Higher still

Record of Achievement relating to Access 1

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  The teacher explains to the students how they will carry out an investigation to find out the facts they need to plan their herb garden. In addition to the activity sheets, the following are needed for the investigation - a variety of seeds, including cress seeds, gardening books or magazines, 3 seed trays, compost, tap water and newspapers to protect furniture.
  

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  Steps in the investigation
  

Step 2 Students discuss ways of finding out whether the books and magazines are right. Any reasonable suggestions should be followed up. If no better ideas are suggested, the investigation on growing seed under different conditions, (detailed in the activity sheets in Part 4) may be carried out.

Step 3 After 3 days, the group is asked to count the number of seeds that have sprouted in each tray. Individual and group findings are recorded.

Step 4 The group evaluates their experiment. (How well did it work? Did anything go wrong? If we did the same experiment again, how could we make sure it worked really well?)

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  Based on what they have learned about the conditions for plant growth, individuals try to grow various herbs from seed, keeping a seed record to show the growth.
  

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  The students look at books and magazines to find out which herbs would be suitable for the herb garden, and also which tools and equipment would be needed.
  

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  The students visit a public herb garden, a herb nursery or a garden centre to observe, touch, smell and tasted various herbs, and to handle relevant gardening tools and equipment.
  

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  A ‘specialist’ visits the group to talk about growing herbs.
  

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  Finally, individuals are asked to identify a minimum of three suitable herbs for the herb garden, and two garden tools or pieces of equipment they think are necessary.
  

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  The students are given additional opportunities to show that they can meet the outcome of the unit D553 08 MER: Planning an Environmental Area (Access 2) by producing articles for the class news letter and by participating successfully in general-knowledge quizzes.
  

The Student’s Personal Log Sheets follow on the next page. Here students may enter their personal views of contributing to the activities. These sheets may be used at Access 1 or Access 2 levels. They may be completed by the student or scribed.

There are opportunities for students to actively experience some of the following :

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  examining a variety of herbs in terms of touch, smell, taste and colour
  
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  handling various garden tools and equipment;
  
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  examining relevant photographs and drawings of plants and gardens
  
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  discussing the conditions necessary for plant growth,
  
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  suitable plants for the herb garden
  
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  tools for working in the herb garden.
  

There are opportunities for students to show awareness by:

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  using relevant vocabulary
  
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  stating or showing that plants need food, water and light to grow
  
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  correctly identifying some herbs
  
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  selecting suitable tools for working in the herb garden.
  

There are opportunities for students to participate by:

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  taking an active part in the investigation to determine the basic conditions necessary for plant growth
  
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  taking an active and relevant part in group discussion sessions
  
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  helping to find out which plants would suit the site
  
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  selecting suitable tools and equipment
  
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  using suitable tools and equipment
  
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  logging their involvement and achievement in Activities 4 and 5.
  

A sheet for recording student’s achievement at the level of Access 1 relating to the above activities is provided on the next page.

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  The idea is introduced to the group that a plan is simply a drawing which tells us about a place and shows where objects are in relation to each other. As an example, a plan of the classroom is shown, and individuals are asked to identify the various pieces of furniture from their position on the plan. The term, ‘bird’s eye view’ is introduced.
  

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  Individuals or pairs look at various objects in plan form. They write down or say what the plan shows, draw a picture of the object as it really is and say which aspects of the object are hidden in the plan.
  
  
  
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  Individuals practise drawing plans of simple objects e.g. lunch on a plate, or a ruler, rubber and pencil. If appropriate, the idea of a key can be introduced.
  
  
  
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  Pairs go out to the garden with a clipboard, paper and pencil and draw an outline plan of the area which will be used for the herb garden. The idea of scale need not be introduced at this stage.
  
  
  
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  The outline plan of the proposed herb garden is then compared with some real garden plans in order to identify some of the factors which influence garden planning e.g. amount of light and shade, heights of different plants, colour schemes.
  
  
  
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  Individuals select or create an appropriate layout and add it to their outline plan. Plans are labelled appropriately.
  

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  Groups or individuals are asked to make a list of the plants, equipment and materials which will be needed for the herb garden they have planned. Lists are taken to one or more local garden centres so that items can be costed. Finally, the total cost of implementing the plan is calculated.
  

The Student’s Personal Log Sheets follow on the next page. Here students may enter their personal views of contributing to the activities. These sheets may be used at Access 1 or Access 2 levels. They may be completed by the student or scribed.

My Personal Log ……………………………………………
This personal log can be related to Access 1 level activities or Outcome 3 of the unit D553 08 MER: Planning an Environmental Area (Access 2)

Activity	Date	My personal comments on this activity
Activity 6 Outcome 3 PC (a) I practised drawing plans of things around me. I drew an outline plan of how our herb garden might look. I compared my plan with real gardens and improved on my plan.
Activity 7 Outcome 3 PC (b) I went to a garden centre and found out how much the plan would cost.

Activities relating to Access 1 level

Students not yet ready to achieve the unit D553 08 MER: Planning an Environmental Area (Access 2) will actively contribute to relevant activities. They will relate their learning to the levels of participation, awareness and experience as identified in curriculum descriptors at Access 1.

There are opportunities for students to actively experience some of the following:

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  examining various garden diagrams and plans
  
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  handling relevant planning tools and materials e.g. rulers, labels
  
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  discussing the key aspects to be taken into account in planning.
  

There are opportunities for students to show awareness by:

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  using relevant vocabulary
  
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  showing a preference for one sample plan, for a relevant reason
  
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  correctly assigning labels to different parts of the plan.
  

There are opportunities for students to participate by:

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  responding relevantly in group discussions
  
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  commenting on the suitability of various sample plans and diagrams
  
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  preparing a simple plan for the environmental area and labelling it
  
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  costing the plan.
  

A sheet for recording student’s achievement at the level of Access 1 relating to the above activities is provided on the next page.

The following points were discussed

The following decisions were made


Activity 2 group investigates the options identified

Finding out about Environmental Areas
Student’s name:________________________________
Date:____________

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  You will visit some gardens to find out about different kinds of environmental areas.
  
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  You will have 45 minutes to find out as much as you can.
  
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  Then you will tell the rest of the class what you have found out.
  

Now that you have seen some environmental areas, you have to tell the other members of the group what you have found out.

Here are some of the things you may want to talk about:

1. the kind of environmental area you saw

2. how big the area was

3. 
   the kinds of plants, bushes or trees you saw growing in the
   

4. the amount of sunshine, shade and shelter the plants had

5. anything interesting you noticed about the environmental area
Activity 2 group investigates the options identified

Student’s name:______________________________ Date:___________

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  You will look in some gardening books and magazines to find out about one particular kind of environmental area.
  
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  You will have 45 minutes to find out as much as you can.
  
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  Then you will tell the rest of the class what you have found out.
  

Do you think this would be a suitable kind of environmental area for us to plan?

Give your reasons