson plan is a fun interactive lesson plan that allows students to describe needs vs wants. Students will learn about what seeds need to grow into a full plant.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
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1. 4: Plant buddies
Curriculum connections Victorian Essential Learning
Use of this learning and teaching activity may contribute Standards Domains and (Levels):
to achievement of the Standards. Indications of relevant
Humanities (3)
Domains and Levels in the Victorian Essential Learning
Science (3,4,5)
Standards are provided to assist teachers to make Interpersonal Development (3,4)
decisions about the appropriateness of the activity for Thinking Processes (3,4,5)
their students. Communication (4,5)
The Design Creativity and Technology
Summary Domain may be addressed when ‘Plant
This activity will help students explore some of the more buddies’ is used in conjunction with
other activities.
common companion plants, the relationships they have
with each other and with some insects. Duration: Part A: 1.5 hours
Part B: 2 hours.
Student outcomes Setting: The classroom or school
grounds.
This activity will enable students to:
• explore beneficial relationships between plants and
animals in the garden
• understand the concept of an ecosystem in a garden
• build on their own knowledge and experience of relationships within the garden
• understand how companion planting techniques are employed in broad scale agriculture.
Background notes for teachers
Companion planting (a definition): the grouping together of plants that compliment each other
or which will reduce the overall incidence of insect attack or disease.
All plants are affected by the things living around them, including other plants. Companion
planting, when done properly can improve the health and vigour of a garden. This phenomenon
is the focus of the first part of the ‘Plant buddies’ activity.
School vegetable gardens are the perfect place to experiment with companion planting to see
what happens. When it works companion planting repels, traps and confuses pests allowing
predators to eat them; one plant may produce substances to help another plant; or the growing
habits of one plant suit that of another. Weeds can also be outgrown with natural ‘herbicides’,
and garden fertility can be improved over time by planting deep-
rooted, nitrogen-fixing plants and by allowing garden debris to
decay into rich soil.
Companion planting is more than planting things that ‘like’ each
other close together. It is about understanding how things work
together in the garden.
Learning in the Garden – page 38
2. There are many myths about companion planting. This is because many of the ‘rules’ for
companion planting have been developed in Europe and they don’t necessarily work here in
Australia due to differences in climate, soil, pests and other factors. The approach is therefore
to trial each theory with students in your garden. After all, many companion planting strategies
are based on historical observations or beliefs about which plants help each other grow better,
rather than on strict scientific research. Every garden system is unique so remember that
companion planting is not just about putting certain plants together, but is also about the
climate, soil, water and overall design of your garden.
Plants that are closely related often have similar nutrient needs; attract or repel the same types
of insects; are susceptible to similar diseases, and so on. Learning about these links can inspire
close observations and help students make planting decisions – this can be explored in the
second part of the ‘Plant buddies’ activity.
Flower structure is the main criterion scientists use for grouping plants into families. For
instance legumes such as peas and beans have irregular flowers with a top and bottom petal
surrounded by wing-like petals. Cabbage family plants (brassicas), including broccoli, mustard,
turnips and radishes, have four flower petals arranged in a cross shape. Plants in both families
have pod-like fruits. Other criteria for grouping plants into families include seed and fruit
numbers and types and growing habits.
Although botanists have named about 300 plant families, a handful of large families represent
many of our garden staples. These include the mint, cabbage, celery, lily, rose, pea, daisy and
grass families. (See Botanical classification table for ideas on which plants are in these
families). The potato family solanaceae for example, features such garden favourites as
tomatoes, capsicums and eggplant, as well as highly toxic plants such as deadly nightshade.
Although the flower structure is usually a telltale sign, the average size of different plant species
in each family can vary greatly; apple trees, for instance, are in the rose family.
Materials
• plant buddies cards with information about plants (see set 1, 2 and 3 following) –
alternatively students may wish to create information cards from their own knowledge and
observations
• bulldog clips or string to attach the cards to the students.
References
Jackie French’s Guide to Companion Planting in Australia and New Zealand. French, J.
Arid Books, Melbourne (2000)
The activity
This is a good activity to undertake using a school buddy system as older students may work
with younger students in the garden. ‘Plant buddies’ has two parts. These activities may be
done together or separately.
