This document outlines courses in school-supervised gardening for elementary schools in the Northeastern United States. It provides suggested lesson plans and activities for gardening courses across different grades, seasons, and subject areas like nature study, plant identification, and growing vegetables. The first section focuses on a gardening course for grades 1-6, dividing the year into seasons and recommending nature-related topics, plants and activities appropriate for each period.
This document provides 40 lessons on school gardening for teachers in Northeastern states. It describes establishing and planning school gardens, using seed catalogs to select crops, and ordering seeds. The lessons suggest having students write short stories about their garden experiences to practice language skills. Model stories are provided about planting and observing bean seeds sprouting. The goal is to make gardening instruction practical and engaging for students.
The document describes a common school in Alfter, Germany that utilizes its small garden for both the teacher's income and student instruction. The school garden is used by students in grades 6-8 to learn practical gardening and agriculture skills like planting, pruning, harvesting under teacher supervision. The garden produces vegetables and fruits that are either used by the teacher or sold. Students also gain knowledge from observing plant growth, insect/disease identification, and apiary lessons. The intensive use of the small garden space provides students hands-on experience in horticulture that is valuable for future farming or home gardening careers. The teacher ensures all natural phenomena in the garden are discussed to enhance student understanding of agriculture.
Lessons in School Gardening for the SouthEast: Vegetablesxx5v1
This document provides a summary of lessons for school-supervised gardening in the Southeastern United States, with the following key points:
- It outlines 71 lessons covering all aspects of planning, maintaining, and harvesting a school garden, including lessons on selecting garden sites, soil preparation, planting schedules, crop types, pest management, and more.
- Sample garden plans are provided, including a diagram of a garden in North Carolina and a suggested layout for a 50 by 75 foot garden, to help students design their own gardens.
- The lessons are intended for upper elementary school students and provide guidance for growing a wide variety of vegetable crops suitable for the Southeastern climate through the use of succession planting, companion cropping
Courses in School Supervised Gardening in the NorthEast, Part 2: Flowersxx5v1
This document provides lessons for growing various flowers, with a focus on flowers that can bloom for Thanksgiving. It includes directions for growing paperwhite narcissus in water or in soil so they will flower in time for Thanksgiving decorations. The document consists of 154 lessons on growing and caring for different types of flowers and bulbs throughout the year, including lessons on growing china asters for exhibition, making indoor flower arrangements, planting tulip bulbs outdoors, and forcing bulbs indoors.
This document provides an outline for a course in vegetable gardening for teachers. It includes outlines for both field work and classroom work.
The field work outline involves students becoming familiar with tasks like soil preparation, planting, care of growing crops, and marketing. The classroom work outline covers four divisions of garden problems - the function of plant parts, soil management, seed selection, and crop selection. It provides example projects within each division to help answer the question of how to make gardens more productive.
The document provides guidance for establishing and maintaining school gardens across the United States during World War 1 as part of the United States School Garden Army initiative. It discusses administrative roles and regional organization, and provides letters of support from President Wilson and Secretary of the Interior Lane. It also offers practical advice on selecting garden sites, planning garden layouts, preparing soil in different regions, and maintaining gardens throughout the fall season. The overall aim is to encourage schoolchildren to join the war effort by growing their own food and maximizing agricultural production.
Flower Growing Guide for School Children in the Elementary Gradesxx5v1
This document provides instructions for growing flowers in elementary school gardens through propagating cuttings and planting bulbs and seeds. It describes how to take cuttings from herbaceous plants and woody shrubs, and root the cuttings in flats, frames or trenches. Recommendations are given for arranging flower borders with a variety of annuals, biennials and perennials blooming throughout the seasons. The document emphasizes preparing soil and providing ongoing care to maintain healthy, attractive flower gardens for children.
This document discusses nature study and gardening for rural schools. It recommends beginning nature lessons with young children and having them do hands-on activities like growing plants and caring for animals. Gardening can be incorporated across different school subjects. The document provides guidance on starting a school garden, including selecting a site, preparing the soil, choosing and testing seeds, planting, cultivating, harvesting, and marketing the produce. Nature study and gardening aim to make learning more engaging for students by connecting it to the real world.
This document provides 40 lessons on school gardening for teachers in Northeastern states. It describes establishing and planning school gardens, using seed catalogs to select crops, and ordering seeds. The lessons suggest having students write short stories about their garden experiences to practice language skills. Model stories are provided about planting and observing bean seeds sprouting. The goal is to make gardening instruction practical and engaging for students.
The document describes a common school in Alfter, Germany that utilizes its small garden for both the teacher's income and student instruction. The school garden is used by students in grades 6-8 to learn practical gardening and agriculture skills like planting, pruning, harvesting under teacher supervision. The garden produces vegetables and fruits that are either used by the teacher or sold. Students also gain knowledge from observing plant growth, insect/disease identification, and apiary lessons. The intensive use of the small garden space provides students hands-on experience in horticulture that is valuable for future farming or home gardening careers. The teacher ensures all natural phenomena in the garden are discussed to enhance student understanding of agriculture.
Lessons in School Gardening for the SouthEast: Vegetablesxx5v1
This document provides a summary of lessons for school-supervised gardening in the Southeastern United States, with the following key points:
- It outlines 71 lessons covering all aspects of planning, maintaining, and harvesting a school garden, including lessons on selecting garden sites, soil preparation, planting schedules, crop types, pest management, and more.
- Sample garden plans are provided, including a diagram of a garden in North Carolina and a suggested layout for a 50 by 75 foot garden, to help students design their own gardens.
- The lessons are intended for upper elementary school students and provide guidance for growing a wide variety of vegetable crops suitable for the Southeastern climate through the use of succession planting, companion cropping
Courses in School Supervised Gardening in the NorthEast, Part 2: Flowersxx5v1
This document provides lessons for growing various flowers, with a focus on flowers that can bloom for Thanksgiving. It includes directions for growing paperwhite narcissus in water or in soil so they will flower in time for Thanksgiving decorations. The document consists of 154 lessons on growing and caring for different types of flowers and bulbs throughout the year, including lessons on growing china asters for exhibition, making indoor flower arrangements, planting tulip bulbs outdoors, and forcing bulbs indoors.
This document provides an outline for a course in vegetable gardening for teachers. It includes outlines for both field work and classroom work.
The field work outline involves students becoming familiar with tasks like soil preparation, planting, care of growing crops, and marketing. The classroom work outline covers four divisions of garden problems - the function of plant parts, soil management, seed selection, and crop selection. It provides example projects within each division to help answer the question of how to make gardens more productive.
The document provides guidance for establishing and maintaining school gardens across the United States during World War 1 as part of the United States School Garden Army initiative. It discusses administrative roles and regional organization, and provides letters of support from President Wilson and Secretary of the Interior Lane. It also offers practical advice on selecting garden sites, planning garden layouts, preparing soil in different regions, and maintaining gardens throughout the fall season. The overall aim is to encourage schoolchildren to join the war effort by growing their own food and maximizing agricultural production.
Flower Growing Guide for School Children in the Elementary Gradesxx5v1
This document provides instructions for growing flowers in elementary school gardens through propagating cuttings and planting bulbs and seeds. It describes how to take cuttings from herbaceous plants and woody shrubs, and root the cuttings in flats, frames or trenches. Recommendations are given for arranging flower borders with a variety of annuals, biennials and perennials blooming throughout the seasons. The document emphasizes preparing soil and providing ongoing care to maintain healthy, attractive flower gardens for children.
This document discusses nature study and gardening for rural schools. It recommends beginning nature lessons with young children and having them do hands-on activities like growing plants and caring for animals. Gardening can be incorporated across different school subjects. The document provides guidance on starting a school garden, including selecting a site, preparing the soil, choosing and testing seeds, planting, cultivating, harvesting, and marketing the produce. Nature study and gardening aim to make learning more engaging for students by connecting it to the real world.
This document discusses the relationship between nature study and gardening. It argues that the two fields should be unified with garden leaders having expertise in both areas. An ideal garden leader would have technical knowledge of gardening as well as an understanding of nature and a passion for sharing knowledge with children. They would use the garden as a living classroom to cultivate children's observation skills and scientific interests through hands-on activities like maintaining a garden museum, taking excursions, singing songs, telling stories, and performing plays related to their garden work.
This book provides a year's worth of nature study ideas organized by season. Each topic includes book suggestions, nature walk activities, questions to engage children, and connections to scientific concepts. It also covers nature journaling, integrating poetry that relates to the seasonal topics. The goal is to encourage the study of nature, science, and other subjects no matter where or when through enjoyable outdoor activities.
Projects in Nature Study for Elementary Schoolsxx5v1
This document provides a course of study for nature study projects in elementary schools. It outlines two units: Cycles of Garden Life and Cycles of Plant Life. The Cycles of Garden Life unit contains lessons on topics like birds and insects in the garden, toads, bees, and trees. The Cycles of Plant Life unit focuses on the growth cycles of key crops like wheat, corn, and cotton with lessons on plowing, sowing, planting, harvesting, and more. The document provides outlines, references, and sample lessons to help teachers integrate these nature study topics into their daily curriculum through activities in various subjects.
Nature Study and School Gardens & Agricultural Educationxx5v1
This document provides an overview of nature study around the world with a focus on its status in various countries in Europe, Australia, New Zealand, the Philippines, and North America. It finds that nature study is most developed in the Netherlands, parts of Canada, and some areas of the United States. While present in many countries' school systems, it is often too technical or focused on examinations rather than observation. Recent developments in England, including the new education code of 1904, have improved the status of nature study there.
The Need for School Gardening as an Intermediate Grade Subjectxx5v1
This document discusses the need for gardening as a subject in intermediate grades in city schools. It argues that gardening prepares students for civic duties by connecting them concretely to their community and its problems. Gardening also counters the dulling effects of factory work, provides nutrition, and introduces students to agriculture. Gardening satisfies curriculum needs by teaching science concepts and improving students' communication skills. The teacher's role is to provide experiences like gardening that city students lack, and to experiment with integrating it into their lessons.
This document provides guidance on planning and organizing a school garden. It includes:
- A sample garden plan layout for a family of four with planting schedules and crop rotations.
- Suggestions for selecting the best garden site based on factors like sunlight, soil type, slope, and protection.
- Tips for designing the garden layout including row spacing, accessibility, and continuous production through succession planting.
- Ideas for fall/winter gardening through irrigation and planting a second crop in late summer when soil moisture is available.
The document aims to help students effectively utilize their garden space through intentional planning and organization of crops. Selecting the right site and implementing best practices can maximize production from the school
IMPORTANCE AND BENEFITS DERIVED FROM PLANTING AND FRUIT TREESGracila Mcforest
1. Trees provide many benefits to both the environment and humans. They help maintain ecological balance by producing oxygen and absorbing carbon dioxide, and their roots help with soil stability, water filtration, and preventing erosion.
2. Planting trees has economic benefits, as trees can be used to produce food, fuel, construction materials, fibers, and other products. They also improve the landscape and environment by providing shade, habitats for wildlife, and reducing pollution, flooding, and sedimentation.
3. Developing skills in planting and caring for trees, especially fruit trees, can be economically beneficial both for family income and community development through business opportunities and employment. There is also
This document appears to be a summative test in Technology and Livelihood Education for 6th grade students at Juan Luna Elementary School. The test contains multiple choice and true/false questions about plant propagation techniques, including different propagation methods like cuttings, layering, division, grafting and budding; factors that influence seed germination; and different planting layout systems. It tests the students' knowledge of the various methods for propagating plants as well as the essential considerations and steps involved in plant propagation.
This document discusses the proper elements to observe when planting trees and fruit-bearing trees using technology. It identifies key factors like climate, temperature, sunlight, soil, and moisture that affect plant growth. The document also outlines the general steps for proper transferring of planting trees, which includes choosing a suitable location, digging holes, carefully placing seedlings, covering roots with soil, and watering. Conducting surveys using technology can help identify these important elements to ensure higher survival rates for planted trees and fruits.
This document discusses planting and propagating trees and fruit-bearing trees over 5 lessons. It explains the importance of planting trees for families and communities as trees provide food, fuel, building materials, and prevent flooding. The document also discusses how to successfully grow orchards and the benefits derived from trees such as additional income and a pleasing environment. Proper planting and conservation of trees is important to reduce damage from natural disasters and make the environment healthier.
Quince Culture; by Benjamin Gildersleeve Pratt (1915)FalXda
1) The document discusses quince culture, including its history, propagation methods, common varieties, planting plans, soil requirements, and care.
2) Quinces are propagated through seed, layering, and cuttings. The most common propagation method is through cuttings taken from one-year-old wood in the autumn.
3) Popular quince varieties include Apple/Orange, Johnson, Champion, Meech Prolific, and Rea Mammoth. Planting a variety of early and late varieties helps distribute labor and maintain prices.
Benefits derived from planting tress and fruit bearingJoemarie Araneta
This document discusses the benefits of planting trees and fruit-bearing trees for families and communities. It provides examples of benefits such as providing shade, protecting soil from erosion, serving as habitats for wildlife, acting as windbreaks, and improving air quality. Fruit-bearing trees can additionally serve as sources of food and materials for construction, cooking, and paper production. Reforestation through replanting trees is important to maintain these environmental and resources benefits.
