Grounding Mathematics in the Garden

 Body Measurement - Situating yourself in the Mathematical Context 

Today's lesson in the garden began with some frontloading of the various kinds of measurements humans have used, and how we ended up with a common agreement of standard units. We began to see that the task at hand has not changed throughout time, and instead what has shifted is our way of accessing the practice of measuring something. Our most common frame of reference when calling measurement to mind is a yellow and black ruler, and the long wooden beige meter stick; using these tools to access the practice of measuring. This method serves the purpose of efficacy and accuracy, but a distance is created between perception of measurement in relation to one's physical body. Susan began to paint a vignette of the moment Newton was bumped by a falling apple, prompting him to question why the apple always falls down, what is making the apple behave in that way? We now know this is gravitational force. Newton’s story calls for us to recall relationality on all levels, not only does the apple pull earth - the earth also has pull to the apple. Susan then lead us through some former practices of measurement using one’s body (see picture below!), and having us measure our own bodies in relation to the ancient units. We compared our measurements and did not find too wild of differences between the group! Using our own unit of measure, for example, one’s own step length, we then measured how many of my steps the garden was both long and wide or  the dimensions of the garden bench - which allowed us to see our own selves within the practice of measurement. The concept of relationality and mathematics is one that can narrow in on entry points to understanding math on a way in which we can feel and observe, which was so lovely. To do this practice in the garden made things all the more meaningful, we were reminded that not everything is perfectly linear, or organized, that measurement serves a purpose of knowing, familiarity rather than precision and efficacy. This practice lead by Susan was a wonderful way to set our minds up for inquiry on connecting our surroundings to mathematical thinking and how we could use nature to allow comfortability through familiarity and knowing to invite mathematics to go beyond a white sheet of paper and a pencil, but into our everyday surroundings, serving a multitude of different purposes

Coding unplugged in the garden

Next, we had a special guest in the garden, Erica Huang, who is an experienced high school mathematics and computer science teacher and a curriculum developer. She is currently a PhD student at UBC. Erica came to teach us about some ways we could teach our students about coding without using any technology and in a garden setting! 

Before we started any activities, Erica went over with us five main principles of Computational Thinking:

1. Algorithmic thinking 

2. Decomposition

3. Evaluation

4. Pattern recognition/generalization

5. Abstraction 

These principles are what we would be teaching to our students through these activities, so Erica highlighted that it is important for us to keep these principles in mind while we go through the workshop.

The first activity that Erica led is called “human robot.” We got into groups of three and one person was the robot and the other two people were the programers. The two programers brainstormed on a piece of paper the necessary commands to progam the human robot to walk, reach, and pick up a water bottle. The programers could only use the commands that they wrote on the paper. If the programers wanted to add new commands after they started guiding the human robot towards the water bottle, they had to send the human robot back to the start to “fix the bugs in the programming.” I think this activity is really great as it relates to algorithmic thinking since the programers are problem-solving by breaking down the task of guiding the robot to the water bottle into a series of clear, logical, and step-by-step commands. This activity also covers evaluation since the programers are assessing, testing, and debugging the performance of the commands they came up with for the human robot. This activity is an effective, hands on way to introduce students to programing, algorithmic thinking, and evaluation. 

In the second activity, Erica taught us how to represent the numbers 1-7 in binary code using sticks and rocks found in the garden. Binary code is the fundamental language of computers, representing data and instructions using only two symbols: 0 and 1. These digits correspond to “off” and “on” states in electronic circuits. Groups of these digits, known as bits and bytes, allow machines to process, store, and display complex information. In our example, the rocks represent 0 and the sticks represent 1. I think introducing binary code in this way to students would provide an easy access point and would allows students to begin to grasp this concept without feeling overwhelmed. Binary code could be an abstract and daunting concept to students learning about this for the first time, so presenting it in nature and in a garden setting could help to calm nervous students. 

