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  • Lesson Plan
    • Subject: Environment 
    • Driving Question: 
    • Pedagogical Method: Project-Based Learning/ 5Es
    • Grade Level: 7/8/9
    • Duration: 5/6 periods
    • Delivery Method: Blended
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    School Gardening Worksheet






  • In this unit, you will identify the importance and the benefits of growing your own food and explore the joy of gardening.

  • ● Materials: laptops/tablets/Mobile phones
    Also find attached the necessary resources in the Files section
  • By the end of this unit, students will be able to: 

    • determine the importance of growing their own food.

    • identify the modes of reproduction in plants.

    • describe the development of plants.

    • list the gardening steps and tools.

    • identify the characteristic features of rich soil and the importance of composting.

    • develop a plan of where, what, when and how to plant.

    • grow their own food.

    • create the "Journal of a Little Gardener".


  • In this phase, students will explore their surrounding and collect data. They will engage in research-based learning and carry out personal investigations to develop a deeper understanding of the discussed topic.


    This phase consists of three parts: Observation, Research, and Discussion.

    I. Observation: Let's Explore Our Planting Area

    Divide the class into groups of 4 or 5 and ask students to:

    • follow the guidelines of part I in the exploration worksheet to plan where they will plant their vegetable garden.
    • record their observations.

    II. Research-Based Learning: Let's Explore Our Native Plants

    Ask students to:

    • do a little research about the native plants that grow best in their region. It can be an internet search, or they can inquire by interviewing their parents, neighbors or a gardener they may know.
    • fill in part II on the exploration worksheet.

    III. Discussion

    Group Discussion

    Have students discuss the results of their research in groups.

    Class Discussion

    Foster a rich whole-class discussion about students' observations and research results.



  • In this phase, students will identify more linkages among the discussed concepts as they engage in a set of interactive activities. These activities aim to help them sum up all the learning that they have constructed in the previous phases. E-learning is based on discovery, play, and instant feedback.


    Interactive Digital Activities
    • Ask students to go to the E-Learn section of the unit titled "School Gardening" on Tabshoura Plus Platform.

    • Encourage students to be autonomous learners and have them e-learn autonomously on the platform.

    • At the end of the E-Learn phase, foster a whole-class discussion to ensure that all the students have mastered the concepts included in the interactive activities. You may resolve one of the exercises with the whole class to emphasise a particular concept or skill.



  • In this phase, students will perform hands-on activities. They will plan and apply their constructed knowledge. Faced with a new real-life situation, they will get to develop new skills and a more in-depth understanding of the topic under study.


    Group Work: Planting

    By now, students must have already made decisions as to what and where to plant their garden. 

    • Ask students to follow the guidelines on the attached elaboration worksheet to plant their own garden. Remind them that they need to take notes of every stem and pictures of their plants as they grow. These notes and pictures will be used in their journals.
    • Have students discuss their results with their group members. 


    Group Work: Preparing the Journal

    Ask students to prepare their journal 

    With all the pictures and the notes taken, they will create a journal.

    This journal will include each and every step of their planting activities including pictures and comments.

    • How did they organise their gardening activities?
    • What did they plant?
    • How many seeds did they plant, how many germinated?
    • Which plants grew well and which did not?
    • Did they try to grow plants from cuttings? Did it go well?
    • Add drawings, results, interpretations, recommendations etc.

    Furthermore, have each group of students present their journal in class. Foster their creativity. Tell them that they can present their work in any way they choose. Suggest the example ideas provided in the list below and encourage them to feel free to be as creative as they want!

    Poster - Report – Podcast – Video – Prezi – PowerPoint presentation – Cartoon strip – Others



  • In this phase, students will evaluate their work through self-assessment and peer-assessment. They will also reflect on their learning, express their opinion, and support their claims with the data that they have collected throughout this project.


    Reflection on the Learning Journey

    Individual task: Ask students to write a reflection paper by answering the following questions.

    1. Do you feel that your garden was fruitful? What about your journal? Do you feel that it was well prepared? What was the feedback of your teacher and classmates regarding your garden and journal? How can you improve them?
    2. How do you feel your solution relates to real-world situations and problems? 
    3. Have you changed any ideas you used to have / behaviours you used to do as a result of the learning you acquired in this unit? Explain.
    4. What were some of the most challenging moments in gardening and what made them so?
    5. How did you help others during this process? How do you feel you may have hindered others?


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