Urban Sprouts partners with underserved schools in San Francisco to implement garden-based education programs that teach nutrition, wellness, and community building. They work with over 700 students annually in 7 schools, providing hands-on lessons in school gardens to increase knowledge of healthy eating and encourage behavior change. Evaluation found that the programs increased students' nutrition knowledge and willingness to try new foods, and many reported overall improved eating habits. Urban Sprouts seeks to strengthen existing programs and expand training to share their model more broadly.
Urban Sprouts provides garden-based education programs in underserved San Francisco schools to build students' eco-literacy, health, and community, serving over 700 students annually; evaluation found that the programs increased students' nutrition knowledge and willingness to try new foods and improved healthy eating behaviors.
The document provides guidance on establishing a successful school garden, including assembling a team, determining educational goals and vision, and marketing the garden. It emphasizes engaging students, parents, staff, and the community from the start. The team should establish the garden's purpose, vision, and educational goals before determining the design. Design considerations include affordability, soil quality, layout, and ensuring plants' needs are met. Raised beds and container gardens are options if space is limited. The garden should be conveniently located and protected. Community partners can provide financial and volunteer support.
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
`
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 discusses recycling efforts in the Winchester Public Schools. It outlines goals of establishing recycling as an institutional practice and improving current recycling programs. It describes connecting with various stakeholders and providing education to staff, students, and families. Examples are given of single-stream recycling being implemented across all schools with appropriate signage and equipment. Support for recycling includes parent volunteers, green teams, waste audits, and encouraging recycling at home. The green teams engage in monthly activities like walk to school days and assemblies. Middle school held a locker green out to reuse unused supplies. Bi-annual meetings support ongoing recycling programs.
Urban Sprouts partners with underserved schools in San Francisco to implement garden-based education programs that teach nutrition, wellness, and community building. They work with over 700 students annually in 7 schools, providing hands-on lessons in school gardens to increase knowledge of healthy eating and encourage behavior change. Evaluation found that the programs increased students' nutrition knowledge and willingness to try new foods, and many reported overall improved eating habits. Urban Sprouts seeks to strengthen existing programs and expand training to share their model more broadly.
Urban Sprouts provides garden-based education programs in underserved San Francisco schools to build students' eco-literacy, health, and community, serving over 700 students annually; evaluation found that the programs increased students' nutrition knowledge and willingness to try new foods and improved healthy eating behaviors.
The document provides guidance on establishing a successful school garden, including assembling a team, determining educational goals and vision, and marketing the garden. It emphasizes engaging students, parents, staff, and the community from the start. The team should establish the garden's purpose, vision, and educational goals before determining the design. Design considerations include affordability, soil quality, layout, and ensuring plants' needs are met. Raised beds and container gardens are options if space is limited. The garden should be conveniently located and protected. Community partners can provide financial and volunteer support.
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
`
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 discusses recycling efforts in the Winchester Public Schools. It outlines goals of establishing recycling as an institutional practice and improving current recycling programs. It describes connecting with various stakeholders and providing education to staff, students, and families. Examples are given of single-stream recycling being implemented across all schools with appropriate signage and equipment. Support for recycling includes parent volunteers, green teams, waste audits, and encouraging recycling at home. The green teams engage in monthly activities like walk to school days and assemblies. Middle school held a locker green out to reuse unused supplies. Bi-annual meetings support ongoing recycling programs.
The Cornucopia Project connects students in the Monadnock Region of New Hampshire to farming and healthy eating through hands-on gardening and cooking programs. The project began in 2006 with a community garden and has since expanded to work with five local schools. At the schools, students plant, tend, and harvest school gardens and learn about nutrition. Produce from the gardens is used in school cafeterias and cooking lessons. The goal is for students to understand where their food comes from and develop healthy eating habits through actively participating in growing and preparing fresh, local foods.
Schoolyard Habitats: How to Guide - Part 7, Appendix
`
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
Stewardship and Sustainability Handbook for 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
The document summarizes two organic school garden programs in Berkeley, California. The Edible Schoolyard at Martin Luther King Jr. Middle School was started 10 years ago and teaches students about growing, cooking, and eating organic food. It serves as a model for other schools. The Willard Greening Project at Berkeley Unified School District is struggling after losing funding but community members are fighting to save the garden, which transformed poor soil into a productive space providing benefits to students and the community. Both gardens provide hands-on environmental education and promote social values.
