CLIL PROJECT

Garden design: Drawing plans

Maria Bañeres Farrero

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Index

1. Introduction to the sequence...................................................................................................... 3

2. Teacher notes.............................................................................................................................. 4

3. Materials...................................................................................................................................... 6

3.1. Materials for teachers ..................................................................................................... 6

3.2. Activities for students...................................................................................................... 9

Activity 1. Match............................................................................................................. 9

Activity 2. Matrix ............................................................................................................ 9

Activity 3. Match............................................................................................................. 9

Activity 4. Label ............................................................................................................ 10

Activity 5. Questions..................................................................................................... 10

Activity 6. Evaluating activity........................................................................................ 11

Activity 7. Presentation ................................................................................................ 12

3.3. Extra activities ............................................................................................................... 13

Activity 1. Remembering activity.................................................................................. 13

Activity 2. Analysing activity......................................................................................... 14

Activity 3. Substitution table ........................................................................................ 15

Activity 4. Sequencing .................................................................................................. 16

Activity 5. Matching...................................................................................................... 17

4. Assessment................................................................................................................................ 18

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1. Introduction to the sequence

This lesson is part of the syllabus of the Formative Module MF0521_1: Operacions auxiliars per a la

instal·lació de jardins, parcs i zones verdes from de PQPI d’Auxiliar en vivers i jardins.

Descrition of the target group:

Number of students: 16.

Age: 16 to 24 years old.

Gender: Mainly boys.

Level: Not graduated on ESO.

Category: Vocational.

A PQPI (Programa de Qualificació Professional Inicial) is considered as a Basic Vocational Education

Training. Despite foreign languages are not part of the official curriculum; our school has included

them as part of the syllabus due to different aspects:

1. We are involved in a Comenius project which implies the mobility of the students to different

European countries. Our students have to prepare and share activities, reports and experiences

with students from the other countries and they have to get along with them in the different

meetings during two years.

2. Our students usually come back to the Education system so they follow their studies either in

Escoles d’Adults or in Cicles Formatius de Grau Mitjà. Both schools include English in their

syllabus, so our students are better prepared for their next training period.

3. We are aware that we are not only teaching citizens from Catalonia but European ones. Because

of that we consider plurilingualism one of the most important skills; and the knowledge of

English as a unifying language all over Europe is, in fact a reality.

Motivation points:

• Make our students aware of the need of knowing languages; mainly English as a global mean of

communication.

• Improving their knowledge in English allows them to get part of the European partnership that

implies to be involved in a Comenius project.

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2. Teacher notes

Lesson plan

Garden design: Drawing plans

Aims

• To enable students to understand and to draw a plan.

• To develop students’ abilities to see a garden in terms of plants, materials, microclimates,

facilities…

• To motivate the students and to activate their previous knowledge.

Teaching objectives

Content

• Concepts of draft, sketch and draw a plan.

• Elements of a plan: symbols, lines, colours…

• Scales.

Cognition

• Distributing the garden elements in a plan.

• Drafting different garden designs.

• Drawing the final option.

Communication

Language of

• Trees, shrubs, perennials and annuals.

• Lines: straight, curvy, thin and thick.

• Shapes: circle, square, rectangle, triangle.

• Materials: ruler, set square, compass, coloured pens

Language for

• Giving reasons for classifications.

• Suggesting solutions to problems.

• Describing elements in a garden design.

• Sharing ideas.

• Expressing mathematical relationships and operations.

• Linking actions and consequences.

• Explaining the criteria for the garden design.

Language through

• Vocabulary.

• Classroom language.

• Following instructions to draft/draw a plan.

• Dictionary: find a concrete word.

Culture

• The culture of maps and plans in the history.

• Symbols and diagrams are a global language for maps and plans.

• Adoption of new English words for gardening design and plans.

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Learning outcomes

Students will know...

• the symbols required to draw a plan.

• the scales and how to use them in a drawing.

Students will be able to…

• place correctly the different elements of a garden in a plan.

• change the scale of a plan.

• compare plans drawn in different scales.

• apply design and drawing vocabulary.

Students will be aware…

• that maps and plans have a huge impact on human activities and society in general.

