Integrating Sustainability Education into the University Pre-Service Elementary Teacher Curriculum through the Use of School Gardens Introduction This curriculum is intended to provide pre-service elementary school teachers a sustainability learning experience in sustainable agriculture through the use of school gardens. Using predominantly experiential learning, pre-service teachers will develop the necessary skills to educate future generations about sustainable agriculture, food systems, and sustainability (see Figure 1) as a general concept. Sustainability as three concentric circles (Hart, 2000). 1 What is the Curriculum Design? This curriculum was developed based on the information gathered through the literature review and suggestions from experts in the field of elementary education, food systems and sustainable agriculture.
Each lesson plan reflects the value of sustainability education in higher education. The curriculum is also experiential and active, focusing on gardens as a lens through which pre-service elementary education teachers can develop their own sustainability-literacy, while also developing their ability to teach about sustainability. The lesson plans in this curriculum were design using the Backward Design model (Wiggins & McTighe, 2005) (see Figure 2). This model begins by identifying the goals and objectives of a particular lesson.
Next, the desired results of the lesson are identified. Lessons are then designed with activities that promote the intended knowledge of the lesson. Several theories, including constructivism, experiential education, multiple intelligences, and place-based learning, were used to frame the design of this curriculum. Insights provided by the emerging field of educational neuroscience have also been integrated into the curriculum.
Backwards Design blank template (Wiggins & McTighe, 2005). Who is this Curriculum for? This curriculum is designed for pre-service elementary education students in their junior year in a science education class, participating in a National Council for Accreditation of Teacher Education (NCATE) accredited teacher education program at a four-year university providing a program to license elementary school teachers. Although the curriculum is designed for science education courses, it is intended to provide students with an interdisciplinary experience. The curriculum is broad enough so that it can be easily amended and applied in other subject areas.
The curriculum should be used with pre-service teachers prior to their student-teaching experience, generally in their third year of an education program. This curriculum aims to enhance pre-service teachers’ understanding of sustainability education and sustainable food systems so that they may apply what they’ve learned to their student teaching experience. 3 What are the Outcomes? The measures are divided into short-term, intermediate and long-term outcomes. The short-term outcomes of this curriculum include changes in the knowledge, awareness, skills and attitudes of pre-service teachers.
Project participants will: • Gain knowledge of the concept of sustainability (the balance between environment, society and the economy) through experiential learning. • Explain the role of gardens in sustainability education. • Apply their knowledge of elementary education to an experience with sustainable agriculture through school gardens. The intermediate and long-term outcomes measures are not assessed as part of this curriculum.
The intermediate outcomes include changes in the behavior and practices of pre-service teachers by: • Demonstrating the use of a school garden to integrate teaching of sustainable agriculture concepts and practices with student learning in health, language arts, math, science, and social studies. • Using school gardens to engage K-12 students in active learning about the ecological principles, knowledge, and skills related to specific sustainable agriculture practices (i. holistic planning, organics, integrated pest management, etc. The long-term outcomes of training pre-service teachers about sustainable agriculture school gardens, as a vehicle to actively engage students, would be expected to include: 4 • Successful and ongoing education of K-12 students through the use of sustainable agriculture concepts and skills integrated with major subjects areas.
• Teachers, students, and the community will increase their understanding of the importance of sustainable agriculture to their personal and their communities’ health. How to Present this Curriculum The goal of this curriculum is that it will be integrated into existing pre-service teacher education courses. The assumption is that the institution through which this curriculum will be presented (four year accredited university) will have access to garden facilities both on or near campus and in the surrounding community. The curriculum should be implemented in either late spring (to accommodate planting experiences) or early fall (to accommodate harvest experiences).
Photo of the “What does food mean to you?” brainstorm activity from a field test of this curriculum. This curriculum is designed for both in the classroom and in the field. Many of the activities included in the curriculum are designed for use in the college classroom. 5 However, some of the activities, such planting, harvesting, and field trips, must take place outside the classroom (e.
The components of this curriculum include local experts, in-class discussions and activities, field experiences, and a field trip to local farms. This curriculum has one unit and is comprised of four lesson plans, which focus on teaching about the concept of sustainability through gardens. The lessons plans within this curriculum area designed to be implemented and completed within four, three-hour class periods. The first lesson is designed to take a minimum of 2 hours including breaks.
The other three lessons are designed to take 3 hours including breaks, as these lessons include time both in and outside of the classroom. The lessons are presented in the following sequence: 1. Introduction to sustainability with guest speaker (2 hrs including breaks and transitions) a. Introduction to Sustainability (50 min) b.
Guest Speaker and conclusion (50 min) 2. Introduction to School Gardens (3 hrs including breaks and transitions) a. Benefits of teaching through a garden (50 min) b. Logistics of school gardens (50 min) c.
Lesson plan development (50 min) 3. Garden Field Experience (3 hrs including breaks and transitions) a. School Garden Review and Exploration Activity (50 min) b. Lesson plan teaching and discussion (50 min) 6 c.
Site Design and Planting/Harvesting (50 min) 4. Sustainable Agriculture Field Trip and Final Discussion (3 hrs including breaks and transitions) a. Farm/garden tour (2 hrs) b. Final discussion (50 min) Figure 4.
