Garden Club

garden Welcome to Resaca's Gardening club,  We are an after school club that promotes gardening and healthy eating habits.  One goal of the garden club is to relate what we learn in the science classroom to real world experiences.  Another goal of the club is to provide students with the experience of growing their own fruits and vegetables.  We meet every Wednesday from 4:00-5:30.

Feel free to email me at
Christopher Martinez
7th science teacher

How does the garden relates to State standards?

 Scientific investigations and reasoning.

(i)  To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

(iii)  Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.
7.1(B)  practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

  Organisms and environments.

(i)  Students will understand the relationship between living organisms and their environment. Different environments support different living organisms that are adapted to that region of Earth. Organisms are living systems that maintain a steady state with that environment and whose balance may be disrupted by internal and external stimuli. External stimuli include human activity or the environment. Successful organisms can reestablish a balance through different processes such as a feedback mechanism. Ecological succession can be seen on a broad or small scale.

7.(10)  Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A)  observe and describe how different environments, including micro habitats in schoolyards and biomes, support different varieties of organisms;

(B)  describe how biodiversity contributes to the sustainability of an ecosystem; and

(C)  observe, record, and describe the role of ecological succession such as in a micro habitat of a garden with weeds.

(D)  differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;

(13)  Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:

(A)  investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

(B)  describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.





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