Another interesting note, Erica told us about Mike Naylor, a mathematical artist, teacher, and researcher, who wrote a poem titled Run, Hero, Run! which was inspired by the binary numbers 0-7. Mike Naylor recognized that when saying aloud the binary numbers 0-7 that it has a nice rhythm to it and that it could be turned into a poem. Mike Naylor wrote his poem by switching the word zero for hero and one for run.

Mike Naylor’s poem Run, Hero, Run!

Hero, hero, hero

Hero, hero run!

Hero, run hero.

Hero run run!

Run, hero hero

Run, hero, run!

Run run hero.

Run run run!

This poem is a great example that math has so many ways of being an interdisciplinary and creative subject. I think that learning and applying math through poetry or song is a fantastic way to help students to have a deeper understanding of the math concept being studied as well as to find joy and fun in math. 

- Katie, Kirstin, Sara 

 

A Walk Through Stories: Our Visit to the UBC Botanical Garden

Hidden beneath towering trees and winding pathways, the UBC Botanical Garden revealed itself not simply as a collection of plants, but as a living library where every leaf held a story waiting to be discovered.

The botanical garden is an interesting place because, on one hand, it is tranquil, beautiful, and full of fascinating plant specimens. On the other hand, our discussions prompted us to consider the implications of where these plants come from, including the colonial legacies of removing plants from their original lands and cultures to collect and display them elsewhere. We were able to hold both perspectives at the same time, appreciating the beauty and tranquility of the garden while also critically reflecting on its complex history.

Our journey began with Elecampane. Long ago, it was said that a Turkish knight carried this remarkable plant as medicine during his travels, trusting its healing powers to restore strength and ward off illness. Standing before it, it was easy to imagine ancient travellers relying on nature long before pharmacies and hospitals existed.

The Elecampane plant

Nearby stood the elegant Fang hornbeam, whose sharply toothed, textured leaves looked as though they had been carefully carved by an artist rather than grown by nature. Every branch reminded us that beauty often lies in the smallest details.

As we explored further, the garden became a classroom of living history. We learned about the Musqueam, Squamish, and Tsleil-Waututh Nations, whose deep knowledge of the land has guided sustainable living for countless generations. Among the plants they carefully tended was Great Camas, whose nutritious bulbs were harvested, pit-roasted, and shared as an important source of food. Yet this beautiful plant carried an important lesson: its close resemblance to the poisonous death camas means that careful knowledge, passed from one generation to the next, could mean the difference between life and death.

The delicate Nootka Rose, known as the most fragrant of our local roses, filled the air with its sweet perfume. For Indigenous peoples, it was far more than a beautiful flower. Its petals, hips, roots, and stems were used for food, medicine, and ceremony, reminding us that every part of a plant can have purpose when understood with respect and care.

Towering above us stood the magnificent Garry Oak, a symbol of resilience. These remarkable trees thrive in ecosystems shaped by fire, and today they stand as quiet witnesses to our changing climate. As climate change alters temperatures, rainfall, and wildfire patterns, Garry Oak ecosystems face both new challenges and renewed importance, reminding us that protecting biodiversity is inseparable from protecting our future.

Leaves of the Gary Oak

Finally, we wandered through the medicinal garden, where countless herbs and healing plants quietly demonstrated that nature has long been humanity's first pharmacy. Every bed held centuries of accumulated wisdom—plants that soothe pain, calm fevers, ease coughs, heal wounds, and nourish both body and spirit. It was a humbling reminder that modern medicine has deep roots growing in the soil beneath our feet.

Back at the Orchard Garden, we broke into groups to finalize our plans for our upcoming workshops on Saturday and the Solstice Festival. There were so many great ideas, and collaborating with my classmates has been both exciting and inspiring. Saul was back today, and we were all glad to have his guidance. We also continued with several garden tasks, including stripping bark from blackberry, removing suckers from tomato plants, drying creeping vine plants for our upcoming workshop, and completing other small work party activities.