Notes for teachers
Part A: Companion Planting
1. Students work in pairs and are responsible for planting one ‘plant’ in the vegetable garden.
They must work with the other ‘plants’ to determine the best position to maximise growth and
reduce the impact of insects.
Learning in the Garden – page 39
3. 2. Insects are then introduced to the garden to test the garden structure to see if the
companion planting decisions are effective.
3. Students map their garden and reflect on their learnings and insights.
Part B: Plant classification
4. Students classify all of the plants in the garden.
5. Students investigate scientific classification and its relation to companion planting.
Tips: Encourage your students not to spread out too much in the garden, as they need to be
close together for the plants to have an effect.
If you have a class who might get a bit rowdy you may like to create a grid on your
garden (with chalk or with witches hats) and encourage students to stand in a line or a
square on a grid.
Not all of plants in this activity will be growing in your garden at the same time. This is
an opportunity to talk about garden planning and also about the seasonal nature of
growing plants.
Part A: Companion Planting
Plants are like people and have likes and dislikes. Ask your students: If you were a plant what
do you think you would like or dislike? Create two columns on the board with like and dislike as
the headings and individually, and then as a class, list some of the things that plants might like
and dislike about other plants. For example, Dislike (grows in my space, blocks the sun) and
Like (smell keeps away insects, keeps to its own area).
1. Cut up the attached plant buddies cards and break the class into pairs. Provide each pair of
students with two identical ‘set 1 cards’ (ie: one pair will have 2 celery cards). Ask students
to familiarise themselves with their plants.
2. Ask each student pair to nominate one person to be the plant and one to be the gardener
(ie: celery plant and celery gardener).
3. Choose a clear area to call the ‘garden’ (this can be in the classroom or outside on an area
such as a netball court or a large table that all students fit around) as the students are going
to become the garden using plant buddies methods.
4. The ‘plant’ students should clip their cards to their clothing so that they can be identified.
Ask the plants to stand in the ‘garden’ and the gardeners to stand on the edge of the garden.
5. The gardeners need to give their ‘plant’ instructions on where to stand, referring to the clues
on the cards. The plants are to stand as close as they can to the plants that they like to be
planted with, and as far away from those that they don’t. This may take a while as some
plants will want to be close to one that wants to be far away from others.
6. Once the first half of the garden is planted using the clues on the cards, the
gardeners become plants. One by one each of the gardeners will receive a ‘set
2 card.’ The gardeners become these plants and are included in the garden.
As a whole group (the original ‘plants’ are included) students need to decide
where the remaining plants fit into the garden by standing as close as they can
to the plants that they like to be planted with, and as far away from those that
they don’t.
Learning in the Garden – page 40
4. 7. Once all of the ‘number two’ plants have been planted, the remaining gardeners then
become the insects found in the ‘number 3 cards’. These students try to create disturbance
by randomly flying through the ‘vegetable patch’ to see the reaction of plants. If the plants
are planted according to the information on the cards the insects may not have any impact
but if there are unprotected plants then the insects may have a field day! (If you have more
students you can add in some other factors such as birds feeding on insects, bees
pollinating flowers, possums that eat everything, etc).
8. Once the garden is planted and the impact of insects is minimal, each ‘plant’ places their
card on the ground where they are standing. With this information students can map on
paper, the ‘vegie patch’ that has been created to visually represent the garden. With
younger students, do this as a group back in the classroom on the whiteboard (marking in
one plant at a time and asking the other plants who were close to it to place their plant on
the board).
9. As a class discuss the activity in relation to living things. Highlight that the garden
ecosystem wouldn’t function if too many of the plants/pests were removed (eg. aphids attack
fruit trees, however if there are no aphids then birds wouldn’t have enough to eat).
10. As a class discuss the following points:
Would a farmer plant a paddock of sunflowers next to a paddock of corn? Why? Can
students think of some examples of farmers using companion planting to their
advantage? (eg: roses in vineyards).
Investigate crop rotation and the role of some plants in preparing the soil for another
crop.
There are many other pests of agricultural crops – research one pest of a food crop
(students can choose a food they like to eat).
Investigate the issues of plants and animals becoming resistant to chemical herbicides
and insecticides in broad scale agriculture – what are the implications of this?