You have a garden - how to keep it going - what to plant and when to plant. month wise activites. The book was written for the Doon gardening Society but it will be useful for every gardener
This document is a gardening handbook that provides information and guidance for novice gardeners. It covers various topics related to home gardening including:
- The basic requirements for healthy plant growth such as water, humidity, food, and air.
- Recommendations for different types of plants to grow such as herbs, palms, ferns, flowers, and vegetables.
- Methods for plant propagation including growing from seeds, cuttings, layering and division.
- Care instructions for plants including watering, fertilizing, grooming.
- Sections on indoor plants, lawns, soil pH, and sample garden layouts.
The handbook is intended to teach readers everything they
The Australasian Fruit Culturist; by David Alexander Crichton (1893)FalXda
The Australasian Fruit Culturist; by David Alexander Crichton (1893) >>>>Containing full and complete information as to the history, traditions, uses, propagation and culture of such fruits as are suitable to Victoria, New South Wales, South Australia, Queensland, Western Australia, Tasmania and New Zealand. Also Descriptive Lists
This document provides 50 references related to the history of agriculture and forestry in the Philippines during colonial times and the early pioneering years of the University of the Philippines Los Baños College of Agriculture under Edwin Copeland from 1907 to 1917. The references include annual reports, articles from academic journals, books, speeches and other sources documenting the development of agriculture and forestry education and research in the Philippines.
This newsletter provides information about upcoming months in June that celebrate the outdoors, gardening, and flag day. It encourages readers to get outside and volunteer during Great Outdoors Month and National Get Outdoors Day. It also provides a recipe for lemon-garlic chicken kabobs to enjoy while grilling outside on Father's Day.
It's a presentation dealing with the lessons of 5th standard.Safety & First Aid is incomplete. as it was 2003 PowerPoint & converted into 2007 PowerPoint Many slides were lost.
PLANT SEASONS (*When and for how long a certain plant grows*)
To figure out what to plant in your garden, you have to first know what can grow in the climate where you live.
Vancouver climate: Vancouver and the UBC Farm are located in a temperate rainforest.
place of origin
Where a plant comes from is called its place of origin. Did you know that many of the plants we think come from a particular place are not native (*originally from a specific place*). Native plants, like salmonberry, fiddlehead fern, salal and thimbleberry have grown in Vancouver for thousands of years and each have a season in which they can be eaten during the spring and summer.
What to plant
We eat different parts of different plants. For some plants we may eat the root and the leaves, while for other plants, we may only eat the seeds. Each fruit or vegetable crop has its own unique (*one of a kind*) roots, stems, leaves, flowers, and seeds. This means that each plant (like carrot or sunflower) will grow to be a different size and shape.
Storing Plants
There are fewer edible plants (*plants we can eat*) available in the wintertime. We can, freeze, or store hardy crops in cool storage so that our food lasts through the winter.
VANCOUVER/LOWER MAINLAND’S SEASONS FOR PLANTING AND HARVESTING
Sample of School Garden Training Methods used at Various Schools in the USAxx5v1
This document summarizes cooperative school garden work between the US Department of Agriculture's Bureau of Plant Industry and normal schools in Washington D.C. It describes how the Bureau helped stimulate interest in school gardens by distributing seeds and supporting projects at local schools. It provided resources like greenhouse space and expertise to help normal school students gain practical experience in horticulture and agriculture. This led to broader school garden programs in Washington D.C. public and normal schools. The document also briefly describes notable school garden projects in other American cities to showcase a variety of approaches.
The document discusses the use of new technologies in various stages of creating a music video. In post-production, a professional camera was used to take pictures of the location and create an animatic to receive feedback. Twitter and YouTube were used in pre-production to research the target audience and see what types of videos the band had previously created. Throughout pre- and post-production, a blog was used to document progress, get feedback, and showcase work. iMovie was used to edit the video footage, add music, and apply effects like a black-and-white to color transition. SlideShare and YouTube helped present information on the blog in visual ways and allow others to provide feedback.
This document discusses the relationship between nature study and gardening. It argues that the two fields should be unified with garden leaders having expertise in both areas. An ideal garden leader would have technical knowledge of gardening as well as an understanding of nature and a passion for sharing knowledge with children. They would use the garden as a living classroom to cultivate children's observation skills and scientific interests through hands-on activities like maintaining a garden museum, taking excursions, singing songs, telling stories, and performing plays related to their garden work.
This book provides a year's worth of nature study ideas organized by season. Each topic includes book suggestions, nature walk activities, questions to engage children, and connections to scientific concepts. It also covers nature journaling, integrating poetry that relates to the seasonal topics. The goal is to encourage the study of nature, science, and other subjects no matter where or when through enjoyable outdoor activities.
Projects in Nature Study for Elementary Schoolsxx5v1
This document provides a course of study for nature study projects in elementary schools. It outlines two units: Cycles of Garden Life and Cycles of Plant Life. The Cycles of Garden Life unit contains lessons on topics like birds and insects in the garden, toads, bees, and trees. The Cycles of Plant Life unit focuses on the growth cycles of key crops like wheat, corn, and cotton with lessons on plowing, sowing, planting, harvesting, and more. The document provides outlines, references, and sample lessons to help teachers integrate these nature study topics into their daily curriculum through activities in various subjects.
Nature Study and School Gardens & Agricultural Educationxx5v1
This document provides an overview of nature study around the world with a focus on its status in various countries in Europe, Australia, New Zealand, the Philippines, and North America. It finds that nature study is most developed in the Netherlands, parts of Canada, and some areas of the United States. While present in many countries' school systems, it is often too technical or focused on examinations rather than observation. Recent developments in England, including the new education code of 1904, have improved the status of nature study there.
The Need for School Gardening as an Intermediate Grade Subjectxx5v1
This document discusses the need for gardening as a subject in intermediate grades in city schools. It argues that gardening prepares students for civic duties by connecting them concretely to their community and its problems. Gardening also counters the dulling effects of factory work, provides nutrition, and introduces students to agriculture. Gardening satisfies curriculum needs by teaching science concepts and improving students' communication skills. The teacher's role is to provide experiences like gardening that city students lack, and to experiment with integrating it into their lessons.
This document provides guidance on planning and organizing a school garden. It includes:
- A sample garden plan layout for a family of four with planting schedules and crop rotations.
- Suggestions for selecting the best garden site based on factors like sunlight, soil type, slope, and protection.
- Tips for designing the garden layout including row spacing, accessibility, and continuous production through succession planting.
- Ideas for fall/winter gardening through irrigation and planting a second crop in late summer when soil moisture is available.
The document aims to help students effectively utilize their garden space through intentional planning and organization of crops. Selecting the right site and implementing best practices can maximize production from the school
IMPORTANCE AND BENEFITS DERIVED FROM PLANTING AND FRUIT TREESGracila Mcforest
1. Trees provide many benefits to both the environment and humans. They help maintain ecological balance by producing oxygen and absorbing carbon dioxide, and their roots help with soil stability, water filtration, and preventing erosion.
2. Planting trees has economic benefits, as trees can be used to produce food, fuel, construction materials, fibers, and other products. They also improve the landscape and environment by providing shade, habitats for wildlife, and reducing pollution, flooding, and sedimentation.
3. Developing skills in planting and caring for trees, especially fruit trees, can be economically beneficial both for family income and community development through business opportunities and employment. There is also
This document appears to be a summative test in Technology and Livelihood Education for 6th grade students at Juan Luna Elementary School. The test contains multiple choice and true/false questions about plant propagation techniques, including different propagation methods like cuttings, layering, division, grafting and budding; factors that influence seed germination; and different planting layout systems. It tests the students' knowledge of the various methods for propagating plants as well as the essential considerations and steps involved in plant propagation.
This document discusses the proper elements to observe when planting trees and fruit-bearing trees using technology. It identifies key factors like climate, temperature, sunlight, soil, and moisture that affect plant growth. The document also outlines the general steps for proper transferring of planting trees, which includes choosing a suitable location, digging holes, carefully placing seedlings, covering roots with soil, and watering. Conducting surveys using technology can help identify these important elements to ensure higher survival rates for planted trees and fruits.
This document discusses planting and propagating trees and fruit-bearing trees over 5 lessons. It explains the importance of planting trees for families and communities as trees provide food, fuel, building materials, and prevent flooding. The document also discusses how to successfully grow orchards and the benefits derived from trees such as additional income and a pleasing environment. Proper planting and conservation of trees is important to reduce damage from natural disasters and make the environment healthier.
Quince Culture; by Benjamin Gildersleeve Pratt (1915)FalXda
1) The document discusses quince culture, including its history, propagation methods, common varieties, planting plans, soil requirements, and care.
2) Quinces are propagated through seed, layering, and cuttings. The most common propagation method is through cuttings taken from one-year-old wood in the autumn.
3) Popular quince varieties include Apple/Orange, Johnson, Champion, Meech Prolific, and Rea Mammoth. Planting a variety of early and late varieties helps distribute labor and maintain prices.
Benefits derived from planting tress and fruit bearingJoemarie Araneta
This document discusses the benefits of planting trees and fruit-bearing trees for families and communities. It provides examples of benefits such as providing shade, protecting soil from erosion, serving as habitats for wildlife, acting as windbreaks, and improving air quality. Fruit-bearing trees can additionally serve as sources of food and materials for construction, cooking, and paper production. Reforestation through replanting trees is important to maintain these environmental and resources benefits.
You have a garden - how to keep it going - what to plant and when to plant. month wise activites. The book was written for the Doon gardening Society but it will be useful for every gardener
This document is a gardening handbook that provides information and guidance for novice gardeners. It covers various topics related to home gardening including:
- The basic requirements for healthy plant growth such as water, humidity, food, and air.
- Recommendations for different types of plants to grow such as herbs, palms, ferns, flowers, and vegetables.
- Methods for plant propagation including growing from seeds, cuttings, layering and division.
- Care instructions for plants including watering, fertilizing, grooming.
- Sections on indoor plants, lawns, soil pH, and sample garden layouts.
The handbook is intended to teach readers everything they
The Australasian Fruit Culturist; by David Alexander Crichton (1893)FalXda
The Australasian Fruit Culturist; by David Alexander Crichton (1893) >>>>Containing full and complete information as to the history, traditions, uses, propagation and culture of such fruits as are suitable to Victoria, New South Wales, South Australia, Queensland, Western Australia, Tasmania and New Zealand. Also Descriptive Lists
This document provides 50 references related to the history of agriculture and forestry in the Philippines during colonial times and the early pioneering years of the University of the Philippines Los Baños College of Agriculture under Edwin Copeland from 1907 to 1917. The references include annual reports, articles from academic journals, books, speeches and other sources documenting the development of agriculture and forestry education and research in the Philippines.
This newsletter provides information about upcoming months in June that celebrate the outdoors, gardening, and flag day. It encourages readers to get outside and volunteer during Great Outdoors Month and National Get Outdoors Day. It also provides a recipe for lemon-garlic chicken kabobs to enjoy while grilling outside on Father's Day.
It's a presentation dealing with the lessons of 5th standard.Safety & First Aid is incomplete. as it was 2003 PowerPoint & converted into 2007 PowerPoint Many slides were lost.
PLANT SEASONS (*When and for how long a certain plant grows*)
To figure out what to plant in your garden, you have to first know what can grow in the climate where you live.
Vancouver climate: Vancouver and the UBC Farm are located in a temperate rainforest.
place of origin
Where a plant comes from is called its place of origin. Did you know that many of the plants we think come from a particular place are not native (*originally from a specific place*). Native plants, like salmonberry, fiddlehead fern, salal and thimbleberry have grown in Vancouver for thousands of years and each have a season in which they can be eaten during the spring and summer.
What to plant
We eat different parts of different plants. For some plants we may eat the root and the leaves, while for other plants, we may only eat the seeds. Each fruit or vegetable crop has its own unique (*one of a kind*) roots, stems, leaves, flowers, and seeds. This means that each plant (like carrot or sunflower) will grow to be a different size and shape.
Storing Plants
There are fewer edible plants (*plants we can eat*) available in the wintertime. We can, freeze, or store hardy crops in cool storage so that our food lasts through the winter.
VANCOUVER/LOWER MAINLAND’S SEASONS FOR PLANTING AND HARVESTING
Sample of School Garden Training Methods used at Various Schools in the USAxx5v1
This document summarizes cooperative school garden work between the US Department of Agriculture's Bureau of Plant Industry and normal schools in Washington D.C. It describes how the Bureau helped stimulate interest in school gardens by distributing seeds and supporting projects at local schools. It provided resources like greenhouse space and expertise to help normal school students gain practical experience in horticulture and agriculture. This led to broader school garden programs in Washington D.C. public and normal schools. The document also briefly describes notable school garden projects in other American cities to showcase a variety of approaches.
The document discusses the use of new technologies in various stages of creating a music video. In post-production, a professional camera was used to take pictures of the location and create an animatic to receive feedback. Twitter and YouTube were used in pre-production to research the target audience and see what types of videos the band had previously created. Throughout pre- and post-production, a blog was used to document progress, get feedback, and showcase work. iMovie was used to edit the video footage, add music, and apply effects like a black-and-white to color transition. SlideShare and YouTube helped present information on the blog in visual ways and allow others to provide feedback.
Comtec Corporation is a microcomputer company experiencing difficulties in 1984 in both domestic and international markets. The presentation examines Comtec's financial reports, management team, marketing strategies, and proposes options for addressing the company's challenges. These options include maintaining the status quo while pursuing new orders, closing the European office to focus on the US, shifting from hardware to software, changing advertising approaches, or merging with another company.