• of the accuracy needed to draw a map/plan.

Tasks planned and timing

Session 1 (1 hour): Concepts of draft, sketch, and draw a plan.

Elements of a plan: symbols, lines, colours

Practicing with rulers drawing lines and shape.

Session 2 (1 hour): Concept of scale.

Using scales: from reality to drawing and from drawing to reality.

Session 3 (1 hour): Practicing with rulers and measures drawing plans.

Session 4 (1 hour): Draw some draft proposals and choose a final design for the garden.

Defining the criteria for placing all the elements of the garden.

Session 5 (1 hour): Draw the garden design.

Placing correctly all the elements of the garden.

Homework: Finish the garden design.

Resources

Measuring tape, drawing sheets, ruler, set square, compass, coloured pens, computers…

Assessment

Can the students...

• draw a garden distribution plan?

• place the garden elements in the correct place?

• draw respecting the scale of the plan?

• describe their own design to the others?

Evaluation

• Draft notes and measures taken in the garden.

• Sketch maps of the garden and some elements.

• Final plan.

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3. Materials

3.1. Materials for teachers

CONCEPTS

• Draft: To draw up a preliminary version of or plan for. To

make a rough drawing of something.

• Sketch: A roughly drawn map that shows only basic

details.

• Plan: A detailed drawing or diagram made by projection

on a horizontal plane, especially one showing the layout of a building or one floor of a building.

• Layout: An arrangement or a plan, especially the schematic arrangement of parts or areas.

• Blue-print: A contact print of a drawing or other image rendered as white lines on a blue

background, especially such a print of an architectural plan or technical drawing. Also called

cyanotype.

LINE STYLES AND CONVENTIONS

The use of different line styles and widths is important in technical drawing as they are used to

indicate details and features in a drawing. Line styles make drawings easier to read: for example,

solid thick lines used to show the object will stand out from broken lines used to show hidden

information. There are some standards in a detailed list of line styles for use in different fields of

design including architecture and engineering.

For this study, it is appropriate for students to know how to use some of them. This will include:

• A thick continuous line to draw the outlines, borders and shapes of the main objects; and

thick dashed lines to represent hidden lines

• A thin continuous line to provide additional information such as projection and dimension

lines; and thin chain lines to indicate centre lines, axis of solid forms and cutting sections.

GARDENING AND LANDSCAPING SYMBOLS

DIMENSION PLACEMENT

The most important thing about dimensioning is to ensure that the measurements are placed both

logically and clearly. The student should:

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• ensure that they have dimensions for the height, width and depth.

• ensure that they have included all crucial dimensions that allow the object to be interpreted.

• dimension where the shapes are shown and try to avoid dimensioning hidden lines.

• space dimension lines so that the dimensions are not over crowded.

• not over-dimension the work as it can lead to confusion and an untidy drawing.

• not to cross the lines among them as it can be very confusing.

SCALES

Map scale refers to the relationship between distance on a map and the corresponding distance on

the ground.

Examples:

• On a 1:100 scale map, 1 cm on the map equals 100 cm or 1 m on the ground.

• On a 1:100000 scale map, 1 cm on the map equals 100000 cm or 1 km on the ground.

Converting measurements on a map

We are working on a 1:50000 scale map. This means that 1 cm on the map represents a real distance

of 50 000 cm (or 500 m or 0.5 km).

a) Imagine we have measured a distance as 3 cm on this map, and we want to find out how far this

is in real life.

To work out the distance in real life, we need to multiply this length by 50000.

3 cm × 50000 = 150000 cm = 1500 m = 1.5 km.

Alternatively, we could have just remembered that each 1 cm on the map is 0.5 km in real life.

3 × 0.5 km = 1.5 km in real life.

b) Now imagine we want to walk 4.5 km in real life, and we need to find out how far this is on the

map.

To work out the distance on the map, we need to divide this length by 50000.

4.5 km = 450000 cm / 50000 = 9 cm on the map.

Alternatively, we could have just remembered that each 0.5 km in real life is 1 cm on the map.

4.5 km / 0.5 km = 9 cm distance on the map.

