by Nikki Hudson
When the third grade students at Cowan Road Elementary School decided to weed and replant the raised beds in their courtyard, their teachers thought it was going to be an easy project. However, as most things with children, the task became much bigger. While cleaning out the beds and the courtyard, one student stated, "The walls out here look empty." The teachers looked around and realized that the student was right - the walls of the building looked like bare walls in a house - they needed art!
At that moment, the traditional classroom merged with the children's imagination and a STEM project was born. STEM, which is an abbreviation for science, technology, engineering, and mathematics, teaches students to integrate their imaginations, creativity, and knowledge with the practice of engineering and building. These projects foster critical thinking, allowing students to apply academic understanding to real world opportunities.
Attempting to create a rigorous and relevant project for students to enjoy, the third grade teachers turned to Pinterest for inspiration. Pinterest allowed the teachers and students to gain an understanding of "vertical" gardens; it also provided them the opportunity to visualize the transformation of the school's courtyard. The STEM project incorporated all academic domains; therefore, the teachers gladly obliged to commit to the courtyard transformation during the final weeks of the school year. Not only did the STEM project focus on obvious math and science standards, such as measuring and conservation, students also created a grid map of the area and authored a cumulative essay for the project.
The STEM unit began when students read and participated in a thorough discussion of the story, "City Green." This short story guided an intense classroom discussion on the difference between urban, rural, and suburban outdoor settings. It was important for students to understand that a garden can be a part of all outdoor life, not just rural settings. This book allowed students to gather a deep insight into how to construct a vertical garden in our school's suburban courtyard. The brainstorming and planning stages came to life through cooperative sharing of students' ideas. Designs were formed and configured as students' imaginations ran wild!
The architectural and engineering process began as students utilized their designs and built garden pallets, flower and herb windows, tin can plant containers, and flower towers. The third grade teachers reached out to community partners, students' families, and fellow colleagues in an effort to launch a major donation campaign. Within days, all needed material for the project was graciously donated. Groups of students were formed to construct multiple planter designs. Students spent countless hours painting each pallet, nailing pieces of board together to assemble garden windows, meticulously measuring wooden pallets in which to formulate the perfect location for tin can planters, and used critical thinking skills to devise their blueprint for two flower towers. This manufacturing process proved to be an intricate and complex task for teachers and students.
At last, students began the process of planting herbs, vegetables, such as tomatoes and peppers, fruits, perennials, and annuals into their unique creations. This was the first time for most of the third graders to take part in planting a garden. Watching the students' excitement and collaboration throughout the planting process was a true joy. Many of the students commented that they are looking forward to creating a garden of their own at home. This would allow their entire family to share in the delight of building and planting a garden. The students are elated to return to school in August in hopes that their garden has flourished.
