participate in making Students collaborate in planning for the ongoing care of their class garden. City of Sydney – decisions about how to test Community Garden questions or hypotheses Students explore a range of household or community gardens to develop an understanding of Profiles work individually and/or common plant species and features of gardens (this may be done by visiting local gardens, or collaboratively to design a viewing videos or images of gardens). Australian City Farms scientific investigation to test and Community a question or hypothesis If planting a new garden, students discuss the most suitable location for the garden, using the Gardens Network use digital, visual, written or knowledge and understanding gained from their investigations. Students nominate a location oral forms of communication and provide reasons for why this is a suitable location. The class may then vote or elect a ‘head as appropriate to make the final decision. Using digital technology as appropriate, students design a gardener’ visual representation of their garden, identifying what they will plant and other aesthetic features Impact of human activity on they might like to include. garden habitats explore a garden or model of If caring for an existing garden, students contribute to creating a visual representation of the a garden to recognise the garden, using digital technology as appropriate and including plants and features they might like physical characteristics and to add to the garden. diversity of plants and animal species In planning their garden, students consider: how to make the garden accessible the tools and equipment required equipment and materials they might need to enhance the safe management of their garden. As a class, students collaboratively determine a roster of duties for caring for the garden. Duties are distributed among the class. Students can produce a video to illustrate how the class designs, plants and cares for their garden.
participate in making decisions about how to test questions or hypotheses work individually and/or collaboratively to design a scientific investigation to test a question or hypothesis use digital, visual, written or oral forms of communication as appropriate Impact of human activity on garden habitats explore a garden or model of a garden to recognise the physical characteristics and diversity of plants and animal species Students collaborate in planning for the ongoing care of their class garden. Students explore a range of household or community gardens to develop an understanding of common plant species and features of gardens (this may be done by visiting local gardens, or viewing videos or images of gardens). If planting a new garden, students discuss the most suitable location for the garden, using the knowledge and understanding gained from their investigations. Students nominate a location and provide reasons for why this is a suitable location. The class may then vote or elect a ‘head gardener’ to make the final decision. Using digital technology as appropriate, students design a visual representation of their garden, identifying what they will plant and other aesthetic features they might like to include. If caring for an existing garden, students contribute to creating a visual representation of the garden, using digital technology as appropriate and including plants and features they might like to add to the garden. In planning their garden, students consider: how to make the garden accessible the tools and equipment required equipment and materials they might need to enhance the safe management of their garden. As a class, students collaboratively determine a roster of duties for caring for the garden. Duties are distributed among the class. Students can produce a video to illustrate how the class designs, plants and cares for their garden. City of Sydney – Community Garden Profiles Australian City Farms and Community Gardens Network