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EXPOSURE

While light is necessary for plant growth, foliage, and flowering, the amount of sun a plant is exposed

to greatly affects its development and survival.

The orientation of a garden with respect to the cardinal points gives us the exposure and it will be

the main point for plant selection.

Northern and southern exposures differ with respect to sun radiation and thermal characteristics.

• Northern exposure is the coldest and wettest one. There so many plants that cannot grow

properly in these conditions.

• Southern exposures are the warmest and sunniest ones. Even though there are many plants

that cannot support direct sun as much hours, so they must be under a shady tree, pergola

or some other structure or canopy.

• Eastern exposures will have the morning sun while western exposures will have the

afternoon sun.

If a sun-loving plant doesn't receive enough sun, it may produce less foliage and flowering. If a shade-

loving plant receives too much sun, the foliage may wilt and scorch. Either way, a plant is put under a

lot of stress when trying to grow in improper lighting conditions.

Northern exposure plants: http://zoneonegarden.blogspot.com.es/2007/05/plant-list-hardy-perennials-for-north.html

Southern exposure plants: http://southernlivingplants.com/the_collection

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3.2. Activities for students

Activity 1. Match

Match the concept with its definition:

Draft A detailed drawing or diagram.

Layout A drawing printed in white lines on a blue background.

Plan A roughly drawn map that shows only basic details.

Blue-print An arrangement or a schematic plan.

Sketch To make a rough drawing of something.

Activity 2. Matrix

Try to put in order all the information about line styles and conventions in the following matrix:

Use of line styles and conventions

Line type Aspect Use

Activity 3. Match

Indicate if the drawings are correct or not according to the dimension placement rules:

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Activity 4. Label

Identify the plants by their symbols and put the

correct number in the picture:

1. Deciduous tree

2. Evergreen tree

3. Palm tree

4. Shrub

5. Evergreen shrub

Activity 5. Questions

1. A map has a scale of 1 : 50000. What are the real life distances (in km) represented by each of

these lengths on the map?

(a) 4 cm = ___________ km

(b) 10 cm = ___________ km

(c) 3.2 cm = ___________ km

(d) 5.1 cm = ___________ km

2. The distance between two places on a map is 6 cm. The map has a scale of 1 : 40000. What is the

actual distance between the two places?

Distance = ___________ km

3. On a map with a scale of 1 : 3000000, the distance between Edinburgh and London is 18 cm.

What is the actual distance between these cities?

Distance = ___________ km

4. Two towns are 15 km apart. What would be the distance between the two towns on a map with a

scale of 1 : 300000?

Distance = ___________ cm

5. On a map, a distance of 40 km, is represented by 32 cm. What actual distance would be

represented by 8 cm on the map?

Distance = ___________ km

6. The distance between London and Birmingham is 165 km. What would be the distance between

these two cities on a map with a scale of:

(a) 1 : 500000 = ___________ cm

(b) 1 : 1000000 = ___________ cm

(a) 1 : 300000 = ___________ cm

(b) 1 : 150000 = ___________ cm

7. A map has a scale of 1 : 50 000. A park is shown on the map as a rectangle measuring 6 cm by 4.2

cm. What is the actual area of the park?

Area = ___________ km2

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Activity 6. Evaluating activity

Designing a garden you must take into account the microclimate conditions it has depending on the

exposition, slope, type of soil, irrigation system… Here you have a plan of a house garden with some

details. Classify the list of plants and elements below depending on their growing needs and put

them in the correct place of the garden.

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Activity 7. Presentation

Now that you have finished designing your own garden is time to explain to the others.

To do that you must prepare a 5 minutes-presentation which may include the following aspects:

4. Description of your plot.

5. Designing objectives.

6. Plant selection criteria.

7. Plant distribution criteria.

8. First draft.

9. Final plan.

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3.3. Extra activities

Activity 1. Remembering activity

Match the flowers with their correct common English name and their scientific name in Latin:

Hortensia Leucanthemum sp.

Rosemary Euphorbia pulcherrima

Sunflower Hydrangea sp.

Poinsettia Lilium sp.

Daisy Dianthus sp.

Daffodil Helianthus annuus

Weaver's broom Rosmarinus officinalis

Lily Spartium junceum

Carnation Narcissus sp.

