Saving a Garden in Need
Kyle Ellington
Characters:
MR. TORRES, science teacher
ELI, student
BROOKE, student
JENNA, student
MARTY, student
Scene 1
1(A sunny afternoon at Glenside Middle School. A science classroom. STUDENTS are talking and waiting for class to begin. MR. TORRES goes to the front of the room to speak.)
2MR. TORRES: If I can have your attention, please, I have some thrilling news to share. A local philanthropist donated an assortment of trees, bushes, and other plants for our school to construct a garden. It will be a magnificent development for both our school and the local environment.
3ELI: That’s wonderful news, Mr. Torres. Where will the garden be located? We don’t have a very large campus.
4BROOKE: I hope they don’t plan to take over the baseball field, because the playoff competition begins in two weeks.
5MR. TORRES: Not to worry. The administration selected a portion of land alongside the school. Maintenance workers will begin planting the garden early next week. Some of the plants are extremely fragile, and it is of utmost importance to plant them soon.
Scene 2
6 (In MR. TORRES’s afternoon science class, one week later. STUDENTS are talking.)
7ELI: The thunderstorm last night was horrible; a group of angry, dark clouds surrounded my house for hours.
8JENNA: The torrent of rain made such a commotion that I thought my roof might cave in!
9BROOKE: Have any of you seen the baseball field? Water is completely covering the outfield, and the playoff competition begins next week. It will take the maintenance crew a long time to clean up that mess.
10JENNA: I wonder what happened to the plants that the philanthropist donated to our school. Mr. Torres indicated that the plants couldn’t last long in those containers.
11 (MR. TORRES enters the room looking dejected and walks toward the front of the classroom.)
12MR. TORRES: Well, class, it appears that we've met with some obstacles in regard to the new garden. The storm last night caused a colossal amount of damage to the campus. The maintenance crew will be bombarded with work for at least a week, which means they will be unable to tackle the garden project. Perhaps the project was too ambitious.
13BROOKE: Mr. Torres, I have an idea. We just completed a unit about green plants and photosynthesis, so perhaps our class could volunteer to create the garden for some hands-on learning.
14MARTY: Brooke, that’s a fantastic idea. I would gladly donate a day for an outdoor excursion. (With a snicker) It sounds better than algebra!
15MR. TORRES: Well— (hesitating) I suppose some real-world experience with plants and sunlight would be very informational—and fun! We’ll have to take a vote to ensure that everyone supports the idea. All those in favor . . .
16 (The STUDENTS all raise their hands and begin to cheer.)
17STUDENTS: Yeah!
Scene 3
18 (The following day, the STUDENTS gather alongside the damaged portion of the school where the garden is supposed to be. They are armed with shovels, gardening gloves, and enthusiasm.)
19ELI: Alright, team, let’s do this! We have a garden to save.
20JENNA: Remember, we need to work together and follow Mr. Torres’ instructions carefully. We don't want to make any mistakes.
21 (The STUDENTS begin digging and planting, carefully arranging the plants in their designated spots.)
22BROOKE: It's amazing how therapeutic gardening can be. I feel like we're not only helping the school, but also the environment.
23MARTY: Definitely. Plus, I'm learning so much about different plants and how to take care of them properly.
24ELI: And think about the impact this garden will have on the ecosystem around us. It will attract more birds, bees, and butterflies, making our school a healthier and more beautiful place.
25JENNA: It will also serve as a reminder that even though setbacks occur, we can always find a way to overcome them with teamwork and determination.
26 (As the STUDENTS continue to work, MR. TORRES walks around, inspecting their progress.)
27MR. TORRES: I am so proud of all of you. Not only are you saving our garden, but you're also showcasing the importance of environmental stewardship and resilience.
28BROOKE: Thank you, Mr. Torres. This has been a rewarding experience for all of us.
29ELI: Yeah, it's amazing what can happen when we come together for a common cause.
30MARTY: Definitely beats sitting in a classroom all day.
31JENNA: (Smiling) And hey, maybe we can start a gardening club at school too. I don't want this to be the end of our journey.
32MR. TORRES: I think that's a fantastic idea, Jenna. Let's keep the spirit of this garden alive and continue to make a difference in our school and community.
33 (The STUDENTS cheer and go back to work, their determination and enthusiasm radiating as they reshape the damaged portion of the school into a vibrant garden.)
THE END
Scene 1:
1. MR. TORRES announces to the class that a local philanthropist has donated various plants for the school to construct a garden.
2. ELI asks where the garden will be located, expressing concern about the limited space on campus.
3. BROOKE expresses her hope that the garden won't take over the baseball field, as playoffs are approaching.
4. MR. TORRES reassures the students that the garden will be located alongside the school and that maintenance workers will start planting it soon.
Scene 2:
6. In MR. TORRES's science class one week later, STUDENTS discuss the thunderstorm from the previous night.
7. ELI describes the storm as being surrounded by angry, dark clouds for hours.
8. JENNA shares her experience of the heavy rain, fearing her roof might cave in.
9. BROOKE mentions the baseball field being flooded and worries about the upcoming playoffs.
10. JENNA wonders about the plants the school received, concerned that they won't survive in their containers.
11. MR. TORRES enters the room looking dejected and explains that the storm caused significant damage to the campus and that the maintenance crew will be busy for a week.
12. MR. TORRES suggests that the garden project may have been too ambitious due to the current circumstances.
13. BROOKE suggests that their class could volunteer to create the garden as a hands-on learning experience, given their recent unit on green plants and photosynthesis.
14. MARTY agrees with Brooke's idea and expresses enthusiasm for an outdoor activity compared to algebra.
15. MR. TORRES hesitates but ultimately agrees that real-world experience with plants and sunlight would be beneficial and fun. He proposes taking a vote to ensure everyone supports the idea.
16. STUDENTS raise their hands, showing their support for the project, and begin to cheer.
17. The STUDENTS express their excitement and support for the idea.
In this scene, Mr. Torres, the science teacher, announces to the students that a philanthropist has donated plants to create a garden at their school. The students are excited about this news, but they are also concerned about where the garden will be located. Brooke mentions that she hopes the garden won't take over the baseball field, as there is a playoff competition scheduled there in two weeks. Mr. Torres reassures them that the garden will be located alongside the school, and the maintenance workers will start planting it soon because some of the plants are fragile and need to be planted promptly.
In the next scene, one week later in Mr. Torres's science class, the students discuss the thunderstorm that occurred the previous night. Eli shares that it was a horrible storm with dark clouds, and Jenna remarks that the rain was so heavy that she thought her roof might cave in. Brooke mentions that the baseball field is flooded due to the storm, and she wonders what happened to the plants that were donated to the school.
Mr. Torres enters the classroom looking dejected and explains that the storm caused significant damage to the campus, and the maintenance crew will be occupied with cleaning up for at least a week, which means they won't be able to start the garden project. He suggests that perhaps the project was too ambitious.
Brooke comes up with an idea and suggests that their class can volunteer to create the garden as a hands-on learning experience since they just completed a unit on green plants and photosynthesis. Marty supports Brooke's idea and mentions that it sounds more appealing than algebra. Mr. Torres agrees that it would be a great opportunity for the students to have real-world experience with plants and sunlight and suggests taking a vote to see if everyone supports the idea. All the students raise their hands and cheer in agreement.
To summarize, the students are excited about the garden project, but a thunderstorm causes delays and damage to the campus. Brooke suggests that the class volunteers to create the garden as a learning experience, and Mr. Torres and all the students support the idea.