DCIM100MEDIA

Here is a really concrete and accessible way to design a rubric with your kids and for them to experience how it can help their learning. It also gives them a chance to practically take action and to be a part of the garden and the food that is growing there.

1. Preparing the Rubric.

· Begin by asking what students know about rubrics.
· Tell them that we need a rubric for being a Community Gardener.
· Ask what things we do in the garden e.g. weeding, tilling, watering, connecting and collaborating.
· Show the empty template and together put three areas of being a gardener into the empty boxes for understanding and indicator.

L.I. To create a Gardening Rubric Together.

Understandings/Indicators
Emerging
Developing
Proficient
Understanding:

Indicator:

.

Understanding:

Indicator:

Understanding:

Indicator:

· Next talk about what an emerging gardener would do when weeding e.g. pulling out the wrong plants, missing weeds etc. Then get their responses for developing and proficient.
· Do the same for the next two areas of being a gardener, e.g. tilling, collaboration. Below is an example of the rubric my class created when we did this.

L.I. To create a Gardening Rubric Together

Understandings/Indicators
Emerging
Developing
Proficient
Understanding: Weeding prevents plants growing in the wrong place from taking valuable food from plants we are trying to grow.

Indicator: Helps the plants
by removing weeds carefully.

Finds it difficult to tell weeds and plants apart

Finds some weeds but misses others.

Finds all the weeds and can tell them apart from plants that give us food.
Understanding: Tilling the soil is important.

Indicator: Turning over the soil
to keep it loose.

Breaks roots by accident and accidentally digs up plants. Shovels the soil out of the garden or misses areas of soil.

Makes small mistakes once in a while. But also tills areas of the garden well. Remembers mistakes and tries to improve them.

Tills all areas of the soil that they need to. Makes almost no mistakes.

Understanding: Connection
and Collaboration

Indicator: Working together to
help the garden.

Doesn’t connect with others. Moves away from the group. Needs lots of help to work with others.

Sometimes works well with others and listens to their ideas. Once in a while they drift away or want their own way

Helps others but also knows when to ask for help too. Listens to other people’s ideas.

DCIM100MEDIA

2. The Learning Experience.

· Now print out the rubrics and ask kids to get a clipboard and pencil
· We are going to the garden to e.g. weed, till and collaborate together!
· Meet on the steps by the sandpit and garden. Talk about being responsible and caring and then each child collects a claw or fork (which I have in my classroom) and does the gardening jobs you have put on the rubric for ten or fifteen minutes. However long you like!

DCIM100MEDIA

3. Use the Rubric to Reflect on Learning!

Children fill in the relevant boxes on the rubric, reflecting on themselves as learners.
As a class you can then talk about how rubrics help us to be more mindful and aware of what we are learning about and experiencing in many different learning areas. When else can rubrics help us to learn?

DCIM100MEDIA

For further details, examples and templates please click here