This unit covers flip-flop circuits including SR, D, T and JK flip-flops. Truth tables and waveforms are used to express the functionality of these components. The unit is intended for grades 11-12 and will take approximately 5 hours. Students will learn to interpret truth tables and waveforms to determine the modes of operation and outputs of flip-flops. They will also distinguish between different types of flip-flops and latches.
Dokumen ini menjelaskan tentang Adobe Flash Cs3 Professional, termasuk interface, tools, dan komponen-komponennya seperti stage, timeline, dan action script untuk mengontrol animasi. Dokumen ini juga memberikan contoh penggunaan tools seperti selection tool, pen tool, brush tool, dan color mixer untuk membuat dan mengatur objek animasi.
The Spring Manual of the United States School Garden Army provides guidance for school gardens during 1919. It recommends continuing school gardening efforts to help address global food shortages following World War I. The manual outlines administrative roles and regions, and provides instructions on seed ordering, soil preparation, fertilizer use, and planting schedules. The overall goals are to have a garden at every school and engage every child in gardening, in service of feeding people in need around the world.
Shorecrest is investing in a makerspace and design thinking programs to create critical thinkers and problem solvers. The makerspace will allow students to collaborate, invent, create, and explore using tools and technology. Design thinking will teach students the creative process of solving problems by considering how to meet user needs. These new initiatives aim to spark student interest in STEM fields through hands-on learning experiences.
This document provides lessons on preparing and maintaining a garden for the Southwestern United States. It discusses choosing a garden site, planning garden layouts, selecting crops, constructing hotbeds and cold frames, and creating compost piles to enrich the soil. The lessons cover topics like soil preparation, planting schedules, caring for specific crops, pest control, harvesting, and storing vegetables. The goal is to help teachers and students establish productive home gardens.
The document provides information on using weeds and wild plants as food during times of shortage. It lists numerous plant species found in Alabama and describes how to prepare their leaves, stems, and roots as vegetables. Examples given include dandelion, lamb's quarters, wild lettuce, curly dock, and pokeweed, which can be cooked like spinach, boiled with meat, or used in salads. The document emphasizes that many weeds contain medicinal properties and nutrients in addition to being good alternatives for green vegetables. It aims to help people access nutritious options when other foods may be scarce.
Shawn Dahl - Motivational Business QuotesShawn Dahl
The document contains a collection of motivational business quotes. Some of the quotes discuss the importance of taking action and persevering through challenges instead of giving up. Others emphasize generosity, discipline, the value of self-education, and putting your heart into your business. A few quotes note that overcoming fear and negative thoughts enables success and that automation can either magnify efficiency or inefficiency depending on the initial operations.
How to Make the School Garden Soil More Productivexx5v1
This document provides guidance on improving garden soil productivity by making the soil more mellow, moist, warm, aeriated, and nutrient-rich. It discusses how to prepare clay, sandy, and other soils through tillage, adding organic matter and lime, drainage, and maintaining a soil mulch. Proper soil preparation through these methods can provide optimal conditions for plant growth and maximize yields.
Digipack CD cases are made of cardboard which is better for the environment than plastic cases. They allow for customization of each panel but may not provide enough space for all details. While digipacks are a visual representation of the artist and won't break like plastic, cardboard may show wear more quickly and cost more to add designs due to having three sleeves.
The document profiles several professional wrestlers currently signed to WWE, including John Cena, Randy Orton, CM Punk, Batista, Big E Langston, Ryback, and Santino Marella. It provides each wrestler's real name, ring name, date of birth, career accomplishments in WWE including championships held, and background information.
MOOC's are massive open online courses that are free for anyone to take. They originated in 2008 when a course offered by Siemens and Downes was opened up to a worldwide audience beyond the original 25 enrolled students. There are two main types - cMOOCs which emphasize connections between learners, and xMOOCs offered by universities in partnership with profit organizations. The main purpose of MOOC's is to provide educational opportunities to students regardless of location or ability to pay by allowing them to watch lectures, participate in discussions, and complete assignments on their own schedule.
This document lists and describes 12 new events being added to the 2014 Winter Olympics in Sochi, Russia. The new events include mixed gender team competitions in biathlon, figure skating, luge, and skiing. Individual men's and women's events are also being added in ski halfpipe, ski slopestyle, snowboard slopestyle, snowboard parallel slalom, and women's ski jumping.
As Amplify scaled from 6 to 60 employees, they faced new challenges in maintaining their lean product design approach. When small, they emphasized sketch-to-code pairing and a tight collaboration using tools like a design wall. As they grew to 25 employees supporting multiple products, they adopted tools like flat UI, style tiles, and icon fonts to standardize design while allowing for flexibility. With 60 employees supporting many schools, they focused on a lean mindset with goal-oriented teams, embedded designers, and problem definition workshops to continue evolving products rapidly based on learning.
O documento apresenta os horários dos componentes curriculares do curso de Tecnologia em Análise e Desenvolvimento de Sistemas para o 1o ao 5o período, incluindo as disciplinas, carga horária e professores responsáveis. Divide-se em dois turnos (A e B) no 1o período e contém informações como dias, horários e salas de aula.
The document discusses feedback received on a music video created for the Arctic Monkeys song "A Certain Romance".
Initial research identified the target audience as teenagers and young adults aged 13-25 who listen to indie rock. Feedback from Twitter and YouTube showed the primary audience was males. A focus group of males aged 18+ confirmed indie rock appeals most to that demographic.
Early feedback on the music video said some shots were too long and it didn't sync well to the song. Edits were made, like adding cuts and effects like black and white to color, to engage the audience and better convey the song's meaning. The revised video addressed the initial concerns.
This document outlines a progressive curriculum for school garden programs from 1st through 8th grade. It recommends introducing garden work and nature study starting in 1st grade, with activities becoming more complex each year. By 5th grade, the focus shifts to intensive tree and bird study, with students raising trees from seed. In 6th grade, classroom experiments teach soil and seed fundamentals to apply in the garden. The document provides detailed suggestions for garden crops and activities aligned to each grade level to develop students' skills over multiple years.
Grade 1 School Garden Lesson Plan - Sunflower Power ~ Massachusetts
|=> This is a multi-part activity in which students will grow a sunflower, measure and record its growth and ability to track the sun, harvest its seeds, eat and save them for next year’s first grade class
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
My French Marigold Story Seed Saving Lesson, Mini-Books, Coloring Sheet, Gard...Mary Van Dyke
This document provides information about a lesson on seed saving using French marigolds. The lesson includes bringing French marigold flowers into the classroom, discussing their history and cultural significance. Students then rotate outside in small groups to harvest seeds from the flowers and store them in envelopes to be planted in the spring. The document includes materials needed, vocabulary, instructions, student objectives and extensions for the lesson.
Lessons in School Gardening for Central States Region - Part 1xx5v1
This document provides 25 gardening lessons for teachers and supervisors of school gardens in the Central States region. The lessons are divided into two groups: the first focuses on preparing to plant, including selecting and preparing the garden area, planning crop layouts, and companion planting strategies. The second group covers planting, caring for, and harvesting different vegetable crops like lettuce, radishes, peas, onions, potatoes, beets, cabbage, and carrots. Sample garden plans for small and larger spaces using succession planting of different crops are also included. The lessons aim to teach gardening concepts and skills that can be covered in 15 minute periods.
The document provides a detailed lesson plan for an English class in Grade VI. The objectives are to identify nouns that are plural in form but singular in meaning, construct sentences using those nouns, and reflect on a text. The lesson plan outlines routines, pre-activities including motivation and a listening activity, a reading activity, generalization of nouns, practice exercises identifying and writing plural nouns, an evaluation activity identifying plural singular nouns in sentences, and an assignment to list examples.
This document provides a detailed lesson plan for a 6th grade English class on nouns that are plural in form but singular in meaning. The objectives are for students to identify and use such nouns in sentences. The lesson includes motivational activities about flowers, reading a dialogue about the waling-waling orchid in the Philippines, exercises identifying and using plural nouns, and an assignment for students to find more examples.
Early & Effective Outdoor Education: Nurturing the Future of Children & NatureMelvz
This presentation aims to communicate the importance of Outdoor Education for both young children and the environment. It will serve as a resource for Infant School teachers to facilitate the early development of children's connection to and appreciation for the natural world in order to preserve the environment for future generations.
City of San Antonio Code: Regulating the Care and Control of Animalspleasure16
The document provides an introduction and overview of a teacher's guide called "Just Hatched" created by the British Columbia Waterfowl Society. The guide includes lesson plans, activities, and materials to teach young children about bird life cycles, different types of nests, and what baby birds need. It covers topics like camouflage, nest types, egg facts, hatching, and the needs of growing baby birds. The guide is intended to support classes visiting a bird sanctuary in the spring to see ducklings, goslings, and young cranes.
Grade 3 School Garden Lesson Plan - Leaf Lesson; Who’s Eating my Leaves ~ Massachusetts
|=> In this activity students will look closely at the leaves of many different plants to observe signs that show that leaves are a food source for other living things such as insects and animals.
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This newsletter issue from the Friends of Tecolote Canyon highlights upcoming events at the Tecolote Nature Center in June and July, including:
- Family Day on June 4th with nature activities, crafts, and a presentation by a bird calling expert.
- Nature walks on June 11th and various dates in June and July.
- Volunteer opportunities such as Weed Warriors on June 18th and garden work on June 19th.
- A birding walk with the Audubon Society on June 25th.
It also features articles about a new art exhibit at the nature center created by local students, the director of the nature center, and the long partnership between the center and a local elementary school.
The Luci and Ian Family Garden at the Wildflower Center provides an imaginative natural play space for children and families. The nearly 5-acre garden was designed by landscape architect W. Gary Smith to encourage unstructured play and connect visitors to nature with minimal interpretive signage or direct teaching. Key features include a hill country grotto, dinosaur creek, pollinator garden, giant birds' nests, nature spiral and maze built from native plants. The garden aims to give children the freedom to explore, learn, and engage their curiosity in nature.
This newsletter provides information to help educators and students use school gardens. It includes sections on planting schedules and tips, a grant to fund school gardens, lesson ideas connecting classrooms to gardens, and ideas for low-cost seed starting containers. The newsletter aims to share knowledge among Louisiana school gardeners.
This document provides information about the False African Violet plant. It discusses that the plant is a member of the true African violet family native to East Africa. It has small, soft, oval-shaped leaves and delicate blue-violet and white flowers on long, thin stems. The plant prefers temperatures around 70F during the day and 55-60F at night, and light shade. It can attract pests like mites and diseases but the author has grown it with little difficulty by keeping it healthy.
Manual of the United States School Garden Armyxx5v1
The Spring Manual of the United States School Garden Army provides guidance for school gardens during 1919. It encourages continued gardening to help feed people in other countries struggling with famine after World War I. The manual outlines the organization of the School Garden Army and provides instructions on planning gardens, selecting seeds, soil preparation, fertilization, and planting schedules. It aims to make 1919 the most productive gardening year yet to address global food needs.
Feb 2012 Louisiana School Gardening News
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document contains a newsletter from Urban Roots with various articles, including:
- A letter from the editor discussing their journey to working at Urban Roots summer camp.
- A feature story on how Urban Roots collaborates with another nonprofit to provide educational programs.
- An article identifying and describing native plants that attract pollinators.
- A volunteer spotlight profile on two students who regularly volunteer at Urban Roots.
- A skill share piece providing instructions for making herbal medicinal balms and salves.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
From a panel discussion, "Growing Curriculum: Creating School Gardens," held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Cathy Law has been teaching since 1995. Passionate about her work she teaches a wide range of science classes at New Paltz HS. She started the Courtyard Gardens in 2008 to create an outdoor learning center dedicated to understanding and improving the environment and enable learning that is problem based and interdisciplinary.
The gardens now feature 200+ species of perennials and grasses chosen for hardiness, adaptability, seasonal variation, and attractiveness to birds, bees, and butterflies. Protected by the school’s inner courtyard, the 15 gardens are a sanctuary for wildlife, serve as an outdoor lab for students, and feature themes including Zen, culinary, medicinal, scented, native, silver, and a stone garden featuring specimen boulders.
Bulb Biology, The Paperwhite Narcissus Flower Project And Hyacinth HydroponicsMary Van Dyke
This is a link to a 7-minute film on bulb biology, a lesson plan for planting a paperwhite narcissus bulb to grow to flower at home or in the classroom, and how to grow a hyacinth flower hydroponically in a vase or jar. Enjoy indoor winter gardening! For elementary 3 - 5.
Similar to Courses in School Supervised Gardening in the NorthEast, Part 1 Vegetables (20)
Home Gardening for City Children of the Fifth, Sixth & Seventh Gradesxx5v1
This document provides guidance for home gardening projects for students in grades 5-7. It outlines 10 required projects for 5th graders, including growing at least 20 heads of winter cabbage, preparing soil for a 20x20 foot winter garden with at least 3 vegetables, making a 5x5x3 foot compost heap, and constructing a hotbed for spring plants. The projects are designed to teach children about all aspects of gardening from soil preparation to planting schedules to crop care and harvesting. Completing the projects provides hands-on learning and allows children to contribute to their family's food supply.