Ladan, Kat, and Megan at the
UBC Botanical Gardens

I've been thinking a lot about the past little while, especially after yesterday's workshop. I've been reflecting on outdoor learning, risky play, incorporating gardens into classrooms, and the idea of the garden as teacher. I find these concepts much easier to grasp when I'm learning alongside a group of adults. However, when I begin thinking about bringing children into these experiences and the practicalities of implementing them in a classroom, it starts to feel a little daunting.

On one hand, this work feels incredibly important. It represents the kind of teaching I hope to do, and the potential benefits are enormous—from self-regulation and confidence to bodily autonomy, curiosity, and developing a relationship with the natural world. Risky play, gardens, and land-based learning all intersect in powerful ways that support children's holistic development.

On the other hand, as a new teacher still developing my classroom management skills, I have real questions about how to make these experiences work in practice. During my kindergarten practicum, I built strong relationships with my students and had good classroom routines, but keeping children on task was not always easy. Depending on the needs and behaviours of a particular class, facilitating outdoor, child-led learning presents additional challenges that teachers must thoughtfully navigate.

Still, I keep coming back to something I learned during practicum: the experiences that felt the most challenging were often the most worthwhile. I remember asking my advisors whether it was better to choose activities that were less messy and easier to control, or whether I should embrace the uncertainty and dive in. They all encouraged me to go for it. I think the same lesson applies here. While these experiences may require more flexibility and trust, they also have the potential to be the most meaningful learning opportunities for children.

By Ladan & Kat

Outdoor Learning With Dr. Megan Zen

 

Outdoor Learning With Dr. Megan Zeni

By: CFE Team (Jillian, Megan & James)

Today, the CFE team took a field trip from our beloved Orchard Garden to learn from an expert in our community: Dr. Megan Zeni. Megan prepared a tour and conversation about outdoor learning environments around Tomekichi Homma Elementary. We saw rich, bursting garden beds created and tended with thoughtful care from staff, students, and the community alike. Enjoy this glimpse into our learning!

Gardens, Gazebos, and Genius Design

We began the visit with a recap of garden learning alongside another CFE group in the beautiful gazebo located in the Homma gardens. We discussed the many wonderful benefits gardens can bring to schools and communities.

A key takeaway? Gardens can be a strategy for supporting student behaviour and learning.

Here are some brilliant examples we saw:

• A garden box with a trellis that serves two purposes, plant growth AND a physical barrier that helps students preserve and protect the harvest

• The shoulder of apple trees that provide a fruitful harvest each fall, while also enclosing and protecting the garden and mud kitchen spaces

🌸 Shoulder of apple trees enclosing the gardens 🌸

Sights From the Garden: "Don't pick the radish or you will become badish."

The Homma school garden was very organized. Plants were arranged in clear boxes to help separate different groups. The signs were made by the students, which helped strengthen the school's (and students') connection to the garden itself.

They strategically placed plants and structures to direct student movement. For example:

Lavender was placed outside the gazebo to stop children from climbing on the benches.

This didn't just keep the plants safe; it also contributed to student learning and play. Genius!

Risky Play & Outdoor Learning

After the garden tour, we dove into discussions about risky play, including its merits, characteristics, and its place in a child's learning.

A Classroom Built With Intention

The learning space was evidence of careful planning, consideration, and clear learning objectives. The walls were decorated with natural materials, and a garden map is central to the space. Using seed packages as a visual strategy, the map allows students and teachers to:

• Optimize the use of the garden

• Properly care for the growth

• Harvest as it matures throughout the year

🗺️ Map of the garden using seed packages

Assessment of Learning

Megan extended our learning by showing us the outdoor classroom and garden model, featuring moments of learning captured through the eyes of the school community. Layered with learning from both last year and this year, you can form a deeper understanding of plants and how they exist in their environment.

The Three Cardinal Rules of Risky Play

The lecture on risky play covered the significance of this teaching strategy, a practice that is supported through the healthcare systems in British Columbia.

