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.
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.
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.
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.
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
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
Greenhouse Gardening at Elementary Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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
A Fall-Focused School Garden Guide ~ MA Ag in Classroom
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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
School Garden Pedagogies
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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
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.
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.
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.
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
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
Greenhouse Gardening at Elementary Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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
A Fall-Focused School Garden Guide ~ MA Ag in Classroom
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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
School Garden Pedagogies
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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
Grade 3 School Garden Lesson Plan - Potato Fields Forever ~ Massachusetts
|=> In this lesson you will find out how many potatoes your school eats in a week and determine how many potatoes you would need to plant, and how much area it would take.
`
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
Bio intensive gardens by Dr.Julian Gonsalves_18June2018Shiela Santos
Bio-intensive gardens provide nutrition, adapt to climate change, and support biodiversity. They involve narrow, raised beds that are dug 12 inches deep, improving soil structure and water retention. Gardens feature diverse, indigenous crops and cover crops that build soil health. Studies found bio-intensive gardens increased soil nutrients like nitrogen and phosphorus while supporting above and below ground biodiversity. Schools saw high vegetable production from their gardens, which provided both nutritional and financial benefits.
Horticulture Therapy Activities for Exceptional Students
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
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 provides an introduction to the Woody Plant Seed Manual, which is an updated version of previous USDA handbooks on woody plant seeds. It summarizes the purpose and audience of the manual, which is to provide information on producing, handling, testing, and storing seeds of trees and shrubs. The manual is organized into three parts, with part one covering general principles of seed biology, genetic improvement, harvesting, storage, testing, certification, and nursery practices. Part two presents data on over 1,300 taxa in 236 genera. Part three contains appendices. The introduction explains how this new version has been expanded from previous editions to include more species and genera.
Here are 3 sentences summarizing the key points from the document:
The document provides homeowners with easy backyard conservation practices they can implement, including composting, identifying beneficial and harmful insects, integrated pest management techniques, and planting native species. Most of the ideas are simple to adopt and can help protect the environment, support wildlife, and beautify properties. The publication includes tips, instructions, and resources on various topics to help homeowners develop conservation plans for their backyards.
AR: Replanting with Native Trees and ShrubsSotirakou964
The document discusses the benefits of replanting native tree and shrub species in Northwest Arkansas after an ice storm damaged many non-native trees. It argues that planting native species supports local ecosystems and biodiversity better than non-natives. Non-native species can outcompete natives and degrade habitats over time. The document encourages selecting native species for landscaping that are best suited to the local environment and provide food and shelter for native wildlife.
The document summarizes the September 2004 newsletter of the Minnesota Native Plant Society. It recognizes Dr. Robert Mohlenbrock for his contributions to botany and awards him an honorary lifetime membership. It also previews upcoming society meetings, including speakers on invasive plant control and grassland/woodland bird habitat. Finally, it discusses using genetic analysis to improve native plant restoration efforts.
The document describes an outdoor science enrichment class for grades 4-6 called "Missouri Seasons" that will explore local habitats like forests, prairies, and wetlands. The class will be taught at the Gempp Conservation Area on Saturdays from January to May to observe seasonal changes. It will be led by a biology teacher and take place in the 14-acre outdoor classroom. There is a $66 fee to register, with a special price of $99 to register for both Missouri Seasons and an Outdoor Photography class.
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.
The document summarizes the author's shift from being shy and uncertain in high school to gaining confidence and drive through getting their first job in veterinary medicine. It describes how the author realized they needed to do more than visit petting zoos to achieve their dream of becoming a veterinarian. This prompted the author to get a job at a local veterinarian's office and two other animal-related jobs. While initially overwhelming and scary, the experience helped the author overcome fears and learn they are capable of pursuing their dreams through hard work. The author is now more driven than ever to make their dream of becoming a veterinarian a reality.
This document provides information about a technopreneurial course offered by the Department of Information Technology at IBCN. The course combines entrepreneurial skills and technical expertise. It encourages students to join workshops, business plan competitions including one hosted by Virginia Tech for a paid trip, and a student pitch competition in Ghent. Students can also team up with commercial engineers for business plans or internships and complete their master's thesis through the program. Contact information is provided for anyone with additional questions.
School Gardens Review: Teaching Methods, Management of Gardens xx5v1
This document provides a historical overview of school gardens from ancient Persia and biblical times through the late 19th century development in various countries. It notes that while school gardens first emerged in a broader sense thousands of years ago, they became a modern institution in the late 19th century when many countries began establishing school gardens through laws and policies to support agricultural education. It describes the growth and management of school gardens in various European countries like Austria, Switzerland, France, Belgium, England, Sweden, Russia, and Germany during this period.
Creator traveled the earth and saw that Winter's power had grown too strong, keeping the land frozen and barren. Creator sought the help of Spring, Summer, and Autumn, who each explained how Winter was disrupting their work and the natural cycle. They confronted Winter, but he was too powerful. Creator realized that together their magics were stronger, so he summoned all of their powers. Winter disappeared and the seasons returned to their proper places, with Spring, Summer, and Autumn bringing life back to the land. Creator was pleased that the balance of nature had been restored.
Caroline Taylor moved from Minnesota to Kentucky in 8th grade, which helped her become more outgoing and confident. Before the move, she was shy and hesitant to meet new people. However, after adjusting to her new home in Kentucky, she gained confidence in reaching out to others and making new friends. The experience of adapting to a major life change at a young age made future transitions, like starting university, less daunting for her.
