Stages of Service-Learning Community Garden Project
SDG 2: Zero Hunger, which aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture, can involve a wide range of service projects that raise awareness, provide direct assistance, and address systemic issues related to food insecurity.
Project Overview
Students will collaborate with local organizations to establish a community garden that addresses food insecurity in their area. This project integrates academic learning with meaningful service, fostering skills in collaboration, systems thinking, environmental sustainability and Global Citizenship.
1. Investigation
- Identify Needs:
Students research the issue of food insecurity in their community, gathering data on its impact and identifying areas where access to fresh produce is limited.
- Community Input:
Partner with local food banks, gardening experts, and community members to understand their needs and gather ideas.
- Classroom Connection:
Link the project to academic subjects such as biology (plant growth), economics (resource management), or social studies (community development).
2. Preparation
- Set Goals:
Define project objectives, such as creating a garden that produces fresh vegetables for donation or teaching gardening skills to community members.
- Create a Plan:
Develop a timeline, budget, and list of required resources (seeds, tools, soil). Assign student roles such as project manager, researcher, or outreach coordinator.
- Partner Collaboration:
Coordinate with local stakeholders to secure land, gather materials, and recruit volunteers.
3. Action
- Direct Service:
Students establish the garden, planting seeds, and maintaining the space. They also organize workshops to teach gardening techniques to community members.
- Indirect Service:
Some students focus on creating informational materials about the benefits of gardening and sustainable agriculture.
- Advocacy:
Raise awareness of food insecurity through social media campaigns and presentations to the school or local government.
4. Reflection
- In-Class Discussions:
Reflect on challenges, successes, and personal growth.
- Managebac Reflections:
Students write about how the project impacted their understanding of the Global issue of food security and their role in addressing community needs. LO 6
- Creative Expression:
Share experiences through art, videos, or blogs that showcase the project’s impact.
5. Demonstration/Celebration - March 21 All students share CAS Project as part of CAS Exhibition Presentation
- Present Results:
Host a community event where students share the garden’s progress, the amount of produce grown, and the impact on food insecurity.
- Celebrate Success:
Recognize student efforts and partnerships with certificates, presentations, and a garden harvest celebration.
- Sustainability Plan:
Discuss next steps for maintaining the garden and continuing the project beyond its initial phase.
Learning Outcomes:
LO 3 Students can articulate the stages from conceiving an idea to executing a plan for a CAS Action Project.
LO 6 Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue either locally, nationally or internationally.
