Leadership Rubric for

Guerrilla Gardening Field Experience Events and Descriptions 2014/2015 Parkway Montessori and Community School Kent MillerDouglas Humes

Course DescriptionGuerrilla Gardening

Students will participate in a seminar introducing the concept of Guerrilla Gardening as a means to promote social, environmental, and community change. Then students will learn current environmental, landscape, plant, and insect research for a Minnesota climate through a learning experience at the U of Minnesota agricultural campus. After that students will locate an area of ground in their community that could use a change. Students will plan, design, and prepare materials for a guerrilla gardening experience that will take place by pod later in the spring. Students will be able to serve their community by creating a change in their own space. Through collaboration and teamwork students will develop a sense of place with the garden that they have created.

Course ObjectivesGuerrilla Gardening

Students will participate in a pre-activity of a seminar introducing the concept of Guerrilla Gardening.Students will understand current research from experts that will apply to their garden.Students will plan, design, and prepare materials for the garden.Students will work collaboratively to create a garden in the community.Students will self assess their leadership growth during the course of this project.

Guiding Questions for Guerrilla Gardening

Set 1 Pre-Activity1. What is Guerrilla Gardening? Why is it important?2. Is Guerrilla Gardening breaking rules? Is it bad?3. How will understanding Guerrilla Gardening help me be more successful with this project?

Set 2 Gathering Day1. What information did we gather today to help our garden?2. What can I learn from an expert so that other can benefit from my new knowledge?3. How might this information help the creation of our Guerrilla Garden?

Set 3 Guerrilla Garden Day1. What can I do to improve my environment? 2. What can I do to make an observable impact on my environment?3. Why is it important to improve the environment?4. How might my work today help reverse the effects of global warming?

Set 41. What evidence can you cite that shows the community liked the garden?2. Did our efforts provide a positive change in the world?3. What value have we added to the community?

Opening and Closing Ceremonies IdeasGuerrilla Gardening

Students create a Triangle Popsicle sticks then they write three words on it, one on each side. They write three words on each side of the Popsicle stick. One is talking about the impact that they hope to make on themselves, the second is describing their impact on the local community, and the last one is their impact on the world. Then they take all the small triangles and post them on the wall to make a larger triangle.After the project is done each student will fold a paper flowers and put them in the middle of the triangle of Popsicle sticks. Each student will attach it to his or her triangle. Before the student folds the paper they will write three words on the paper that reflects their actual impact on the previous describe areas.

Budget

All prices are per student Buses to U of M $3.00T-Shirt $8.00Garden Supplies $4.00

$15.00 per student total

Travel and Field LogisticsGuerrilla GardeningWhen we do the test run on gardening in the fall we will be using a site adjacent to the school parking lot. Students will be coming out from their Social Studies and Science Classes in 30-minute increments. Each group will have a different job to accomplish.

For the Pre-Activity there will be no travel but students will need to complete “homework” of finding areas in their neighborhood that they would like to change with a guerrilla garden.

The U of M day will consist of many logistics. -Permission slips-Busses-Lunches-Coolers-Classroom Rotations-Campus Maps-Student Work Packets-Parent Volunteers-Pod Rotation Schedule to teachers

Guerrilla Garden Day-Permission from City-Call before you dig permit-Trash Bags-Supplies (Garden Tools)-Materials (Plants)-Permission Slips

-Pod Rotation Schedules to teacher-Lunch Schedule-Documentation Crew: Video, Pictures, Notes-Water Supply

Calendar ScheduleActivity Day LessonsFall Practice Gardening Day Pre Student Contact Job Descriptions, Gardening

Process and Procedures, Community Service Packet, Video/Still Images/Documentation Standards for Event

Fall Practice Gardening Day Day 1 Fall Community Service Themed Seminar, Garden Job Descriptions and Distribution and Teaching

Fall Practice Gardening Day Day 2 Fall Garden Event and Community Service Packet

Fall Practice Gardening Day Day 3 Fall Survey Students on projectFall Practice Gardening Day Day 3 Fall Survey Teacher on project