Part B: Plant Classification
Often plants that are closely related have similar nutrient needs, attract or repel the same types
of insects and are susceptible to similar diseases. This activity will assist student learning about
these links and can help you to better plan your garden to repel or trap pests.
Explain that scientists use classification systems to help identify and
classify plants and animals. By organising specimens based on similar
characteristics, scientists can also better understand how these species
might be related to each other on an evolutionary level. Keys come in
many different formats. Some are used to identify organisms into larger
categories, such as mammals and reptiles, and others are used to
distinguish among closely related species. A dichotomous key presents
the user with a series of yes/no statements regarding distinct
characteristics of the specimen. (“The plant has leaves.” OR “The plant
does not have leaves.”) These statements are sometimes referred to as
couplets. A couplet is essentially an either/or choice. The specimen is
correctly identified when one makes the appropriate choice for each set of
characteristics in a series of consecutive steps.
Learning in the Garden – page 41
5. Split the class into groups of four. Using the Botanical classification table on the following page,
provide students with a complete list of the plants that they have been investigating in Part A (or
choose a variety of foods grown in the school garden). Discuss with students the many ways to
classify plants / animals / objects and explain that they will classify the plant buddies they have
been working with in the activity.
1. Discuss as a class different ways of grouping objects. Objects can be grouped together
based on similar features such as colour, size or shape. Ask why it is important to group
objects?
(Example: We are grouping when we organise the utensil drawer in the kitchen to separate
knives, forks and spoons.)
Instruct each group that they will classify the plants in the ‘Plant buddies’ activity. Each
group will have to develop classification rules. Write these rules on a piece of paper (eg.
classification by colour, classification by size, classification by sweetness of taste, etc) and
look for similar characteristics in each plant to classify it.
2. Introduce dichotomous keys as one way of grouping and identifying. Introduce the term
“dichotomy” explaining that it is a division of two different groups or entities where one has a
certain quality or attribute and the other doesn’t. Essentially it is from a Greek word which
means cutting apart.
(Example: The people in this room could first be grouped into categories of eye colour. A
couplet for this might be: “People who have brown eyes” and “People who don’t have brown
eyes.”)
Explain that plant buddies are loosely based on a botanic process of classification.
Scientists look at the flowers, fruit, seeds and growing habits of a plant and classify them in
a particular way. Students could look at plants in the school garden and attempt to classify
them using botanic methods.)
3. Invite students to create their own dichotomous key to classify the plants they have studied
by looking at the flowers of plants. (Teachers may have to bring in pictures or students can
explore the garden.)
Learning in the Garden – page 42
6. The key can be constructed like the example below (which classifies students) using yes/no
statements:
Classifying Students
Question 1 Question 1
Eg: The student is male Eg: The student is female
Question 2 Question 2 Question 5 Question 5
Eg: the student has red hair Eg: the student does not Eg: the student has brown Eg: the student does not
have red hair hair have brown hair
Question 3 Question 3 Question 4 Question 4 Question 6 Question 6 Question 7 Question 7
Eg: the Eg: the Eg: The Eg: the Eg: The Eg: The Eg: The Eg: The
student wears student does student is student is less student has student has student has student does
glasses not wear 150cm tall than 150cm brown eyes green or blue freckles not have
glasses go to tall eyes go to freckles
qu. 4 question 7
Answer Answer Answer Answer Answer Answer
Simon Mark William Terri Daisy Matilda
As a class discuss these findings in relation to the school garden:
• Think about how to make similar cards for your own school/home garden – what sorts of
information would be required?
• Brainstorm with your students to design a garden using ‘Plant buddies’ techniques –
what are the advantages and disadvantages of doing this as a group?
11. Students should individually think about and record answers to the following questions:
• How can plant buddies help in your school/home garden?
• Are there any plant buddy match-ups that don’t work, based on experience and
observation in your garden?
• Is there anything you might think about changing or trialling in your garden as a result of
this activity?
• What have you learned that you might tell your parents/grandparents/another gardener?
• Are there other plant buddies you know about that aren’t listed here?
Remember that companion planting is often about trial and error and there are a range of
factors that affect the success of ‘plant buddies’!
Learning in the Garden – page 43
7. Extension activities
School garden extension activities
• To enhance mathematics learning outcomes of the above activity create a grid to overlay a
garden map (with letters and numbers) and discuss where each plant is situated and how far
it can move as defined by the grid.
