Created By:

Hannah Keogh, Karla Lazarte, Stacey Bilte

Eastern Washington University RCLS 445

Gardening: Sow What??

The content of this program will be split into three sessions. Each session will address a different
component regarding the correlation between plant and garden care/maintenance, and personal
care/maintenance. Listed below are the three different sessions split according to content.
Included below each session are suggested learning principles to apply while implementing the
sessions.
Note: The program is flexible with time, in that sessions can last as long as need be in order to
address the content pertinent to the group as facilitator sees fit.
Session One:
The first session will focus on the basics of proper plant care. This includes, but is not limited to,
planting, watering, sunlight, soiletc. This session also encompasses the explanation of why
plants need proper care and the reasoning behind it.
Principles of Learning:
o Define basic terms (structure)
o Allow time for students to understand the information given to them through
practice and repetition (structure)
o Encourage students to ask questions (open communication)
o Balance appropriate amount of new learning (arousal, novelty, & diversity)
o Assess and understand the students knowledge base about the topic (readiness)

o Provide a variety of practice experiences, such as different settings or scenarios,

to help broaden the participants learning and skill application (active appropriate
practice)
Session Two:
The garden will be utilized in the second stage of the program. In this session, students will
implement what they learned from the first session on how to properly care for the plants.
Students will demonstrate that they can appropriately care for the garden.
Principles of Learning:
o Use interesting stimuli (arousal, novelty, & diversity)
o Give clear, concise directions (focus & learner control)
o Communicate expectations (focus & learner control)
o Consider how to get and keep participants engaged, factoring in age, interests,
abilities, and skills (active participation)
Session Three:
The third and last session will relate what the students learned about taking care of plants with
how that correlates to taking care of themselves. This will include ideas such as the importance
of proper nutrition and grooming for optimal health and growth.
Principles of Learning:
o Relate subject matter back to the students as much as possible (meaningfulness)
o Assist students with making connections between new and prior knowledge
(readiness)

o Be prepared with multiple examples relating to the participants experiences

(active participation)

Instructional Taxonomy:
Instructional Taxonomy utilized for this program will be Krathwohl et al.s (1964)
Affective Taxonomy
This taxonomy addresses the ability to receive, respond, value, organize, and
characterize the information thats been given to the students following each
session.

Sequence of Learning Levels:

Behavior of the students in this gardening program will be able to address learning levels
in a sequential order that is listed below. Accompanying each learning level are verbs that
can be used by the facilitator to explain each students behavior while moving through the
levels.
1) Receive (receive or accept the information and be able to retain it)
-accept, follow, observe, note, listen, look, accommodate
2) Respond (respond to the information given by the facilitator by being able to apply
the knowledge to the actual garden)
-agree, answer, explain, practice, react
3) Organize (organize thoughts and ideas that emerge from learning and taking part in
the activities of the garden)

-adhere, arrange, complete, modify, generalize, relate

4) Characterize (characterize that information into life applicable scenarios)
-display, commit, assert, defend, describe, explain
5) Value (understand the value of the information thats been given)
-assert, justify, initiate, propose, choose, defend

Behavioral Objectives:

After being given the proper instructions from session one, and with minimal help from
the facilitator, the students will fully partake in the program by utilizing the appropriate
steps required in taking care of the plants within the garden.

Upon completion of sessions one and two, students will be able to come up with at least
three correlations to their own personal care needs with no help from the facilitator.

When prompted by the facilitator, the students will list one to two ways that they can
change their personal habits to provide for optimal growth in life.