Garden

This page features the information aligning Gardens to the biology standards:  

Ohio Model Curriculum – Biology

Alignment with Gardens

 

1)  Overall Goals

 

• Know, use and interpret scientific explanations of the natural world;

-Hydrology, habitat alteration and development, and plant communities all relate to the creation of habitat for living organisms.

-Students can relate the role of gardens to the environment and natural world

• Generate and evaluate scientific evidence and explanations, distinguishing science from pseudoscience

-Students will be able to gather various plant data from the gardens, and will be able to explain and analyze the data collected

• Understand the nature and development of scientific knowledge;

-The gardens  allows the students to understand that scientific knowledge is constantly changing and improving.

-Students will be able to learn new ways to better improve gardens

• Participate productively in scientific practices and discourse.

-Students could create experiments related to the gardens

-They can collect data/ observations which is very important in science practices

2) Specific Curricular Goals

Science Inquiry and Application

• Identify questions and concepts that guide scientific investigations;

-Students determine the quality of the garden  in its environment  based on observations and specific plants located. They identify questions and concepts that link biological findings to the physical environment, i.e. Is this plant the right plant for this garden? What role does this garden have in the ecosystem?

• Design and conduct scientific investigations;

- Students can create gardens, and collect data on the impact it has in the environment, thus conducting experiments

 

• Use technology and mathematics to improve investigations and communications;

-The use of smartphones and QR codes can be used as a technological aid in identifying the plants in the various types of gardens.

 

• Formulate and revise explanations and models using logic and evidence (critical thinking);

- The gardens can be used a model gardens for citizens in the community

- They can also determine  future development of gardens that will be best suitable for the environment.

 

• Recognize and analyze explanations and models; and

-Students relate habitat to the biology of plants located in specific gardens. They can determine why specific habitats support specific plants and what roles these plants have.

 

• Communicate and support a scientific argument.

- Students use their own data to determine the quality of the garden create and argue why the garden is beneficial or not.

Course Content

  • Heredity

    • Cellular genetics

    • Structure and Function of DNA cells

    • Genetic mechanisms and inheritance

    • Mutations

    • Modern genetics

    • Students can study genetic variations between plants located in the gardens. They could look at mutations that are affecting the plants and what adaptations they have to combat against the mutations. They could discuss the role of some organelles and the processes they are involved in.

  • Evolution

    • Natural Selection

    • Mutation

    • Genetic drift

    • Gene Flow

    • Diversity of Life

    • Students can examine the diversity of plants in the gardens and see how genetics has changed from plant to plant. Students can examine various adaptations plants have in specific gardens.

  • Diversity and Interdependence of Life

    • Diversity of Life Ecosystems

    • Homeostasis

    • Carrying Capacity

    • Classification Systems are Frameworks created by scientists for describing the vast diversity of organisms indicating the degree of relatedness between organisms

    • Students can examine the role plants have in the garden and the environemnt, and see how they relate to other organisms in the ecosystem.

  • Cells

    • Cells structure and function

    • Cellular process

    • Students can examine the role organelles have in plants and what cellular processes they are involved in.

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