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.
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.
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.
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.
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.
Grade 3 School Garden Lesson Plan - Potato Fields Forever ~ Massachusetts
|=> In this lesson you will find out how many potatoes your school eats in a week and determine how many potatoes you would need to plant, and how much area it would take.
`
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
Bio intensive gardens by Dr.Julian Gonsalves_18June2018Shiela Santos
Bio-intensive gardens provide nutrition, adapt to climate change, and support biodiversity. They involve narrow, raised beds that are dug 12 inches deep, improving soil structure and water retention. Gardens feature diverse, indigenous crops and cover crops that build soil health. Studies found bio-intensive gardens increased soil nutrients like nitrogen and phosphorus while supporting above and below ground biodiversity. Schools saw high vegetable production from their gardens, which provided both nutritional and financial benefits.
Horticulture Therapy Activities for Exceptional Students
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
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 provides an introduction to the Woody Plant Seed Manual, which is an updated version of previous USDA handbooks on woody plant seeds. It summarizes the purpose and audience of the manual, which is to provide information on producing, handling, testing, and storing seeds of trees and shrubs. The manual is organized into three parts, with part one covering general principles of seed biology, genetic improvement, harvesting, storage, testing, certification, and nursery practices. Part two presents data on over 1,300 taxa in 236 genera. Part three contains appendices. The introduction explains how this new version has been expanded from previous editions to include more species and genera.
Here are 3 sentences summarizing the key points from the document:
The document provides homeowners with easy backyard conservation practices they can implement, including composting, identifying beneficial and harmful insects, integrated pest management techniques, and planting native species. Most of the ideas are simple to adopt and can help protect the environment, support wildlife, and beautify properties. The publication includes tips, instructions, and resources on various topics to help homeowners develop conservation plans for their backyards.
AR: Replanting with Native Trees and ShrubsSotirakou964
The document discusses the benefits of replanting native tree and shrub species in Northwest Arkansas after an ice storm damaged many non-native trees. It argues that planting native species supports local ecosystems and biodiversity better than non-natives. Non-native species can outcompete natives and degrade habitats over time. The document encourages selecting native species for landscaping that are best suited to the local environment and provide food and shelter for native wildlife.
The document summarizes the September 2004 newsletter of the Minnesota Native Plant Society. It recognizes Dr. Robert Mohlenbrock for his contributions to botany and awards him an honorary lifetime membership. It also previews upcoming society meetings, including speakers on invasive plant control and grassland/woodland bird habitat. Finally, it discusses using genetic analysis to improve native plant restoration efforts.
The document describes an outdoor science enrichment class for grades 4-6 called "Missouri Seasons" that will explore local habitats like forests, prairies, and wetlands. The class will be taught at the Gempp Conservation Area on Saturdays from January to May to observe seasonal changes. It will be led by a biology teacher and take place in the 14-acre outdoor classroom. There is a $66 fee to register, with a special price of $99 to register for both Missouri Seasons and an Outdoor Photography class.
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.
The document summarizes the author's shift from being shy and uncertain in high school to gaining confidence and drive through getting their first job in veterinary medicine. It describes how the author realized they needed to do more than visit petting zoos to achieve their dream of becoming a veterinarian. This prompted the author to get a job at a local veterinarian's office and two other animal-related jobs. While initially overwhelming and scary, the experience helped the author overcome fears and learn they are capable of pursuing their dreams through hard work. The author is now more driven than ever to make their dream of becoming a veterinarian a reality.
This document provides information about a technopreneurial course offered by the Department of Information Technology at IBCN. The course combines entrepreneurial skills and technical expertise. It encourages students to join workshops, business plan competitions including one hosted by Virginia Tech for a paid trip, and a student pitch competition in Ghent. Students can also team up with commercial engineers for business plans or internships and complete their master's thesis through the program. Contact information is provided for anyone with additional questions.
School Gardens Review: Teaching Methods, Management of Gardens xx5v1
This document provides a historical overview of school gardens from ancient Persia and biblical times through the late 19th century development in various countries. It notes that while school gardens first emerged in a broader sense thousands of years ago, they became a modern institution in the late 19th century when many countries began establishing school gardens through laws and policies to support agricultural education. It describes the growth and management of school gardens in various European countries like Austria, Switzerland, France, Belgium, England, Sweden, Russia, and Germany during this period.
Creator traveled the earth and saw that Winter's power had grown too strong, keeping the land frozen and barren. Creator sought the help of Spring, Summer, and Autumn, who each explained how Winter was disrupting their work and the natural cycle. They confronted Winter, but he was too powerful. Creator realized that together their magics were stronger, so he summoned all of their powers. Winter disappeared and the seasons returned to their proper places, with Spring, Summer, and Autumn bringing life back to the land. Creator was pleased that the balance of nature had been restored.
Caroline Taylor moved from Minnesota to Kentucky in 8th grade, which helped her become more outgoing and confident. Before the move, she was shy and hesitant to meet new people. However, after adjusting to her new home in Kentucky, she gained confidence in reaching out to others and making new friends. The experience of adapting to a major life change at a young age made future transitions, like starting university, less daunting for her.
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.
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.
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.
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.
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.
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 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.
This document provides an overview of demand and supply concepts including:
- The law of demand and supply which states that quantity demanded increases with lower prices and decreases with higher prices, while quantity supplied increases with higher prices and decreases with lower prices.
- Demand and supply schedules and curves which plot the relationship between price and quantity and intersect at the market equilibrium point.
