PEC Project

PEC Project:

Sustainable School Gardens

Introduction

From the analysis of diagnostic information, three main problems were identified in the community: 1. Pollution in the soil because there is no regular garbage collection service, nor a culture of environmental care. 2. Employability problems in the locality due to the absence of sources of employment in the community. 3. Little local productivity and almost no consumption of products obtained from sustainable gardens, which leads to diseases associated with the consumption of junk foods, which generates medical expenses, school absences and the risk of developing chronic diseases for the general population.

Purpose of the PEC

Mobilize the knowledge and knowledge of the students of the CECyTE Hidalgo Tepehuacán, due to the low local productivity and almost zero consumption of products obtained from sustainable gardens, which leads to diseases associated with the consumption of junk foods, which generates medical expenses, school absenteeism and risk of developing chronic diseases for the general population.

General design

Partial

Progression

Activities

Phase 1: Research on the impact of sustainable garden work from the school, the health benefits on vegetable consumption, as well as the advantages of agroecological management; products and techniques for soil, water and environmental conservation.

1. Use the present continuous in its affirmative form to describe your own actions or those of other people that are happening at the time of narration through texts, stories, cartoons or narratives.

First partial

3. Use the simple past of the verb to be (was, were) in its affirmative form to describe states, attributes or characteristics, both your own and those of other people, places, objects and events through strategies such as readings or dialogues.

Phase 2: Review of alternatives for the agroecological management plan for planting certain products or varieties in the garden, by the students.

First partial

5. Understand the use of there was and there were to describe the existence of something in the past through dialogues, interviews or guided readings.

Phase 3: Space allocation and soil preparation.

First partial

7. Use the simple past in the affirmative to describe facts or events completed in their entirety at a specific time in the past through writing. 8. Use the simple past in its negative and interrogative forms to deny and ask questions about facts or acts completed in the past through oral or written texts.

First partial

Phase 4: sowing s eeds or seedlings and watering.

General design

Partial

Progression

Activities

Phase 5: fertilization and pest control and diseases

Second partial

10. Report degrees of comparison of equality (as…as) to indicate that two people, places, things or animals share or do not share similar characteristics through strategies and activities such as interviews, reports, photographs.

11. Use the modal verb should in its affirmative, negative and interrogative form to make recommendations through oral or written expressions such as sociodramas, among others.

During the semester

PPhase 6: cleaning the medians

14. Emplea el futuro idiomático (to be going to) en sus formas afirmativa, negativa e interrogativa para comentar planes a futuro a través de diversas estrategias escritas u orales como la redacción de una agenda. 15. Utiliza el futuro simple (will) en sus formas afirmativa, negativa e interrogativa para expresar predicciones sobre el clima, los avances científicos, entre otros, a través de textos escritos u orales.

Phase 7: harvesting and selling products

Third partial

Results

The PEC project “School gardens” was a great learning experience for the students, teaching and administrative staff, since they participated from cleaning to finishing with the harvest of products. The student obtains significant learning, allowing them to put work into practice in the field, obtaining a final product and finally selling it.