Guerrilla Gardening Field Experience Events and Descriptions 2014/2015
Parkway Montessori and Community School
Kent Miller
Douglas Humes
Course Description
Guerrilla Gardening
Students will participate in a seminar introducing the concept of Guerrilla Gardening as a means to promote social, environmental, and community change. Then students will learn current environmental, landscape, plant, and insect research for a Minnesota climate through a learning experience at the U of Minnesota agricultural campus. After that students will locate an area of ground in their community that could use a change. Students will plan, design, and prepare materials for a guerrilla gardening experience that will take place by pod later in the spring. Students will be able to serve their community by creating a change in their own space. Through collaboration and teamwork students will develop a sense of place with the garden that they have created.
Course Objectives
Guerrilla Gardening
Students will participate in a pre-activity of a seminar introducing the concept of Guerrilla Gardening.
Students will understand current research from experts that will apply to their garden.
Students will plan, design, and prepare materials for the garden.
Students will work collaboratively to create a garden in the community.
Students will self assess their leadership growth during the course of this project.
Guiding Questions for Guerrilla Gardening
Set 1 Pre-Activity
- What is Guerrilla Gardening? Why is it important?
- Is Guerrilla Gardening breaking rules? Is it bad?
- How will understanding Guerrilla Gardening help me be more successful with this project?
Set 2 Gathering Day
- What information did we gather today to help our garden?
- What can I learn from an expert so that other can benefit from my new knowledge?
- How might this information help the creation of our Guerrilla Garden?
Set 3 Guerrilla Garden Day
- What can I do to improve my environment?
- What can I do to make an observable impact on my environment?
- Why is it important to improve the environment?
- How might my work today help reverse the effects of global warming?
Set 4
- What evidence can you cite that shows the community liked the garden?
- Did our efforts provide a positive change in the world?
- What value have we added to the community?
Opening and Closing Ceremonies Ideas
Guerrilla Gardening
Students create a Triangle Popsicle sticks then they write three words on it, one on each side. They write three words on each side of the Popsicle stick. One is talking about the impact that they hope to make on themselves, the second is describing their impact on the local community, and the last one is their impact on the world. Then they take all the small triangles and post them on the wall to make a larger triangle.
After the project is done each student will fold a paper flowers and put them in the middle of the triangle of Popsicle sticks. Each student will attach it to his or her triangle. Before the student folds the paper they will write three words on the paper that reflects their actual impact on the previous describe areas.
Budget
All prices are per student
Buses to U of M $3.00
T-Shirt $8.00
Garden Supplies $4.00
$15.00 per student total
Travel and Field Logistics
Guerrilla Gardening
When we do the test run on gardening in the fall we will be using a site adjacent to the school parking lot. Students will be coming out from their Social Studies and Science Classes in 30-minute increments. Each group will have a different job to accomplish.
For the Pre-Activity there will be no travel but students will need to complete “homework” of finding areas in their neighborhood that they would like to change with a guerrilla garden.
The U of M day will consist of many logistics.
