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Think about relevant areas of social studies content, and describe in one paragraph an activity you could complete with middle grades students in a visit to the [|JC Raulston Arboretum]. Make sure you include your name with you instructional idea.

**Samantha Selimo** Taking a class to the JC Raulston Arboretum would be so much fun. Students could either have a lot of freedom to roam the area or a more direct instruction approach. I think it would be awesome to tour the entire place, take pictures; notes etc. and then asked the students to go back to their favorite section, take a seat if they can and just simply write about the area. Why do they like it, why might it be separated from other plants, what are the regions presented through the plants, do they have any similarities (climate, geography), and what types of plants or tress do you see. After this free write is finished we could meet by the education center take some brochures chat a little bit about the sections, plants and regions covered. After the field trip I would ask my students to do some research on the section they picked or even more specifically just one plant from that section. This would be similar to our inquiry paper, because I would want them to create a question they think could be answered by the research they have found. To present the paper I would ask them to create a website, glogster, brochure or some other creative representation for the entire class.

The Arboretum could be used in several ways to engage our students in the curriculum. As I was walking around the gardens, I kept asking myself, "Now how //did// these plants actually get here from all across the world?!" The world globalization came to mind. I think the garden could spark great social studies conversations focused on early trade routes and the global market at large. Looking at the North Carolina SCOS, I think the Arboretum could be a great place to go with a 7th grade SS Class since the focus is on Asia and Africa...most of the foreign plants I saw were from somewhere in Asia, which could probably be traced all the way back to Marco Polo and some of the earliest traders. This could be a great lead into a discussion on colonization and European expansion. For an activity on this subject, we could have students research and explore the early trade routes between Europe, the Middle East, and Asia. Through their exploration, students would begin to understand the earliest forms of globalization and compare the global market then to the global market today. For an assessment, students could turn in their mapped trade routes as well as a short piece of writing (or a chart) comparing/contrasting the differences between past and present globalization.
 * Jessie Jordan **

The arboretum would be an interesting place to take a group of students. It would require a large number of adults to watch over them because it is so easy to get separated. You could send different groups searching for different plants or plants from different parts of the world. On message that the plants could send is a message of unity. No matter where these plants come from and what conflicts might be occurring between those places the plants don’t care. They all live together in harmony. The computer in the visitor’s center can be used to map the location of different plants and see where plants from different places live side by side. You could even look at the gardens and different beds like states in a country or countries in the world. They can draw similarities between the plant beds and the divisions between states/countries. When the students return to the classroom I would have them write poems, essays or stories describing what they saw, the conclusions they drew and what they learned.
 * Wendy Seitz **

The J.C. Raulston Arborteum would be a fascinating place to take my future students! There is a large area that could be covered on a warm spring or fall day, and this setting could be put into so many contexts. Ideas for how the space could be used in the classroom, as well as a fieldtrip to explore the community around my future students, would be 1) Immigration and migration and how it affects more than just the workforce -- aka the positives!, 2) Economy: How did these plants come to the United States and what is their significance in the United States, 3) The World as a Whole: Why are these natural resources so essential to our world? What would the world be like without these plants to help filter pollution, provide clean air? How are these plants used in our cultures? If set in the correct context with great explanation before our visit, and essential follow-up after our visit, I believe the J.C. Raulston Arborteum would create a very relatable setting for students to 1) understand the significance of other cultures on the United States, 2) apply the scientific aspects of the importance of plants cross-culturally into the Social Studies' aspect of culture, and 3) clarify the different uses of various plants throughout the world, as well as the cultures that shape their uses. All of the above ideas could branch into discussions, topics for writing, as well as various projects. If I did stick with the idea of how these plants affect the healthiness of our nation and world, the project could span over Social Studies and Science, by allowing them to explain the process of plant filtration, as well as how it affects the world around them, and their cultures. As an assessment, I would require them to complete the above group or individual project, write a commercial for the J.C. Raulston Arborteum, compose a narrative of the plants' travel to the J.C. Raulston Arborteum, or complete an essay on the importance of the establishment of Arborteum, and Reservations.
 * Hannah Lee**

After visiting the JC Raulston Arboretum myself, I would definitely be up for taking my future students on a field trip there! I was amazed by the huge variety of plants that I saw! In my opinion, every plant tells a story of the culture and place it originated from. With that being said, I would want students to focus on learning about the culture of the plant, where it originated from, and its specific uses. Depending on the grade level, students could be split up into groups and be told to find plants from certain places. For example, sixth grade students would find plants from South America and Europe and seventh grade students would try to find plants from Africa, Asia, and Australia. Thus, students from each group would be given a certain place or places to focus on that go along with the NCSCOS. Students could walk around the arboretum and write down the names and information of plants that are from their assigned place. Once we were back in the classroom, students could research their plants and how they were/are being used in the context of their location. Students would not only learn about the importance of plants in culture, but they would be learning about the unique uses of plants around the world. Each group would be responsible for creating a brochure about the plant which would include a description and picture of the plant, as well as information about the plant's culture and place of origin. Students could present their brochures to the class and we could discuss how different cultures use the plants. I would be able to assess students' knowledge by listening to their presentations and by looking at their completed brochures.
 * Tara Hill**