Hotbeds and Cold Frames for School Winter Gardensxx5v1
The document provides instructions for building and using hotbeds and coldframes to extend the growing season for home gardens. It describes how to construct the frames using wooden tops and sides placed over pits filled with manure or directly on the ground. Details are given on soil preparation, planting schedules and crop choices, as well as ongoing maintenance of temperature and moisture levels. Both hotbeds, using fresh manure to provide heat, and coldframes, which rely on sun and protection from frost, are covered to maximize the variety and quantity of vegetables that can be grown outside of the regular growing season.
Lessons in School Gardening for Central States Region - Part 2xx5v1
This document provides lessons for teaching gardening to students in the Central States region. It includes 12 lessons covering various vegetable crops commonly grown in gardens, including parsnips, turnips, sweet potatoes, tomatoes, beans, sweet corn, cucumbers, melons, and peppers. Each lesson provides information on soil, climate, planting, cultivation, and varieties for the crop. The document aims to equip teachers and supervisors with the knowledge to teach gardening during 15-minute periods and integrate it into subjects like nature study, science, and agriculture.
Lessons in School Gardening for the SouthWestxx5v1
This document provides 40 lesson plans for gardening in the Southwestern United States from January to June. Each 15-minute lesson focuses on a different gardening topic like choosing a garden site, planning garden layout, companion planting, succession crops, and specific vegetable varieties. The lessons are meant for students in grades 3 and above and aim to teach essential gardening skills and increase vegetable production to support the war effort during World War I.
List of Publications for the Use of School Home Garden Teachersxx5v1
The document is a circular from 1916 that provides a list of publications from the United States Department of Agriculture and various state agricultural experiment stations that would be useful for home-garden teachers. It includes over 50 bulletins and circulars focused on topics like vegetable and fruit gardening, soil fertility, plant diseases and insects. The circular instructs teachers to request only a few publications at a time that are relevant to their locality and work, as supply of some publications may be limited.
Part Played by the Leaf in the Production of School Garden Cropxx5v1
The leaves of plants play an important role in crop production by making starch from carbon dioxide and water, releasing moisture through transpiration, and taking in air. Starch produced by the leaves is transported throughout the plant and used to create other materials. Leaves transpire more on dry, sunny, windy days, so some plants have adaptations like hairy or waxy coatings to reduce water loss. Proper spacing of plants and protection from insects and disease allow the leaves to photosynthesize efficiently. Common threats include insects that chew or suck on leaves as well as fungal diseases, and these can be controlled through spraying with substances like arsenate of lead, tobacco solution, or Bordeaux mixture.
This document provides guidance on planting a home garden, including:
- Recommending purchasing seeds in bulk and dividing them into small packages for students to pay back with garden produce.
- Testing seeds before planting season to check germination rates.
- Providing a sample planting schedule organized by month, with variations depending on location.
- Guidance on proper planting depth depending on seed size and type, and packing soil firmly over seeds.
- Recommendations for row spacing based on plant size and cultivation method.
Possibilites for School Directed Home Gardeningxx5v1
This document summarizes a study of school children in Atlanta, Georgia and their availability to participate in school-directed home gardening. The study found that the majority of white children in grades 4-7 were not employed after school or on weekends, leaving time available for gardening. Fewer colored school girls had employment than boys. Most children did some irregular work at home but had sufficient free time to dedicate 2.5 hours of school days and 5 hours of non-school days to gardening while still having time for other activities and studies. Over 1,500 white children and a similar number of colored children were absent from school each day, representing potential time for gardening.
Raising Vegetable Plants from Seed for the School Gardenxx5v1
1) Raising vegetable plants from seed has several advantages over purchasing plants, such as being cheaper and avoiding the introduction of diseases into the garden soil.
2) Seeds of vegetables like lettuce, cabbage, and tomatoes can be sown from mid-January to early February in flats or containers kept in a warm room.
3) As the plants grow, they will need to be transplanted into larger containers and eventually into a plant frame by early March to harden off before being planted in the garden.
School Garden Lesson: The Root in the Production of Cropxx5v1
The document provides guidance on teaching children about plant root growth and function through hands-on activities and observations. It explains that roots take in water and nutrients, how they are adapted to do this work, and stresses the importance of soil preparation and maintaining moisture for healthy root development and crop yields. The suggested lessons and experiments aim to demonstrate these concepts in an engaging way.
School Garden Manual for the NorthEast, Part 1: Vegetablesxx5v1
This document provides guidance on planning a school garden, including estimating vegetable needs and garden layouts. It suggests planning the garden in the fall and considering size, row widths, paths, crop rotation, succession planting, and using space efficiently. Sample garden plans are presented for small and larger gardens, with recommended spacing and companion planting. The key aspects are planning ahead, choosing appropriate crops and varieties, and arranging the garden layout efficiently to maximize production for a family of four students.
This document provides instructions for conducting seed germination experiments to teach children about what seeds need to sprout. It discusses how soaking seeds in water, planting them in moist soil at the proper depth, and providing warmth and oxygen are necessary. Experiments are described where children observe how beans, peas, and corn seeds soaked for different durations and planted in dry, moist, or clay soils vary in sprouting. The document also explores how the type of material stored in seeds (endosperm or leaves) relates to optimal planting depth.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Courses in School Supervised Gardening in the NorthEast, Part 1 Vegetables
1. UNITED STATES SCHOOL GARDEN ARMY
• DEPARTMENT OF THE INTERIOR
IUSSGI
•
•
BUREAU OF EDUCATiON
WASHINGTON
v
COURSES IN SCHOOL-SUPERVISED
GARDENING for the NORTHEASTERN STATES
FOLLOW THE PIED PIPER.
Join the United States
School Garden Anny.
WAlIIJl;1)W-S : GOVER.s:YIC."T l't'IO'lTI;NO OFFIce: 10'9
2. •
•
ADMINISTRA TlVE OFFlCIALS.
FnANKI.lN K. L"'-NE, l'w:l..A.I."DEK P. CLAXTON,
Secretary Department pf tile. Interior, Commiuioner Bureau of EducottQu.
10m. L. RA...''""DAl.r.,Direciar,
REGIONAL DIRECTORS.
CluulE1'iCE M. WEED,
Ncrtheaateru Stales.
FREDERICK A. MLnRlLL,
Southeaatem and Bouthweeturn
Btetee.
Or-art, A. STEBBINIl,
westaru Stal.e!l.
ETHEL GOWA.l'S,
SpIlcialut in Pi{lld lkmmlllraliO'Tl.
JAllHiiTEIl 8. IVINS,
Central States.
REGIONAL AREAS.
•Northeastern States: Maine, New Hampshire, Vermont, Mnssacbueetta, Rhode
Island, Connecticut, New York, Peuneylvania, New Jereey, Delo.WIIJC,Marylll.Iid,
District of Columbia.
Southeastern SlAWs: Vitgin.i.a., West Viq,-inia, NorLh Carolina, South Cnroljnn,
Georgia, Florida, AJaOOmJL, Missi.BBippi, TennCSlOO.
Southwestern SUItes: Missouri, ArkRlll'Ia8, Louisiana, KIIIlllDB,Dklahorua, 'I'cXlLB,
Colomdo, New Mexico.
Central Statefl: Ohio, Indiana, .Ilfincia, Kentud"y, IHlchigll..n, Wisconain, 'Mlnne--
seta, Iowa, North Dakota, South Dakota, Nebreeke,
Wcetcm States: Montana, Idaho, Wyoming, Utah, Nevada, Ari7.(.JOU,WWlhing-
toll, Oregon, ClLlilornia.
A gardenfor every child-eDery child in a garden.
3. •
INTRODUCTION.
•
The following pages embody Borne suggestive outlines of courses in gardening based au the-
Manual for School Supervised Gardening for the Northeastern Stutes. 'fills manuel consists
of two parts-Part I, Vegetables; Part II, Flowers-and is available for the use of teachers.
Outlines are given herewith £01' the followirig courses:
I. A course in gardening based au nature study for the first six grades of the elementary
schools.
II. A course in gardening for the fifth aud eixtb grades of the elementary schools.
III. A 20 weeks' course in gardening lor grades V, VI, Or vn.
IV. A Bummer course in gardening .
V. A course in school-supervised gardening for normal schools.
In the outlines for the earlier grades of Course I, many suggestions have been derived Irom
A Course in Nature Study for the FirstSix Grades of.Elementary Schools prepared in its final form
by u committee of which the present writer was chairman, and published by the Messuchusetta
State Board of Education.
C.M.W.
,
•
5. •
COURSES IN SCHOOL SUPERVISED GARDENING FOR THE
NORTHEASTERN STATES.
L A COURSE IN GARDENING BASED ON NATURE STUDY FOR THE FIRST SIX
GRADES OF THE ELEMENTARY SCHOOLS.
FIRST GRADE.
AUTUMN.
l<"LOW1'.lt.S sou AlITUMK STUDY.
The only study which young pupils should be expected 1.0 muke of flowers in this grade is
I.l.ul.t of acquaintance making through seuse pereepuiona. The real flowers should nlwnys be
used so lihat the children O1.i1.Ysee their coJOI' and fouu, feel the texture of their surfaces, nud
smell their Imgtnuce. III every case the flowers in 1.116child's environment should he used,
including both those wild and those cultivated in gardens. It is probably desirable to lend the
pupils to notice which grow wild nud which grow in gardens. 'J'he following list includes the
common kinds lbnt hnvc sufficiently distinctive characteristics 1'01' the younger children to learn'
them easily:•
Purple lI.Illers.
Butler llnd eggs.
Goldenrod.
Tansy.
Mullein.
l.lari6'O!d.
Cco5111llf!.
Sweet pee.
Sunflower.
Golden glow.
Pansy,
rneae ron A1JTUMlS STUDY.
With the trees na with the 'wild OOW6l'5 children must mnke acquaintance almost wl1011y
through their sense perceptions. They enjoy picking up the fallen Ieuves aud using them in
their glunes us 'well as in nssorbiug, pressing, end mounting them, Experience has shown that-
the leaves of the following trees fire readily Jell-rued by pupils in tho first grade. or course,
only such or IJj~ should he utilized Il8 are found growing locally.
Tulip tree.
Sugar maple.
Red maple.
While poplar.
White oak.
R¢ cuk.
Bear oak.
Willow.
Apple.
Pear.
Lilac.
GrC)' birch.
Home cbestuut.
Balm of Gilead.
,
..
6. 6 $CHOOL-SUPERV]$ED GARDENING FOR THE NQRTHEAST.EIl.N STATES.
OARDE~'TNG- FOR AUTIDfN.
It ie important, to give young pupils iLO opportunity for actually growing plants themselves.
The most desirable kinds for use at this season are such spring flowering bulbs as tho paper-
white narcissus, French Roman hyacinth, single Von Sian daffodil, or the single jonquil.
Direccions for buying and growing these will be found in lessons 133 nnd 135 of the Flower
Manual.
If it is not practicable to have each child grow a bulb individually, let the pupils plant them
ns u group und watch them during their growth.
WlNlER.
TREES FOR wrs-ren STUDY.
Take up It few of the commonest evergreens for sense perceptions by pupils. This work
may well be begun about the first of December and culminate with the Christmas holidays.
Have the pupils see, feel, smell, and assort. the needles of these evergreens: White pine, pitch
pine, Norway or other spruce. They should also be shown the cones, both closed and open
and, if possible, the trees us they gl'OW out of doors. The leaves learned in autumn should be
reviewed at leaet once a month during the win tor.
BllWS :rOR WlNTER STUDY.
Pupils in this grade can Iom-n by sight n few common birds if they have an opportunity
to see them locally. Domestic pigeons and English sparrows are pretty certain to occur where
every child can see them, and the crow and blue jay aro also genernlly casy to observe. Do
not confuse the children l,y putting IIp around the room a miscellaneous lot of bird pictures of
'species from all over ibe world. It will 'be better I.tt this time to use only the pictures of these •
four kinds.
Wl:NTEIl. GARDEN S'rUDlES.
The bulbs pleutcd in autumn will mostly blossom in winter, and their care should be an
important phase of the nature work during these months. Tbe flowers should be used for sense
games nod in connection with oral stories to II. very great extent.
A definite beginning should also be made in this grade in the study of the common vege-
tables, utilizing for recognizing and eeuse perceptions these three crops: Turnip, beet, and potato.
Have real specimens and supplement these by colored pictures from the seed catalogues.
SPRING.
FLOWERS FOR SPRl......a STUDY.
It is very easy to lead first-grade children to [L real knowledge of tho spring flowers, both wild
uud cultivated. They should be given opportunities to see, smell, and handle M many of the
following kinds (IS possible. Lend them to notice which are wild and which grow in gardens.
Dlucti!.
Blue ...-iolet,
Buttercups.
Du.iJ:ly.
Tulip.
Daffodil.
Arbutua.
White violet.
Dandelion.
P"""".
OrOCUll'.
Hyacinth.
7. SCHOOL-SUPERVISED GARDEN'ING FOR THE NORTHEASTBRN STATl-::5. 7
TREES FOR S.PItING STUDY.
•
Even before tho trees out of doors have begun to push out their buds tho interest of the
children moy be aroused by bringing inside some branches of poplar, willow, horse-chestnut, or
Wac to keep in water until the Jouf buds or catkin buds are sent out.
Let them see again the leaves they learned in autumn and then watch the developing
branches of the some kinds as they come along in spring. Have specimens of these on ilia nature
table and be sure to change them at lonst once It week.
lJInDS FOR SPIHNG STUDY.
