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Photo by Priscilla Du Preez via Unsplash

Author

NowThis Earth

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Biology, Climate Action

Regional Focus

North America, United States

Format

YouTube Video

Why You Should Turn Your Lawn Into a Food Garden

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  • This video explains why growing a food garden is a better alternative to maintaining a lawn. 
  • Students learn how to grow a food garden and its advantages for the gardener and the planet. 

Positives

  • This video contains engaging visuals.
  • Accompanying text emphasizes important facts from the video.
  • It shows how policies have increased the number of home food gardens.

Additional Prerequisites

  • Students should be familiar with lawns, fertilizer, pesticides, and lawnmowers.
  • There may be an ad before the video.

Differentiation

  • Teachers could use this video to teach 6-8th graders about victory gardens.
  • Teachers could use this video to highlight the importance of policies and their role in mitigating climate change.
  • Teachers could use part 5:57-6:02 to describe how planting one’s own food helps to fight climate change.
  • Teachers could use part 6:54-7:07 to encourage students to plant some food and herb crops.
  • Click here for a lesson plan on food and carbon.
The resource provides details on the comparative advantage of home gardens vs. keeping a lawn. It shows how lawns can be converted to front-yard gardens to improve food security, farm income, and combat climate change. This is recommended for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: History
      • D2.His.14.6-8 Explain multiple causes and effects of events and developments in the past.
    • Dimension 4: Taking Informed Action
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
      • CCSS.ELA-LITERACY.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
      • CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
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