One could easily take a trip to the Arboretum, with appropriate chaperons and class size, to conduct research during a unit on varying climates and geography. The Xeric Garden would be an ideal place to focus on, particularly because the dry and xeric habitats are found in both the Carolinas and places across the world such as Mexico. Student could observe the plants, imagine themselves living in a particular region of the world with a dry climate, and reflect on what they see. Students could jot down notes on a couple plants they find particularly interesting looking in this Garden, research one specific plant and create a factual brochure or poster to display on glogster.com. This could include the cultural significance and it's impact on the entire world. On a more broad spectrum, students could roam the entire Arboretum and find the section of plants where they want to seek further information, an area which puzzles them, or provoke questions in their mind. Students could jot these down, research the necessary material, and write a factual response to their very own inquiry (like what we completed this semester). Also, another perk of the Arboretum is the Southall Memorial Garden dedicated to a deceased NC State horticulture professor which could serve as a great place to re-cap, share some highlights of the day as one large group, and enjoy a picnic lunch on a warm day! I also think going on this trip in the spring time, when most of the plants are blossoming and full of life would make an enjoyable Arboretum experience.
 * Sarah Merritt**

Depending on the class size, I think the JC Raulston Arboretum would be a great field trip for middle school students. For an activity, I would have students do something similar to what our assignment was. I would have the students work in pairs to find a plant from a certain culture. I would then want the students to research the place of origin that their plant originated from. If the plant was from East India, for example, I would want them to focus specifically on East India, not necessarily India as a whole. I would have guided questions for the students that would include research topics about the importance of agriculture to that culture, or the different purposes that plants serves for the chosen region. I would also want the students to be responsible for mapping their region and knowing where their area is in relation to other pairs' regions. Ideally, I would like to have one large world map hanging in the classroom. The pairs can draw their plant onto the designated region of the world map. This way, we can have a class size copy of plants all over the world. Also as a continuation of their research, the pairs will have an opportunity to present their research. They can share their information in the form of an internet website, a tri-fold poster, a brochure, a creative writing narrative, etc. This way, all the students can not only know where different plants from around the world are located but also have valuable information relating to the various cultures.
 * Emily Wood**

My original idea was very similar to what we did for this project. I would want students to research plants from the region we are studying and determine how those plants are important to the culture. In 7th grade Social Studies, we study Asia, Africa, and Australia. I am doing my unit on India, but I will also be teaching some about China; therefore, I would want my students to look for plants from those regions. They will research the importance of those plants (for instance, the Ginkgo is the national tree of China) and present information about the culture of the place they chose. I would also have students recognize the different design structures and see how they relate to the culture of the region we are studying. However, I think the field trip to JC Raulston Arboretum would be best to cover competency goal 1. In this competency goal, the use of maps and charts is very important. I would tell students that they will look at the map of the JC Raulston Arboretum and compare its layout to the map of the world. Are the design features (like the Japanese Garden) laid out in the approximate location to where Japan is in the world? Would it be effective to do it this way? Using the information they gather while on the field trip, students will have to create a map that illustrates information about the different regions and places in Asia (1.01). They may incorporate physical characteristics seen in design features or previous knowledge. When creating their own map, students will represent each country that we are studying within Asia with a plant from the country. This field trip will allow my students to study the cultures of many different places in Asia, as well as using maps in order to compare data on different countries within Asia (1.03). I will grade students on their creativity and on completion of the required pieces of the map. Students will then conduct further research on a plant of their choice and make a one-page poster about the plant and its importance to the place where it is found and its importance to the United States.
 * Jesse Gore**

As I toured the JC Raulston Arboretum, I immediately thought of having students work in small groups on a scavenger hunt. I will be working with a 6th grade Social Studies curriculum, so I will need to find plants that originated in South America, or Europe. I would give each group a map of the arboretum, as well as a specific area where they would need to look for their plant. I would provide each group with a packet. Inside the packet, I would provide clues for finding the plant, as well as paper, and markers/colored pencils. Students would need to work with the clues that I give to not only find the plant, but represent the plant in some way (i.e. drawing, haiku) or any other representation the student wanted to create. Before we went to the arboretum, students would be familiar with the types of plants at the arboretum from their science class. When we return from the arboretum, I would have each student research the plant that they were given. Students would need to identify the cultural significance of the plant, and the historical origin of the plant. Students will also look at the similarities and differences between the plants in South America and Europe to plants in the United States. I would create a world poster where students would need to use tacks to identify where in the world their plant originated. This would be our geography connection. Then, I would have students create a flyer for a gardening company. On the flyer, students will need to include the research that they found on the plant (cultural significance and historical origin), and why individuals need to purchase this plant (the qualities that are significant for gardening). I will assess the students on their research and overall display of the flyer.
 * Amanda Wiehler**

