SEEDS

IN THE CLASSROOM

Math
Technology
Science
SEEdS
Special Day
Arts Partnerships
Physical Education
Special Academic Events

Garden
&
Science
Corner

Sunnyside Science Fair: Airplanes/Aerodynamics

Click this link to access paper airplane templates:
http://funpaperairplanes.com/

Wasps & Galls

Gardening in a Drought

American Lime Industry

Why There Is No Lime Industry in America Anymore

Ocean Acidification

Oakland's Redwoods

Science & Environmental Education at Sunnyside

Program Goals

Academic/STEAM Enrichment
Promote Healthy Eating
Instill Environmental Stewardship
Build Community and Positive Relationships

SEEdS Garden Club
Carton2Garden Competition
Insect Retreats

Third & Fourth Grade SEEdS Update

Fresh out of worm compost, Third grade students explored environments and energy (ecosystems). Third graders stepped into the SEEdS Lab to connect circuits and let electrical energy flow. From their we learned parts of ecosystems by venturing into Glen Canyon Park and writing Ecosystem Haiku.

Fourth Grade students are taking ecosystems to the next level by becoming ecosystem stewards. Using technology in the SEEdS Lab, students researched California native plants and invasive species. Students took part in an invasive species evaluation program with California Foundation for Agriculture in the Classroom. They shared their research with fellow students by giving presentations. SEEdS was awarded money for participating in the program and used the money to purchase California native plants. Fourth grade students planted these natives in our SEEdS Lab. To finish up, students took a hike to Glen Canyon Park to find and map California native plants.

Second & Fifth Grade SEEdS Update

Second and Fifth grade SEEdS classes are wrapping up their ten week rotation. Here is an overview:

Second Grade dug deep into soil health, decomposition and worm life cycle. Students participated in a four week worm water experiment. They measured the growth of spinach plants given regular and worm casting water. They finished off by graphing their data to figure out which helped the spinach grow best. Students also went through five weeks of worm life cycle activities. They made models of a worm's anatomy, observed worms to distinguish life cycle stages and figured what worms need to grow. To finish our rotation, students went on a hike through Glen Canyon Park to search for California native plants.

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
2-LS2-1.Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-PS1-2.Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Fifth Graders studied energy transfers in ecosystems, or food chains. Students looked closely at decomposers, producers and consumers through hands on activities which included: making swallows nests using paper mache, planting seeds in the garden, narrating fungi growth videos and preparing salads for nutrition knowledge.
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body
warmth) was once energy from the sun.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Progress Report: Fall 2014

Welcome back students and parents! I am looking forward to a challenging and fun school year. Here are some things we can look forward to this semester:

School Yard Greening Process
Lunch Time Science/Garden Activities
Parent Volunteer Sign Ups for SEEdS Classes
Garden Workdays

Updates on all of these activities throughout the year.

Below is a rough outline of what each grade will be covering this year in SEEdS. The lessons are in sync with the Next Generation Science Standards.

Kindergarten and First Grades
•NGSS Concept: Structures and Processes
•Focus Words: Function & Survival
•Theme: Empathy, Redefining Pests and Weeds
•Lesson Topics:
        Environmental Function of Pests and Weeds
        Plants, Animals and Insects: Anatomy, Function, Survival

Second Grade
•NGSS Concept: Ecosystems and Interdependence
•Focus Words: Connections and Cycles
•Theme: Living things are born from soil
•Lesson Topics:
        Worms, Bugs and Decomposition
        Soil Building

Third Grade
•NGSS Concept: Ecosystems, Inheritance and Variation
•Focus Words: Ecosystem and Habitat
•Theme: Nat. Amer. Diversity, Relationships to Environment
•Lesson Topics:
        Three Sisters Gardens
        Environmental Science Haiku

Fourth Grade
•NGSS Concept: Processes that Shape the Earth
•Focus Words: Structures and Systems
•Theme: Earth
•Lesson Topics:
        Water Filters and Retention Systems
        Natural Pesticides
        Plant Observation and Manipulation

Fifth Grade
•NGSS Concept: Matter and Energy in Ecosystems
•Focus Words: Food Chains, Energy Transfer
•Theme: Environmental Stewardship
•Lesson Topics:
        Owl Pellet Dissections
        Eco Bird Housing
        Mini Green Houses

Progress Report: Fall 2013

SEEDS is fortunate to have the support of parents and teachers at the core of the program’s endeavors. We have made progress towards our goals due to the enthusiasm our students are displaying for science.

In the last year we have attained grant funding from Whole Foods, Jamba Juice, the Ashbury Foundation, and the California Foundation for Agriculture in the Classroom. With the help of the PTA Garden Committee we held several garden workdays. During these workdays we were able to keep our school yard clean, expand our planting area by double and make plans for future landscaping.

Students contributed by planting seeds and maintaining their growth throughout the school year. They participated in vermicomposting, built mini ecosystems, planted Three Sister’s Gardens, formed seed balls for growing meadows, designed mini greenhouses, managed and appreciated garden “weeds/pests.”

This school year students will be able to participate in cooking demonstrations, made possible by the acquisition of cooking supplies. SEEDS is anticipating another fruitful year of science, nutrition and gardening education. Please join us!

A falling leaf

is nothing more

than a summer’s

wave goodbye.

Eddie Samaniego
SEEdS Instructor

Eddie graduated from UC Berkeley with a BA in Architecture and started teaching science to youth during his service in AmeriCorps. When he is not teaching or developing curriculum, he spends his time dreaming about endless possibilities and asking, “Why not?”

How does the SEEdS program relate to classroom material? SEEdS lessons cover the California science standards. I work closely with teachers to integrate any topics they would like me to introduce or supplement. I challenge students to use the skills they learn in the classroom to solve problems in lessons.

How do you integrate science and math into SEEdS lessons? The garden involves ecology, plant diversity, evolution, chemistry, and engineering, to name a few areas. This year I am teaming up with our Math Instructor, Rhiana Maidenberg, to better integrate math into SEEdS lessons.

What is the role of parents in the SEEdS program?
Parents are integral to the success of the SEEdS program. Parents can come to garden committee meetings and other garden events, encourage their students to garden and participate in science activities. Parents are always welcome to visit and help in SEEdS classes.