-Permission slips
-Busses
-Lunches
-Coolers
-Classroom Rotations
-Campus Maps
-Student Work Packets
-Parent Volunteers
-Pod Rotation Schedule to teachers
Guerrilla Garden Day
-Permission from City
-Call before you dig permit
-Trash Bags
-Supplies (Garden Tools)
-Materials (Plants)
-Permission Slips
-Pod Rotation Schedules to teacher
-Lunch Schedule
-Documentation Crew: Video, Pictures, Notes
-Water Supply
Calendar ScheduleActivity / Day / Lessons
Fall Practice Gardening Day / Pre Student Contact / Job Descriptions, Gardening Process and Procedures, Community Service Packet, Video/Still Images/Documentation Standards for Event
Fall Practice Gardening Day / Day 1 Fall / Community Service Themed Seminar, Garden Job Descriptions and Distribution and Teaching
Fall Practice Gardening Day / Day 2 Fall / Garden Event and Community Service Packet
Fall Practice Gardening Day / Day 3 Fall / Survey Students on project
Fall Practice Gardening Day / Day 3 Fall / Survey Teacher on project
Pre-Activity Guerrilla Gardening Seminar / Day 1 Early Spring / Seminar on Guerrilla Gardening
Pre-Activity Guerrilla Gardening Seminar / Day 2 Early Spring / Video on Guerrilla Gardening
Pre-Activity Guerrilla Gardening Seminar / Day 3 Early Spring / Student Neighborhood Survey
Pre-Activity Guerrilla Gardening Seminar / Day 4 Early Spring / Site Analysis
Pre-Activity Guerrilla Gardening Seminar / Day 5 Early Spring / Students Create a Project Plan for their Garden
U of M Day / Day 1 Mid Spring / Behavior Rubric, Leadership Rubrics, Content Packets, Process Evaluation & Assessment
U of M Day / Day 2 Mid Spring / Go to the U of M, participate in events
U of M Day / Day 3 Mid Spring / Process information from U of M make plan to use it in our gardening event later
U of M Day / Day 4 Mid Spring / Thank you letter to U of M staff
Guerrilla Gardening Day / Day 1 Late Spring / Material Prep and Purchase
Guerrilla Gardening Day / Day 2 Late Spring / Job Distribution and Explanation and Training
Guerrilla Gardening Day / Day 3 Late Spring / Pit Crew Jobs and Explanation
Guerrilla Gardening Day / Day 4 Late Spring / T-Shirt Distribution, Logistics Review of Jobs, Leadership and Event Expectations
Guerrilla Gardening Day / Day 5 Late Spring / Guerrilla Garden Day
Guerrilla Gardening Day / Day 6 Late Spring / Process and Evaluations of Previous Days Events, Surveys
Daily Assignments - Guerrilla Gardening 2014/2015
Douglas Humes
Ken Miller
Second Week of School September 8-13
During Science and Social Studies
(each are one semester courses, entire team is then included in project)
Day 1- Introduction to Community Service
-Why do we serve?
-Community Service Packet
(includes materials for other assignments this week related to Guerrilla Training)
Day 2-View, Read (transcript), Annotate, and questions/comments-
-“Ron Finley Guerrilla Gardener”
Day 3-Seminar – Guerrilla Gardening
Day 4-Guerrilla Training Day-
-Students receive/choose job (guerrilla tacktic) and learn description of duties.
Individual classes tour trial site on school property for mock invasion.
-Work on packet
Day 5- Mock Invasion
-Trial run on test site with all classes, students performing their individual guerilla
tactic.
-Complete packet
-Complete reflection/leadership evaluation
During Art Class
-Visual Art Seminar piece-View,Annotate, and develop questions
(Day during week to be determined)
-Visual Art Seminar (Day during week to be determined)
Week Of April27- May1, 2015
Day 1- Video on Guerrilla Gardening
-Packet for week to support Site Selection, Analysis, and Preparation
Day 2- Student Groups conduct Neighborhood Survey(site options and selections)
Day 3- Site Analysis- (soil, prep, needs, weeds)
Day 4- Students Create a Guerrilla Project Plan for their Guerrilla Garden Site
Week of May 11-15, 2015
Day 1- What do we need to know so we can be amazing?
-Leadership Rubrics
-Content Packets
Day 2- Brainstorming the U of M
-Participate in rotations
-Complete required packet assignments
-Reflect and Personal Evaluation- Leadership
Day 3- What do we have and what should we use?
-Process field experience
-Select areas that are most helpful for Guerrillas G’s (packet)
-Plan strategy for your site (packet)
Day 4- Grace and Courtesy
-Thank You Notes to all persons supporting our field experience
U of M, Transportation, Guest Speakers, Chaperones, Office and ?
Week of May 18-22, 2015 Guerrilla Action Countdown
Day 1- Job Selection and Training
(responsibility during Guerrilla Action)
- Students will receive project packet
- Students will select/receive primary job description and training
Day 2- Pit Crew Job Selection and Training
(second responsibility to supports in support of Guerrilla Action –the machine)
- Student will select/receive secondary job description and training
- Leadership and Event Expectations
-T-shirt distribution(but they stay here)
Day 3- Gorilla Gardening Day
-Students will perform their primary and secondary Guerrilla Garden
responsibilities
Day 4- Evaluation of Guerrilla Action
-Survey staff, students, possibly neighbors if not done day of event
-Process self evaluation and reflection pieces
Day 5- Celebration and Culminating Activity
Guerrilla Gardening Field Experience Parent Communication Description
Parent Communication pieces included:
- Flyer- details: connections to content areas, U of M field trip and Guerrilla Day
- Flyer- details about the day of Guerrilla Gardening Day
- District Type I Field Trip Permission Slip for U of M Brainstorm Blitz
- District Type II Field Trip Permission Slip covers walking field trips for entire school year will be on file first week of school.
