The Final

 

My Genius Hour project has been incredibly eye-opening and has broadened my perspective on the many opportunities available within a school setting to engage students in meaningful, hands-on learning. Through my exploration of native plants, pollinators, and horticultural practices, I realized that gardening and landscape design can serve as powerful teaching tools not just for Green Industries courses, but across a variety of subjects.

For instance, students can learn about biodiversity, ecosystems, and environmental sustainability through science connections, while geography can explore how local climate, soil conditions, and native species shape planting decisions. Math can be integrated through garden planning, measurements, and budgeting, and even art can be involved through garden aesthetics and design principles. Additionally, by focusing on maintenance and species selection, students gain real-world skills and a deeper understanding of environmental stewardship.

Overall, this project has helped me recognize how creating and maintaining green spaces in schools can promote cross-curricular learning, build environmental awareness, and empower students to take ownership of their surroundings.

If I had more time, I would have loved the opportunity to visit other schools that offer Green Industries programs to explore their gardens firsthand. It would have been especially interesting to see whether they are incorporating native plantings and pollinator-friendly spaces into their schoolyards. Observing different garden layouts, plant selections, and how they connect to student learning would have given me valuable insights and inspiration for how this type of project could be implemented effectively.

Unfortunately, schools in my immediate area do not currently offer Green Industries programs, which made this kind of field research challenging. Despite this, the experience made me realize just how important it is to advocate for outdoor learning spaces and environmentally focused programming in schools everywhere even in areas where it's not yet established.

Moving forward, I would like to take this project from theory into practice. My next steps would involve designing a detailed proposal for a schoolyard garden that incorporates native plants and pollinator-friendly features, with clear connections to curriculum areas like Green Industries, science, and geography. I would explore potential partnerships with local conservation authorities, horticultural societies, or Indigenous knowledge keepers who could offer guidance and support.

If possible, I’d also like to pilot a small garden at a school even if it’s just a few raised beds to start. This would allow me to test plant selections, observe pollinator activity, and develop a realistic maintenance plan that could be managed by students and staff. I’d also look into developing educational signage or interactive materials that explain the importance of native species and biodiversity, helping the garden become a living classroom.

Ultimately, I’d love to advocate for more schools in my region to adopt Green Industries programs or eco-focused initiatives, so more students have the chance to learn these important concepts through hands-on experience.