Pre-Activity Guerrilla Gardening Seminar

Day 1 Early Spring Seminar on Guerrilla Gardening


Day 2 Early Spring Video on Guerrilla Gardening


Day 3 Early Spring Student Neighborhood Survey


Day 4 Early Spring Site Analysis


Day 5 Early Spring Students Create a Project Plan for their Garden

U of M Day Day 1 Mid Spring Behavior Rubric, Leadership Rubrics, Content Packets, Process Evaluation & Assessment

U of M Day Day 2 Mid Spring Go to the U of M, participate in events

U of M Day Day 3 Mid Spring Process information from U of M make plan to use it in our gardening event later

U of M Day Day 4 Mid Spring Thank you letter to U of M staff

Guerrilla Gardening Day Day 1 Late Spring Material Prep and PurchaseGuerrilla Gardening Day Day 2 Late Spring Job Distribution and Explanation

and Training

Guerrilla Gardening Day Day 3 Late Spring Pit Crew Jobs and Explanation Guerrilla Gardening Day Day 4 Late Spring T-Shirt Distribution, Logistics

Review of Jobs, Leadership and Event Expectations

Guerrilla Gardening Day Day 5 Late Spring Guerrilla Garden DayGuerrilla Gardening Day Day 6 Late Spring Process and Evaluations of

Previous Days Events, Surveys

Daily Assignments - Guerrilla Gardening 2014/2015

Douglas HumesKen Miller

Second Week of School September 8-13During Science and Social Studies (each are one semester courses, entire team is then included in project)

Day 1- Introduction to Community Service -Why do we serve? -Community Service Packet (includes materials for other assignments this week related to Guerrilla Training)

Day 2-View, Read (transcript), Annotate, and questions/comments- -“Ron Finley Guerrilla Gardener”

Day 3-Seminar – Guerrilla Gardening

Day 4-Guerrilla Training Day- -Students receive/choose job (guerrilla tacktic) and learn description of duties. Individual classes tour trial site on school property for mock invasion. -Work on packet

Day 5- Mock Invasion -Trial run on test site with all classes, students performing their individual guerilla tactic. -Complete packet -Complete reflection/leadership evaluation

During Art Class -Visual Art Seminar piece- View,Annotate, and develop questions (Day during week to be determined) -Visual Art Seminar (Day during week to be determined)

Week Of April 27- May1, 2015

Day 1- Video on Guerrilla Gardening

-Packet for week to support Site Selection, Analysis, and Preparation

Day 2- Student Groups conduct Neighborhood Survey (site options and selections)

Day 3- Site Analysis- (soil, prep, needs, weeds)

Day 4- Students Create a Guerrilla Project Plan for their Guerrilla Garden Site

Week of May 11-15, 2015

Day 1- What do we need to know so we can be amazing? -Leadership Rubrics -Content Packets

Day 2- Brainstorming the U of M -Participate in rotations -Complete required packet assignments -Reflect and Personal Evaluation- Leadership

Day 3- What do we have and what should we use? -Process field experience -Select areas that are most helpful for Guerrillas G’s (packet) -Plan strategy for your site (packet)

Day 4- Grace and Courtesy -Thank You Notes to all persons supporting our field experience U of M, Transportation, Guest Speakers, Chaperones, Office and ?

Week of May 18-22, 2015 Guerrilla Action Countdown

Day 1- Job Selection and Training (responsibility during Guerrilla Action) - Students will receive project packet - Students will select/receive primary job description and training

Day 2- Pit Crew Job Selection and Training (second responsibility to supports in support of Guerrilla Action –the machine) - Student will select/receive secondary job description and training - Leadership and Event Expectations

-T-shirt distribution(but they stay here)

Day 3- Gorilla Gardening Day -Students will perform their primary and secondary Guerrilla Garden responsibilitiesDay 4- Evaluation of Guerrilla Action

-Survey staff, students, possibly neighbors if not done day of event -Process self evaluation and reflection pieces

Day 5- Celebration and Culminating Activity

Guerrilla Gardening Field Experience Parent Communication Description

Parent Communication pieces included: Flyer- details: connections to content areas, U of M field trip and Guerrilla Day Flyer- details about the day of Guerrilla Gardening Day District Type I Field Trip Permission Slip for U of M Brainstorm Blitz District Type II Field Trip Permission Slip covers walking field trips for entire school year will

be on file first week of school.