Guerrilla Gardening Field Experience Events and Descriptions 2014/2015
Introduction and Classroom Support Begins the First Week of School
Students will participate in a seminar introducing the concept of Guerrilla Gardening as a means to promote social, environmental, and community change. Social Studies Geography and Earth Science classes will support this community based environmental experience by embedding in daily coursework; vocabulary activities, skills, and processes that will be applied and practiced throughout the Guerrilla Gardening Experience.
U OF M St Paul Agricultural Campus Field Trip - Brainstorm Blast April
Where students will learn current environmental methods of, landscaping, soil improvement, erosion control, plant choice variables, preferred insect development, and explore examples of other sustainable methods to enhance the urban environment in a Minnesota climate.
Guerrilla Gardening Day Site Selection and Neighborhood Event May
After that students will apply their knowledge to a site in the Parkway community.
First student groups will locate an area of ground in their community that could support a community garden. Students will plan, design, and prepare materials for a guerrilla gardening experience that will include students from each team at Parkway. Student will then execute their plan in for their site on GUERRILLA GARDENING DAY.
Objectives of the Guerrilla Gardening Experience
Students will be able to serve their community by creating a physical change in the neighborhood space they have chosen. Students will develop specific skills and experience throughout the year that will then be applied through action in their community. By collaborating with their team, gathering information from experts, and executing a plan of action students will develop a sense of place in their community through the garden that they have created and will help to maintain.
Guerrilla Gardeners in Action May 2015
Community Service Project -
Parkway Neighborhood Sites
Who: The students of Parkway Montessori and Community School
are studying the human environment and our IMPACT on the
Earth and our neighbors.
When: During the week of May 11th all students at Parkway will
participate in this neighborhood community service project.
What: Transform approved sites in our greater Parkway Community
intoflowering and food producing garden green spaces.
Why: To produce fresh fruits and vegetables for our neighbors and
help our community maintain the gardens for years to come.
SAINT PAUL PUBLIC SCHOOLS
FIELD TRIP PARENTAL/GUARDIAN AUTHORIZATION FORM
TYPE I FIELD TRIPS
Student’s Full Name______
Parent/Guardian’s Name ______
Address: ______
I/We understand this Parental/Guardian General Approval Form is for Type I Field Trips. Type I field trips are walking trips of one mile or less, excluding trips across established hazardous crossings, swimming and/or trips near water. Examples are: visits to a local grocery story, local library, local fire station, community walking trips, etc.
VERBAL APPROVAL WILL NOT BE ACCEPTED
*************************************************************************************************************************
Detach and Return
Does the student have any special health problems or handicapping conditions which will require special attention or supervision on this field trip? Yes ______No ______
If yes, what is this problem and what special considerations should be made?
______
______
I /We authorize ______to take
(School)
______on Type I Field Trips during the current school year.
Student’s Full Name
Date ______
Signature of Parent(s) or Guardian(s)
Telephone:Address:
Day Time ______
Emergency ______
SAINT PAUL PUBLIC SCHOOLS
FIELD TRIP PARENTAL/GUARDIAN AUTHORIZATION FORM
TYPE II FIELD TRIPS
A field trip to:
is planned by:
for the purpose of:
on (date)
from ______(time) to ______(time)
The attached form must be completed and returned before the student will be permitted to participate in the above field trip.
VERBAL APPROVAL WILL NOT BE ACCEPTED
******************************************************************************
Detach and Return
Field Trip Parental Authorization
I/We authorize ______to participate in the field
Student’s Full Name
to ______on (date) ______
Does the student have any special health problems or handicapping conditions which will require special attention or supervision on this field trip? Yes ______No ______
If yes, what is this problem and what special considerations should be made?
______
______
We understand that the necessary arrangements, plans, and precautions will be taken for the care and supervision of the student during the trip.