The JC Raulston Arboretum would be a great place to take middle school students! There are ways to tie in multiple content areas, depending on what activities students completed. For social studies, my original idea was very similar to what we had to do for this project. I would divide the class into small groups, and each group would be responsible for researching plants from a particular region. Some sort of guided notes worksheet would be given to students as they walked around the Arboretum, to help them focus while exploring the area. Back in the classroom, each student would pick a plant that they found, and complete research on it. They would examine its cultural significance, why its important in the region, its preferred climate, etc. Students would then create a scrapbook page for their plant (completed during class - supplies provided) with the information and research that they collected. The pages would then be put together and we would have our own class encyclopedia about plants from around the world! It's something that could be added to each year, and would serve as a great resource for students to use.
 * Chelsea Perkins**

Taking a field trip to the JC Raulston Arboretum would be an experience that many middle grades students had yet to experience. As a graduate from Wake County I had never been to the Arboretum let alone known what it was for until entry into North Carolina State University. I feel this experience would allow for students to have a greater understanding of how different cultures can be used within our country. The main way I believe that I would use this field trip would be when doing a unit on Geography; specifically Asian Geography. When delving into aspects of cultural geography students will be able to identify that in many areas across the globe plant life is often used for healing and spiritual purposes among other things. As the students tour the facility I believe that I could essentially do the same type activity that we did where we chose ten to twenty plants that have significant value in the Asian world. After choosing a variety of plants the students will then conduct a web quest type activity in class and at home and create a presentation as to why this plant has affected their society.
 * Wes Brown**

I actually think that I would take a class field trip to the arboretum to look at the Japanese Garden. I was thoroughly impressed with the space because it genuinely provided a glimpse into the Asian world through the plants, layout, and architecture. A trip to the arboretum would supplement a study of Asian countries in the 7th grade. Students would draw conclusions and make connections (from previous classes) on the culture of people in Asia. I could ask probing questions such as: “What feeling do you feel by being in this space?”; “How can we relate this feeling to many of the religions practiced in Asian countries?”; “Is there a particular religion or belief that comes to mind?”; “What does the architecture of the pagoda-arbor say or reveal about those who designed it?”; “How does the simple lines in the architecture relate to Japan?”; “Look at the plants. How are they different from many of the plants, trees, and shrubs that are native to America?”; “What makes them so different?”; “ How does the climate differ in Japan and America and how has it contributed to the plants grown there?”. By having students relate the climate and culture of Japan to the arboretum, they will create connections that should make the information relevant and memorable.
 * Morgan Faulk**

I really enjoyed going to the Arboretum and I am confident that my students would as well. It would be interesting for students to have the same agenda that we did for our activity. Have students pick three interesting plants while they are at the Arboretum. They will take a picture of each one and once they do a little research, narrow it down to one plant/flower that they found the most information about. They will share it in the context of the Social Studies classroom but with a twist! Students would research their chosen plant and the goal of the assignment would be to be able to show uses and signifance of their plant without words. Students would learn the name of their plant, it's description, characteristics and other basic information. They would also know the origin of the plant the the culture from which it is from and think of a way to show it with clues without giving away the country. Students would create a visual with no words, only pictures and clues about the country that it's from with certain clues about it's culture. Students would hang their visual around the room and as a class, students would create their own trip around the classroom to examine and figure out which plants are from which countries.
 * Crystal Dunn**

Visiting the JC Raulston Arboretum was such an enthralling experience. I always wondered what was down Beryl Road, so it was amazing to have a first-hand account of stepping into "plant-world". I can imagine middle school students enjoying a field trip to the Arboretum, being able to personally expose themselves to different plants and species from all around the world. After roaming through the various gardens and taking careful notes of at least two plants from each garden, we will have class on the rooftop terrace. I would ask students to close their eyes and imagine that they are a horticulturist. They are to choose one plant that they would like to investigate- specifically the required soil to grow the plant. Based on our geographic studies of the places of the world, students will perform a WebQuest, back in the classroom, to research on regions that their chosen plant can grow. Students will present their research by drawing a map of the region(s) that the plant could grow, as well as an illustration of the plant.
 * Kay Balagtas**