Here are the three cardinal rules (according to Megan):

Rule	What It Means
1. Relationship first	Having a relationship with the student and class is foundational to allow risky play to operate successfully and safely.
2. End on a high note	You should end risky play while it is going well – before it almost inevitably goes on too long and creates an opportunity for someone to get hurt.
3. One hazard at a time	There can only be ONE hazardous activity happening for ONE supervising teacher. More teachers mean more supervision and more risky play! (One teacher = one hazard at a time.Megan's lecture had nuggets of gold throughout the whole presentation – including the significance and value of heavy work for regulating dysregulated children.

Other important teachings include:

🧠 You cannot put a pencil in a student's hand before you assess how they sit in a chair or on the carpet.

🌱 Human and early development is essential to understanding the benefits of risky play.

📘 Use tools like the Richmond School District "Entry Routines" pamphlet to support this work.

🌐 Check out outsideplay.org for more resources.

🎮 Play cultures exist naturally at schools and are shared amongst grades in the schoolyard.

❤️ Why do we do risky play? It creates the conditions where children want to come to school.

🎯 Command games are great tools for practicing classroom management and listening as a class.

⚠️ Risky play only shows up in unstructured free play.

👧 Risks are hazards based on the developmental abilities of each individual child. This is why relationships are foundational!

The Big Takeaway

The overall goal of risky play is to microdose children with feelings of discomfort to build internal resilience and strength that will benefit them for life.

The reflections from this wonderful learning, which took place both outdoors and in the classroom, could stretch long beyond the length of a blog.

In summary: Dr. Megan Zeni is a genius at risky play!

Thanks for reading, and go get your hands dirty (safely)! 🌿

Breathing New Life into Branches, Stems and Vines

The Fruit Tree Grafting Workshop by Dr. Julia Palm-Sinclair

This morning, Julia hosted a fantastic workshop on grafting. It’s clear they know their stuff when it comes to gardening, especially after they showed us a map of their father’s orchard, which features an incredible variety of fruit trees.

Julia demonstrating how to cut a branch

Basic knowledge of grafting is a must for anyone who owns an orchard. Attaching different rootstocks to trees offers massive benefits, enabling them to adapt to environments where they wouldn't normally thrive. In addition, grafting helps control a tree's size. When you successfully connect two different plant tissues, you create what's known as a chimera.

There are several ways to graft, and today Julia demonstrated two techniques (see the pictures below):

Basic Cleft (or V-graft) 

Whip & Tongue graft / Splice graft

 

Making Use of Blackberry Vines

In the afternoon, Susan taught us how to harvest and use blackberry vines. To harvest these vines, first find a large blackberry vine that does not have flowers. The first step is to remove its branches with clippers. Next, carefully remove the spikes on the vine by pushing them to the side. Looking down into the cut vine, you will see a pentagonal shape. Using this shape as a guide, carefully peel the sides of the vine like a banana. Finally, lay out these pieces to dry; once dried, they can be woven into rope. As for the leaves, they can be dried to make tea. What a useful plant!

 

  

Lu cutting a new blackberry vine 

 

Blackberry leaves 

Blackberry skin

 

This type of blackberry that’s commonly seen in BC is called Himalayan blackberry or European blackberry. According to the Invasive Species Council of BC, this plant can crowd out low-growing vegetation and limit the movement of large animals. Himalayan blackberry is designated as a Regional Containment/Control species by the BC Provincial Priority Invasive Species List.

 

Turning Morning Glory Vines Into Beautiful Wreaths

Our team also made several wreaths out of morning glory vines which can be found throughout the garden. We hope the children coming to our workshop absolutely fall in love with them! Take a look at these masterpieces:

 

Wreaths for angels  

Other IMPORTANT Work Today

A group of very green-thumbed UBC planters did an excellent job of planting a nice variety of flowers and plants in a newly created garden bed. It looks fantastic and we are all excited to see it grow:

 

Some of are team's artists did a great job painting this wonderful sign that will help guide all in the garden:

By: Lu and Keegan

Noticing Little Things - Questioning Big Things

Talking Garden

After giving the garden her morning drink, we settled down for a chat about gardens, the outdoors, and the practical questions we as teachers need to think about when bringing our classroom to the outside. 

