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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. Budget Guerrilla Gardening 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

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Course DescriptionGuerrilla 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 ObjectivesGuerrilla 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.

BudgetGuerrilla Gardening

All prices are per student Buses to U of M $3.00T-Shirt $8.00Garden Supplies $4.00

$15.00 per student total

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Guiding Questions for Guerrilla Gardening

Set 1 Pre-Activity1. What is Guerrilla Gardening? Why is it important?2. Is Guerrilla Gardening breaking rules? Is it bad?3. How will understanding Guerrilla Gardening help me be more successful with this project?

Set 2 Gathering Day1. What information did we gather today to help our garden?2. What can I learn from an expert so that other can benefit from my new knowledge?3. How might this information help the creation of our Guerrilla Garden?

Set 3 Guerrilla Garden Day1. What can I do to improve my environment? 2. What can I do to make an observable impact on my environment?3. Why is it important to improve the environment?4. How might my work today help reverse the effects of global warming?

Set 41. What evidence can you cite that shows the community liked the garden?2. Did our efforts provide a positive change in the world?3. What value have we added to the community?

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Opening and Closing Ceremonies IdeasGuerrilla 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.

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Calendar ScheduleActivity Day LessonsFall 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 projectFall 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 PurchaseGuerrilla Gardening Day Day 2 Late Spring Job Distribution and Explanation

and TrainingGuerrilla 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

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Guerrilla Gardening Day Day 6 Late Spring Process and Evaluations of Previous Days Events, Surveys

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Daily Assignments - Guerrilla Gardening 2014/2015

Douglas HumesKent Miller

Second Week of School September 8-13During 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 April 27- 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 SiteWeek of May 11-15, 2015

Day 1- What do we need to know so we can be amazing? -Leadership Rubrics

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-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 responsibilitiesDay 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

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Travel and Field LogisticsGuerrilla 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-

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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 Event and Descriptions 2014/2015

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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 MayAfter 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 ExperienceStudents 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

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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 into flowering 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: _____________________________________________________________________________

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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 _____________________ ____________________________________________________

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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 _____________________

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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 into flowering 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.

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Visual Art Seminar Civil Disobedience

Writing Questions -Write about a time when you did not follow directions. What happened? Why?

- If you had the choice to always follow directions or to never follow directions which one would you choose and why?

- Write about a time when other people did not follow your directions, what was difficult and what was easy, why?

Opening QuestionWhat does it mean to disobey?

Core Questions-What effect do the hundreds of people have in seminar image #1 on the emotional quality of the print?

- In print #2 what emotion does this print evoke and what evidence from the print can you cite to support that choice?

- In print #3 what kind of government is in place for this person to be in this dangerous situation? What makes you say that? Cite specific examples from the image to help you support your answer.

- In print #4 what kind of mood does the image suggest? Cite specific elements from the image that help you support your answer.

-What is the most powerful part in the image and why did you choose that?

- In print #4 where is the light coming from in the image and what is the significance of the light source?

-What is the common theme from all of the images?

-How are the images similar?

-How are the images different?

Whip Questions-Using one word describe the emotional state of one of the persons in the prints.

Reflection Questions-What did we do during this seminar that was successful?

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-What could we do to improve the quality of our seminar in the future?

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Visual Art Seminar Civil DisobedienceAnnotationsImage # 1

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Visual Art Seminar Civil DisobedienceAnnotationsImage # 2

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Visual Art Seminar Civil DisobedienceAnnotationsImage # 3

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Visual Art Seminar Civil DisobedienceAnnotationsImage # 4

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Leadership Rubric for <BRAINSTORMING DAY University of Minnesota>

10 -- 9 8 -- 7 6 -- 5 4 -- 3 Arrives to group (for any

activity) early – helps others settle.

Brings organized materials to gather; does not ask/need to go fetch.

Takes initiative to begin working.

Uses time wisely – especially solo..

Works effectively with others – kindly invites others to work, listen, & be productive.

Initiates clean up, and works until environment is restored.

Demonstrates respect to all community members and activities.

Approaches tasks with enthusiasm and willingness; finds ways to participate.

Uses electronics (phones, mp3, etc. only when appropriate.)

Arrives to group just before group gather starts

Brings materials to gather; needs to organize there.

May need a gentle reminder to begin working; takes reminder without excuses.

Works effectively alone, but spends some of solo needing interaction.

Engages in little or no inappropriate socializing; does not interfere with productive work.

Restores environment without reminders and continues through jobs.

May need subtle reminder to demonstrate respect. to all community and activities.

Needs some encouragement to approach activities positively

Arrives just after first words of group gather

Borrows offered materials from classmates; does not ask to fetch.

Needs firm reminder to begin working.

Has difficulty working without attempting social interaction.

May need to change tasks to get back to work & does so without argument

Restores environment but stops before all work is done

Needs overt reminder to show respect – must be reminded to listen and to respond w/respect.

Runs just a few minutes late with daily work.

Needs overt reminder to meet tasks with enthusiasm.

Uses technology at inappropriate time, but puts it away upon correction.

Arrives a minute or two after group gather

Asks/Needs to go to fetch, or spends work time seeking supplies.

Needs several reminders to engage in work.

May make excuses or give reasons for off-task behaviors; is only minimally productive.

Socializing, wandering, or other off-task behavior interferes with productive work.

Restores environment with reminders.

Needs several reminders to demonstrate respect.

Is more than a few minutes late with daily work; needs reminder to turn it in.

Needs multiple reminders of intersession goals to engage in tasks.

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Rubric for Work Packet and Field Study U of MA = All work (including homework) is complete, responses are written with complete sentences, responses are thoughtful and insightful, work shows care, great effort, and detail.

C = All work (including homework) is complete, responses are written with complete sentences, responses are somewhat thoughtful but may lack insightful, work shows moderate care and effort.

Incomplete = Any parts of the packet or homework are not complete.

Leadership Self-evaluationUse the following Rubric as a guide to evaluate your leadership each day of our End-of-Cycle week.Each day, give yourself an A, B, C, or D based on your behavior and the choices you make throughout the day. Then, write a sentence or two about why you earned that grade AND how you plan to improve if improvement is needed.

LEADERSHIP RUBRICGROUP SPIRIT

Positive attitude, stretch yourself to experience new things and work with different peopleCOOPERATION & PARTICIPATION

Involve yourself, volunteer, help whenever & where ever needed, ask great questionsSHOW SAFETY

In all actions, physical, emotional, and social. Be thoughtful and prevent accidents.SUPPORT

Be guided by the principles of Human-Heartedness, encourage others, choose support or silence

Stage One (erosion and soil)_____________________________________________________________________________________________________________________________________________________Stage Two (Green initiatives) _____________________________________________________________________________________________________________________________________________________Stage Three (water management)_____________________________________________________________________________________________________________________________________________________Stage Four (animal management)_________________________________________________________________________________________________________________________________________________

Stage Five (plant management)_________________________________________________________________________________________________________________________________________________

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Community Building ActivityGuerrilla Gardening

The goal is to get every student to know the message that there is a guerrilla gardening event happening.

- Students stand in a circle- Softly Snap Fingers to a set beat established by the teacher- If you say “Guerrilla” to a person it has to be the person immediately on your right- If you say “Gardening” to a person it has to be the person immediately on your left-You must pass the message to another person before the group snaps two times.- Once the students have that set of procedures established add in the next set of directions- If you say “Civil” students send it to the person three students down on the right- If you say “Disobedience” students send it to the person three students down on the left- You must pass the message to another person before the group snaps two times.