• In relation to companion planting list some of the problems in the garden:
- Are there certain plants that are continually being eaten by pests?
- Is there a low yield of certain fruit or vegetables?
- Is the soil healthy enough to support the diversity of plants growing?
- Does your school garden have a problem with weeds? Which ones?
As a class, brainstorm of some ways that might rectify or help some of the above problems.
• Undertake scientific experiments with your students to investigate companion planting.
Hypotheses and research questions may be inspired by companion planting traditions,
personal garden observations, or what students have learned about plant needs from adults
or friends, books or the internet. Students may wish to chart plant growth, insect visitors or
other factors over time.
• Suggested research topics include:
- Will a garden bed surrounded with garlic have fewer pests than one with no garlic around
it?
- Will a bigger corn harvest be obtained if beans are grown between corn rows?
(Note: Give the corn a head start of a few weeks.)
- Do pumpkins grow bigger if nitrogen-fixing clover is grown between the plants?
- If we put plants that are supposed to attract beneficial insects in one section of our
schoolyard, will we find more of the "good guys" there than in other parts of the school?
- Will spinach planted in the shade of peas last longer than spinach planted in an open
bed?
- How can we arrange lettuce and onions in a plot to get the best yield?
• Visit a local community garden or a local farm and interview people who grow plants there.
How do they do it, why do they do it, what advice do they have, what have they discovered?
• Ask students to use their eyes and hand lenses in the garden to closely observe a variety of
flowers in the community, schoolyard, and garden. They can look at and describe or draw
each flower as a whole and then take a close-up view. Have them examine the number and
nature of different flower parts to think about how botanists classify plants.
Related LandLearn activities
Grow and Gobble activity booklet available on LandLearn Resource Booklets CD. Activities
include ‘Seed viewing’, ‘Tasting passports’, ‘Vegie coloured eggs’, ‘Grow your own fruit and
vegies’ and ‘Vegie bingo’.
SuperSeeds activity booklet on SuperSeeds CD. Activities include ‘Have you ever eaten
grass?’, ‘Bacteria helping plants’, ‘Is planting legumes the answer?’ and ‘The advantages of
knowing exactly where you are!’
Plant Power activity booklet available on LandLearn Resource Booklets CD. This booklet
includes activities relating to plant structure and function.
Learning in the Garden – page 44
8. Botanical classification table
Common Plant Latin Family name Common Family
name name
Pea Fabaceae Pea family
Broad bean Fabaceae
Garlic Liliaceae Lily family
Onion Liliaceae
Wormwood Asteraceae Daisy family
Chamomile Asteraceae
Sunflower Asteraceae
Lettuce Asteraceae
Cauliflower Brassicaceae Cabbage family
Cabbage Brassicaceae
Broccoli Brassicaceae
Celery Apiaceae Celery family
Dill Apiaceae
Parsley Apiaceae
Tomato Solanaceae Potato family
Eggplant Solanaceae
Mint Lamiaceae Mint family
Basil Lamiaceae
Nasturtium Tropaeolaceae Nasturtium family
Stone fruit Rosaecae Rose family
Corn Poaceae Grass family
Learning in the Garden – page 45
9. Set 1 cards
Teachers – Print these out twice as you will need 2 copies of each set 1 card
Learning in the Garden – page 46
10. 1
Pea 1
Lettuce
• All plants except garlic • I need lots of water and
and onion like me as I food so plant me near
increase the nitrogen in celery that needs the
the soil. same things.
• Grow me up corn or
• I like corn and broad
sunflower stalks. beans as they shade me
• I don’t like garlic or from the hot sun.
onion.
Learning in the Garden – page 47
11. 1
Cabbage 1
Tomato
• Cabbage butterfly likes • I don’t like eggplant as it
to eat me. attracts pests that also
• Tomato plants disguise eat me.
me so pests can’t smell • My smell helps keep
me. pests away from
• Celery plants disguise cabbage.
my shape so pests can’t • Cabbage helps repel
see me. pests from me.
• I don’t like dill.