- Factors that can cause a shift in the demand or supply curves such as changes in income, tastes, prices of substitutes/complements, technology, and production costs.
- How equilibrium shortages and surpluses occur when price is above or below the equilibrium point and how markets adjust back towards equilibrium.
Courses in School Supervised Gardening in the NorthEast, Part 1 Vegetablesxx5v1
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.
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.
Let's Start a School Garden: A Step-by-Step Guide for Baltimore Area Educators
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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 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.
Elementary School Garden Programs Enhance Science Education for All Learners
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
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 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.
Successful school gardens provide hands-on learning opportunities across subjects like science, math, nutrition and more. This guide outlines steps to plan and implement a school garden, including getting permission, identifying a suitable location, deciding on garden types such as raised beds or containers, incorporating curriculum, and finding resources. School gardens engage students, allow them to directly experience natural processes, and develop stewardship of the environment.
Straw Bale Gardens ~ Penn State, Montgomery CountyS7W1X
This document provides information about straw bale gardening from the Penn State Montgomery County Cooperative Extension. It describes how they created straw bale gardens at their Learning Gardens site using bales of straw. It explains the benefits of straw bale gardening and how to properly condition and plant bales. Photos show examples of vegetable, flower, and Three Sisters gardens grown in straw bales. The document encourages using straw bale gardening as an educational and low-cost gardening method.
Suggestions for Garden Work in California Schoolsxx5v1
The document summarizes suggestions for garden work in California schools based on the experiences of teachers who have introduced school gardening. It discusses the benefits of school gardens, including improved student behavior, interest in learning, and the development of life skills. Examples are provided of successful school gardens in California that have grown vegetables, flowers, and beautified school grounds. Teachers report that gardening fosters closer relationships between students and increases their desire to garden at home. The document aims to encourage more California educators to adopt school gardening and provides guidance on starting and maintaining successful gardens.
Sustainability education in the biodynamic garden and kitchen classroomM. Shapna Islam
The document summarizes the internship experience of M. Shapna Islam at Desert Marigold School in Phoenix, AZ. It thanks supervisors and a third grade class for making the internship experience special. Desert Marigold is a public charter school from early childhood to 12th grade with a biodynamic garden, pond, and farm animals on 12 acres. The school emphasizes holistic and sustainable education through gardening and nature. The internship involved leading cooking and building projects with a third grade class to reinforce math concepts. Students are familiarized with the garden from 2nd to 8th grade and learn sustainability practices like farming markets. The internship exposed the author to biodynamic gardening and early sustainability education.
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
The document summarizes the history and goals of the school garden program at Havens School. It provides details about the original garden layout and curriculum standards it supported. The new school construction plans reduced garden space, so alternative layouts are proposed to continue supporting the first grade garden curriculum, though additional space would be needed for other grades. School staff are committed to the garden program and designing raised beds to maximize the available space.
Grade 3 School Garden Lesson Plan - Seed Lesson; Seed Balls: Try your Hand at Seed Dispersal ~ Massachusetts
|=> In this activity students will learn about re-vegetation efforts on disturbed lands and make seed balls to re-vegetate their own area of disturbed land
`
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
May 2011 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 provides guidance for planning and implementing school gardens and greenhouses in the Northeast United States. It discusses important considerations for choosing a garden location, types of gardens such as raised beds and container gardens, and ways to extend the growing season using greenhouses or cold frames. The document also provides suggestions for gathering resources, preparing the soil, creating a garden plan, and planting schedules. The overall aim is to inspire and guide schools in cultivating gardens to connect students to food and strengthen local food systems.
This lesson teaches students about seed germination through a hands-on planting activity. Students will plant different types of seeds in various containers and observe their daily growth over 24 days, recording their observations in a chart. They will learn that seeds need soil, water, sunlight, and nutrients to grow. The activity reinforces that healthy habits are needed for growth, just as plant needs must be met. Students will compare seed growth rates and discuss unexpected outcomes.
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.
Grade 4 School Garden Lesson Plan - Seeds Lesson; Seed your Saving ~ Massachusetts
|=> In this activity students will learn about the life cycle of plants from seed to fruit to collecting the seeds inside the fruits. They will harvest pods of garden beans, separate the seeds from the pods, clean them and store them for the winter so that they can be planted in the spring.
`
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
Colorado School Gardening Guide Chapter 3: Activities and Lesson Plans - Indoor Projects, Lesson Plans and Activities
`
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
A definitive guide to plant husbandry. A skill often overlooked when planting a garden.
This guide from 1917 offers some amazing insight into how to cross-plant for great growth and healthier plants.
Too often we neglect the teachings of the past, thinking GMO crops are the only answer. In this book, their is also a weath of hand illustrations.
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.
Similar to The School Garden in the Course of Study (20)
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.)
1. UNIVERSITY OF CALIFORNIA
COLLEGE OF AGRICULTURE
BERKELEY, CALIFORNIA
AGRICULTURAL EXPERIMENT STATION
E. J. WICKSON, DIRECTOR
CIRCULAR No. 62
~i[AY, ]911
THE SCHOOL GARDEN IN THE
COURSE OF STUDY
BY ERNEST B. BABCOCK AND CYRIL A. STEBBINS
School gardens and elementary school agriculture are often con-
sidered as mere phases of the great subject of Nature-Stud:", meaning
br this term-"the observational study of common objects and activi-
ties from the standpoint of human interest in our every day lives."
