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In a winning equation, Spring Lake Park Schools students are applying their math and science learning to a community garden. Thanks to a partnership between the schools, Coon Creek Watershed District, Northtown Library, the Lions’ Club and Growing Green Hearts, the learning will result in a native landscape in the community.

Westwood Middle School Math teacher Angela Skauge is in her 4^th year of teaching 7^th grade math concepts through gardening. This year, elementary students are lending a hand as they learn about plant life cycles in science.

“In addition to the math, the idea this year was that 7th graders become student leaders,” says Angela. “They created videos on how to do the planting, and they are leading the elementary students through the process. They will also teach them what they have learned about native prairie plants.”

This is a community effort. The Northtown Library is the planting site. The Coon Creek Watershed District is providing financial support and education along the way. The Lions Club is helping fund sod cutters and mulch. Growing Green Hearts is providing expertise in the prairie planting. The students are doing the work – of learning and planting.

“Every year, I never know for sure if I am going to do it the next year again,” says Angela. “But then, seeing students through the process and on planting day makes this project worth it. I really want my students to find real life application to the math concepts we are learning in the classroom and discover that they are being student leaders in our community with this project.” 

Seventh grade math

In 7^th grade math, students learn about ratios and proportions. They calculate area. There’s nothing more powerful for learning than connecting the concepts to something real – even better if it’s a little dirty. One of the first tasks for this project is figuring out the ratio and proportion for the plant starter mix.

“I tell them the recipe for the starter mix - to help get the plants started,” says Angela. “They have to figure out ‘four servings’ per seed tray. They determine how many supplies they need. If you go to the store, one bag has how much? How many cups, how many bags, and then the costs.”

Once the site was selected, students found the planting area based on measurements. They came up with a garden design and determined how many plants are needed if each requires a square foot. On planting day, 170 plants are ready to go in the ground. Students even made newspaper pots for the seedlings that will decompose as the plants take root.

“On the days we created the starter mix, transplanted the plants, measured the growth, etc., students said they actually enjoyed math and didn’t feel like they were doing math,” says Angela. “Students don’t even realize that they are using many of the math and science concepts they learned throughout the year to complete various tasks within this project.”

Elementary science

The elementary learning looks and sounds a little different. They studied the science concepts of systems and structures. They are recognizing plant life and the environment as a system and are learning more about the structure of a plant itself. 

Katrina Davis, elementary science specialist, has two groups of first and second graders who are helping with the planting.

“My students are quite impressed that 7th and 8th graders have taken the time to send them information and teach them something,” says Katrina. “Students have done a lot of learning about plants: why plants are important to us, plant needs and what happens if the needs aren't met, plant parts and the special job each plant part does.”

When students planted the native prairie plant seeds, they learned about the pollination process and why it's important. They viewed posters and videos from the older students and then made their own with more science information.

Des Gillis’ first grade scientists created seed balls and are contributing them to the garden. They won’t make it to planting day, but Des has told them to visit the library to see their plants (and pick out some books for their summer reading!).

Planting day

All of the learning comes together on planting day at Northtown Library. Groups of 7^th graders cycle through the site and work alongside elementary students here for the occasion.

There are three different stations. One is hosted by Coon Creek Watershed District where students learn about the prairie and engage with a native roots display. There’s a planting station equipped with small shovels and plants ready to go. There’s also a station where students can watercolor paint with pond water a bookmark to donate to the library.

Jessica Lindemyer, from the Coon Creek Watershed District, is impressed with the questions student ask.

“There have been a lot of questions about the pond itself and great questions about how the grasses we mow and these grasses we are planting are different,” she says. “It’s also fun to see the students engage in the root display. They are really impressed with the length of the roots and how deep they go.”

At the planting station, the younger students are having fun trying to identify the plants. They race back and forth from a sign showing the different plants to the planting area. They are busy discussing leaf shape. Saban, a first grader, kneels by the hole she’s dug and slowly coaxes a seedling out of a paper cup. She doesn’t know what kind it is, but she does know some things about plants.

“I learned that plants start as seeds,” she says, “And, bees stick to pollen.”

Seventh grader Amelia is planting nearby and has really enjoyed meeting the first and second graders. As for the math, some steps in the project stand out.

“I most remember figuring out and adding up how much it would cost,” she says.

Another student, Grace, chimes in, “It was also fun to create videos with some friends to show the younger kids how to plant.”

There is obvious enjoyment for many students as they get their hands dirty and put the plants in the ground. They are also having fun looking for wildlife, and they’ve seen a family of ducks – with ducklings – and some baby rabbits.

“It's so rewarding to see kids getting their hands dirty and working together to help restore native prairie plants to the pond," says Kellie Weidinger, youth services librarian. "I also think it's important for kids to learn that the library is so much more than just books. Although books are extremely important and valued by libraries, the library is also a place for communities to come together.”

Impact

For the library, planting day is a realization of their goal to create an example garden for the community. Staff have observed growing interest in native gardens, but many people don’t realize what that could look like or see how it helps benefit bees, butterflies and other wildlife. The garden helps them see how it might look in their yard.

Heidi Ferris, with Growing Green Hearts, has embraced the growing and the learning with this project and others across the community. She started Growing Green Hearts to work with schools, community groups and other organizations to create site-specific projects that help strengthen community connections and educate about the environment. She’s worked with Angela since the first garden year.

“Kids don't know what prairie is and some adults don't know,” says Heidi. “This is a great way to learn more about prairie, biodiversity, succession and on what makes the prairie. The idea that we plant this plant now and the seeds will spread and heal this land – it’s nature working and healing and people get to be a part of it."

The idea of impact resonates with the members of the Westwood Conservation Club who are onsite to provide leadership. Eighth graders Amelia and Macy have played an instrumental role in the project. They put together videos and posters and recently represented the garden planting project at a state-wide Conservation Club event.

“It was fun to see what other schools are doing,” says Macy. “We learned about really cool, different ideas. People also really enjoyed hearing about our planting project.”

Amelia has learned a lot about planting, and likes being in the club because the people are supportive and nice and have time and passion for this work.

“I love the impact we’re having today!” says Amelia.

As an elementary science specialist, Katrina also appreciates the connection and application of learning to the real-world experience. Watching the seventh graders side-by-side with first and second graders brings another level of appreciation.

I love that it is a local experience and in collaboration with older students from our district. Students can truly see the connection of our learning to their lives and how overall the planting benefits our area. Katrina Davis, elementary science specialist

Each of the variables has come together in an equation that works.

“By creating experiences for students to apply their classroom learning to a situation outside of the classroom, we are enhancing their learning and engaging them in a positive way,” says Angela. “I also point out that when or if they come to the library with a sibling or by themselves this summer, they will be able to see the plants they helped to grow.”

Want to see more? Browse a photo album with more photos from the project. Or, watch a video featuring Science Specialist Katrina Davis explain her role at Spring Lake Park Schools.