School Community Gardens: School Ground Greening
`
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
Robin Organ is the founder and executive director of Green Schools, an organization that works to engage students, schools, and communities in environmental sustainability solutions through various programs and pathways. After experiencing severe environmental health issues herself, Robin was inspired to help schools develop green practices and educate students on the connections between human and environmental health. Green Schools offers resources like a national green schools society for students, opportunities to achieve environmental honors, and annual awards that recognize excellence in school sustainability efforts. The organization's work aims to foster student leadership around environmental issues.
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens
`
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 Start-Up Workbook
`
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
Design of Outdoor Education and Active Play EnvironmentsDan Curry
The document discusses design strategies for outdoor education and play environments to support environmental literacy in early childhood education. It provides 3 key objectives: 1) build community through effective site programming, 2) promote child development through site design, and 3) support curriculum through outdoor education and stormwater design. The document then summarizes initiatives by the District of Columbia Public Schools to incorporate outdoor learning, gardening, cooking and environmental education programs. It provides examples of projects completed through the RiverSmart Schools Program that integrated stormwater management with opportunities for play, learning and community engagement.
This document discusses using bottle tops as a provocation for early childhood learning and development. It provides background on how bottle tops can stimulate children's thinking and imagination in various indoor and outdoor activities. Safety considerations are outlined for using bottle tops, which are presented as an open-ended material that promotes learning across different subject areas. The document advocates for bottle tops as a sustainable resource that introduces children to environmental education concepts.
Creating and Growing Edible Schoolyards: A How to Manual for School Professio...antonis3q
This document provides guidance for creating edible schoolyards (school gardens) to increase children's consumption of fruits and vegetables. It discusses exploring a schoolyard initiative, including seeking administrative approval and forming an advisory committee. The manual then covers designing, planting, maintaining, and sustaining the schoolyard, as well as linking the garden to academic curriculum. The goal is for students to better understand where food comes from and increase their daily intake of healthy foods.
Cultivating Hope with School Gardens
`
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
Denver School Garden Coalition Operating Manual, 2012
`
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 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 document summarizes the waste reduction activities of Bishop Ahern National School in Ireland. It describes various initiatives the school undertook such as waste audits, a package-free lunch day, and a spring cleaning event. Through these efforts, the school was able to significantly reduce the amount of waste produced, with a 50% reduction in overall waste and a 33% increase in recycling. The school also created a garden and engaged in composting activities. For their work, the school earned a Green Flag for litter and waste.
Changing Lives through Service Learning/Environmental Service Learning: Creat...sondramilkie
This document discusses using service-learning projects focused on the environment to engage youth in improving the environment and developing environmental sensitivity. It provides examples of past projects on storm drain marking, river cleanups, and building rain barrels. Youth involved demonstrated learning about environmental issues and believing they can make a positive impact. The document also reviews concepts of science inquiry, sense of place, and environmental sensitivity that can be enhanced through such projects. Resources are shared for developing water conservation focused projects.
Gabriell DeBear Paye has extensive experience as a high school biology and environmental science teacher in Boston public schools. They seek to utilize their screenwriting skills to create entertaining educational materials. Paye has a Bachelor's in Environmental Horticulture and a Master's in Education. They have taken many online courses in screenwriting and have been a quarter finalist in screenwriting competitions. Paye has taught both in the US and as a Peace Corps volunteer in Liberia, where they authored biology textbooks. They have won several grants for environmental education projects and curricula.
The YES-O organization conducted several projects and activities throughout the school year to increase environmental awareness and promote sustainability. These included electing officers, holding camps, monitoring environmental practices, planting trees, research projects, waste management initiatives, and community cleanups. The projects achieved their goals of educating students and encouraging participation in environmental protection. To improve future efforts, the summary recommends increased planning, funding, coordination, participation, and awareness opportunities. The overall mission is to develop students into environmentally responsible individuals through relevant programs.
Growing Good Kids Making A Difference Via HorticultureMr. M
The document discusses the benefits of youth gardening programs like the Junior Master Gardener program, which uses hands-on garden activities to teach children across various subjects while improving their health, self-esteem, and learning outcomes. Research shows that participating in gardening increases children's nutrition knowledge and consumption of fruits and vegetables. The Junior Master Gardener curriculum continues to expand with new projects focused on wildlife habitats and literature-inspired gardens.
This document presents the results of a program evaluation of school garden and farm to school programs in San Francisco and Portland. It finds that the programs have positive impacts on students' knowledge, life skills, attitudes, behaviors, and academic achievement. Students reported increased knowledge of food/nutrition, environmental topics, and life skills. They developed more positive attitudes towards fruits/veggies, the environment, and school. Students also reported eating more fruits/veggies, less unhealthy foods, and increased eco-actions at home.