But the school garden, on the one hand, has certain intrinsic values
which cause it to appeal to pupilfl, teachers and patrons, while agri-
culture, on the other hand, as a grammar grade subject is rapidly
being incorporated into county courses of study throughout this
State.
Garden work has well been called a fundamental prerequisite to
real nature-study. Xlueh of the nature-teaching can be done in connec-
tion with the garden. It may prepare for and grow out of the garden-
ing processes and experience. Moreover, the garden offers the best
opportunity to start nature study. It is definite and of necessity
brings the child into touch with natural objects and forces. It should
be the center from which radiate various lines of work. "Instead of
insects, birds, weeds, soils, etc., as isolated topics, they should be taken
up in connection with the plants with which they are biologically and
economically related. "i:' At the same time the garden work can be
correlated with all the regular subjects. Best of all it makes for char-
acter building through emphasis of individual responsibility and
practical ethics.
Agriculture has been adopted as a grammar grade subject in many
counties of California. But, owing to the lack of a definite, progres-
sive plan of garden work, the study of agriculture has amounted to
little more than the reading of supplementary texts. Grammar grade
agriculture should build upon and supplement the nature-study of the
primary grades and the school garden should furnish the actual basis
of the work throughout the whole course.
* Coulter-Patterson, "Practical ~ ature Study," Appletons.
2. 2
The chief aim and business of nature-study in the lower primary
grades is the gathering of precepts, the getting of experience, with
as many different objects in nature as possible, to know their name~
and something of their relations to each other and to man. So with
garden work here. The first gmde children can profitably spend some
periods in the garden, watching the older children at work, learning
the names of tools, seeds and plants. But a little space should
always be reserved for the special work of the first grade. Class
exercises may consist of planting bulbs in the fall and in the spring
a bed of sunflowers and a row of popcorn. These will furnish good
material for life history studies. The sunflower seeds will attract
birds as they ripen and the popcorn can be used at 'l'hanksgiving
time.
Second grade children should have some individual garden work if
possible. Plots not smaller than 3 by 5 feet for one or two pupils
will allow the cultivation of one vegetable and one flower. These
should be large-seeded and quick-growing like peas, string-beans,
radish, nasturtiums, zinnias and four-o-clocks. 'reach by demonstra-
tion lessons requiring them to repeat what they have seen you do. Use
earliest maturing varieties. Gather for use at school or home. Save
seeds.
In the third grade we usually find Home Geography called for.
In connection with this what could be more helpful than to have the
children learn to grow some of the food crops that are raised" around
home" and perhaps some desirable ones that are not commonly grown
or, if common, not always well grown. For example, our 0]{1 friend,
the lettuce, is all too frequently sown thick and broadcast and thinned
only as some is needed for the table. But it is very little trouble to
transplant and then it can be set far enough apart so it will head and
so produce the same kind of lettuce we buy in the market. This crop
is quickly grown. Yet it gives the practice in transplanting and, with
this mastered in the fall, the following spring many of the more diffi-
cult vegetables can be handled, such as cabbage, cauliflower, and kohl
rabi, tomatoes, peppers and egg plant, besides such small seeded
flowers as pansies, asters, and cosmos. The third grade pupils should
have good stiff practice in preparing the seed bed or boxes, sowing,
watering, transplanting and cultivating their crops. Community work
may consist of some effort at beautifying the school yard, keeping it
clean, planting something ornamental, subject to the fundamental
principles of landscape art which the teacher should understand."
* Consult Bailey's" Manual of Gardening." Macmillans.
3. 3
In the fourth grade special attention should be given to the eco-
nomic phase. Food and fiber plants other than those produced at
their homes should be grown in community plots-cotton and flax,
mulberry trees, field crops like potato, wheat, sugar beets, etc. The
sugar beets can be pulled, cleaned, topped, sliced and stewed to extract
the sugar and water evaporated so as to show the sugar present. In
a grain region the leading cereals should be grown and for this pur-
pose the Experiment Station at Berkeley will furnish free seed. In
the individual gardens some one crop should be so well grown that
the produce can be marketed. With a little encouragement many
children will do this at home to the great delight of their parents and
with the preparation suggested in the second and third grades they
ought to succeed. In case this is undertaken at home, the individual
plots at school may be used for practice in propagation by bulbs and
tubers. Freesias, gladiolus, dahlias and onions can be raised from the
seed and the young bulbs saved. Transplant native bulbs from the
wild. The garden can be made to vitalize the geography study of these
grades.
In the fifth grade we come to a period where the nature-study work
has usually frittered out. In order to avoid this weakness it is well
to intensify on one or two important lines. The topics of greatest
interest and value to the pupils are trees and birds. The two go
naturally together and, while they should be included in the miscel-
laneous studies of earlier years, fifth grade boys and girls are capable
of and take more interest in such intensive study. Pinchot's" Primer
of Forestry" can be secured from the Secretary of Agriculture, Wash-
ington, D.O., in two parts as Farmers' Bulletins 173 and 358 in num-
bers sufficient for class use. For the teacher Fernow's "Oare of
Trees" will be a most useful help.
Best of all, the garden can furnish the introduction and basis for
this tree study. With the preparation they will have had in the lower
grades, or even without it, if the teacher understands the essentials
to success, these boys and girls can successfully raise many of our
commonand some of our rare trees and shrubs from the seed or from
cuttings. Work of this kind will be more valuable to them than all
the field trips and class room work. It is one thing to read about
conservation. It is quite another thing to plant an acorn or a pine
seedand care for the growing tree through the years. Arbor Day is
all too often a farce, but tree growing and tree study as a fifth grade
study will give an intelligent appreciation of what it means to pro-
duce forests and the value of individual trees. (See" Tree Growing
4. 4
in the Public Schools," Circular 59, Agricultural Experiment Station ,
Berkeley.)