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Activity 2. Analysing activity

You’re going to graduate on Gardening so you might be able create your own business or company

offering professional services and maintenance.

Design a leaflet to present your company to the costumers and giving all the information about it.

Take into account:

• A leaflet is not an in-depth project of your company.

• It should give enough information to grab and keep the readers interest from start to finish.

• It shouldn't contain so much information; choose 2 to 3 key points such as your services, your

facilities, machinery and so.

• If there are other important elements, consider listing them in a simple bullet list or chart

somewhere in your leaflet.

To do that you must:

• Decide the best format to present your information.

• Use different fonts if your leaflet has lots of text.

• Use colours, pictures, small blocks of text, lists, charts, or maps.

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Activity 3. Substitution table

Raunkiær life-form categories

The life-form categories of the Raunkiær system are based on the place of the plant's growth-point

(buds) during seasons with adverse conditions (cold seasons, dry seasons).

1. Phanerophytes. Woody perennials with resting buds more than 25 cm above soil level (trees).

2. Chamaephytes. Woody plants with buds on persistent shoots near the ground, no more than 25

cm above the soil surface (shrubs).

3. Geophytes. Perennial plants with buds resting under the ground. They may be subdivided into:

a. Bulb geophytes (onions).

b. Rhizome geophytes (gladiolus)

c. Stem-tuber and root-tuber geophytes (potatoes).

4. Hemicryptophytes. Perennial plants with buds at or near the soil surface (rosette plants).

5. Therophytes. Annual plants which complete their life-cycle rapidly under favourable conditions

and survive the unfavourable cold or dry season in the form of seed (wheat).

According to the text above, write a description sentence for each Raunkiær life-form category:

Phanerophytes more

Chamaephytes less

than 25 cm

above

Geophytes

perennial with

under

the

ground

Hemicryptophytes near

Therophytes

are

annual

plants

without

resting

buds

but

seeds

1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

4. ________________________________________________________________________________

5. ________________________________________________________________________________

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Activity 4. Sequencing

1. Fill the gaps

stem(s) leaf(ves) root(s) part(s) fruit(s) shoot(s) flower(s) seed(s)

A plant is a living organism. It is made up of different _________, each of which has a particular

purpose or specialized function.

The basic _________ of the plant are the _________ system, which is below the ground, and the

_________ system above. The _________ system has two main functions. It takes in or absorbs

water and minerals from the soil; and it holds or anchors the plant firmly in the soil.

The _________ system above the ground consists of the _________, the _________, _________ and

_________. The _________ supports the plant and enable water and minerals to pass up from the

_________ to the _________. The _________ make food for the plant by the process known as

photosynthesis. _________ contain the reproductive organs of the plant which may grow in a

_________ after the pollination. The _________ encloses and protects the _________ which will

develop into another plant.

2. Match each part of the plant with its definition

Stem Ripened ovary of the flower

Seed Flat green surfaces growing out of the side of the stem

Root Generally coloured part of the plant with reproductive organs

Fruit Package of foodstore and embryo enclosed in a fruit

Leaves Aboveground structures that support the aerial parts of the plant

Flower Absorbs water and minerals from the soil through thin hairs

3. Complete the definition

In the photosynthesis, the _________ takes

energy from the _________ and turns the

_________ and the _________ into _________.

It also takes _________ from the air and returns

_________ to the atmosphere.

minerals carbon dioxide leaf

oxygen sun water sugar

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Activity 5. Matching

Match the plants with their Raunkiær life-form categories:

Hortensia

Rosemary Phanerophytes

Sunflower

Poinsettia Chamaephytes

Daisy

Daffodil Geophytes

Weaver's broom

Lily Hemicryptophytes

Carnation

Willow Therophytes

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4. Assessment

Rubric 1. Drawing a plan

CATEGORY 4 3 2 1

Design concept Student turns in a

complete, interesting,

and completely justified

rationale for their

design concept.

Student turns in a

complete, interesting

design concept and

rationale, but the

rationale needs to be

expanded.

Student turns in a

complete design

concept, but lacks a

rationale.

Student turns in a

partial design concept.