Guerrilla Gardening Field Experience Events and Descriptions 2014/2015

Introduction and Classroom Support Begins the First Week of School

Students will participate in a seminar introducing the concept of Guerrilla Gardening as a means to promote social, environmental, and community change. Social Studies Geography and Earth Science classes will support this community based environmental experience by embedding in daily coursework; vocabulary activities, skills, and processes that will be applied and practiced throughout the Guerrilla Gardening Experience.

U OF M St Paul Agricultural Campus Field Trip - Brainstorm Blast April

Where students will learn current environmental methods of, landscaping, soil improvement, erosion control, plant choice variables, preferred insect development, and explore examples of other sustainable methods to enhance the urban environment in a Minnesota climate.

Guerrilla Gardening Day Site Selection and Neighborhood Event MayAfter that students will apply their knowledge to a site in the Parkway community.First student groups will locate an area of ground in their community that could support a community garden. Students will plan, design, and prepare materials for a guerrilla gardening experience that will include students from each team at Parkway. Student will then execute their plan in for their site on GUERRILLA GARDENING DAY.

Objectives of the Guerrilla Gardening ExperienceStudents will be able to serve their community by creating a physical change in the neighborhood space they have chosen. Students will develop specific skills and experience throughout the year that will then be applied through action in their community. By collaborating with their team, gathering information from experts, and executing a plan of action students will develop a sense of place in their community through the garden that they have created and will help to maintain.

Guerrilla Gardeners in Action May 2015

Community Service Project - Parkway Neighborhood Sites

Who: The students of Parkway Montessori and Community School are studying the human environment and our IMPACT on the Earth and our neighbors.

When: During the week of May 11th all students at Parkway will participate in this neighborhood community service project.

What: Transform approved sites in our greater Parkway Community

into flowering and food producing garden green spaces.

Why: To produce fresh fruits and vegetables for our neighbors and help our community maintain the gardens for years to come.

SAINT PAUL PUBLIC SCHOOLS

FIELD TRIP PARENTAL/GUARDIAN AUTHORIZATION FORM

TYPE I FIELD TRIPS Student’s Full Name______________________

Parent/Guardian’s Name _____________________

Address: _____________________________________________________________________________

I/We understand this Parental/Guardian General Approval Form is for Type I Field Trips. Type I field trips are

walking trips of one mile or less, excluding trips across established hazardous crossings, swimming and/or

trips near water. Examples are: visits to a local grocery story, local library, local fire station, community

walking trips, etc.

VERBAL APPROVAL WILL NOT BE ACCEPTED

***************************************************************************************************************

**********

Detach and Return

Does the student have any special health problems or handicapping conditions which will require special

attention or supervision on this field trip? Yes _______ No _______

If yes, what is this problem and what special considerations should be made?

______________________________________________________________________________

______________________________________________________________________________

I /We authorize ______________________________________________________ to take

(School)

____________________________________________ on Type I Field Trips during the current school year.

Student’s Full Name

Date ____________________________ ________________________________________________

Signature of Parent(s) or Guardian(s)

Telephone: Address:

Day Time ______________________ ____________________________________________________

Emergency _____________________ ____________________________________________________

SAINT PAUL PUBLIC SCHOOLS

FIELD TRIP PARENTAL/GUARDIAN AUTHORIZATION FORM

TYPE II FIELD TRIPS

A field trip to:

is planned by:

for the purpose of:

on (date)

from ______________________________ (time) to _____________________________ (time)

The attached form must be completed and returned before the student will be permitted to participate in the

above field trip.

VERBAL APPROVAL WILL NOT BE ACCEPTED

******************************************************************************

Detach and Return

Field Trip Parental Authorization

I/We authorize ____________________________________________________________ to participate in the field

Student’s Full Name

to _________________________________________________________________ on (date) ______________________

Does the student have any special health problems or handicapping conditions which will require special

attention or supervision on this field trip? Yes _______ No _______

If yes, what is this problem and what special considerations should be made?

______________________________________________________________________________

______________________________________________________________________________

We understand that the necessary arrangements, plans, and precautions will be taken for the care and

supervision of the student during the trip.