Photo of a team of students creating a school garden lesson plan during the field test of this curriculum. Both the regular course instructor and guest instructors are intended to deliver the lessons. Guest instructors, including the guest speaker in lesson one, bring thoughts, experience and perspectives of practitioners in the field to the classroom. Students are expected to participate in the training in the same manner as they would during a typical class.
Students are asked to be active participants in the learning process (e. take notes, ask questions, participate in discussion, complete required assignments). The majority of the instruction takes place near the classroom location. Additional instruction takes place in the field (field experience and field trip).
Field 7 experiences take place at a garden or farm site, which may not be located in proximity to the regular classroom location. The Field Trip lesson requires travel to several farm and garden sites. Additional time may be required to facilitated travel to multiple locations. Evaluation Students will be assessed on their understanding of these major themes: 1.
What is sustainability? 2. What is a food system, and what does it have to do with sustainability education? 3. What is sustainable agriculture? 4. How can a school garden be used to teach elementary students about sustainability, food systems and sustainable agriculture? Evaluating the effectiveness of student learning will occur through the following methods: • Student Portfolio of learning (assignments, journal entries, lesson plan) • Class discussion and Participation Required Resources • Creating and Growing Edible Schoolyards: A How to Manual for School Professionals (http://www.us/divs/hpcd/chp/cdrr/nutrition/docsandpdf/Creatinga ndGrowingEdibleSchoolyardsManual.pdf) • Arden Bucklin-Sporer, A.
How to grow a school garden: A complete guide for parents and teachers. Portland, OR: Timber Press. Sustainability as three concentric circles [Figure]. From A better view of sustainable community.
Retrieved from http://www. Understanding by design (2nd Ed. Alexandria, VA: Association for Supervision and Curriculum Development. 9 Integrating Sustainability Education into the University Pre-Service Elementary Teacher Curriculum through the Use of School Gardens Lesson 1: Introduction to Sustainability Length of Lesson: 2 hours (including Guest Speaker, breaks and transitions) Lesson Overview: Sustainability is becoming an increasingly important concept for students at all levels.
Through the lens of agriculture and food systems, this lesson will provide students with a brief introduction to the concept of sustainability. • Students will also learn about how sustainability relates to food systems and agriculture from a guest speaker. • Students will have the opportunity to reflect on their personal understanding of sustainability and how they think sustainability can fit into their future teaching activities. 10 Lesson Author: Brian Bluhm, 2016 Lesson Topic: Introduction to Sustainability Length of Lesson: 120 minutes (including guest speaker, transitions and breaks) Stage 1 – Desired Results NCATE Approved Program Standard(s): Elementary Education – 5.1 Professional growth, reflection and evaluation “Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally,” (Association for Childhood Education International, 2007).2 Environmental Literacy of Candidates “Candidates demonstrate an understanding of the processes and systems that comprise the environment, including Earth as a physical system, the living environment, and human social systems and influences,” (North American Association for Environmental Education, 2007).
Enduring Understandings Essential Questions Sustainability is the balance and A. What does sustainability mean? interrelationships between the economy, society and environment. How does the concept of sustainability relate to food systems Sustainability is becoming an ever- and agriculture? increasingly important concept the education of students at all levels. How can food systems and agriculture be used for sustainability School gardens are an important teaching tool education in the elementary education for about food systems, sustainable context? (Central essential question agriculture and the concept of sustainability.
throughout this unit.) Student objectives/learning outcomes Students will: I. Describe how sustainability is an important concept in education. Discuss sustainability education as it can be applied at the elementary education 11 level. Create and communicate a definition of sustainability as it relates to food systems and agriculture.
Stage 2 – Assessment Evidence Performance Tasks Other Evidence • Students effectively apply the concept • Students actively participate in of sustainability with food systems activities and agriculture. • Students actively participate in • Students will apply the definition of the discussion on what sustainability to elementary education sustainability is. through a brainstorming exercise. • Students will journal class applications of how sustainable food systems fit into the elementary education curricula.
• Students ask thoughtful questions pertaining to how sustainability can fit into their lives. Stage 3 – Learning Plan Learning Activities 1. Materials and Resources: Farm to Plate to Farm Game materials (handout A); Creating and Growing Edible Schoolyards: A How to Manual for School Professionals (online manual); How to Grow a School Garden: A Complete Guide for Parents and Teachers (book); “Sustainability Defined” (handout B); “Sustainability as three concentric circles” (handout C); journal/notebook (for notes to be included in final portfolio assignment) 2. Timeline: • Introduction to School Garden Unit (5 min.) • Farm to Plate to Farm Game (15 min.) • Introduction to Sustainability (30 min.) • Guest Speaker and Discussion (40 min.) • Discussion, Assignment and Conclusion (10 min.
Introductory activities: What did you eat today? 1. Ask students what they ate today. Students share ideas. Where does your food come from? How does it get to you? How does food relate to the concept of sustainability? Students share ideas.
Briefly describe that the unit will used food systems and agriculture to investigate the concept of sustainability.