Integrating School Gardens Into The CurriculumJaneSherman
The document discusses integrating school gardens into the curriculum to teach life and livelihood skills. It proposes using an action-based curriculum centered around agriculture, nutrition, environment, and marketing cycles. Students would learn by managing the garden, keeping records, conducting research, communicating what they learn, and celebrating their experiences. Integrating the garden across various subjects and involving the whole school community could provide the best learning outcomes. Different models were proposed but all have tradeoffs to consider regarding sustainability, participation levels, and balancing education with other priorities like exams.
The Cornucopia Project connects students in the Monadnock Region of New Hampshire to farming and healthy eating through hands-on gardening and cooking programs. The project began in 2006 with a community garden and has since expanded to work with five local schools. At the schools, students plant, tend, and harvest school gardens and learn about nutrition. Produce from the gardens is used in school cafeterias and cooking lessons. The goal is for students to understand where their food comes from and develop healthy eating habits through actively participating in growing and preparing fresh, local foods.
Schoolyard Habitats: How to Guide - Part 7, Appendix
`
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
Stewardship and Sustainability Handbook for 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
The document summarizes two organic school garden programs in Berkeley, California. The Edible Schoolyard at Martin Luther King Jr. Middle School was started 10 years ago and teaches students about growing, cooking, and eating organic food. It serves as a model for other schools. The Willard Greening Project at Berkeley Unified School District is struggling after losing funding but community members are fighting to save the garden, which transformed poor soil into a productive space providing benefits to students and the community. Both gardens provide hands-on environmental education and promote social values.
School Community Gardens: School Ground Greening
`
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
Robin Organ is the founder and executive director of Green Schools, an organization that works to engage students, schools, and communities in environmental sustainability solutions through various programs and pathways. After experiencing severe environmental health issues herself, Robin was inspired to help schools develop green practices and educate students on the connections between human and environmental health. Green Schools offers resources like a national green schools society for students, opportunities to achieve environmental honors, and annual awards that recognize excellence in school sustainability efforts. The organization's work aims to foster student leadership around environmental issues.
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens
`
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 Start-Up Workbook
`
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
Design of Outdoor Education and Active Play EnvironmentsDan Curry
The document discusses design strategies for outdoor education and play environments to support environmental literacy in early childhood education. It provides 3 key objectives: 1) build community through effective site programming, 2) promote child development through site design, and 3) support curriculum through outdoor education and stormwater design. The document then summarizes initiatives by the District of Columbia Public Schools to incorporate outdoor learning, gardening, cooking and environmental education programs. It provides examples of projects completed through the RiverSmart Schools Program that integrated stormwater management with opportunities for play, learning and community engagement.
This document discusses using bottle tops as a provocation for early childhood learning and development. It provides background on how bottle tops can stimulate children's thinking and imagination in various indoor and outdoor activities. Safety considerations are outlined for using bottle tops, which are presented as an open-ended material that promotes learning across different subject areas. The document advocates for bottle tops as a sustainable resource that introduces children to environmental education concepts.
Creating and Growing Edible Schoolyards: A How to Manual for School Professio...antonis3q
This document provides guidance for creating edible schoolyards (school gardens) to increase children's consumption of fruits and vegetables. It discusses exploring a schoolyard initiative, including seeking administrative approval and forming an advisory committee. The manual then covers designing, planting, maintaining, and sustaining the schoolyard, as well as linking the garden to academic curriculum. The goal is for students to better understand where food comes from and increase their daily intake of healthy foods.
Cultivating Hope with School Gardens
`
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
Denver School Garden Coalition Operating Manual, 2012
`
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 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 document summarizes the waste reduction activities of Bishop Ahern National School in Ireland. It describes various initiatives the school undertook such as waste audits, a package-free lunch day, and a spring cleaning event. Through these efforts, the school was able to significantly reduce the amount of waste produced, with a 50% reduction in overall waste and a 33% increase in recycling. The school also created a garden and engaged in composting activities. For their work, the school earned a Green Flag for litter and waste.
Changing Lives through Service Learning/Environmental Service Learning: Creat...sondramilkie
This document discusses using service-learning projects focused on the environment to engage youth in improving the environment and developing environmental sensitivity. It provides examples of past projects on storm drain marking, river cleanups, and building rain barrels. Youth involved demonstrated learning about environmental issues and believing they can make a positive impact. The document also reviews concepts of science inquiry, sense of place, and environmental sensitivity that can be enhanced through such projects. Resources are shared for developing water conservation focused projects.