Date ______
Signature of Parent(s) or Guardian(s)
Telephone:Address:
Day Time ______
Emergency ______
Pedagogy of Place –Seminar and Questions Douglas Humes
Seminar- Guerrilla Gardening with Ron Finley- TED Talk
(to be edited)
Students will use ipods and ipads to individually view an edited version of Ron Finley’s TED Talk. While viewing students will annotate a transcript of the video, highlighting areas that they feel are important to them and writing comments in margins or at the bottom of pages. After reading/viewing students will re-read transcript, review video, reflect, develop three seminar questions and craft three comments/opinions about their reaction to the video.
Seminar Questions
Writing prompt: What are choices your family has for places to shop for groceries?
Opening questions: Why would kids eat kale if they grew kale?
Cluster 1: Affect of Food Choices
What is a food desert?
Is this a problem in your neighborhood? If so, how are people affected?
What problems are connected with food deserts?
How is health affected by food choices?
Why does Ron say that drive-thrus cause more deaths than drive-bys?
Cluster 2: Fairness and Call to Action
What could cause a food desert to form?
Why does this problem only affect some areas and not all?
Who or what caused this problem?
What is the actual problem about food choices in some neighborhoods?
Cluster 3: Solutions
What are some solutions to increase neighborhood food choice?
Who is responsible to participate in a food choice solution?
If your neighborhood should have more choices who should get involved or be responsible to help?
Closing question (whip-around): Would you get involved in Guerrilla Gardening? Why or why not?
Transcript
Ron Finley TED Talk Guerrilla Gardeners
0:15I live in South Central.This is South Central:liquor stores,fast food,vacant lots.
0:28So the city planners, they get together and they figurethey're going to change the name South Central to make it represent something else,so they change it to South Los Angeles,like this is going to fix what's really going wrong in the city.This is South Los Angeles. (Laughter)Liquor stores,fast food,vacant lots.
0:51Just like 26.5 million other Americans,I live in a food desert,South Central Los Angeles,home of the drive-thru and the drive-by.Funny thing is, the drive-thrus are killing more people than the drive-bys.People are dying from curable diseasesin South Central Los Angeles.For instance, the obesity rate in my neighborhoodis five times higher than, say, Beverly Hills,which is probably eight, 10 miles away.
1:23I got tired of seeing this happening.And I was wondering, how would you feelif you had no access to healthy food,if every time you walk out your door you see the ill effectsthat the present food system has on your neighborhood?I see wheelchairs bought and soldlike used cars.I see dialysis centers popping up like Starbucks.And I figured, this has to stop.So I figured that the problem is the solution.Food is the problem and food is the solution.Plus I got tired of driving 45 minutes round tripto get an apple that wasn't impregnated with pesticides.
2:07So what I did, I planted a food forest in front of my house.It was on a strip of land that we call a parkway.It's 150 feet by 10 feet.Thing is, it's owned by the city.But you have to maintain it.So I'm like, "Cool. I can do whatever the hell I want,since it's my responsibility and I gotta maintain it."And this is how I decided to maintain it.
2:34So me and my group, L.A. Green Grounds, we got togetherand we started planting my food forest, fruit trees,you know, the whole nine, vegetables.What we do, we're a pay-it-forward kind of group,where it's composed of gardeners from all walks of life,from all over the city, and it's completely volunteer,and everything we do is free.And the garden, it was beautiful.
2:57And then somebody complained.The city came down on me,and basically gave me a citation saying that I had to remove my garden,which this citation was turning into a warrant.And I'm like, "Come on, really?A warrant for planting food on a piece of landthat you could care less about?" (Laughter)And I was like, "Cool. Bring it."Because this time it wasn't coming up.So L.A. Times got ahold of it. Steve Lopez did a story on itand talked to the councilman,and one of the Green Grounds members,they put up a petition on Change.org,and with 900 signatures, we were a success.We had a victory on our hands.My councilman even called in and said how they endorseand love what we're doing.I mean, come on, why wouldn't they?L.A. leads the United States in vacant lots that the city actually owns.They own 26 square miles of vacant lots.That's 20 Central Parks.That's enough space to plant 725 million tomato plants.Why in the hell would they not okay this?Growing one plant will give you 1,000, 10,000 seeds.When one dollar's worth of green beanswill give you 75 dollars' worth of produce.It's my gospel, when I'm telling people, grow your own food.Growing your own food is like printing your own money.