It will be necessary to conduct the tree growing as a class exercise
the teacher giving directions and demonstrations which the pupils
carry out. Individual plots can be used later in the season for grow-
ing the seedling trees. In the fall the young bulbs raised during the
previous year should be planted and brought into bloom. The life
history of biennials should be worked out by planting beets, turnips
or cabbages that have been stored. Sometimes these and others like
salsify are left in the ground from the previous year. They should
be cared for and studied when they come into bloom and the seed
saved.
Whenever seed is saved in this or earlier years, the fundamental
principle in plant improvement-selection of seed from superior indi-
viduals-should be emphasized. (See Chapter IX in IIilgard and
Osterhout's text.)
In the sixth gmde pupils should perform some school room experi-
ments on the plant as a living machine and the conditions necessary
for its success; conditions necessary for the germination of seeds, the
soil, what it is, and what is going on in it, and the relation between
the plant and the soil. Simple experiments are now devised for teach-
ing these things in the elementary school. They are set forth in their
relation to agriculture in the first few chapters of "Agriculture for
Schools of the Pacific Slope" by Hilgard and Osterhout. In schools
where there has been no garden, such a series of experiments form the
best preparation for the garden work of the grammar grade pupils.
When garden work has been introduced in the lower grades already,
the work of the sixth grade may center on more difficult phases of
plant propagation. The art of propagating plants from seeds, bulbs,
cuttings, and buds is a fascinating subject to old and young and chil-
dren seldom tire of the simple experiments that can be devised in
order to answer the questions which 'their own curiosity will prompt
them to ask.
In any previous gardening, the class will have begun to learn the
art of seedage in its simpler phases, but there is much more that can
be learned to advantage. The preparations for starting a school
nursery will introduce new problems. At this point, explain the reason
for growing budded or grafted fruit and nut trees. lIake a seed bed
and stratify the seeds of stone fruits, pome fruits, walnuts, etc., dur-
ing fall or winter. When the seeds begin to sprout plant them about
six inches apart in the nursery row and bud them in June or Septero-
5. 5
bel'. In case of failure to make buds "take" the tree can be used
again the following spring or fall. Any of the texts on agriculture
give simple directions for budding and grafting, and Bailey's
"]Uanual of Gardening" gives full details. 'When the budded trees
have made a year's growth give each pupil a tree to take home. Estab-
lish a custom in the school.
The growing of bulbs from the seed has been suggested for the
fourth grade. The cutting of hyacinth and lily bulbs so as to secure
young bulbs or offsets will prove interesting. A single scale from a
lily bulb will form small bulb lets when planted in rather dry soil.
Hyacinth and tulip bulbs may be cut in two or slashed in various ways
and planted again. This should be done during spring or summer
after flowering.
The hotbed and cold frame will furnish much good practice,-
making and caring for them, including watering and ventilating;
raising early cabbage, tomato and pansy plants, etc. Then these same
frames may be used for a detailed study of soft and hard wood cut-
tings of rose, heliotrope, fuchsia, etc. Cuttings of grapes, currants
and other bush fruits may be "heeled in" in the cold frame until
callus forms. Directions for making cold frames, hotbeds, etc., will
be found in Bailey's" Manual of Gardening," which is the most useful
general reference book on gardening for the school library. :IaclIil-
lans, $2.
Seventh and eighth grade pupils should grow more difficult vege-
tables such as asparagus, rhubarb, celery, sweet potato, and flowers
such as petunias, begonias, gloxinias, for all of which the hot bed and
cold frame will be useful.
The element of doing should still predominate and pupils should
depend on their gardens or other experiments for data. Problem
experiments connected with crop production-best methods of irriga-
tion and cultivation; individual work in crop improvement including
seed selection (see Circular 46, Agricultural Experiment Station, pp.
21 and 26, also IIilgard and Osterhout's text, Chapter IX). Quanti-
tative work based upon plot dimensions-area expressed in frac-
tions of an acre, rate of application of fertilizers in plot experiments,
amount of products in weight, estimated yield per acre, gross and net
returns, etc.
Distinct problems for boys and girls should be planned. For
example, the boys may choose special problems in the culture of farm
crops and the girls, problems connected with landscaping home or
school grounds, the planning and planting of groups, borders and
ornamental beds.
6. 6
The course outlined above is progressive from grade to grade and
so is adapted only to larger schools. Smaller schools will be compelled
to handle the pupils in groups making the garden work progressive
from year to year in those groups. The following scheme is suggested:
Group I. Work suggested above for grades 1-3.
Group II. Work suggested above for grades 4 and 5.
Group III. Work suggested above for grades 6-8.
"This organization of material unifies and increases its value from
an educational standpoint. Indeed, if the full purpose of the garden
work is carried out, it means more than the training of the hand in
doing its part of the work successfully and skillfully. It means a
training of the eye to see things as they are, a training of the mind to
think logically and independently, to draw truthful conclusions and
to recognize the dignity of the work. ,'*
Many schools wish to begin the teaching of agriculture in the gram-
mar grades even though the pupils have had no previous nature-study
or garden experience. It should be remembered that the large aims
of agriculture in the elementary school are threefold (1) to create
a sympathy for farming, for country life; (2) to give new direction
to many of the old subjects in the curriculum; (3) to link school and
community life. The scope of these aims is far reaching, for agricul-
ture, with the school garden as a basis, is potential in the direction of
all those factors which make for good citizenship and happiness.