Gabriell DeBear Paye has extensive experience as a high school biology and environmental science teacher in Boston public schools. They seek to utilize their screenwriting skills to create entertaining educational materials. Paye has a Bachelor's in Environmental Horticulture and a Master's in Education. They have taken many online courses in screenwriting and have been a quarter finalist in screenwriting competitions. Paye has taught both in the US and as a Peace Corps volunteer in Liberia, where they authored biology textbooks. They have won several grants for environmental education projects and curricula.
The YES-O organization conducted several projects and activities throughout the school year to increase environmental awareness and promote sustainability. These included electing officers, holding camps, monitoring environmental practices, planting trees, research projects, waste management initiatives, and community cleanups. The projects achieved their goals of educating students and encouraging participation in environmental protection. To improve future efforts, the summary recommends increased planning, funding, coordination, participation, and awareness opportunities. The overall mission is to develop students into environmentally responsible individuals through relevant programs.
Growing Good Kids Making A Difference Via HorticultureMr. M
The document discusses the benefits of youth gardening programs like the Junior Master Gardener program, which uses hands-on garden activities to teach children across various subjects while improving their health, self-esteem, and learning outcomes. Research shows that participating in gardening increases children's nutrition knowledge and consumption of fruits and vegetables. The Junior Master Gardener curriculum continues to expand with new projects focused on wildlife habitats and literature-inspired gardens.
This document presents the results of a program evaluation of school garden and farm to school programs in San Francisco and Portland. It finds that the programs have positive impacts on students' knowledge, life skills, attitudes, behaviors, and academic achievement. Students reported increased knowledge of food/nutrition, environmental topics, and life skills. They developed more positive attitudes towards fruits/veggies, the environment, and school. Students also reported eating more fruits/veggies, less unhealthy foods, and increased eco-actions at home.
Integrating School Gardens Into The CurriculumJaneSherman
The document discusses integrating school gardens into the curriculum to teach life and livelihood skills. It proposes using an action-based curriculum centered around agriculture, nutrition, environment, and marketing cycles. Students would learn by managing the garden, keeping records, conducting research, communicating what they learn, and celebrating their experiences. Integrating the garden across various subjects and involving the whole school community could provide the best learning outcomes. Different models were proposed but all have tradeoffs to consider regarding sustainability, participation levels, and balancing education with other priorities like exams.
Specifications for civic education in primary schoolpurpleglory
The document outlines topics and specifications for civic education in primary school centered around the core value of love. It includes 10 sections that each focus on a different topic related to citizenship, including physical and mental health, family, bullying prevention, community care, environmental conservation, human rights, national identity, the national principles, and Malaysian heritage and culture. For each topic, it provides suggested learning objectives, activities, teaching and learning activities, co-curricular activities, and school programs.
Urban Sprouts is a nonprofit that partners with underserved schools in San Francisco to establish school gardens and provide garden-based education programs. Their mission is to build eco-literacy, equity, wellness, and community through cultivating school gardens. Their program model incorporates curricular, physical, and social learning environments in the garden to improve students' academic knowledge, health, nutrition attitudes, and eco-literacy. Evaluation results found that the program increased students' nutrition knowledge and willingness to try new foods, and many students reported improving their eating habits.
The California Foundation for Agriculture in the Classroom (CFAITC) is a nonprofit organization that provides free and low-cost educational materials to teachers to promote understanding of California agriculture. It aims to increase awareness of agriculture among students and educators. The document outlines CFAITC's mission and programs, including workshops for student teachers, presentations for universities, and resources like lesson plans, student newspapers, and story writing contests that meet state standards. It also describes the role and responsibilities of certified presenters who represent CFAITC at various events.
A presentation of the Fresh Fruits and Vegetables: A Centerpiece for A Healthy School Environment Training. Day 1 Nutrition Education and Greening the School. www.healthyschoolenvironment.org
This document discusses environmental education and its role in promoting sustainable development. It defines environmental education as a process that allows people to explore environmental issues, engage in problem solving, and take action to improve the environment. Sustainable development aims to meet present needs without compromising future generations' ability to meet their own needs. The objectives of environmental education are to create awareness, knowledge, attitudes, skills, evaluation ability, and participation. It also discusses major environmental issues, the importance of environmental awareness, the role of teachers, providing education at different levels, and the three R's of reducing, reusing and recycling.
