15. University Hill Elementary School

Project Description

Note: This project takes place in person

Context: What challenge or issue does the project aim to address?

University Hill Elementary School is a kindergarten to grade 7 school with a population of 360 students, located in the Pacific Spirit Park, near Acadia Beach and the University of British Columbia. We are happy to work, learn and play on the traditional, ancestral and unceded territory of the Musqueam people. After being a kindergarten to grade 5 school, in September 2020, we completed our transition back to a kindergarten to grade 7 school.

The student population is composed of permanent residents in the catchment, as well as children of UBC employees, students, and visiting professors. We also have students coming to Vancouver with their families to learn English. Our current student population includes 165 funded English language learners, 11 International students, and 5 Indigenous students. Many of our students are multi-lingual and our school population has 33 different home languages. The cultural diversity of the school lends itself to meaningful, cultural learning. University Hill also works to weave Indigenous knowledge systems into all our teaching and learning. This includes concepts of reciprocity and interconnectedness, and the incorporation of land acknowledgements.

The school's existing garden beds have been underused since the Covid-19 pandemic disrupted teaching and learning activities. LFS 350 students will be working with Grade 4 students to bring back excitement, fun, and learning to the school garden. A significant challenge is garden irrigation, both during the school year and during the summer when school is not in session.

Main Project Activities and Expected Deliverable(s)

• LFS 350 students will work with Ms. Ludski (and other school staff, if appropriate) to create a fun and educational gardening workshop for Grade 4 students
• LFS 350 students will also create accompanying educational materials (examples: classroom poster, garden signage, slide deck)
• Covid-19 restrictions permitting, LFS 350 students will work with Ms. Ludski to co-facilitate the workshop
• The workshop should be hands-on and suitable for the season
• Any related educational materials should be accessible for the grade level of the students, and reflect culturally inclusive perspectives
• Irrigation system design

An example activity could be a spring workshop on planting and cooking with peas or radishes around the world. How have these vegetables been used historically? Are there different considerations in planting and harvesting in different climates?

If time permits

• Assistance installing the irrigation system would be very helpful!

Student Assets and Skills (preferred or required)

• Research skills
• Interest and/or experience with gardening
• Interest and/or experience in education and experiential learning
• Curiosity and interest in the perspectives of children from around the world
• Preparedness to talk about gardening, food, and why it is important to celebrate cultural differences
• Creativity

Are there any mandatory attendance dates (e.g. special event)?

• A key deliverable is the gardening workshop. The specific date is to be decided with the community partner.

Is a criminal record check required?

• Yes

How much self-direction is expected from the students?

At the first partner meeting, students should clarify their partner's expectation in the following aspects of the project. Who will take the lead, who will support, and when might responsibilities be shared equally between partner and students?

• Deciding on the project deliverable(s):
• Developing the activity plan and timeline:
• Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.):
• Implementing the activity plan:
• Finalizing the deliverable(s):

Related Community Service Opportunities for Students

• Please ask about opportunities!

Required Reading

Project/Partner Orientation Materials

Students should review these materials prior to the first partner meeting:

• Sumner, J. (2016). Learning, food, and sustainability: Sites for resistance and change. New York: Palgrave MacMillan. Available from UBC Library. Students should read the Introduction before the first community partner meeting.

Additional Materials

• West Coast Seeds website - contains many gardening guides and resources
• The community partner will provide a site visit to the school garden
• BC Curriculum Overview
• Lyiscott, Jamila (2019). Black Appetite. White Food. Issues of Race, Voice, and Justice Within and Beyond the Classroom. Available from UBC Library.