Agriculture in the large sense does not mean merely the growing
of a field crop, but it means bird life, insect life, weather conditions
and other factors in relation to the field crop. Thus the great majority
of teachers, whose lives have been far removed from these natural
agencies, hesitate to attempt the teaching of agriculture although
they feel its need. They are timid because of the lack of knowledge
and naturally they ask, "How shall I teach agriculture." One of the
delights in teaching is to discover and to learn with the children. As
to the method of introduction, use the school garden, or if such is
impossible, let the children start home gardens. Link the school life
to that of the community. Observe the needs of the community, the
school and its yard and let this observation direct the work in agricul-
ture in a great measure. If a fresh lawn is needed at school let the
children put it in, etc. Again the work of the community may well
give direction to the gardening. A rural school situated in a fruit dis-
trict should devote space to a nursery, etc. For the guidance of the
teacher and supplementary reading in class, use Hilgard and Oster-
hout's "Agriculture for Schools of the Pacific Slope."
* Coulter-Patterson" Practical Nature-Study."
7. 7
COURSE OF STUDY FOR ·SIXTH, SEVENTH AND EIGHTH
GRADES
SIXTll GRADE-FALL TERM
The Soil:
a) Characteristics of sand, clay, humus.
b) How to better soil conditions.
c) The relation of water to sand, clay and humus.
d) How to conserve capillary and gravitational water.
The Seed:
a. What is a seed~
b. The needs of the embryo plant.
The subjects should be taught by class-room experiments set up
by the teacher or by the pupils. The aim of the experimental work
should be to direct conduct in the garden, to teach the children how
to better the soil conditions; how to prepare the seedbed; how to plant
seeds; how to care for the young plants.
If the water conditions are such as to permit irrigation, start the
gardens in the fall term. Select a plot, soak with water, and layout
the gardens. Make the individual plots about 4 by 6 feet. (For
further suggestions see "Suggestions for Garden Work in California
Schools," Circular 46, Agricultural Experiment Station, Berkeley.)
Grow the common vegetables and flowers.
Vegetables: Raddish, lettuce, beets, carrots, parsley, turnips.
Flowers: Sweet Alyssum, cosmos, poppies, sweet peas. Start
pansies, stocks, coreposis, etc., in boxes to transplant later.
After the first preliminary lessons to teach the children how to
prepare a seed bed and how to plant their seeds, experimental studies
should be sacrificed for garden work. However, as the gardens come
to need less attention, study in the class-room and in the field may be
resumed.
The work of the stem:
a) As a piping system to convey food and water to the roots and to the
leaves.
b) To lift the leaves to the sunlight.
c) To lift the flower high for pollination and to insure a wider field for the
dispersal of the seeds.
d) As a storehouse for food as in celery.
The work of the leaves:
a) As a respiratory system of plants.
b) As a means of protection from excessive heat.
c) As a factor to control loss of moisture.
d) As a soil builder.
e) As a storehouse for food as in lettuce.
8. 8
The work of the flower:
a) To perpetuate the plant.
1. Pollination.
a. Self fertilization.
b. Cross fertilization.
Seed dispersal.
SPRING TERlI
If the gardens were started in the fall, carry them through the
spring term, otherwise, as early as possible get them under way. Plant
vegetables and flowers.
Vegetables: Peas, beans (after frosts are over), potatoes, cabbage, toma-
toes.
Flowers: Transplant those started in boxes or hot beds. Sow in the open,
nasturtium, zinnia, larkspur, ete., arranging for some color scheme.
Grow economic plants-sugar beets, flax, hemp, castor beans, cereals, etc.
Continue plant study as outlined in the fall term covering chapters
I-X in IIilgard and Osterhout's book, emphasizing the experimental
work.
SEVENTH GRADE-F"LL TERM
The gardens will need immediate attention. If they have not been
taken care of during the summer vaction by the children or the jani-
tor, they will be overrun with weeds and many harmful insects will
be at work. As the children meet these new factors they should be
studied. For suggestions see the text recommended.
Without a break in the continuity of the whole subject, birds should
be studied as a natural check on insect life. Teach the children to
recognize the "winter visitors which arrive in the fall. See" A Guide
to the Birds of the Pacific Coast" by C. A. Stebbins, Berkeley, Cali-
fornia.
Harvest the economic plants. See the text for suggestions as to
methods used in obtaining sugar from the sugar-beet, fiber from the
hemp and flax, etc. The work with the economic plants points the way
to a study of the work of the world.
Lay aside a strip of the garden for a nursery. Plant peach and
almond pits. Start apple trees from seeds or "piece roots." See
"Tree Growing in the Public Schools," Circular No. 59, Agricultural
Experiment Station, Berkeley. This material will furnish studies of
plant propagation in the eighth grade.
SPRING TERM
Keep the gardens under way. Plant vegetables and flowers from
a new point of view. Many uses may be made of the garden output:
9. 9
(1) it may be eaten at school, (2) it may be taken home and given to
parents, (3) it may be given to the poor, (4) it may be used for a
schoolvegetable dinner, (5) it may be entered in exhibits. The great
value of competitive exhibits at school or local, county or district fairs
should not be overlooked. Award useful prizes.
