Designing a Learning Experience

The Blueprint
NAME: Do Hee Lee
PROJECT TITLE: Explorers Learning Garden:
Chinampas
PROJECT E SSENTIAL Q UESTION: How can we use the
influences of past cultures to inspire todays
gardening and to improve personal health?

LESSON TITLE : Backyard Garden vs. Chinampas

GRADE LEVEL: 5th
SUBJECT : English
DURATION : 1 day; 70 minutes

PURPOSE OF THE LESSON

Connection to Global Mini Project
The global mini project was designed to allow students to learn the process and stages of plant growth, while
infusing an element of cultural sensitivity. And, so the project-based learning experience is divided into two
sections: (1) Aztec Agriculture (2) Plant Growth. This lesson focuses on understanding the design of an Aztec
farming style (Chinampas) which highlights the cultural sensitivity and understanding of diverse societies aspects
of the global mini project. This lesson is the first lesson of the global mini project in the (1) Aztec Agriculture
section. Leading up to this lesson, students will have completed the scavenger hunt entry activity of the global
mini project. Understanding the structure of an Aztec Chinampa, students will later apply this knowledge as they
plant chia seeds on their own mini Chinampa in order to observe plant growth.

Curriculum Alignment (Standards)

Writing (W- 5th Grade)
Cluster: Text Types and Purposes
W2 CCR Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis of content.
W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Essential Skills and Knowledge:
Prepare the final product for presentation and/or publication, including
Using word processing technology
Applying cursive handwriting skills neatly and legibly when handwriting is preferable or technology is
unavailable
Delivering oral presentations

Objectives
By comparing and contrasting typical American backyard gardens and Aztec Chinampas, the learners will list
characteristics of both gardening styles to characterize key features that are unique to a Chinampas design.
(Incorporation of Writing Standard) Students will write informative/explanatory texts to examine and clearly
convey key distinctions between typical American backyard gardens and Aztec Chinampas, applying cursive
handwriting skills neatly and legibly.
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Knowledge
Science vocabulary specific to plant growth
and environment
Understanding other pluralistic societies: i.e.
Distinct features of Aztec culture (starting with
agriculture)

Skills/Processes
Compare and contrast features of
farms/gardens of different cultures
Write informative texts to explain a topic
clearly
Organize and analyze information using Venn
Diagrams and T-charts

Understanding (Big Idea)

Although seemingly foreign in appearance,
ancient cultures that the students have not ever
heard of or known still have parallels to their
own cultures
Appreciation and acceptance of different
cultures

Dispositions/Habits of Mind
Thinking flexibility: Look at it Another Way!
Being able to charge perspectives, generate
alternatives, and consider options.
Applying past knowledge to new situations:
Use what your Learn! Accessing prior
knowledge; transferring knowledge beyond the
situation in which it was learned.
Thinking and communicating with clarity and
precision: Be clear! Striving for accurate
communication in both written and oral form;
avoiding over generalizations, distortions,
deletions, and exaggerations.
Thinking interdependently: Work together!
Being able to work in and learn from others in
reciprocal situations. Team work.

Assessment
Product/ Records to be Assessed
Brief Constructed Response (BCR)

Evaluation Criteria
I.
II.

Identify and describe characteristics of two different

cultural farming/gardening types
Compare and contrast different features of typical backyard
gardens and Chinampas

BCR

III.

Hone analysis of Aztec Chinampas and typical American

gardens to apply the structure of informative writing.
(ELA)

BCR

IV.

Write response in cursive handwriting. (ELA)

Crucial Note: The T-Chart and Venn- Diagram will not be collected because they are brainstorming tools, not
final products. Also, because they are completed either in student pairs or with the entire class, they are not valid
sources to assess individual students.
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LEARNING EXPERIENCE
Vocabulary & Terms
Aztec Chinampa
Aztec: A Mexican Indian people who established a great empire, centered on the valley of Mexico
Chinampa (Floating Gardens): An Aztec garden that used small, rectangular areas of fertile land to grow cops on
shallow lake beds
Manure: Recycled animal waste (poop) used to help plants grow
Soil layering: Different kinds of soil that is stacked one on top of another to create a fertile environment
Silt: Fertile topsoil that is taken from the bottom of the lake
Seedbeds: Clusters of seeds planted ahead of time in the manure to increase soil fertility
Root system: A web of underground plant structures
ELA
Cursive Writing: A style of writing in which each letter of a word are written without lifting the pencil/pen from
paper
Convey: To make something known to another person
Informative/Explanative Text: Writing that accurately explains an idea with examples

Instructional Materials and Supplies:

BCR handouts (one per student) *include at bottom
PowerPoint Presentation with pictures of Aztec and typical background gardens *images included in
sequence below
Print out of the PowerPoint pictures (one set per table of students to share)
2 sheets of paper so that students can create their lists as they discuss (one set of papers for each pair of
students)
Word Wall (already in the classroom from past lessons) and markers
Technology:
Chalkboard (to create the Venn Diagram and list of features)
PowerPoint Projection (for pictures of Aztec and typical backyard gardens)
Resources:
http://www.crayola.com/lesson-plans/on-aztec-terraces-lesson-plan/ (reference used to plan this lesson)

Sequence
Event
LAUNCH
(10 minutes)

Procedure/Activity; Questioning Strategies; & Management Considerations:

My grandmother loves to garden. She has this small garden in her backyard. So, sometimes
she likes to plant her own vegetables. Usually, she will grow lettuce and sunflowers.
Teacher displays a picture of her grandmothers backyard garden.

How many of you have a backyard garden or know anyone who does? (Teacher waits for
students to respond by raising their hands) Who has those backyard gardens and what do they
grow in them?
Teacher prompts a brief class discussion about common features of an American background
gardens and makes a list of these features on the board.
Discussion Questions:
How big or small is my grandmothers backyard garden?
How big are typical American backyard gardens? (Think about your neighbors, your own
backyard, etc.)
What are some structures that you see in my grandmothers background garden?
What some other structures do you all see in your background gardens?
What kind of plants do you see in my grandmothers backyard garden?
What is usually planted in a common American background garden?
Looking at our list of common backyard garden features, we seem to have a good idea of
what gardens look like and how these plants are planted. But, could there be another kind of
way to garden?
Teacher displays pictures of Chinampas (Aztec gardens) in the following order (part of
PowerPoint).

EXPLORE
(20 minutes)

Transition to Activity: These are called Chinampas. And, as we have been studying Aztec
culture, we are diving further into the way the Aztecs garden and farm. So, knowing what our
common backyard gardens look like and looking at these pictures of Chinampas, what are
some key differences. Work with your partners to generate a list of these differences. Refer to
the T-chart on the board that I have started for you.

Students discuss the characteristics of Chinampas and how they are different from common
backyard gardens. The teacher circulates around the room and asks questions. Examples of
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questions:
What kind of crops do Chinampas grow?
Where are the crops planted? Just in the ground?
What are the different layers of the Chinampa? Do typical backyard gardens have these
different layers too?
(The teacher will use these questions to help students who are struggling to find a compare and
contrast between typical backyard gardens and Chinampas.)
3-4 student pairs are asked to share their lists with the whole class.
(Teacher will not ask the students any questions as they present to allow students the
opportunity to practice speaking in front of the class in a coherent, organized manner.)
The teacher then facilitates a discussion based on the students ideas and checks for
understanding of all the vocabulary associated with Chinampas- manure, soil layering, silt,
seedbeds, and root system.
As the discussion continues, the teacher will create a comprehensive Venn Diagram of Typical
Backyard Gardens vs. Chinampas on the chalkboard. After she creates the Venn Diagram, the
teacher will briefly review the terms cursive writing, informative text, and convey. At this
point, the students have reviewed the structure of informative writing from previous lessons so
the teacher will have a couple of students verbally explain the different parts of informative
writing. Then, she will display it on as PowerPoint for the entire class to view.

PRESENT
(15 minutes)

Crucial Note: The teacher will NOT explain how to apply the information learned from
Chinampas and common American backyard gardens into informative writing. Students will be
responsible for applying and making this connection on their own. If the teacher were to
present how to apply the information learned to informative writing, then critical, independent
thinking will be discouraged.

The teacher calls up one student from each table to retrieve and pass out the BCR prompt
assignment. The teacher will read the prompt aloud. (see attached worksheet)
APPLY
(15 minutes)

Students will have 10 to 12 minutes to answer the BCR. Then, one student from each table will
be chosen to collect the worksheets and bring them to the front table.

Vocabulary Review
Now that weve discussed and shared about terms associated with Chinampas, I need your
help remembering what they were and what they meant so that we can add it to our classroom
word wall.
The teacher calls on students for each word and each definition. And, the teacher records those
words and their definitions on the word wall.
CLOSURE
(10 minutes)

The teacher leads a closing discussion by asking:

Can someone describe the different layers of a Chinampa?
Can someone identify where each of our vocabulary words should be on the different layers of
a Chinampa?
Where else can we see our vocabulary words?
Sometimes, when I see picture of different cultures, they have their own ways of gardening.
But, I see these vocabulary words being used in their gardening systems too. So, lets continue
to think about our words and watch for where they may be used around the world, whether in
picture, the museum, or even your ancestral history.

*Additional Resources + Materials:

BCR Prompt: The Aztecs had a different culture and society from our own in America.
Describe the structure of a Chinampa. Then, compare and contrast the characteristics of
Chinampas and common American backyard gardens to create an informative writing
piece written in cursive handwriting.