Design details The design considers all

the requirements of the

plot such us exposure or

combination of different

foliage colours in a

harmonic concept.

The design considers

some of the

requirements of the plot

and the concept is really

correct.

The design considers

some of the

requirements of the plot

but the concept is

sometimes wrong.

The design doesn’t

consider the

requirements of the plot

and the concept is

wrong.

Scale Student has picked a

scale that allows easy

interpretation and has

kept it consistent

throughout the design.

Student has picked a

scale that allows easy

interpretation. There

are only minor

consistency problems.

Student has picked a

scale that allows easy

interpretation. There

are, however, several

consistency problems.

The plan is not scaled.

Symbols Student uses many

design symbols

accurately. Very easy to

interpret the plan.

Student has used a few

design symbols

accurately. Relatively

easy to interpret the

plan.

Student has used

several design symbols,

but not accurately.

Somewhat difficult to

interpret the plan.

No correct design

symbols have been

used.

Neatness of the

work (plan)

The work looks

professional. Clean,

neat, no creases.

The work looks clean,

with barely noticeable

smudges and creases.

The work has been

revised frequently with

a few noticeable eraser

marks and creases.

Maybe needs redoing.

The work is dirty,

smudged, and creased.

It needs redoing.

Plan Accuracy Plan accurately reflects

design elements, details

and plant selection.

Plan reflects most

design elements but

some details and plants

fail.

Plan shows the basic

set, but lacks many

design details.

The plan is seriously

incomplete.

Plant selection Student has made an

accurate selection of

plants. They are really

well placed in the

design.

Student has made a

correct selection of

plants and they are well

placed in the design.

There are a lot of

mistake in the selection

of plants or they are

placed in the wrong

place.

Wrong selection of

plants and wrongly

placed on the design.

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Rubric 2. Oral activity

CATEGORY 4 3 2 1

Preparedness Student is completely

prepared and has

obviously rehearsed.

Student seems pretty

prepared but might

have needed a couple

more rehearsals.

The student is

somewhat prepared,

but it is clear that

rehearsal was lacking.

Student does not seem

at all prepared to

present.

Content Shows a full

understanding of the

topic.

Shows a good

understanding of the

topic.

Shows a good

understanding of parts

of the topic.

Does not seem to

understand the topic

very well.

Vocabulary Uses vocabulary

appropriate for the

audience. Extends

audience vocabulary by

defining some new

words.

Uses vocabulary

appropriate for the

audience. Includes 1-2

new words but does not

define them.

Uses vocabulary

appropriate for the

audience. Does not

include any vocabulary

that might be new to

the audience.

Uses several (5 or more)

words or phrases that

are not understood by

the audience.

Props Student uses several

props that show

considerable

work/creativity and

which make the

presentation better.

Student uses 1 prop that

shows considerable

work/creativity and

which make the

presentation better.

Student uses 1 prop

which makes the

presentation better.

The student uses no

props OR the props

chosen detract from the

presentation.

Posture and Eye

Contact

Stands up straight, looks

relaxed and confident.

Establishes eye contact

with everyone in the

room during the

presentation.

Stands up straight and

establishes eye contact

with everyone in the

room during the

presentation.

Sometimes stands up

straight and establishes

eye contact.

Slouches and/or does

not look at people

during the presentation.

Pitch Pitch was often used

and it conveyed

emotions appropriately.

Pitch was often used but

the emotion it conveyed

sometimes did not fit

the content.

Pitch was rarely used OR

the emotion it conveyed

often did not fit the

content.

Pitch was not used to

convey emotion.

Speaks Clearly Speaks clearly and

distinctly all (100-95%)

the time, and

mispronounces no

words.

Speaks clearly and

distinctly all (100-95%)

the time, but

mispronounces one

word.

Speaks clearly and

distinctly most (94-85%)

of the time.

Mispronounces no more

than one word.

Often mumbles or can

not be understood OR

mispronounces more

than one word.

Time-Limit Presentation is 5-6

minutes long.

Presentation is 4

minutes long.

Presentation is 3

minutes long.

Presentation is less than

3 minutes OR more than

6 minutes.

http://rubistar.4teachers.org/