What I noticed as I walked around the arboretum was the great amount of plants from Asia, which as we've seen with our class is something students are usually less than comfortable with. As an assignment along with the trip to the Arboretum, I would have students choose an Asian country, or give the whole class the same country to cover, and have them look around for plants native to those countries. From there, I would have students look at the characteristics of plants from that country and compile a list of similarities among the plants of that area. Then, as an informal assessment I would have students hand in a written response centered around what the similar characteristics of the plants may say about the geography or culture of their country. Students will also share with the rest of their classmates what they have learned about their respective countries and plants. With this assignment, students would learn about different societies and how the geography of an area can affect its society/culture. I would be able to see if students learned from their written responses and their participation during class.
 * Margaret Nelson**

I have lived in Raleigh for my entire life and had never heard of the Arboretum, let alone visited. After going, I can see a lot of potential for learning and provoking critical thinking in my future students. I think going to the Arboretum would be an informative and entertaining field trip for students to take. I noticed an abundance of plants originating from Asia. This could be tied in nicely with 7th grade curriculum, studying Asia. Students could walk around and choose a plant or flower from a previously assigned Asian country. They would record all given information about this plant and draw a sketch. When we return to the classroom, I would group students by Asian countries. They would perform a WebQuest on their plant and learn what region it came from, where the plant grows now, and what the plant means in Asian culture. I would have a mural of white paper and each group would draw a part of a class garden that includes their individual plants. Then, we will film group presentations in the form of a "nature show" in front of each groups' section of the garden where they explain their plants and all the information gained. After we film and watch each others' videos, I would ask each student to reflect on what they learned about Asian plants as a whole and what they can infer about Asian culture, geography, and history using this information.
 * Caroline Tucker**

The JC Raulston Arboretum is a fascinating place to visit, and I am still amazed that I had never been until two weeks ago. The giant garden provides a wonderful place to inquire and learn about plants, but it also peaks one's interest in where those plants come from and what their cultural origins might hold. If I were to get a chance to take my middle school students to the arboretum, I would have them placed into groups (with a chaperone for each) and let them go around and write down 10 plants of interest to them (I thought this was a good number from our own homework experience). After writing down the info for their ten choices (with at least 5 coming from different world regions), I would have them research their plants more back at school and prepare short presentations on each of their plants and one (1) fact that each can teach us about the region that it comes from. Thus, when it came time for class presentations, everybody would learn about various plants and their connections back to their original place of origin. Some plants would probably be repeated by groups, but the goal would be for origin learning rather than plant information repetition.
 * Ron Olson**

Sixth Grade Social Studies Objective 3.01 deals specifically with the usage, alteration, and adaptation to the environment by the peoples of South America and Europe. The Scree and Xeric Gardens at the JC Raulston Arboretum feature drought tolerant plants and landscapes which can teach students a great deal about the climates and environment of the locations they are studying. Educational programs on water conservation, the adaptability of the plants in these regions, and their usefulness for humans can provide not only a glimpse into past practices, but also provide them with information on responsible usage of natural resources for the future. Also, I found the Vicarious Pairs - Intercontinental Disjunction theory very intriguing, and thought a great activity would involve students exploring the arboretum taking part in a "scavenger hunt" type activity locating these specimens.
 * Suzanne Mills**

I think the JC Raulston Arboretum would be a great place for middle school students to visit! After taking a horticulture at NC State, I found plants and gardens to be very fascinating and we delved into the educational sense of plants. I thought about my previous experience in this class after visiting and believe a good way to incorporate this into a Social Studies classroom is to really focus on the certain types of plants and where they come from. Instead of looking at a more scientific approach such as I did in my horticulture class, I think I could really use these plants as a way for students to learn about Asia. Most of the plants I observed originated in parts of Asia and since this is a clear focus of middle school, I believe this could work in my advantage. I would have students take a plant and do research on it, much like we've done. I would have them find the cultural significance to the part of Asia they came from and find out all about their chosen plant. After, I would have students locate the part of Asia where they are found and have them draw their plant and write the information they found on a large map. Each student would draw their plant in a location of Asia and we could go over all the different areas of Asia and where the plants are located. Each student would be in charge of telling where their plant is located and telling the cultural significance of it. By doing this, students could learn about the culture and geography of Asian countries.
 * Caroline Clark**

I think that the JC Raulston Arbortum would be a great field trip location. During this field trip, I would separate the kids into 6 small groups of 4 or 5 students each. Hopefully I would have a chaperone available for each group. I would have each group find as many plants from their specific country in Asia. Most of the plants I had noticed were from an Asian country, so I would assign each group a specific Asian country. After the field trip day, I would have the each group research one plant from their assigned country. The students should focus on the historical and cultural aspect of their plants. For a final product, I would have the groups create a Glogster presentation. At the end of this plant lesson, I would want the students to realize that studying plants is not only for science class!
 * Zohra Sadat**