Students will listen for sounds in the garden paying careful attention to volume (how loud or soft a sound), pitch (how high or low) , or if it is a natural or man- made sound.

Students will use their knowledge of stem and leaf plots to represent temperature in various locations outdoors.

Students will describe the plot and study traits, motivations and feelings using Tops and Bottoms by Janet Stevens.

Students in this lesson will learn about, connect and apply the use of area to a real-world problem—creating a planting guide for the garden. Students will determine the square footage of the garden and use this information, along with a planting chart to create their own plan.

In this lesson, students will take temperature readings in the outdoor classroom, compare them to data from a graph, and discuss the numerical differences between the readings and the data.

In this lesson, students will build conceptual understanding and fluency in using area and perimeter by measuring and calculating the dimensions of vegetable beds.

How can we use area and multiplication to measure the amount of space an area has?Students will explore the concepts of multiplication and area by measuring rectangular planting beds in the garden.

Students will observe and describe the physical properties of water by exploring water at different stations

Students will observe and record real-time weather measurements. Students will summarize important information and use written communication skills to inform and report.

Students are introduced to some essential meteorology concepts so they more fully understand the impact of meteorological activity on air pollution control and prevention. First, they develop an understanding of the magnitude and importance of air pressure. Next, they build a simple aneroid barometer to understand how air pressure information is related to weather prediction. Then, students explore the concept of relative humidity and its connection to weather prediction. Finally, students learn about air convection currents and temperature inversions. In an associated literacy activity, students learn how scientific terms are formed using Latin and Greek roots, prefixes and suffixes, and are introduced to the role played by metaphor in language development. Note: Some of these activities can be conducted simultaneously with the air quality activity (What Color Is Your Air Today?) of Air Pollution unit, Lesson 1.

Students will observe and record the changes caused by weathering and erosion from moving water have on limestone.

Students will explore the different areas of the garden to determine how warm or cool it feels.

Students learn about the definition of heat as a form of energy and how it exists in everyday life. They learn about the three types of heat transfer conduction, convection and radiation as well as the connection between heat and insulation. Their learning is aided by teacher-led class demonstrations on thermal energy and conduction. A PowerPoint® presentation and quiz are provided. This prepares students for the associated activity in which they experiment with and measure what they learned in the lesson by designing and testing insulated bottles.

Students are introduced to Newton's third law of motion: For every action, there is an equal and opposite reaction. They practice identifying action-reaction force pairs for a variety of real-world examples, and draw and explain simplified free-body diagram vectors (arrows) of force, velocity and acceleration for them. They also learn that engineers apply Newton's third law and an understanding of reaction forces when designing a wide range of creations, from rockets and aircraft to door knobs, rifles and medicine delivery systems. This lesson is the third in a series of three lessons intended to be taught prior to a culminating associated activity to complete the unit.

Students will recognize that mixtures are made when two or more materials from the garden are mixed together and the physical properties do not change.

In this lesson, students write a draft to plan for a brief expository composition.

Students will learn about the sequencing of stories, and they will have the opportunity to retell stories using sequencing words.

Students use the vegetables growing in the garden as inspiration to think about the steps that are needed when someone wants to grow crops.

Students will be able to share what they like and to write about their feelings using the learning garden as a context for the writing.