Susan gave us two great questions to spark our discussions. 

1. Why teach the curriculum outside?

2. How does classroom management look when you take kids outside?

Below is a word cloud with some common answers we had.

Overall teaching outdoors, be it in a garden or forest, provides students an opportunity to move, practice hands on learning, and connect to the wider world they live in. As teachers we can find ways to interweave BC curriculum into the outdoors: Math (patterns. fibonacci), Socials (local Indigenous history), ELA (poetry walks), Science (Ecosystems, life cycles, etc.). These are just a few ways BC Curriculum can be applied to the outdoor setting. The outdoor setting also provides many opportunities for learning life skills such as, assessing risk, using tools, communication, and respecting environment.

Our discussions about classroom management in an outdoor setting focused on the following points: 

• Establish clear boundaries using highly visible markers such as cones, bunting, or brightly coloured fabric (e.g., scarves). 

• Develop a consistent outdoor learning routine so that behavioural expectations are clear and predictable. For example, a whistle signal can be used to gain students' attention, while designated learning areas can be clearly marked with cones. 

• Expectations should be explicitly taught before going outside and reinforced once students are in the outdoor learning space. 

• Remember that outdoor learning does not always need to involve direct instruction. Meaningful learning can also occur through exploration, play, and discovery. 

• When appropriate, and once required tasks are completed, allow students opportunities for free movement and active play to support engagement and wellbeing.

Art in the Garden

Mandela

Next, we were introduced to the practice of ephemeral land-based artmaking by creating mandalas from foraged and naturally fallen materials. These artworks are temporary, site specific and are often shaped by natural processes such as weather, erosion, and seasonal change. Below are some of our mandalas.

 

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Tiny Photography

For our final activity this morning, we took close-up photographs of natural subjects and explored how framing and perspective influences meaning. Susan encouraged us to look up close at various subjects like a blade of grass or a section of a path and also to move our body in a different way or lie down and look up. This helped us consider how different viewpoints can change interpretation, and pay attention to what is included and excluded from an image. 

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Work Party!!!!

Giving the Garden a Manicure

Keegan and Lu continued their hard work on the garden paths today. They widened them and added re-wood chipping the old paths. Katie and I (Alex) also began trimming the birch tree to free up some space by the benches. 

                                                            

Connecting to yesterday’s explorations of manicured vs decolonized gardens, brought up the question of where we should intervene and where to leave be. Do we dig an inch or two to the side of the pathways? Or do those plants serve a purpose and are best left alone? Is it right to trim the branches off the tree? How much would be too much? What is the balance we are wanting to strike?

A Battle for Glory: Tedious task turned joyful. 

Our battle against the morning glory (Bindweed) continued today. We started gathering more of the weed from some of the garden's trees and green spaces. Then many of us took a break from the afternoon sun underneath the tent to prepare the bindweed for drying. This acted as a moment of community building, as while the morning glory kept our hands busy, we were able to chat, unpack our practicums, and some of the burdens and bright spots of the program so far. 

    

As a teacher, I found myself considering how we go about creating community in the classroom. So often I feel like it is reduced to icebreakers, but it is in the continuous small moments that bring people together. What routines can we build into our classrooms? What moments of spontaneity do we allow to flourish, then cultivate?

Reclamation of the Chives (and Rosemary)

In weeks past, a chive bandit had made away with all the garden’s chives; however, after digging past the buttercups, we discovered some chives! We harvested them and are beginning to cut back the buttercups so the remaining chives can hopefully start thriving. 

We are still debating whether to cut down the buttercups or dig out the roots as well, and risk potentially damaging the remaining chives. To be continued… 

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A rosemary bush was also reclaimed today. Hiding behind a flourishing lemon balm and being choked by the ever-grasping morning glory, the rosemary bush was thriving. With some hard work, it became visible to the rest of the garden.

Today’s Harvest

• Chives
• Some raspberries that were quickly eaten
• Lemon balm cuttings for future tea making
• Lemon balm plant