smaller squares (either by folding or measuring); in the middle of each smaller square students should draw their vegetable (be creative and use colour!). At the end have students identify what their vegetable is somewhere on the paper, and put their names on the back. After the students are done drawing their vegetable square, have them come up to fill in the calendar with information on when to plant and harvest the vegetable. Part 2: Companion Planting Something else that plants do for each other is act as companions. Discussion: What do we think that means? Think of what a friend does for you? How could plants do this for each other? (see Background Information) Ask the students to use their garden planning cards to find out what the companions for their vegetable are and to find someone in the class whose vegetable is one of their “companions.” Once they have found their companion, invite them to lay out the squares on the ground in the shape of the bed outside (typically: 3 squares by 8 squares) –making sure to place companions next to each other. Tape them together to form a map of the garden. Background Information: Companion Planting There are different types of ways plants can be each other’s companion: Attractors: Some (like flowers) plants attract pollinators (like bees) bringing them close to the garden where they help other plants reproduce. Some plants attract predators (like bugs) so that they stay away from your vegetables. (Examples: Nasturtium, Parlsey) Confusers: These are the masked bewilderers and tricksters! These plants confuse pests away from other vegetables. Parsley for example has the same wispy tops as carrots and so confuses white flies away from carrots. Enchanters: These are the good neighbour plants, they help other vegetables grow, and improve their flavor and size. Basil improves the taste and size of tomatoes. Protectors: These plants are the guardians of the garden and protect others from nature’s havoc, like too much wind or sun. For example, peas and bean climbing up poles and nets provide shade for vegetables like lettuce that don’t like the heat.
smaller squares (either by folding or measuring); in the middle of each smaller square students should draw their vegetable (be creative and use colour!). At the end have students identify what their vegetable is somewhere on the paper, and put their names on the back. After the students are done drawing their vegetable square, have them come up to fill in the calendar with information on when to plant and harvest the vegetable. Part 2: Companion Planting Something else that plants do for each other is act as companions. Discussion: What do we think that means? Think of what a friend does for you? How could plants do this for each other? (see Background Information) Ask the students to use their garden planning cards to find out what the companions for their vegetable are and to find someone in the class whose vegetable is one of their “companions.” Once they have found their companion, invite them to lay out the squares on the ground in the shape of the bed outside (typically: 3 squares by 8 squares) –making sure to place companions next to each other. Tape them together to form a map of the garden. Background Information: Companion Planting There are different types of ways plants can be each other’s companion: Attractors: Some (like flowers) plants attract pollinators (like bees) bringing them close to the garden where they help other plants reproduce. Some plants attract predators (like bugs) so that they stay away from your vegetables. (Examples: Nasturtium, Parlsey) Confusers: These are the masked bewilderers and tricksters! These plants confuse pests away from other vegetables. Parsley for example has the same wispy tops as carrots and so confuses white flies away from carrots. Enchanters: These are the good neighbour plants, they help other vegetables grow, and improve their flavor and size. Basil improves the taste and size of tomatoes. Protectors: These plants are the guardians of the garden and protect others from nature’s havoc, like too much wind or sun. For example, peas and bean climbing up poles and nets provide shade for vegetables like lettuce that don’t like the heat.
Planning%20the%20Garden%20Workshop%20Grade%203-6.docx