Ohio Model Curriculum – Chemistry

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


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:


Structure and Properties of Matter

• Atomic structure

o Evolution of atomic models/theory

o Electrons

o Electron configurations

• Periodic table

o Properties

o Trends

Students can examine various chemicals that are in the soil and see the affects they have on plants.

• Intramolecular chemical bonding

o Ionic

o Polar/covalent

• Representing compounds

o Formula writing

o Nomenclature

o Models and shapes (Lewis structures, ball and stick, molecular geometries)

• Quantifying matter

• Phases of matter

• Intermolecular chemical bonding

o Types and strengths

o Implications for properties of substances

•Melting and boiling point


•Vapor pressure

Interactions of Matter

• Chemical reactions

o Types of reactions

o Kinetics

o Energy

o Equilibrium

o Acids/bases

• Gas laws

o Pressure, volume and temperature

o Ideal gas law

• Stoichiometry

o Molar calculations

o Solutions

o Limiting reagents

• Nuclear Reactions

o Radioisotopes

o Nuclear energy

One thought on “Garden

  1. Dan Dudley at the EPA recommended I check out your site. I am a PhD candidate at OSU and the Science Chair at Columbus Africentric Early College (CAEC). We are a k-12, STEM school and I am trying to integrate environmental problem-based learning into the regular curriculum.

    This looks great! Any suggestions?

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