EIGHTH GRADE-FALL TERM
Propagation of plants.
a) By budding and grafting (using the seedlings planted the year
previous.)
b) By seeds.
c) By cuttings-roses, geraniums, grapes, currants, fig.
d) By layering-blackberries, raspberries, etc.
e) By tubers-dahlia, iris, potato.
f) By bulbs-lilies, hyacinths.
The children should take part in doing the work suggested above.
Study the weather in relation to plant life. See the text. The young
seedlings are likely to be attacked by fungus diseases and certain
insects. The control of these factors should receive careful study.
Continuethe study of birds.
SPRING TERM
Keep the gardens under way, following a graded schedule for
vegetables and flowers in order that experience may be obtained in
growingthe different types of plants. The pupils may assist in mak-
ing a planting chart for the locality.
In relation to necessary agencies for plant growth, study bacteria
in order to direct the conduct of the children toward better living.
Seethe text for suggestions.
Study the earthworm and such other low forms of animal life as
are related to the welfare of the soil and to mankind.
The course as outlined is very general. The chief aim has been
to showthe relation of the school garden to the class-room work.
CALIFORNIA JUNIOR GARDENERS
This is the name for an organization of the grammar grade pupils
of California who are engaged in gardening. The College of Agri-
culture publishes a paper twice each month during the school year,
called "The Junior Agriculturist." It will be sent free to any
grammar grade boy or girl in the State "whohas a garden. Teachers
willfind this paper an excellent means for interesting their pupils in
the agricultural work.
To give some idea of this publication, we herewith reproduce the
followingsample pages:
10. University of California, College of Agriculture, Berkeley, California.
E. J. WICKSON, Dean.
The Junior Agriculturist
A LITTLE PAPER ISSUED TWICE A MONTH
FOR THE BOYS AND GIRLS OF CALIFORNIA
Vol. 1 No.4Berkeley, California, APRIL 15, 1911.
Communications should be sent to
C. A. STEBBINS, Editor
Berkeley, Calif.
Agricultural Education Division.
During the month of March, we
visited a class of blind children twice to
teach them about our song birds. These
poor children have a great deal of joy shut
out of their lives. You would think it a
great hardship to have to be blindfolded
one day.
The first day we told them about the
habits of the birds showing them how
much value they are in helping to control
the destructive insects. The stuffed skins
of the birds, which many of you have seen,
were then handled by the children.
On the second day we all went out into
the fields. When a bird sang, the children
were told its name and were allowed to
handle the stuffed skin of a similar bird.
Thus they learned the songs of eight dif-
ferent birds. At our next visit, the chilo
dren wiII remember these birds, even better
than you would.
'I'he next time your tooth aches or
something else goes wrong just think of
these blind children and be thankful that
your troubles are so small in comparison.
* *
We wish to tell the Berkeley gardeners
that four banners have been ordered. Two
to be used as rewards to the two groups
having the best gardens on the University
campus and two to go to the two best
individual gardens. Each gardening day
the gardens will be judged and the ban-
ners will be flown in their proper places.
They wiII remain there from day to day so
long as these gardens are the best. How-
ever, if on succeeding days other gardens
are judged the best, the banners wiII be
flown in their new places. Thus it will
not only take work to win a banner but
it will take work to keep it.
The banners have arrived since the
above was written. Mr. Baird's and Miss
Van Mater's children received the banners
for the first and second best groups. For
the best individual garden banners were
given to Joseph Hooker and Roscoe Scam-
mon.
At the present writing we think the
gardens at the Niles school are the best.
The boys have built a fence around the
plot. The gardens are uniformly laid
out, raised about three inches, and are-
producing a fine growth of vegetables. We
are going to have a picture of the gardens
in the "Junior" before long.
Some day if a big auto-truck rolls up.
to your school filled with children, greet
them as gardeners from Niles, for seven-
teen of them are planning to rent such a
car so as to visit the other school garden •.
of Alameda County. We like this idea. The
children of Niles are "up-to-date."
* *
The Decoto gardeners have made a
large cardboard bird chart. Columns have
been made for (1) the name of the bird,
(2) when seen, (3) winter, permanent, or
summer resident, or transient, (4) where
it nests, (5) kind of food, (6) protected
or unprotected, (7) name of the pupil who
sees the bird first, (8) time of arrival or
leaving.
Several "summer residents" have just
arrived, (1) the russet-backed thrush, (2)
the plain tit-mouse, (3) the chipping spar-
row, (4) the black-headed grosbeak. We
think the varied thrushes have gone north.
One class at San Lorenzo is putting in
a lawn in front of the school house. The
fifth grade chidren are growing flowers
and geraniums to place about the building-
besides growing vegetables in their gardens.
11. nothing happens the "Californiaplanting seeds. It is, plant seeds as deep
will be ready for distribution in the ground as three to five times their
They arc going to be given diameter. Seeds should always be planted
deep enough to rest in moist soil, regard-
less of the rule. We have seen children
plant seeds in dry soil. Since moisture is
essential to plant growth, no results can,
thus, be obtained. Large seeds may be hur-
ried in germination by soaking in water
the night before planting. Often good reo
snIts may be obtained by digging the row
for the seeds, b,v filling with water, and
after the water has soaked in, by sowing
the seeds in the trench.
We hope that you have remembered
tnat plants are grouped into classes by the
number of their cotyledons. For instance,
monocotyledons are plants having one
cotyledon, such as corn; dicotyledons have
two seed leaves, the bean; polycotyledons
have many cotyledons, the pines.
If
Junior Pins"
before long.
to )'011.