Date ____________________________ ________________________________________________

Signature of Parent(s) or Guardian(s)

Telephone: Address:

Day Time ______________________

Emergency _____________________

Pedagogy of Place –Seminar and Questions Douglas Humes

Seminar- Guerrilla Gardening with Ron Finley- TED Talk http://www.ted.com/talks/ron_finley_a_guerilla_gardener_in_south_central_la (to be edited)

Students will use ipods and ipads to individually view an edited version of Ron Finley’s TED Talk. While viewing students will annotate a transcript of the video, highlighting areas that they feel are important to them and writing comments in margins or at the bottom of pages. After reading/viewing students will re-read transcript, review video, reflect, develop three seminar questions and craft three comments/opinions about their reaction to the video.

Seminar QuestionsWriting prompt: What are choices your family has for places to shop for groceries?

Opening questions: Why would kids eat kale if they grew kale?

Cluster 1: Affect of Food Choices

What is a food desert?

Is this a problem in your neighborhood? If so, how are people affected?

What problems are connected with food deserts?How is health affected by food choices?Why does Ron say that drive-thrus cause more deaths than drive-bys?

Cluster 2: Fairness and Call to Action

What could cause a food desert to form?

Why does this problem only affect some areas and not all?

Who or what caused this problem?

What is the actual problem about food choices in some neighborhoods?

Cluster 3: Solutions

What are some solutions to increase neighborhood food choice?

Who is responsible to participate in a food choice solution?

If your neighborhood should have more choices who should get involved or be responsible to help?

Closing question (whip-around): Would you get involved in Guerrilla Gardening? Why or why not?

http://www.ted.com/talks/ron_finley_a_guerilla_gardener_in_south_central_la

TranscriptRon Finley TED Talk Guerrilla Gardeners

0:15I live in South Central. This is South Central: liquor stores, fast food, vacant lots.

0:28So the city planners, they get together and they figure they're going to change the name South Central to make it represent something else, so they change it to South Los Angeles, like this is going to fix what's really going wrong in the city. This is South Los Angeles. (Laughter) Liquor stores, fast food,vacant lots.

0:51Just like 26.5 million other Americans, I live in a food desert, South Central Los Angeles, home of the drive-thru and the drive-by. Funny thing is, the drive-thrus are killing more people than the drive-bys.People are dying from curable diseases in South Central Los Angeles. For instance, the obesity rate in my neighborhood is five times higher than, say, Beverly Hills, which is probably eight, 10 miles away.

1:23I got tired of seeing this happening. And I was wondering, how would you feel if you had no access to healthy food, if every time you walk out your door you see the ill effects that the present food system has on your neighborhood? I see wheelchairs bought and sold like used cars. I see dialysis centers popping up like Starbucks. And I figured, this has to stop. So I figured that the problem is the solution.Food is the problem and food is the solution. Plus I got tired of driving 45 minutes round trip to get an apple that wasn't impregnated with pesticides.

2:07So what I did, I planted a food forest in front of my house. It was on a strip of land that we call a parkway. It's 150 feet by 10 feet. Thing is, it's owned by the city. But you have to maintain it. So I'm like, "Cool. I can do whatever the hell I want, since it's my responsibility and I gotta maintain it." And this is how I decided to maintain it.

2:34So me and my group, L.A. Green Grounds, we got together and we started planting my food forest, fruit trees, you know, the whole nine, vegetables. What we do, we're a pay-it-forward kind of group, where it's composed of gardeners from all walks of life, from all over the city, and it's completely volunteer,and everything we do is free. And the garden, it was beautiful.

2:57And then somebody complained. The city came down on me, and basically gave me a citation saying that I had to remove my garden, which this citation was turning into a warrant. And I'm like, "Come on, really? A warrant for planting food on a piece of land that you could care less about?" (Laughter) And I was like, "Cool. Bring it." Because this time it wasn't coming up. So L.A. Times got ahold of it. Steve Lopez did a story on it and talked to the councilman, and one of the Green Grounds members, they put up a petition on Change.org, and with 900 signatures, we were a success. We had a victory on our hands. My councilman even called in and said how they endorse and love what we're doing. I mean, come on, why wouldn't they? L.A. leads the United States in vacant lots that the city actually owns.They own 26 square miles of vacant lots. That's 20 Central Parks. That's enough space to plant 725 million tomato plants. Why in the hell would they not okay this? Growing one plant will give you 1,000, 10,000 seeds. When one dollar's worth of green beans will give you 75 dollars' worth of produce. It's my gospel, when I'm telling people, grow your own food. Growing your own food is like printing your own money.