The returning birds are watched with eager interest by first-grade children. Ha'Ve pictures
of those on the following list but not of any others; use every opportunity for tbe childron to see
AS many of these birds as possible out of doors and help to interest them in learning where they
live and what they eat,
Robin.
Dluobird.
Song IlpUITOW.
English IlJllUTOW,
Catbird.
Blue jay.
Pigeon.
Purple grackle.
Swallow.
Meadow lark.
GAlIDENlNG FOR SPRING.
•
It is woll worth while to give the pupils a real experience in planting the seeds of 1 few
common vegetable.'> in window boxes or paper pots in order that they mlY watch the germination
of the seeds and the growth of tbe young plants. It.ienot at all necessary for this purpose that
the plants should be carried to maturity. The kinds recommended for this. grade UJ'e tho seeds
of bean) pea, corn, and squash. It is ulao practicable to plant in paper flower pots the Seeds of
dwarf unsturtium end dwarf marigold, as these will grow well under school-room conditions and
later may be trnnsplunted out of doors in the school or borne gardens. Early in May it is desir-
able to plant ill a small garden out of doors the seeds of dwarf marigold und cosmos for the pupils
to take home a few weeks later- to plant in their home gardens.
SECOND GRADE.
AUTUMN.
FI:.QWERS"FOR AUTUMN STUDY.
The children in the second grade can study flowers profitably only by means of their sense
perceptions. They of course are able to master somewhat longer words and to differentiate
lese distinctive flowers thnn those in the first grade. It is very desirable to review the first-grade
work nnd to Iced them to an acquaintance of such of the foUowing kinds AS lire found in the
region of the school:
Arrowhead.
Olceed gentian
Heal-all.
Mignonette
Nastm1.ium
Jewelweed,
Tiger illy •
Wild enrrot.
Fringed gentian.
Mommg.glnry,
Candytuft.
Poppy.
Petunia.
..
8. 8 SCHOOL-SUPERVISED GAUm;NfNG FOn rna N01tTllJ':ASTEnN 5TAn~s.
'CREES Fan ADTu~rN STUDY.
It. is essential to review tho leaves studied in the first t,'1"udah)' letting the pupils see and
handle them and it. is desirable to add us many of the kinds listed below ns R1'O locally abundant.
Tho children of this grade enjoy playing various guessing and recognition games with the Ienves
and ru-e easily able to make e.ttrnctive booklets of the mounted leaves:
Elm. Alder.
While maple. Locust
Red bitch. Clltalpa.
SQ.!lBIlfms Ash.
Butternut Buttonwood or sycamore.
Ailpc.npoplar. Large-toothed poplar.
Lombnedy poplar.
It is important in this grildc to give the pupils ns muny opportunities us possible of noticing
the dierinctivefeatures of Lhovarious trees whose leaves they have been studying.
•
GAlmE!'TNG ron Acruax.
'rho pupils in this grade also should be given an opportunity to plnnt and cm-e for a few
spring flowering bulbs nnd if practicable one or two foliage plants. Of the former the French
Roman hyacinth, cemperuelle jonquil, and puper white nuroissus are desirable: and of Ute latter
the fuOpllrngus fern nnd Inch plant are excellent, Suggestions lor growing ull of these will be
found in lessons 128, 139, nnd 144 in the Flower Munuul.
WINTER.
TRE.'!':S l-'OH WINTER STUDY,
The three or four species of evergreens taken up ill tho rtrst grade should he hl'iefl~ reviewed
with real specimens of the twigs, needles, and cones, and these additional species so far fig they •
grow locally be taken tiP: .
Arbor ,it:ll, l1omlock.
Fir balsam. Larch or tll.LUnmck.
'110 loaves of deciduous trees learned in autumn should he reviewed by means of gneseiug
or recognitiou games nt least once fl. mouth throughout the winter,
nIRDs FOJt WThTIn STUDY.
Taka advnntagc of every opportunity for obeerviug winter birds of ulmost flny kind. The
fOllr species list~d for the first grade should be noticed ngnin and if possible tile foliowing should
be nddod:
('hjclwl~. Woodpecker.
Nut halch. Snowhunting.
Provide ]>ietures of each o·r these species; but do not make n miscelllll100US picture gnlIru·)r.
FL: up fl, place nellr tho winda".,; of the room if J>oss:iblofat" nttr/lcting biJ·ds to 100cl, by plac-
ing thm'c bOlle>, suet, or grains.
WINTER GARDl!:N81'~T'ES.
Hero nsin tbofirstgradoTUuchof the garden interest should come from the individunl care
of the hulhs planted h)' the pupils. These l;mlhs wiH cam.e iJlto blossom durin'" the weeks
•of win tel' and mil.)'"he either taken homo hy the pupils or left ill the schoolroom. In the lattet'
case it is desil'lthle to Io.t, the -plnnts ripen oIT OJtel' the flowers l'o.de ill ordor to give the pupils
f. better idol of the yom·ly gl'Ovth-cycle of these bulhs. The chihhen will of course conti'Olo to
tako earn of the fi,.<Jparo.gusrerns and inch plants in their winler gardens.
9. S(JHOOL-SUPERVISIWGAnDENlNC EOR THE NORTHRAsnmN STATgS. 9
After the bulbs are out of the wn.ylet each pupil plant one 01" more seeds of the ecntlet runnor
benn.
'rho following garden crops should be studied in this grade for recognition and sense percep-
• tiona: Pee, onion, pumpkin, end potato. Have real seeds, bulbs, or tubers, as well as colored
pictures from seed catalogues.
SPRING.
ll'LOWlo~I.:.S.FOn 8PRINO STUDY.
Pupils in this grade should make a decided advnnce during this term in their knowledge of
wild and onltdvated flowers. An incidental review should 1)0mode of tho flowers on the first
grade Jist and the pupils should see, feel, and smell as many of the following us can be obtained
in tho locality,
Bloodroot.
Jack-in-the-pulpit.
Anemono.
Willie violet,
Strawberry.
Columbine.
nIlle flng.
Trillium.
Wild geranium.
Cowslip or marsh marigold.
Red clover.
White clover.
Caodytujt,
Califonllo. POPP)'.
Morning-glory.
TREES FOR SPRING- STUDY.
Early in the teem review the leaves or the trees studied in autumu, then let the pupils
wntcu the opening buds nnd 1Jlbssoms of tbeso same kinds us they develop in spring.
nmoe lCOR SPRtNG STtIDy.
•
Keep 0. bird calendar on tbe blackboard, listing
li.st ll..nd adding Il.S liony of tho following es are seen:
Junco.
Baltimore oriole.
Rod-winged blackbird.
especially tho kinds On the firat, grade
Woodl)eckcr.
Gold finch.
Mondow lark.
f.NS1WT$ 1<'OR. SPRING STUDY.
Pupils of this grade should become Inmilinr with n Jcw common insects, watching them nt
work upon Iiowora or in other places and learning us muoh n.spoeeible of their Iifo hietorlee. Teecb
them the ohunges undergone by a butterfly hy moans of ornl stories. and watching at least One
caterpillar kept in I}, glass covered box or other vivarium. The following list is suggested:
Honeybee. Monarch buttorfly.
Bumblebee. 'rout eaterpillilr!:!.
White Ci.booge bnllerfly. Red and black Cll.t.erpillar!:!.
Sulphur yellow butter-fly. HOUBO fly.
Yellow swencwtatt bUIw.rll)'.
GARDENING FOR SPRING.
:rhe. P1JP~Sshould grow in their window garden spaces or in window boxes the vegetables
studied III winter III order to learn bow they are reproduced. POllS and pumpkins may be
started from seeds; onions from seeds and sets; aod potatoes from tuben;.
Early in :May sLart the seeds of somo common garden flowers in an Qutdoor seed bed in
order that the children may take tho seodlings home later for their own ga.rden. Good plan~
for this purpose ate c]wnrf marigold, cosmos, calendula, and Ohina asters.
• 13B7l3C
_I9--2
10. 10 soaOOL-SUl'ERVlSED GARDENING von TH:E NORTHEASTT,RN STATES.
1BlRD GRADE:.
AUTUMN.
In the third grade sense training with natural objects should of C01l1"8e bo continued, but
children of this age are a130 eager to learn facts in regard to tho things around thorn. Conse-
qucutly it is desimblo to include lessons upon structure and uses as well as the mere ucquain-
tenco-making. Such items flS tho structure of flowers, leaves and branches, and the relatione
of flowers to insecta, or of leaves to light IDILYwell be brought ill to the work, adding interest
and giving glimpses of tho greet world of knowledge into which the child is being introduced.
..
r-rowena FOU AUTUMN ...rucr.
A. rapid review by means.of actual flowers should be mude of the kinds listed for the first
two grades. In addition the following should be taken up so Iur ItS examples are available lor
the children to use thou' seneca 1 pon-e-
Ohicory.
Yarrow.
Joe Pye wood.
Fall dandelion.
Duhlin.
CllLoa. Moor.
Swect nlysaum.
Culiforuio. peppy-
Zi..n.nia,
Bcneeet.
Ironweed.
Ledtee' ~1'_.
Loosestrife,
Verbena.
Gladiolus.
Stoclcs,
TnEF.S son .UTUMN STUDY.
If proper methods (or the study of leaves have been utilized during the first two grades
it is enaily possible to have the children acquainted with the tcees common in the locality by •
the end oi the third grade. Each teacher will of course adopt tho methods tl1fttseem bast to
her, but she will find nothing that will be more helpful ill fixing in mind the loaves of the trees
I01md locally tbat to have the pupils make booklets of pressed and rnouutcd leeves. Itt addition
to those of the previous hete at least 10 of the "following species should be added:
Ilhestnut.
Oanoe birch.
Ijuwtbcrn or thorn Ilpple.
Norway maple.
Shad bW111.
Cottonwood.
PU$l), willow.
White. willow.
Box elder or l!lh~le:a:vcdmaple.
Linden or basswood.
Hickory.
Witch hazeL
Hooey locust.
Bwump white oak.
III1WS TOIL AUTUALN STUD'l'.
The most interesting bird study for third-grade pupils at this sceeou in situations where
outdoor observations may be made is that of noticing the kinds which arc gathering in flocks
for tho journey southward. Some species go in fn.mily groups while otbera gather in gront
f1oc.'JGof lnl1l1y families. It iS!l1so interesting t.o llol.ice thed.i..£foreoces betweon the plll'Cnts and
tho young of this senson's bl1t-chings. A fnll bird cnlcudur will be helpful in enlist.i.llg the interest
of the pupils. Lead them to notice whieh birds go first u.ud which sl.i1.ylongost.
11. SCROOL-l';UPElWlSED GARDEl"lNG 'sen 'T'RE NORTHEASTERN $TATES, 11
GARDENING FOR 1 UTUMN.
It should be possible in the third grade to have the pupils grow some bulbs which are It bit
• more difficult than those listed for the first two grades. It is desirable also to give them tho
experience with th,e other varieties in, order to widen their range of interest. The following
are suggested [or this purpose: Grand Primo narcissus, Giant Princeps daffodil, Dutch Roman
hyacinth. Two good foliage plants are spearmint and ASPUTllt,"1IS sprengeri. Discussions of
these will be found in lessons 138, 142, and 144., of the Flower !'filllUo..l.
WINTER.
TREES r'rne WINl'~l.R. STUDY.
By the end of this winter- term the pupils should know practically nll of the nativo evergreens
found locally. Start with those which they have already learned in the :first two grades and
take up whatever species thut grow locally. Show their values in the winter landscape and their
usefulness to the birds and small mammals for shelter from winter storms.
:BIRDS FOR WINTEll. STUDY.
In January make a bleckbcrc-d liet of the winter birds seen by the pupils and have ncar
by a set of pictures of all the species that are likely to occur in your locality. If possible provide
a feeding place near the scl1001where bonos, suet, and grains may be placed.
WU<TF.lt GARDEN 8T(lDLES.
The children will of course continue to care fOJ' the bulbs or other plants started during
• the fill term. Inuddibion they should study the following for recognition and sense perceptions:
Oabbnge, carrot, parsley, sweet potato, squash. Have real specimens end colored pictures
showing the different types of structure,
SPRING.
FL()WE.ltS ron SI'RING S:I'UDY.
By the end of this term the pupils should be acquainted with most of the common flowers,
both wild and cultivated. In addition to those listed in the:first two grades the following should
be known so far as they occur in the locality of the school:
uepeece.
llirda'-foot violet.
Chickweed.
Bellwort,
Ointl uejoll.
Robine plantain.
gclcmon'e aeel.
Dogtooth violet.
Blue-eyed graea.
Snowdrop.
EaIller iiI)'.
Madonnn.lily.
Scapdrsgcn.
JaplLlI6'!C iris.
German iris.
Globeflower.
Baehelcr'a buttons.
False Bolcmcn'a eeet.
TREES FOR SPRING STUDY.
Observe the spring condition of ill the trees the pupils know. Mnka lists on the board
under these two headings: "The catkin bearers," "The blossom bearers." By the end of the
• term see that each pupil kncwe {Tom his own seeing the kinds on each list.
12. 12
r
80HOOL~SUP8RVlSED GA.RDB.N1XG FOR THE NOnTITEASTERK STATI~:::;.
nIDDS l"OU SPIUNG STUDY.
