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This paper provides an overview of the interdisciplinary program at Auburn High School, a small high school in Riner, Virginia, and describes a recent schoolwide project to construct an Elizabethan gazebo and Shakespeare garden. To develop interdisciplinary units, the teachers begin by brainstorming ideas, looking for overlapping content. The next step is the more formal process of planning the unit, considering whether it will be thematic or process-oriented, how it fits into each teacher's area, and what resources are needed. Student assessment is also planned at this time, followed by the final stage of deciding specifics about timing and each teacher's role. The advantages of the interdisciplinary model include development of students' higher order thinking skills, enrichment of intergenerational connections, full inclusion of special education students, use of multiple modalities and intelligences, incorporation of several academic standards in one project, and fostering of cooperative learning among teachers and students. A typical interdisciplinary unit is described from the student's perspective. During 1998-99, the students planned and constructed a timber-frame Tudor-style gazebo and planted an Elizabethan "bowknot" garden around it. The project included English, history, science, carpentry and cabinet making, horticulture, and drafting classes. The completed structure and gardens will be used as an outdoor classroom and as a location for a Renaissance Faire, receptions, and ceremonies. Appendices include plans for the gazebo and garden and guidelines for interdisciplinary projects. (SV)

The schoolground is a small and vital piece of earth--a microcosm of a diverse and sustaining world. Promoting an environmental ethic in this location is a challenging opportunity for educators. This paper shows that natural places in schoolgrounds can provide the venue for exciting and ongoing teaching and learning opportunities in this outdoor classroom. This paper first presents how stories and a spiritual connection to the land can enhance an environmental ethic. An assessment of the ecoliteracy and Earth Education programs is outlined. This is followed by an introduction to the Australian Timelines project and the Globe Program which are initiatives which promote the regular observation and monitoring of natural events to explore concepts of ecology. The paper then introduces the story "My Patch" as a referent for teaching and learning about the natural environment. Developed by the author, with a class of 6 year old children, the story provides an integrated learning focus characteristic of a holistic view of education. The story describes the experience of a child who adopted a piece of the earth in the schoolground. The importance of narrative as a way of promoting a sensitive relationship with the earth is presented. The final section of the paper discusses the relevance of "My Patch" in supporting teaching and learning and in promoting an environmental ethic. (Contains 19 references.) (Author/SAH)

This paper examines the available literature on the inclusion of gardens within the academic curriculum at the elementary school level. In addition, it attempts to link the need students have for a connection to their environment with a school garden and explores the benefits of integrating curriculum to enhance learning. This paper attempts to show a historical precedent in the 19th century school curriculums that included school gardens and demonstrates a connection with the current reinvention and reintroduction movement, which is encouraging gardens back into schoolyards. The ultimate goal of this paper would be to advocate the positive effects of reinforcing the weaving of the wonders of the natural world into the fabric of today's educational system. In a world increasingly technologically obsessed and dependent, children more than ever need to experience the rhythms of nature for intellectual and spiritual growth and well being. This paper can point the reader to ideas and sources that will inspire further investigation and implementation in other schools and communities. (Author)

This paper explores the reasons for gardens and natural spaces on school campuses and the effects that such exposure to the natural world has on the students. Blending case studies, observational data, and personal experience, the paper discusses the impacts a garden has on the students who participate in it. During the evolution from rough landscape drawing to fully functioning educational environment, the balance of administrative, teacher, parent, and student involvement is used to determine the lasting effects the garden has on student attitudes toward environmental concerns. Elements of what makes a garden particularly effective at bridging the gap between the children and nature is highlighted and evidence of increased environmental awareness in the students is discussed. (Contains 17 references.) (Author)