4:31(Applause)

4:38See, I have a legacy in South Central. I grew up there. I raised my sons there. And I refuse to be a part of this manufactured reality that was manufactured for me by some other people, and I'm manufacturing my own reality.

4:56See, I'm an artist. Gardening is my graffiti. I grow my art. Just like a graffiti artist, where they beautify walls, me, I beautiful lawns, parkways. I use the garden, the soil, like it's a piece of cloth, and the plants and the trees, that's my embellishment for that cloth. You'd be surprised what the soil could do if you let it be your canvas. You just couldn't imagine how amazing a sunflower is and how it affects people.5:34So what happened? I have witnessed my garden become a tool for the education, a tool for the transformation of my neighborhood. To change the community, you have to change the composition of the soil. We are the soil. You'd be surprised how kids are affected by this. Gardening is the most therapeutic and defiant act you can do, especially in the inner city. Plus you get strawberries.

6:12(Laughter)

6:16I remember this time, there was this mother and a daughter came, it was, like, 10:30 at night, and they were in my yard, and I came out and they looked so ashamed. So I'm like, man, it made me feel bad that they were there, and I told them, you know, you don't have to do this like this. This is on the street for a reason. It made me feel ashamed to see people that were this close to me that were hungry, and this only reinforced why I do this, and people asked me, "Fin, aren't you afraid people are going to steal your food?" And I'm like, "Hell no, I ain't afraid they're gonna steal it. That's why it's on the street.That's the whole idea. I want them to take it, but at the same time, I want them to take back their health."

7:03There's another time when I put a garden in this homeless shelter in downtown Los Angeles. These are the guys, they helped me unload the truck. It was cool, and they just shared the stories about how this affected them and how they used to plant with their mother and their grandmother, and it was just cool to see how this changed them, if it was only for that one moment.

7:31So Green Grounds has gone on to plant maybe 20 gardens. We've had, like, 50 people come to our dig-ins and participate, and it's all volunteers. If kids grow kale, kids eat kale. (Laughter) If they grow tomatoes, they eat tomatoes. (Applause) But when none of this is presented to them, if they're not shown how food affects the mind and the body, they blindly eat whatever the hell you put in front of them.

8:04I see young people and they want to work, but they're in this thing where they're caught up -- I see kids of color and they're just on this track that's designed for them, that leads them to nowhere. So with gardening, I see an opportunity where we can train these kids to take over their communities, to have a sustainable life. And when we do this, who knows? We might produce the next George Washington Carver. but if we don't change the composition of the soil, we will never do this.

8:41Now this is one of my plans. This is what I want to do. I want to plant a whole block of gardens where people can share in the food in the same block. I want to take shipping containers and turn them into healthy cafes. Now don't get me wrong. I'm not talking about no free shit, because free is not sustainable. The funny thing about sustainability, you have to sustain it. (Laughter) (Applause) What I'm talking about is putting people to work, and getting kids off the street, and letting them know the joy, the pride and the honor in growing your own food, opening farmer's markets.

9:25So what I want to do here, we gotta make this sexy. So I want us all to become ecolutionary renegades, gangstas, gangsta gardeners. We gotta flip the script on what a gangsta is. If you ain't a gardener, you ain't gangsta. Get gangsta with your shovel, okay? And let that be your weapon of choice.

9:49(Applause)

9:56So basically, if you want to meet with me, you know, if you want to meet, don't call me if you want to sit around in cushy chairs and have meetings where you talk about doing some shit -- where you talk about doing some shit. If you want to meet with me, come to the garden with your shovel so we can plant some ----.

10:22Peace. Thank you.

10:25(Applause) Thank you. (Applause)

Leadership Rubric for <BRAINSTORMING DAY University of Minnesota>

10 -- 9 8 -- 7 6 -- 5 4 -- 3 2 -- 0 Arrives to group

(for any activity) early – helps others settle.

Brings organized materials to gather; does not ask/need to go fetch.

Takes initiative to begin working.

Uses time wisely – especially solo..

Works effectively with others – kindly invites others to work, listen, & be productive.

Initiates clean up, and works until environment is restored.

Demonstrates respect to all community members and activities.

Approaches tasks with enthusiasm and willingness; finds ways to participate.