The children are always eager to note the return of tJ10 birds. Have colored pictures of
tho kinds found locally. Lead the pupils to notice songs and feoding.hebite. Of course ull •
the birds ou tho lists for the firet and second grades should be noted 80 far as they arc seen and
watch should be kept for tJ:U) following others so far as they occur locally:
Flicketll.
(llrimuey swift.
Bam swallow.
Kingbird.
lfockill.g bird.
Phoebe.
White-bren.sted nuthatch.
Humming bird.
w.ren.
GAltDENING FOR SPRING.
Children in the third. grade are old enough to have real gardens of decided vnluo. From
March onward adapt to the special needs of your pupils as many as possible of the following
lessons ill the Manual of School Supervised Gardening in the Northeastern States.
Lessen I.-Firat catch your rabbit.
Leason S.-Plans for emall gardens.
Leeson 28.-Gctting your garden ready.
Lessen 29.-How to plant. your cropl'l.
Lesson SQ.-The crops to plant Ilrst.
LCB/lOn85.-The care ol the garden.
Ioecu 3G.-Wood.iJlg the garden.
Leeou 37.-ThinIUng your young vegetables.
Lesson 41.-John'e dream.
I.c8BOIl5J.-Rad.iBh_tho enaieet gurdon crop,
teecc 5~.-Bectl> for both summer and winter.
LCI'I8On55.--c8J'J'Ot,:Jlor every garden.
LC8!IOn(',().-Grmving oninua trom sell>.
LCl!8OIl64..-li'i.ve purpose beans.
Lesson G5.---Bwoot crom to cat and to can.
Leeeou 66.-DuCUlllbers for salads and pickles.
Leeson 6B.--8otting out tomato plants.
Lessen 72.-Thc cuhll&go WOI11lS.
Leeson BO.-The toad-The garden tank.
Leeeou SS.-Witch gnws-ihe root of garden evil.
Jessen S9.-QUIIlity vegatablee from tho garden.
FOUR1l-I GRADE.
Tho first three grades have largely boon devoted to acqUllintnm:.a-:-mnki"ngthrough SCuSe-
perceptions of tho living things in the pupil's world. The point of view should now «benge to
that oC helping 1Ibopupils to get experience in learning how these things W'Ouseful to man nnd
to show them thelr- power to make them useful. From now all c~rtainl)" the motto of the School
Gardon Army should be applied:
A ganlenjor evel'l1chWl.
Every child in. a garrkn.
The expo.l'icut:o of the pupils in those gll.rdons will yield muoh materinl for inCormn.l ~ociar-
ized discussions and the skillIul tenchCJ' CllI} runeJj]y group these nround certllin topios to get
thoir greatest educatiOllul value, Soml) of those topi~ ar9 suggestod below.
IfLOWEltS ]o"'()ltAtn.·lnLN STony •
AUTUMN.
•
"t Special omphnsis should bere be laid upon tho distinotion betweon wild flowers and gnrdeu
flowers. By the end of this term the pupils should be acquainted with aU the common .fill
.flowers of the locality. One gaod way to review and swmnarize what tho pupils have Jonrnoo
previously is to make a. bltl.ckboo.rd list under the t"VQ headings suggested.
Have the pupils plant at lea.'1t tlU'oo l..-indaoCspring-flowering bulbs. Suggestive lessous
on ordol·ing llod planting the.~ewill be found in lessons 133,137, ap.d 141, oC the Flower Manu:a.l. CJ}
13. SOHOOL-SUPERVISED G.lliDeNTNG :FOH THE NQRTHR<l.STElI:N STATES. 13
Dl'$EOTS }'OR AIITUMN STUDIES.
•
1'fost young gardeners will have seen some insect pests at work. 'I'eeoh the mothods of
fighting them, us indicated in these lessons of the manual.
L(!IlOOn11l.-Spmying lor l)il:i.ng ill!lects. LeSBOn H,-The apbiclJl or plunt Lice.
Lesson 74..-Applyillg Jl.rsecnll.toof 10000d. Lesson 78.-Kerosene emulsion.
LP.SB01l76.-Tho black squash bug.
GAJHH~N1NGFOl~ AU"fUMN.
Show the pupils the necessity of getl;i,ng a place to make t.he gardeu und of getting it ready
Hili fall, using such lessons as these:
Leese» l.-Firat, cat,qh your rabbit.
Lesson 2.-Uow to plan your garden.
Leeson 3.-Plll.ns for IImaU gardena.
Leeson to.-The kinde of garden soils.
Leeson15.-Uumlill-the food producer.
Lesson 16.-Improvillg sandy sella.
Lesson 17.-MllJlUres..
LeMOn 28.-Getuog your garden ready,
1,(>1180097.-KlI.lo for September sowing.
Leeson IlS.-Pln.llting OWOllacta this fall.
Lll8!lOll9!),-Getting ready for spring.
WINTER
'r]'tBl:~S }·'OR WU.'"'l"ER. STUDY.
A good topic for tree atudy in this grade at this season is thltt of tJle growth of trees from
seeds and cuttings. Lead the pupils to notice the native trees of the Ioca.lity Illld find out how
they are reproduced. Of course they will see that most of thorn growfrcm seeds of vurlous sorts.
They will also find that some r-eproduce themselves nuburally from cuttings. St8J't cuttings of
poplar, willow, uud Russian artemisin in bottles of WItter to ece how cuttings grow. Study
the structure of these twigs to ace WhOl'Othe roots como out. Let the pupils see if there is any
relation between the fl1ct that willows grow along the river hanks and their reproduction from
cuttings.• Dm.D8 son 'WINTER ST1J1)Y,
Tn.ke up the topic l)f flWinter birds flS garden friends." Sen the pupils W finding out
'what the win tel' hirds e!t and how they gat their food, III this connection study especially
the snowbirds and winter sparrows as eaters of weed seeds and the chickadee and winter wood-
peckers as eaters of insects. Furnish food to attt:nct birds near the windows and got the
pupils to collect an exhibit cf winter food of birds, chiefly wild fruits, weed seeds, nuts) and
insecta.
WLNTElt GA,lIDl:N" STUDIES.
The pupils will of course continua to care for the bulbs started in. f'l,utun:u),
Take up tho study of ga.:rden soils, with especilll reference to the iJ.nprovement of the ~oiJ
in the garden of each pupil, Utilize these 1008008 in the Vegetable Manual:
Li~n 1O,-Tbe kind!; of glll'don l!(1i1s. Leseon ~l.~The hidden gold_
Leeson 15,-Hl1mUII-tllo food producer.. LC880n B,-Tho third plowing.
Leeson 14.-Ii"oeding the. flllhworlO6. Lc8l!On21.-Grcen mo.nUM,
Study theso crops far Tocognitioll, sellse-pel'ceptioJls, llnd uses, having renJ specimens or
colored pictures or both:
&lsiIy.
PQ.nmip.
Cucumber.
MeloIlE.
Spinach.
Cb..ro.
C.m.
Wheat.
Ol1!.f.l.
14. 14 SCHOOL-SUPERVISED GARDENING FOR THE NORTHEASTERN STATES.
SPRING.
FLOWERS FOR SP.RrN'G STUl)Y.
Make the same sort of a study of tlie spring flowers 1.,,> was made of those of autumn, claeei-
lying them under the two headings; "Wild" and "Ouluive.tcd." Get the pupils to finding out
the origin of cultivated flowers and learning tho.t most of them were Once wild in some part,
of the world.
The following list may be helpful in showing tho flowers nvuileble for such study in addi-
tion to those on the lists for the earlier gardens:
•
Miterwort.
Sarifr:t,,"C,
Gold:lucnd.
Spring beauty.
Yellow vlclct.
Bunch berry.
Pcrteidge b,:rry .
'Indian pipe.
Meadow rue.
Pitcher plant.
White water lily.
00'" lily.
Fringedpolygalu.
MOllll pink.
Wild yellow lily.
Lady's slipper.
Scilla.
Balsam.
Phlox.
Globeflower.
Bachelor's buttons.
'I'ubeecee.
11' a small plot of land is available in or nenr- tho school yard utilize it lor n tree garden,
On even so smell a Bpace JlS 6 by 10 feet one can grow ft surpri.sing number 01 trees. The Boil
need Dot be rich and the eibuution is nll the better if in partial shade. Ouutinga may be made
early in spring before the buds lj>tJ1rtof currants, poplars, willows, Russian artemisia, and
golden bell (Forsythia). Plant these 18 early as possible. ' •
Sprouted acorns end other nuts nrc readily found and planted: So also arc many young
tree seedlings which mny readily be. found by the roadside and in other places.
GARDENING sou SPRING.
En:rly in Murch begin planning for n spring garden for enoh pupil. Encourage them to
plnn for some of the following crops: Radishes, lettuce, Swiss chard, beets, kohl-rabi, sweet
corn, and cucumbers. Utilize the following lessons in the Vegetable Manual:
Leeson 2.-HoW' to plan your garden.
Lesson S.-Plans lor rnnn.tl gardens.
Lll8BOD5.-EBlimtl,ting the needs.
Lessen 6.-Short season companion crepe.
T.CI!SOD13.---cmpa fer new clay gardens.
Leeson 22.-The seed order.
Leeecn 23.-Ufl:ing tho seed <''lltalogues.
T'CllIlOn24.-Vnrietief! of vegelubles.
T>C!II!On29.-How to plWlt your crope..
Lesson 30.-The crop!!to plan~ first.
Lesson 32.-When to p1o.nt your cropll.
Lesson 36.-Weeding your gurdon ."
Leeson 37.-Thinning your young vege!.ablll'l.
T~n43.-How to etud y n crcp.
Leeson 44.-Lettllce f.orhome gurdDllR.
Leeecn oo.-earrota for every garden.
L~II 5!l.-Kohl-mbi for young gardeners.
Leeson GO.---Grolnng onions from !leta.
~n M.-Five-purposo benns.
1,(l!l801IG5.---.swoot corn tQ eat nnd 0 can.
T'Cl!8Ont)ll.-Cucumbere lor Blllad8nnd pkklcB,
Some or the pupils at leust should be encouraged to plaut such fl.Ull11nl.flowoI'Sas nastur-
tium, bachelol"s buttons, swect alymltlm, und Chino. asters. These lessons in the 1'lower
Manuul may be taught in this connection; Lesson 14.6, 149, n.nd 150.
15. (
SCHOOL-SUPJo:RVlSED GARDENING FOR THE NORTHEASTERN STATES. 15
FIITH GRADE.
AUTUMN .
• STORING GAltDEN CROPS.
Soon after school epees many of the young gardeners meet problems in liarveedng and
'Storing their vegetables. The following lessons may well be tnken up at this time, being sure
that the pupils have an opportunity to discuss the ways in which each lesson applies to their
own conditions:
Leeson 89.-Quality vegetables lrom the garden.
Leeecn 90.-8clJing 'Your vegetables.
Lesson 91.----Sl.oriug yo~r vegetables. I
Lesson 92.-Storing root crops.
Lesson 93.-Bftrve~ting and storing squashes,
Leese» }4.-Digging and etcriug potaeoea.
GARDEN PESTS AND THEm QO:<;,TI(Ql,.
The experiences of the summer ere likely to promote 11 real interest in this subject. Study
definitely the life history of each of the more important insect peste which have been trouble-
some. Get in the minds of the pupils the diffrrence between Insect injuries and plant diseases,
the trnnsformatioua of insects, nnd tile differences between biting insects and sucking insects.
'These ]essone should be helpful:
'LC!!8011S4..-Plant diaeatm~.
Lasson 72.-Tho cabbage wonn.
LC8!lOn'i5.-'I:he tomato wcrrae.
Lessen 7!i.-The black aqueah bug.
Lesson 77.-Tho aphids or plant Ike.
Lesson 78.-K.cralene emu1fflon.
1.o680n79.-S;pmyilJ.S' with. tobacco aQlutioDIl.
Leason 82.-The corn-ear WOrID.
Leeson 83.-11ow to fight potato petits.
G-.UtDEN1NG FOR AUTUMN.
It is highly important to impress upon the pupils tho necessity of clean garden culture in
• the fall nnd of the value of tillage and fcrtili;mtion at this season. The following lessons mny
be taken up in connecucu with the reports of the pupils. Pnll inspection of the home gardens
by the captains or lleutenante of tho Garden Army Oompuuy will help to keep up tile interest:
Lesson H.-Feeding the Ilehwcrma. Leeson 21.---Gmcn manures.
Leeson 15.-I1umua, tho food prcducer., Leeson 98.-PluntiDg onion eete tbia Iull.
Lessen la.-Improving sandy scile. Leeeou 119.-Gotting ready for Il:pring.
Leeson 17.-lInnureB.
WINTER.
GARDEN WEEDS IN W1NTER.
T.h.is is n good topic to take IIp in connection wiLh tho garrlen. Lend pupils to now.ce how
weeds pass the winter flS seeds 01' as roots or tubers. How are the seeds distribuLed in winter:
Which by wind/ which by wntez'/ ,,,hiGh by nniIlllJ1g~ G~t fl, collection of wood soods and sow
&omo i.u window boxes. Use IfLcsson 36.-Weeding your gl11'dell." StflTt booklets of gnrden
woeds.
GARDEN CROPS F.'OI~ STUDY.
Mu..koa definite study of sovcral of the garden crops Ute pupils havo grown or should grow.
Usa sced c"O.tnloguesconstantly ltnd follow the outline in lesson 43: Row to study a crop.