Learning in the Garden – page 48
12. 1
Corn 1
Wormwood
• I don’t like sunflowers as • I repel flies and
they stunt my growth. mosquitoes, moths and
• I like peas as they butterflies and aphids.
increase the nitrogen in • Don’t plant me too close
the soil. to other plants as I might
• Plant me with beans to slow down their growth.
attract predator bugs
and birds to eat pests
that like to eat me.
Learning in the Garden – page 49
13. 1
Nasturtium 1
Eggplant
• Aphids and other sap • Don’t grow me next to
suckers don’t like the tomatoes as we attract
smell of my flowers. the same pests and
• I attract bees to pollinate stunt each other’s
tomatoes and eggplants growth.
• Grow me with • Plant nasturtium next to
cauliflowers to disguise me to attract bees to
their shape from pollinate me.
butterflies.
Learning in the Garden – page 50
14. 1
Sunflower 1
Broccoli
• Corn doesn’t like me as I • Cabbage butterfly likes
can stunt its growth. to eat me.
• Peas like to climb up my • If you let me go to seed I
tall stems. will protect your next
• I attract predators such crop from aphids and
as small birds to keep caterpillars.
aphids and cabbage • Wormwood will protect
butterflies away from me from cabbage
most vegetables. butterfly.
Learning in the Garden – page 51
15. 1
Cauliflower 1
Celery
• Once I have started to • I need lots of water and
rot, I stop seeds of all food so plant me with
other plants around me other plants that need
from germinating. the same such as peas.
• Cabbage butterfly likes • I like to be planted with
to eat me. lettuce as it is small
• Nasturtium plants enough not to take my
disguise my shape from food and water.
cabbage butterflies.
• I disguise cabbage from
pests.
Learning in the Garden – page 52
17. 2
Broad Bean 2
Garlic
• I increase the nitrogen in • Grow me under peach
the soil so all plants like and apricot trees to keep
me except garlic and the aphids away.
onion. • I repel aphids and other
• Aphids eat me so plant sap suckers from
nasturtium near me. tomatoes, celery and
• Cauliflower, broccoli and eggplant.
cabbage increase my • I repel cabbage butterfly
growth. from cauliflower, broccoli
• I don’t like garlic. and cabbage.
Learning in the Garden – page 54
18. 2
Mint 2
Basil
• I repel flies and cabbage • I repel flies and
butterflies. mosquitoes with my
• I increase the growth of strong smell.
cabbage, broccoli and • I repel pests from
cauliflower. smaller seedlings.
• I don’t like to be planted • I like to be planted with
with parsley. parsley.
• Onions don’t like me
nearby as I take their
space.
Learning in the Garden – page 55
19. 2
Peach & Apricot 2
Parsley
• Dill that has gone to • I don’t like mint.
seed helps protect me • I like basil.
from pests.
• Aphids like to eat me.
• I like garlic as it keeps
aphids away from me.
• Don’t plant me too
close to other plants as
I am too shady.
Learning in the Garden – page 56
20. 2
Chamomile 2
Onion
• I repel flies and • Lettuce increases my
mosquitoes. growth and it doesn’t
• Cabbage, broccoli and compete with me.
cauliflower like me to be • I don’t like mint as it
planted nearby as I takes my space.
increase their crop size. • Aphids don’t like me.
Learning in the Garden – page 57
21. 2
Dill
• I increase the growth of
celery.
• I attract predators to
feed on aphids and other
sap suckers.
• I help peach and apricot
trees after I have gone to
seed.
• I repel cabbage butterfly
from broccoli, cauliflower
and cabbage.
Learning in the Garden – page 58
23. 3
Aphids 3
Flies & Mosquitoes
I like to eat: • We don’t like the smell
• Peach and apricot trees, of:
broad beans, cabbage, Basil
broccoli and cauliflower. Wormwood or
• I don’t like the smell of Chamomile
garlic or nasturtium. • We like the taste of
gardeners!
Learning in the Garden – page 60
24. 3
Cabbage butterfly
(and caterpillars)
• I like to eat cabbage, Ideas for classes bigger
broccoli and cauliflower. than 25 students, turn
• I don’t like the smell of them into:
tomatoes. - Possums
• Celery confuses me - Worms
when I am looking for - Birds – black birds
food. (not so good) and
wrens (good)
- Earwigs
- Chooks
Learning in the Garden – page 61