The Seed
A seed is an embryo plant provided
with food, usually, and a cover. The
embryo sleeps within its cover until awak-
ened by moisture. The moisture is neces-
sary in order to carry food to the small
plant. We learned in the previous les-
son that there is moisture in the soil, so
it follows that the first effort of the seed
is to bury itself. Observe a seed closely
and you may see that its shape is such
that it may readily, with the help of winds
and rains, work its way into the soil.
Many seeds have mechanical arrangements
which aid in burying them. Alfilaria seeds
have a serew-Hke attachment which helps
them to work into the soil and into your
clothing. The Jox-tn il has seeds which
penetrate you r clothes very read.ily. Birds
help to bu ry seeds.
With the seed bu ried by nature or b)'
man, the water enters a little opening in
the seed called the micropyle. This mois-
ture sets up action in the seed, sugar is
made, and more water is drawn through
the seed cover. The experiment which
most of you have seen with the walnut
shells taught you this. The cover which
up to this time has been helpful to the
seed is now a hindrance and the seed tries
to rid itself of its coat. Finally, the cover
splits and the little plant pushes its way,
a part upward to become the stem and
leaves, a part downward to become the
roots. The plumule becomes the stem and
leaves, the radicle becomes the roots.
In order to form roots and leaves, food
is necessary. The chick comes from the
egg and runs abou t immediately to find
its food. The little plant cannot do this
so nature has placed its food close at hand,
in the seed leaves, or cotyledons. In the
case of the bean the seed draws for a long
time on the seed food, sometimes until
the plant is four or six inches high. By
this time the roots have formed and have
begun to draw upon the soil for mineral
food, the leaves have begun using the air
for food. The pansy seed has very little
plant food for its embryo. The bean has
a great deal. These facts tell us something
about the depth to plant seeds. The small
seed planted deep would not fnrnish the
embryo enough food to help it to the sun-
light. We know a general rule to use in
11
Questions
What is a seed I
What awakens the seed I
How does the seed bnry itself?
How does the water first enter
l.
2.
3.
4.
seed I
5. What happens when water first
enters the seed I
6. What does the seed try to do with
its coat?
7. Where is the food stored for the
small plant I
8. What is the rule for planting seeds I
What determines this rule I
9. IIow may germination be hurried?
10. How are plants grouped I
Many of our gardeners will recognize
that some of the material found in the last
two numbers of the "Junior" reviews the
lessons given b)' the student teachers.
This plan is going to help you to rernem-
ber what is taught you.
the
CHILDREN'S ARTICLES
How Deep to Plant Seeds
Gardening is very interesting for me.
I have alwavs planted my things so deep
in the ground that they never succeeded
in coming up. I have learned now how
far down to plant seeds. IVe had an
experiment and quite far down we
planted a seed and a little higher up an-
other until we planted another seed in the
right place. The one in the right place
is quite high now. The others are still
struggling to get up to the light. I
12. remember one time I had some very nice
seeds and I went out and dug a great hole
and dropped them in. It is over a year
now and I have had nothing from my
seeds. I have learned how far down to
plant my seeds and the next time I shall
know and may be I shall have some
flowers. I have learned the rule which
is to plant the seed from three to five
times the smallest diameter.
MELIA FARWELL.
High 5th Grade. Oakland.
Plants Need Light
'1'0 be sure that a plant needed light,
we tried an experiment in our class room.
We had made a small garden in a box.
We put a cardboard box over a pea plant.
'I'he box kept the light from the plant.
About two weeks after we took it off to
see what the result was. The plant had
turned yellow. The other plants that did
not have any box over them were green.
This experiment shows that a plant needs
light.
VERNA JEFFERY.
5th Grade, Washington Echool,
Oakland.
Plants Need Heat
The plants need heat. If you plant
some seeds in the shade and then plant
some in the sun you will flnd that the one
you put in the sun will come up flrst. We
proved this by planting some seeds in two
cans. Vve put one away from the sun and
one in the sun. The one in the sun is
lots larger than the other one.
JAMES REED.
A 5th Grade. Oakland.
Possibly the presence of more light had
more to do with rapid growth than the
difference in heat. This experiment hardly
12
proves that heat was the controlling fDctor
alone.
A Seed
A seed is a tiny plant surrounded by
food. It needs plenty of air, moisture,
heat and good soil. The parts of a seed
are the coat, micropyle, cotyledons and
embryo. In showing how the seed needed
ail' we tied some seeds in cotton and put
them into a bottle with water, then we put
in the cork to shut out the air. 'fhen
we took a glass and put some cotton and
seeds into it with a little water and did
not shut out the air. The 011es we put
into a glass have come up very well, and
are green, and the one we put in the bot-
tle is not sprouted, so that showed that
a seed needs air. This tells us that soil
must be prepared so that seeds will get
air. HOPB REIGNER.
B 5th Grade. Oakland.
My Garden
One corner of our school yard about
fifty feet long and thirty feet wide, has been
set aside for our vegetable garden.
Some of the bovs di vided it into twenty-
flve garden plots, each eight feet long and
five feet wide, with a path two feet wide
on three sides.
Each of us has chosen one of these
plots for his own garden which he must
dig, plant and take care of.
We had just begun digging when the
rain came along and made us stop.
I am going to plant radish, lettuce, and
peas in my garden. I know I shall enjoy
taking care of it and watching the plants
grow.
When ou r pl an ts are grown we are
going to exhibit them.
JOSIE ANDERSOK.
San Leandro School.