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Ms. Rodriguez’s Classroom Edit display name

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I want to connect my students to nature by providing a classroom garden that doubles as a safe space and provides opportunity for students to learn about community gardens, plants, soil. I would love to connect the school garden as well as our future classroom garden to SEL learning by explicitly teaching the benefits of meditation and reflection in the garden. Undirected play in the classroom garden and community garden will allow children to learn to share, work in groups, and problem-solve. These science kits and flower models will provide students with opportunities for interaction with nature and provide direct access to a plants or vegetables that students typically know from afar. These resources will help students access science content that meets their cultural/academic needs. I chose Spanish books that covered these non-fiction topics: urban gardening, gardening to improve social-emotional learning, and content-heavy books on plants, soil, and gardens. Research shows that students who have "direct, positive experience in nature promotes long-term connections to nature". It is important for me to provide the tools for students to access a community garden as well as a classroom garden with gardening tools, gardening kits, and guided science toolkits. I want to transform my classroom by providing a different space for student use during instruction, small group, SEL, and independent learning. I also want to facilitate inquiry groups in the classroom in order to provide the space and resources for my students to lead their own independent project based on their own interests and needs. I will also front load the science content in guided reading groups, literature circles, and whole group instruction. I do not have an actual science block in my schedule so any science instruction will be taught across SEL/ELA, math, and social studies.

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I want to connect my students to nature by providing a classroom garden that doubles as a safe space and provides opportunity for students to learn about community gardens, plants, soil. I would love to connect the school garden as well as our future classroom garden to SEL learning by explicitly teaching the benefits of meditation and reflection in the garden. Undirected play in the classroom garden and community garden will allow children to learn to share, work in groups, and problem-solve. These science kits and flower models will provide students with opportunities for interaction with nature and provide direct access to a plants or vegetables that students typically know from afar. These resources will help students access science content that meets their cultural/academic needs. I chose Spanish books that covered these non-fiction topics: urban gardening, gardening to improve social-emotional learning, and content-heavy books on plants, soil, and gardens. Research shows that students who have "direct, positive experience in nature promotes long-term connections to nature". It is important for me to provide the tools for students to access a community garden as well as a classroom garden with gardening tools, gardening kits, and guided science toolkits. I want to transform my classroom by providing a different space for student use during instruction, small group, SEL, and independent learning. I also want to facilitate inquiry groups in the classroom in order to provide the space and resources for my students to lead their own independent project based on their own interests and needs. I will also front load the science content in guided reading groups, literature circles, and whole group instruction. I do not have an actual science block in my schedule so any science instruction will be taught across SEL/ELA, math, and social studies.

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