K–12 Educator Saturday Workshop: School Gardening with Roses

Aligning California State Standards

NGSS Standards

• K-LS1-1 From Molecules to Organisms: Structures and Processes
  Use observations to describe patterns of what plants and animals (including humans) need to survive.

• 4-LS1-1 From Molecules to Organisms: Structures and Processes
  Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

• 5-LS1-1 From Molecules to Organisms: Structures and Processes
  Support an argument that plants get the materials they need from growth chiefly from air and water.

• HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics
  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

California SEL Standards

• 3.G.1. Students name ways that they can contribute to or participate in groups and communities and how they can be helpful, fair, compassionate, and respectful to those in other groups or communities.

• 3.G.2. Students explore the importance and power of community participation and service. Students collaborate with others to identify ways to contribute productively to their learning community.

• 3.G.3. Students accurately recognize inequities and community needs and collaborate with adults and peers to take action on real world issues in support of a more inclusive, caring, healthy, and just community.

• 4.B.1. Students practice ways to be a leader and contribute to groups in their learning context.

• 4.B.2. Students understand that leadership skills can be learned and explore being leaders in ways that are important to them.

• 4.B.3. Students explore different types of leadership and recognize that different leadership capacities, skills, and styles are needed in varied contexts. Students increasingly take on leadership roles and reflect on and identify areas of improvement.

• 4.B.4. Students seek out leadership opportunities that are meaningful to them. Students recognize group dynamics, including power structures. Students participate in distributive leadership processes that leverage their cultural identity and lived experience.

• 4.E.1. Students identify and talk through a problem and generate solutions with others.

• 4.E.2. Students use constructive strategies to communicate their perspective and listen openly to the perspectives of others to solve a problem.

• 4.E.3. Students work with peers and adults to come up with mutually acceptable solutions that address underlying concerns on both sides.

• 4.E.4. Students recognize the value of collaborative problem solving and actively engaging in empathic listening, respectfully communicating, and honoring equity of voice in order to find solutions and achieve a common goal.