Teachers+Resources

**Teachers Resources**

__**Sequence Framework of Community Green House Initiative**__


 * Community Greenhouse**


 * I.** **Video Introduction**


 * II.** **Wiki Page**


 * III.** **Greenhouse research**

1. Lesson Objective: using Webspiration, students will brainstorm ideas for what to plant in a community greenhouse. []

2. Students will complete this survey, courtesy of __Survey Monkey__ to determine what we will name our Green House Initiative and what crops to grow. [|Name our Green House!]




 * IV.** **Budgeting and marketing**

1.
 * V.** **Formalizing design, produce and location**

1. Lesson Objective: using __Kurzweil__ and __Rubistar__, students will create a persuasive essay, detailing the benefits of a school greenhouse within our community. Please use the attached __Kurzweil__ document, Persuasive Paragraph (graphic organizer), and the Green House Article and rubric
 * VI.** **Letter to school committee and community**




 * VII.** **Obta****ini****n****g materials**

1. Using our classroom __IPad2__, students will create a video persuading community members of the benefits of the green house initiative and fiscal obligations. Here is a rubric for students to reference. 


 * VIII.** **Build Greenhouse**


 * 1. []**
 * IX.** **Soil testing**

[|Acidity Soil Samples]
 * 1.** Lesson Objective: Using __InspireData__ and __Voicethread__ students, will determine which soil acidity works best for a designated plant. Here is a link on a brief tutorial that uses __InspireData__, specifically about Soil Acidity.


 * X.** **Staffing and scheduling**
 * 1.** Google Calendar
 * XI.** **Maintenance and upkeep**


 * XII.** **Harvesting**


 * XIII.** **Farmer's Market**

**__ACCOMMODATION CONSIDERATIONS__**

**8 Neurodevelopment of the Brain** **1. Attention** Our UDL assignments are engaging, and the access of the information will be purposeful planned to support our individual learners as a class. We supported our lessons with videos, pictures, visual graphs, hands on experiments and project based learning lessons. To help sustain mental memory, processing control, focal maintance and satisfaction level.

**2. Memory -** materials are presented in a meaningful context based around a challenge/service project. Information is pushed in active working memory where students can file these learning experiences into categories that are most meaningful to them. Visual back ups, key word and phrases, paraphrasing are also considered.

**3. Temporal -** lesson is stretched over an appropriate amount of time, facilitated by the teachers but organized by the student body. Rubrics and outlines are readily available, so students have a clear understanding of what they expectations are for this project and for saliency determination. These guidelines are also supportive to students with time management considerations.

**4. Spatial -** Videos, pictures, actual green house materials are being used to create this project based learning assignment. Picture schedule, timelines and calendar are also purposeful tools.

**5. Gross Motor/Fine Motor -** Multiple means of representation are available to be a part of the project

**6. Higher Order Cognition-** problem solving, critical decision making, time management

**7. Social Cognition-** **delegating, advocating, team building, individual roles within a group, task responsibility, accountability to team**

**8. Receptive/Expressive Communication -** articulating interests and ideas, persuasive writing assignments, kurzweil support, symbol support, text to speech, survey monkey, video blog,

**9. Visual -** magnification accessibility features on computers for printed text, mp3of text, environments set up for efficient navigation, peer guides, digital texts, (accessible by screen readers or Braille displays) **10. Hearing -** close captioning, printed materials, proper positioning for lip reading, FM system utilization, ASL interpreter **11. Physical -** digital content for switch accessibility, greenhouse sites accessible to wheelchairs