School Community Garden
10 min
Narrative
The purpose of this Warm-up is to elicit ideas about the arrangement of plants in a garden, which will be useful when students plan a garden in a later activity. While students may notice and wonder many things about this image, how the plants are spaced, the size of the plants, and the number of fruits each plant may yield are the important discussion points.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Solution Steps (3)
- 1Notice plant arrangement→Plants are in rows, spaced out
- 2Wonder about quantities→How many plants? How many rows? How much space?
- 3Connect to multiplication/division→Array structure suggests rows × plants per row = total
Sample Response
Students may notice:
- There are plants in rows.
- Each plant is spaced out in the row.
- There is an orange watering can.
- The different plants are different heights.
- What is being planted?
- Why are the plants spaced or arranged that way?
- How big will the plants get?
Activity Synthesis (Teacher Notes)
- “Many families, schools, or communities have gardens to grow their own fruits and vegetables.”
- “If we were to start a school garden, what are some things we would have to think about?” (What plants do we want to grow? How many plants would we grow? How would we arrange the plants? How much space would the garden take up? Do we have enough space? How many fruits and vegetables would we harvest?)
- “This photograph shows a strawberry patch at the beginning of the season. Plants need to be spaced out so they have enough room to grow.”
- “Today we’ll learn about some plants and think about the arrangements that help them grow the best and plan part of a community garden.”
Standards
Building Toward
- 3.OA.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
- 3.OA.A.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.<span>See Glossary, Table 2.</span>
15 min
25 min
Knowledge Components
All skills for this lesson
Role Legend
Target
Essential
Supporting
Foundational
All lesson KCs
4 skills
Press enter or space to select a node. You can then use the arrow keys to move the node around. Press delete to remove it and escape to cancel.
Press enter or space to select an edge. You can then press delete to remove it or escape to cancel.
School Community Garden
10 min
Narrative
The purpose of this Warm-up is to elicit ideas about the arrangement of plants in a garden, which will be useful when students plan a garden in a later activity. While students may notice and wonder many things about this image, how the plants are spaced, the size of the plants, and the number of fruits each plant may yield are the important discussion points.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Solution Steps (3)
- 1Notice plant arrangement→Plants are in rows, spaced out
- 2Wonder about quantities→How many plants? How many rows? How much space?
- 3Connect to multiplication/division→Array structure suggests rows × plants per row = total
Sample Response
Students may notice:
- There are plants in rows.
- Each plant is spaced out in the row.
- There is an orange watering can.
- The different plants are different heights.
- What is being planted?
- Why are the plants spaced or arranged that way?
- How big will the plants get?
Activity Synthesis (Teacher Notes)
- “Many families, schools, or communities have gardens to grow their own fruits and vegetables.”
- “If we were to start a school garden, what are some things we would have to think about?” (What plants do we want to grow? How many plants would we grow? How would we arrange the plants? How much space would the garden take up? Do we have enough space? How many fruits and vegetables would we harvest?)
- “This photograph shows a strawberry patch at the beginning of the season. Plants need to be spaced out so they have enough room to grow.”
- “Today we’ll learn about some plants and think about the arrangements that help them grow the best and plan part of a community garden.”
Standards
Building Toward
- 3.OA.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
- 3.OA.A.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.<span>See Glossary, Table 2.</span>