Uses electronics (phones, mp3, etc. only when appropriate.)

Arrives to group just before group gather starts

Brings materials to gather; needs to organize there.

May need a gentle reminder to begin working; takes reminder without excuses.

Works effectively alone, but spends some of solo needing interaction.

Engages in little or no inappropriate socializing; does not interfere with productive work.

Restores environment without reminders and continues through jobs.

May need subtle reminder to demonstrate respect. to all community and activities.

Needs some encouragement to approach activities positively

Arrives just after first words of group gather

Borrows offered materials from classmates; does not ask to fetch.

Needs firm reminder to begin working.

Has difficulty working without attempting social interaction.

May need to change tasks to get back to work & does so without argument

Restores environment but stops before all work is done

Needs overt reminder to show respect – must be reminded to listen and to respond w/respect.

Runs just a few minutes late with daily work.

Needs overt reminder to meet tasks with enthusiasm.

Uses technology at inappropriate time, but puts it away upon correction.

Arrives a minute or two after group gather

Asks/Needs to go to fetch, or spends work time seeking supplies.

Needs several reminders to engage in work.

May make excuses or give reasons for off-task behaviors; is only minimally productive.

Socializing, wandering, or other off-task behavior interferes with productive work.

Restores environment with reminders.

Needs several reminders to demonstrate respect.

Is more than a few minutes late with daily work; needs reminder to turn it in.

Needs multiple reminders of intersession goals to engage

Arrives more than a minute or two after group gather Asks/Needs to go to searching for supplies & leaves

belongings in group areas. Needs monitoring to engage in work – especially solo

time. Makes excuses regularly & distracts others from

working. Socializing, wandering, or other off-task behavior. Needs several reminders to restore environment or

does not help. Needs several reminders to demonstrate respect and

is disrespectful when redirected. Daily work is not submitted until next day. Sits out or finds reasons to avoid taking some part in

activities. More than one misuse of electronics, or hesitation to

put away if corrected.

in tasks.

Rubric for Work Packet and Field Study U of MA = All work (including homework) is complete, responses are written with complete sentences, responses are thoughtful and insightful, work shows care, great effort, and detail.

C = All work (including homework) is complete, responses are written with complete sentences, responses are somewhat thoughtful but may lack insightful, work shows moderate care and effort.

Incomplete = Any parts of the packet or homework are not complete.

Leadership Self-evaluationUse the following Rubric as a guide to evaluate your leadership each day of our End-of-Cycle week.Each day, give yourself an A, B, C, or D based on your behavior and the choices you make throughout the day. Then, write a sentence or two about why you earned that grade AND how you plan to improve if improvement is needed.

LEADERSHIP RUBRICGROUP SPIRIT

Positive attitude, stretch yourself to experience new things and work with different peopleCOOPERATION & PARTICIPATION

Involve yourself, volunteer, help whenever & where ever needed, ask great questionsSHOW SAFETY

In all actions, physical, emotional, and social. Be thoughtful and prevent accidents.SUPPORT

Be guided by the principles of Human-Heartedness, encourage others, choose support or silence

Stage One (erosion and soil)_____________________________________________________________________________________________________________________________________________________Stage Two (Green initiatives) _____________________________________________________________________________________________________________________________________________________Stage Three (water management)_____________________________________________________________________________________________________________________________________________________Stage Four (animal management)_________________________________________________________________________________________________________________________________________________

Stage Five (plant management)_________________________________________________________________________________________________________________________________________________

Community Building Activity POPTo help prepare students for role in the Guerrilla Machine.

Move the EggTeach students how to lead their peers by playing a game called Move the Egg. Divide the students into groups of three, four or five participants, depending on the attendance. Hand every group enough large spoons and eggs for each member. Instruct the teams to pick a leader whose job it is to devise an effective way to transfer the eggs from one point to another. One child might create a line that passes the eggs from one spoon to another, while another child might ditch the spoons and simply instruct one child to run for it. Another child in the group must then devise a way to get his egg across the line in an unusual way. Continue until all the kids get a turn. Whichever teams gets their eggs across the finish line not only first, but in the most creative manner, wins.

I will use this activity to help students come together as a team, learn their role/job, and then use MOVE THE EGG as an example for their roles on GUERRILLA DAY.

Documents

Leadership Rubric for