The following lessons mlty be used as needed:
LCllllOn46.-Patsley. Lcsaon 52.-Plauting tumipe oo.rly ll.nd late.
LessOl147.---Spinu.ch. Leason 56.-Parmips.
Lesson 5O.-Endive. J"(l!I!IOn57.-8allrify.
Le!I9on 51.-lliLdiaboa, tile oll8iestg,H'don crup. LC!!IIOnbS.---Qubbagcll.
16. 16 S(Jl]'OOL-SUPEBVISED GARnENTNG TOR THE NORTffEASTEHN StiTES.
SPRING.
Every filth-grade pupil should plan lor us good a reel garden as possible. Begin with a
discussion bused on "Lesson 5.-Estimating the needs," and follow with "Lesson 2.-IIow
to plan your garden," and "Lesson 3.-PIllDS for-ernall gardens," "Lesson 4. Plans fOT huger
gI1Tdens." Then take up a study of varieties of vegetables based on "Lesson 24.-'1'ho seed
order." Tholl tnke up na many of the following lessons as eeern necess3l'y to meot the needs
of tho pupils:
•
Leeson 6.-8hort season companion crepe.
Lesson 7.-J~OllgReason compauicn Cl'OpOJ.
Lessen 28.--Getting your garden ready.
Lesson 211.-IIoW' to plant your crops.
Leeson aO.-1'lJe cropu to phUlt Iinlt.
Lesson 3l.-The outdoor eeed bed.
Leeson 32.-%011 to pluut your crops.
Lesson 38.-How to thin vegetables.
Lesson SQ.-How L<:> trunaplnnt,
I.>C5&IU40.-?>[ulchoo and how to lOOthem.
Lesson GB.--8etting out tomato plAnta.
Lesson G9.-'rm.ining tomato plants.
Lesson 8.-StlCCffiIlion cropping.
Leeeou £I.-Follow crops.
SIXTI-l GRADE.
THE O~Rl)EK nxnrnrr.
Have the officers of tue sixth grade companies take charge of a garden exhibit including at
least the products of the pupils of this grade, hut preferably also of the products of all the
pupils of the school in grades below the sixth. Flnve both !lOW61'Snud vegetables. Prepare
for it by means of these lessons:
T..eeeon 89.--Qualit:r vegcto.blea from the garden. IT,~n !l(i.-TYPe!l of tnIlrketi.J.g.
Lesson O-1.-Dim;,.>'iugand storing potatoes. Lessen ]26.---Ch.itl,~ IllILen>tor exhibit.ion,
LCB/:lOnlJ5.-Preparing root. crops for faiTIIo,nd 6l:hibit..ion;l.
STUDIES IN CROP j'llODUOTION.
•Begin a definite study of crops grown Cor the use of mall. Base the study upon t,he gro·den
e.xperienccs of the pupils, nnd utilize seed cn.Laloguesj tcxtbooks, and the vegetable nnd flower
manuals fi8 helps in the work. During the fnU term take up the3e topics: Hoot crops, bulb
crop~, vine CI'01':':1,P0Il111CCOW,fruit'''j aud tuber crops. 110."0rellI specimens and colored pjc-
turca in connection with each crop. The following lessons will lie helpful:
Leaaou 48.-Ncw Zealand p.pinach. I..etl!KJfI57.-SiOllsi.iy or vogctublo oYJIter.
LC8l!OD.51.-lla-diahe9--Lhe ensiCllt garden crop. Lewtl 59.-Kohlrnbi for young gan!eneTll.
LCll80n52.-Plo.nting turw}n, early allel llItc. LC!'BOU60.--Growillg onions irom ~ets.
Lesson 53.-Rutubilgus. Lnaaon 61.-Qniol)ll from aeed.
~n 55.-<:larrota for ev(.'r)'I,"llrden. Ll.'$WrI112.-Pota.taCll.
"Le!lao.J.u 56.-PlLn!llipa. LllllIillu 67.-Wintor HljUashoa,
WINTER.
STUDT:ES IN OROI' 1'ItOllUCYI·ION.
'I'!ka Up othol' crop'" grown by mnn tban those studied during tho autumn term. Theso
topics aro suggested: Salad CJ'op!>,brrccns crops, flowers, stone fruits, small fruits, grasses, and
clovers. Use seed and fl'uitrtroo clLtalogue5, colored picttrres, lind the renl th:i.ngs as much
fl.3 pOl:lSible. These les:so,nsIDay bo helpful:
LI!!I$OD+i.-Leltuce for homo gardens.
l.ealon 45.--Gelcry.
LClJlQll 46.-po,rllley.
~ 5O.-Eodive.
1.E!l3IlOn58.--ellbbagca.
'Lcsaon47.-8pinnch.
LClIllOo4S.-Now ZOf.l11ndIl"pillAch.
Ll'MOD49.-8wiBs chard tor Bummer 11&0.
17. SCEOOL-SUP£RVl$J::l} GARnEXTNG ron THE 'N()J:TH"EtlSTf:J:N STATES. 17
TIm FIUE~TlLY BInDS.
Take up this toplc for It month. Give the pupils a comprehensive idea of the place of
birds ill nature. Study their foods-c-iuseots, fruits, seeds, mice, and other things. Show how
the structure of each group of birds fits them to their Ieediug habits. "Lesson 85.-'1'he
chimney swilt, the garden ace," may prove useful.
SPRING.
$taTt nn intensive gnrdec campaign with the objective of having each pupil have as huge
and as productive a. garden ns possible. Take up garden plans, with a. plnn by each pupil, and
methods of preparing and fertilizing .the soil. Then help in getting the seed orders made out,
following with studies of planting tbe crop. Later take up methods of culture util.izing the
lessons under the subheading, "Growing the crop." Study any special crops new to the pupils,
and toward tho end of tho term take up the study of garden pests.
Have ilia Vegetable Muuual and the Flower Mnnunl rondy fOI" relercuce at all times. Let
the officers of the Garden Army Compuuy rend many of the-l~OIlS 1110u(1to the compau)'.
II. A COURSE IN GARDENING FOR GRADES Y AND VI.
Itis the commonly accepted opinion that the fHtb. end SL"({Jl. grades are two of the best years
fo!' the study of gnrdening in the schools, with prncticel work on. the part of the pupils in real
gardens outdoors, nnd as much indoor practice in growing plants as possible. The following
outline of lessons is suggested for these years.
•
GRADE V.
A. GARDEN CROPS, VEGET ABLf.S.
A Teal study of real crops with socialized recitations in which. the pupils are encouraged to
relate their garden experiences will be of greatest value. These recitetioua may be based upon
the following lessons in the Vegew.ble Munual, supplemented by tho vegetables themselves and
studies of seed catalogs:
Leeson ·13.-How 1;0atudy a crop.
LQ!ISOllIH.---Growing oninua from eete.
LC!I!lOn51.-Rndi.well---tho oasieet gerdeu crop.
L08OO0 44.-I,ettuce for b<;lluegn:rde.UIl.
Lemon 49.---swias clmrd for Bummer 1lilC!.
l>esaon 5'1.-Boota for botl. summer ,md winter.
LllS!K)n 55.--o11t:rota fur livery garden.
LceBon 46.-Plll'Slcy.
LO!l8011~7.--Spinach.
Losac:>n -I8.-New Zea.ll1nrlllpinach.
LesBl)1I OO.-{1ucumbers ror ealada end pickles.
L(SS(>l1 58.-Cllbbll.J;,'lJIl.
LCSIIanb2.-Pll1ottng tUnljllll earl y and late.
Lessoll G;;.---Sweet corn to eutalld 1'1CHI.
Lesson G3.-KohJmbi ror young gu.rdcnere,
LesBvn 1l-1.-Five-pnrpoee beam.
Lel'l5On GS.-Setting out talJlll.OO ph1lJta.
Ll!t&lll 611.-Tmining tOlUiltoplants.
B. GARDEN CROPS, FLOWERS.
It is well worth whila to give to both. boys and girls a bronder concept.i.on of gllrdeu1.11g than
tbey get from studying und gro,-ing vegetnbJes alooe. Gardens fOI" beauty rank nc.xt ill '"Olue
Logardens' for food. n), taking up the following lesso!);:!in tIfe Flower :Mfl.D.uaJin a. "itlll wu.y lhe
pupils will get much knowledge llnd experlence:
Ltlt;st)n 127.-Making /l1wer pictures iudoors.
LQ!ISOn·1S2.-U We g:u.rdlllls indoors.
tCS90tI12!l.-Flowcr!I for ThflOklfgilziug.
Leeson 133.-Qn.lcrillg buJ1)8 for forcing.
LOl!Sl)ll 141.-.' pot of CroCUBU
L~n 140.-Pllluting tul i()SOltdl}t.lrs.
I,t!Il5OUH3.-Tfurrring lip jflck-i.n-1.b.o-l'u11>iL.
LOBBOn145.-Tl1C !Illdcim "ina.
I>esIll)n 144.-ABIlll.rBgtlB for i.lld ....,'r bl'!ll.llty.
LeESOn 150.~'3weEt nlyaau.rn.
18. 18 SCBOOL-SUPERVISED GARDENTNG FOR THE NORTHEASTERN STATES.
C. GARDEN PRACTICE.
All pupils who have had experience in gardens will appreciate in some degree the necessity
of a knowledge of garden practices to insure success. The following lessons in the Vegetable. •
Manual are suggested for this course:
Leaeon 23.-U!li:ng tho seed cata-loguea. Lesoou 37.-Thinning your young vegetables.
Lesson 22.-The seed order. Lsssou 15.-HumU&-llle food prcducee.
Leeson 24.-Yarietiee of vegetables. Lesson 20.-Tho compo!ltheal).
Lesson 25.-800d tcsting in the echccl. Lesson 16.-Improving sandy ecne .
Leeson 3L-Tho outdoor 1lOO'd bed. Lesson 18.--CommerciM Icrt.ilfzere.
Leeson 28.-Gotting the garden ready. Leason H.-Feeding the Ilahworms.
GARDEN PESTS.
Pupils in this grade should be thoroughly grounded in u knowlcdge of the most important
facts about ineecte that nfleot garden crops. Such a knowledge should include at least a real
understanding of the changes undergone by insects from egg to adult and the two great methods
by which they get their food, by biting and by sucking. A careful study of these lessons will
help to this end:
Lesson n.-The cabbage worms.
Leeem 73.-Spraying for biting Ineecte.
Leeson 77.- The.aphids or plnrrt lice.
Jeeeon 79.--8praying with tobeccc eolutaces.
teeecn 76.-The black equaah bug.
Leeson 85.-The chimney swift-the garden ace.
Leeson SU.-Tho toad-tIw garden tank.
Lessen 87.-The Mole--'J"he tunnel maker.
Leason 88.- Witch gra£a--tbe root of garden evil.
SIX1H GRADE.
The garden studies of this grnde should of course be based upon the knowledge and expert-
ence of the pupils. The officers of the School Garden Army Company may readily be led to an •
active supervising interest in an exhibit of garden products to which the public should be in-
vited. Such au exhibit is en excellent basis for a. comprehensive study of garden crops under
this .6:nst topic.
A. MORE GARDEN CROPS, VEGETABLES.
The aim. here should be to complete the list of valuable vegetables wnioli the pupils may
grow in their gardens, now or later. The following lessons "ill supplement the studies made
in the fifth grade:
Leeecn 43.-How to study n crop.
Lessen 23.-UIling the seed C8.tll.loguCfl.
Lesson 45.-Colery.
Leeecn SQ.-Endive.
Lesson 53.-RutlI.bo.gas.
Le!:Ison5G.-P&rmipB.
Leeson 57.--8alaify or vegetable oYJrler.
Leeson 61.-QnionB from seed.
T_e5BOn 62.-Potatool!.
Leason 63.-Peas.
LeBllOn67.-Winte.r squashes.
Lessen 70.-Eggplant.
Lessen 7l.-Sweet peppers.
B. MORE GARDEN CROPS, FLOWERS.
'The study of flowers and thl':lirl,ISesshould be continued throughout tho year as opportunity
offers. The following lessons in tho Flower Manual are suggested:
Lesson 126.-China.ll.Iliers lor eilibilion.
Lesson 130.-Making £lower pictW'Cll on lhe wnlls.
Lesson 139.-Growing bulbs in fiber.
l..ce8Qn 135.-Bulbe for Ohristmas presents.
Leeson lSS.-nyllcinlhll lor winter beauty.
[
.Lesson 152.-Fems to grow indoors.
Lcssoll148.-Bringing' in the spring wild £lowere.
Loooon 154.-The beautiful gladiolw.
19. ,
SCHOOL-SUPERVISED GARDENING FQn THE NORTHEASTERN STATES. 19
c. ADVANCED GARDEN PRACTICE.
The greater garden experience of pupils in this grade will enable them to discuss more
Intelligently than before the points brought out in the following lessons:
Leeson 6.---Shorl-eenaon companion crops.
Lesson "7.-Long-aeaBOlt companion crops.
Letl801135.-Weeding your garden.
Lesson S3.-CropB for lata planting.
Leeson 34.-TIoot ceopa far late sowing.
Leeson SS.-How to transplant.
Lesson 40.-1Iulchee and how UllLlElthem.
Le9901193.-Harvesting and storing squaehes.
LeSBOll94.-Digging and storing potatoes.
Lesson 90.-Prepiuing root coops for fairs.
Lesson l02.-Your aspamgus bed.
Lesson 26.---Grecn manures.
D. GARDEN PESTS AND THEIR CONTROL.
.A. further study of this topic is wall worth while, reviewing the knowledge the pupils may
have of insect trn.nsCormations Mel methods of destroying insect pests. Most of the lessons
listed below are additions to the fifth-grade list.
Lesson n.-Spraying for biting insecta.
Lesson 74.-Allplying arsenate of lead.
Lesson 82.-The corn ear worm.
Lesson 80.---8quash lLlld cucumber beerlee.
Lessen 75.-Tha tomato worms.
Lesson 78.-Kel'0gelle emulsion.
Looson81.-The cutworms.
Leeecn 83.-JIow to fight potato peete.
Leason &t.-Plant dtseeeee .
•
These lessons may well be supplemented by discussions of other insects of special lcoel
interest. .Any pest thnt is injuring or has lately injured the crops of the pupils should of course
be cousldered. In the case of all insects that have complete life changes-like the butterflies
nnd beetles-these stages should be taken up:
•
When and where the ~rgis laid.
When the larva. hatches .
What the larva feeds upon.
TIo","long the larva Uvea.
The following insects are likely to come to the attention of pupils and teachers at various
times:
When and where it cqe to a chrysalis.
How long it ataya B8 a chryaa.li.ll.
Whut the adult insecta food upon.
Tho calTOt caterpillar.
The atalk borer.
The spinach leaf miner.
The squaah borer.
Gl'll.Mhoppe1'll.
The pea. weevil.
The liBpll.ragusbeetle.
The blister beetles.
The army worm.
The bean weevil.
E. 5COlJIlNG FOR NEW PESTS.
Several very destructive insects are at work in restricted Iocalitles in the Northeastern
States which as yet are not generally distributed. Almost any of them may be introduced into
a DOW region at any time. Consequently it is desirable that the young soldiers of the School
Garden Army should know of them and be on the !Jert for their first appearance. The more
important of these dangerous invaders ure:
1. Tho gipsy moth.
2. The brown-tail moth.
3. The COOlborer.
4. The Ja.panese beetles.
Special bulletins describing these pests roay be obtained free on application to the Ento-
mclogiet, United States Department of ..Agricultural Washingtonl D. C. Let the captains or
lieutenants send for these.
20. 20
T
SCFrOOL-SUPEnVlSED GATInENTNG :FOR THE NOnn'lEASTgn:N STATES.
Ill. A TWENTY-WEEKS' COURSE IN GARDENING FOR GRADES V, VI, OR VII.
A special pamphlet entitled "Forty Lessons ill Gardening for the Northeastern States" is
available for the use of teachers who desire to take up the subject in Februury to continuo until
June. Two lessons [L week with periods of about 20 minutes each w1J1covel' tJIC course. An •
attempt hns been made to In-range them in 1 6Cll50U1l1 sequence, so that. OlO lessens will coincide
with tho real wor-k the pupils may do. EAch teacher ceu, of course, v:l.ry the Ot'uer to meet the
conditions with respect to her own pupils.
'l11(~numbers uud titles of this arrangement of the lessons fire as follows:
Lesson I.-First, catch yourmbbitt.
Lesson 2.-Hvw to llian your garden.
Lesson a.-Using the HOOdcatalogues.
Lesson 4.-The seed order.
Leason a.-GelUng )'our b'fU"denready.
:LoeBOlL B.-Seed testing .in "til,. eohccl.
Leeson i.-Vhcn to lliant ....'our OrQp6,
Lesson a.-now to plant your crops.
I.A!~n 9.-Radishes for sc;hool-fl,upel"Viaedgardens.
LesoollIO.-Growillg 01110:>111:1 from eete.
Losaon j Lc-Peea.
Lesson J2.-8horl"6ell8OU companion crops.
Lessen 13.-Long.season companion crops.
Les5¢n 14.-HumU8~the food producer.
I.e!aou 15.--commercia1 fertilize!"!!.
:Lt:ossonl6.--Swisll: chard for summer uS(!.
l,(lSBOn 17.--carrota for every garden..
I.cl!SOnlS.-Beeul for both Blll:n.merand winter.
l.eeaon 19.--spi.llach.
I..esa<m 20,-Woodi:ng ....·Qur garden.
I.lC/l!l(/)121.-'l'hinnillg-your young vegetables.
Lessen 22.-Planung turnipa early and late.
V-Jll2:l.-Bwoot corn to oat and to CILll.
~ 24.--Hucce9rion croppiu.g .
LOfl101125.-II'l' t-o rransplant.
Lessen 2G.--cucum1Jf)rs for salada and pickles.
Lesson 27.-Settiug out tomato plants.
Leeson 28.--Thc care of the garden.
T<C58Oll 29.-;,tulchcall.lld how to U/IC them.
I.etl!IOH30.- The compost heal).
Leeson 31.-Ifow to kill the bitingirl.'l<X:tI:l.
IAl!IBOll32.-The cabbage worms.
Lesson 33.-IIow to kill the euckinq b~cl;6.
Lesson 34.-Tbe allhids Qr !l)lllJ,tlice.
Lo8i:lon 3ii.--Qllality vegctablCll from thll garden.
LcsBon 3tl.-Plant d:isealles.
I:.lwroll 37.-Two rri.cmd$or the gard¢ncr.
Lesson SS.-8eIIlllf; your VC{,'CUl.blea.
Lesson S9.--8wring YQur vtlgelAbleEl.
I.l)!3wH4O.-J udgiug the home b'll.rul;Jlll.
•
•
IV. A SUMMER COURSE IN GARDENING.
It is well worth while to supplement the practical work in tbe garden clw ing tho vll,cation
seMOIl with a few definite lessons that take up the po.rticullll' tlroblems the pupils are moet.ing
ju theil' gardens. Such n oourse must of necessity vary greatly find chn not well be systcmn,..
tized in n,dmnco.
The problems met, however, will 1.>0 li~elyto come undel' the geneml bendings in which the
garden lcssons of the mwunl fll'e clnssilicd. 'rhus when the time for rcplill1wng comes in July,
lessons 8 fiud 9 on "Succession cJ;opping" and "Follo", crops" as well as lessons 3::1and 34 on
"Crops for late plo.nt.ing" mllY well 1>0 taken up and their principles llppliod to the par·tioulu.rproh-
leIilll of mwh young go.rclener, Or if fl gal'den soil is pOOt· in qlmlity, neccung both the udditjOll of
fcrtility and the working ove.r given. by deop tillage at Joost four of the lessons under the heading
H80ils" Illay well bt) take.n up itS well flS some of those under tho followil1g head: I<EllTicllin.g
the soil. 'I
EOJ·ly in the va.cation seuson oue of the most impOl'tltnt phases of gnl'de:n work is that of
surfllce tillage and it is well to errrphlLSl:-.ethe necessities of good cultivn.tion by n special cOllsid-
erfltioll of such subjects ns are trcl1ted of jll lesson 35, uThe caro of tho gro:den," lesson, 36,
"Weeding YQw'gttrden," and 105501140, "Mulches and hoW"to use them.'!
21. SCIlOOL-SUPEnVISED G,RDEY"lNG l'OJ, T.EUl ~ORT1H:ASTERN STATES. 21
Some garden peats lire almost em-tnin to appear in uiost of these gardens. When this
happens it is time to teach the principnl factors concerning methods of fighting injurious In-
• sects. Lessons 731 "Spraying for biting insecta," and 70, "Spreylng with tobacco solutions"
should be helpful iu this connection. It will also be dosirnhla to teach tbe principal facts in
regard to insect life histories by means of suc.h IBSSonsas 72, 'iThe cabbnge worms." 75, {'Tho
tomat-o WOnlSlI; 7(3,"Tho black squush bug", and 77, "The aphids or plnut lice."
As opportunity offers itt will also be worth while to bring home to the pupils the benefits of
birds and other animals lUI insect destroyers in which connection lessons 85, "The chimney
swift," and 86, "The toad," may be used. '
All through the vacation period there nre opportunities of demonetrneing the best times
for harvesting ouch crop. Lesson 89, "Quality vegetables from the gerden," should be helpful
in this work. The other lessonsImmediately nner this should also be of usc in improving the
opportunities for eellingund storing the crops .
. At the risk of repetition but in the hope of being definit-ely helpful the following list of
the lessons most likely to be useful during the summer campaign is given: .
}'ERTlLlTY l'ROBLI~l'.IS.
1.,I'!l&JnlO.-The kinde of gardeu soils.
Lessen l.5.-llumua--ilie food producer.
Lessen 16.-1mprovi..llg sandy Boils.
Lesson H.-The hiddeu gold.
Leeson 12.-The third plowing.
1.1l8501I H.-Feeding the fi/:lhworms.
Lesson 18.-Commercbl fertilizeril.
stnouen PLA.NTING PROBLEMS.
• Leeson R,-"SucceBSion cropping.
V~()n!),-}'ollow crvpll.
l,(Jll!l(Ju2-l.-Varictiea of yegetlhles.
l.-.:J,n 33.-CropB" for !nie plrmting.
~n 34.-Root crops fOr 1Ma !:'owing.
Llsson 45.-Celery.
Lcsaou 32.-Plnnting turnips etr1r Iilld late.
Lce<!on 5<I.-Dooul for both Bummer nml WiIl1Cl".
j'CB!I';m5.'5.-Carroi.a for every garden.
Leason 59.-KohlnJ.ui for young gardcnen.
LeEson (;(i.-Cucumbers for 1l11lndB"1I,lIdpiokl~.
l>RonL"~MS 01" 81Jl11M'FJROULTUltE.
l,esson 35.-The cnro (rf tho gnrden.
'Laoon S6.-Veeding tbo gardon,
LcSl'lQU37._'l'hinning your yOllug veget1lblea.
1,esaon SB.-How to thin yegeLllblei!.
l ..cfl!lOu3!J.-l-low to i.mnajllant.
Ie
.Leeson 40,-Mulchea nnd bow to 11SOthem.
Lessen 41.-JOhn'B dream.
L()SEjODGD.-'rrnirUng tomato plants.
mom.sus 011' G.l.JlDt;,N P1:~STS.
Lesson 7'l.-TlIo cabbage worms.
LC8iIOn13.-Spllying for biting lusecte.
LeBAO.n14.-ApplyiDg uracnate of 100d.
I,C!IBOll15.-Tbe tomato worms.
LElS!lOn7G.-Tho black eqneab bug.
Leason 77.-The nphida or plant ltce .
Leason 7S.-Kcrooenc emulsion.
J.etiOOI71,1.--8prnyiog with t(lbllCCO/llillltiOD8.
Lml&m80.--8qUlUih and CUClunbor boot.16i!.
Lca-..,n 81.--cul,wQnnll.
LC>I501182.-1'ho corn-enr wornL
LCS!I()ll8S.-f1ow to fight JXItlll.o peatl:l.
l~ll 84.-Plant diaeMel:l.
LllS!IOll 85.-Tho chimney 8wift-thog:udell nce.
l.essoll 86.-The load-the garden tank.
].el!.."On87.-Tho molc-t.ho tunnel mnkor.
LlllIS)u SS.-Witcl gn'W--lhe root of@Urtllm cvil.
llA,RVESTING PROBLEMS.
~n 811.-Q.unlity vegot.'b!es from lllll_j,"l1!(!en.
].esaoo OO.--8olling your viJg<!.t:lbICl:l.
Le6aon 91.~t<lring your vcgotables.
Lcaao.n 92.-Swriug root CropB.
Lesaon 95.-'PrepllMng root c'QplIfor !..ira 3nd cl"hibitions.
22. 22 SCHOOL-SUPERVISED GAllDENING FOR THE NORTHEASTIo:lt:N STA.TES.
V. A COURSE IN SCHOOL-SUPERVISED GARDENING FOR NORMAL SCHOOLS
IN THE NORTHEASTERN STATES.
In Part I of A Manual for School-Supervised Gardening for the Northeastern States more
than a. hundred lessons have been printed for the use of teachers and pupils. Most of these
had been issued earlier as lea.fl.etsof the United States School Garden Army and have been Widely
used in the schools. These lessons are grouped under these headings:
I. Planning the garden.
II. Soils.
11L Enriching- the llOil.
IV, The aeed.
V. PlauLi.ng tho crop.
VI. Growing the crop.
VII. Garden crops.
VIII. Garden peat/!.
IX. Gathoring aud disposing of the crop.
X. Fall gardening.
Part 11 of th.ia manual is devoted to flowers, with lessons on those that have been found
to be best adapted to reel school work. .
It is believed that these two manuals would be found useful es a lH1Sis for garden courses
in normal schools, supplementing them, of COU1'SCJ, with practical garden work and studies of
other texte.
In connection with this course it will be advisable to utilizo tho various sections of the first
four COUIS(lS in this pamphlet, as it will help the no-rmal-school pupils to a better understandi.ng
of t.he pedagogical contents of tbe garden lessons. Such a study will help them also to adapt
tho lessons to Wle various grades of the schools in which they will later be working.
In a great mauy Statea tbe teachers aud pupils of the normal schools have been very helpful
in acting us practice garden teachers in the towns where the schools arc located or us summer
supervisors of gardening. Such experience is of great value to young tcccbers, and it enables
them to do more efficient work when they to.ke positions as regular teachers.
•o
•