Farm to Head Start in North Carolina and Oregonsswilliams
This document summarizes a presentation about farm to Head Start programs in North Carolina and Oregon. It discusses the benefits of connecting preschoolers with local food and agriculture. Examples are given of projects run by the Appalachian Sustainable Agriculture Project and Ecotrust that work with Head Start centers to provide fresh local food, establish school gardens, and do food-based education activities. Key differences between implementing farm to school programs in preschools versus K-12 are also outlined.
Growing School Gardens in the Desert
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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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`
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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
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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
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens in Tucson
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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
Going for the green light putting the environment into your schoolMelissa Lorenz
This presentation was given at the 2011 Magnet Schools of America Conference. It details the simple steps to integrating the environment into your school and curriculum.
Growing the Outdoor Classroom: A Handbook on Gardening in Albuquerque Pulbic Schools
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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
Sustainable living & mindful eatingASU School of Social Work.docxdeanmtaylor1545
Sustainable living & mindful eating
ASU School of Social Work
Signs of Positive Change
Prof L. Schmidt
Sign of Positive Change Instructions
Research a project currently being implemented by an individual/group/organization to address an issue with a nutrition or health impact studied in class. The featured project may be local, regional, national or global in scope. An organization may oversee several projects that apply to class and a brief overview of these projects may be listed as part of the assignment but one project should be chosen as the focus of this work and your class presentation.
Instructions
Class presentation, via Discussion Board, using a narrated PowerPoint slide presentation, of the project you identify as a sign of positive change. This will be a BRIEF (six slides, five minutes) presentation.
Presentation Guidelines: follow these grading requirements to be eligible for maximum points.
Prepare 6 NARRATED Power Point slides with the following content:
Picture of person, project, logo, etc. to introduce the subject of your presentation. 1 point
Nutrition/food issue AND specific population targeted by this project.
2 points
Overview of project including mission, goals and implementation of project.
3 points
Why you chose this as a sign of positive change. 1 point
Your choice…something related to this project you think your classmates should know about or something that was particularly inspiring about the work being done. 1 point
Contact info for person, group or organization including links to websites and related resources. 1 point
NARRATED Power Point presentation required. (11 points)
Submit Power point presentation posted to Discussion Board section in Blackboard by due date posted in Course Outline. (20 points)
Discussion Board:
You will view and respond to FIVE classmates’ presentations by Due Date posted in Course Outline. Each response is worth 2 points (for total possible of 10 points). Your responses must be thoughtful, significant, and show that a) you viewed the presentation and know what it is about, and b) you are providing appropriate, respectful, encouraging feedback to your classmate. Try to reach 300 words in each post. You may ask questions to your classmate and respond to their comments. Try to create a stimulating, useful educational atmosphere for yourself and others. This is fun, make it fun and engaging! (10 points)
Student Sample
Morale, Amy
Founded by two sisters, Rebecca and Sarah Kidwell, in 2009
Issue and Target Population
Growing concern for the use of genetically modified foods and pesticide use on produce
Lack of transparency of where food was coming from and the time it takes for the food to travel to the consumer
Adults and families in Phoenix area
Mission, Goals, Implementation
Goal is to maximize transparency on where and how consumers food is grown and minimize the time of travel from farm to table
Urban farm in Phoenix growing fruits,.
In 4 Toronto elementary schools, a school garden educator runs garden programs and outdoor lessons linked to the curriculum. At each school, she works with teachers, students, and the local community to design, plant, and maintain the garden. Lessons cover topics like biodiversity, composting, plant cycles, and math/science skills, with a focus on hands-on learning and cooking activities to connect students to where their food comes from. The educator aims to inspire curiosity and learning through engaging lessons in the school gardens.
Sunshine School is focused on creating a greener and healthier learning environment through education and awareness about the environment. The school has implemented programs to reduce waste and encourage recycling and composting. Children are taught the principles of zero-waste and encouraged to bring less packaged food to reduce lunchroom trash. Through awareness programs and an award system, the students keep the school surroundings clean and the classrooms relatively empty of litter at the end of each day. On Saturdays, a nature club tends gardens and greenery around the school to provide an education about plants and the environment. The school aims to develop good environmental stewardship in the students that will stay with them for life.
This document discusses building strong foundations for career development in primary school students. Research shows that children as young as 3 can express career ideas, and by ages 5-8 they start narrowing their options, with these early limits often lasting a lifetime. The document outlines various frameworks and influences on early career aspirations, including parents, teachers, media, and awareness of gender roles. It emphasizes developing self-knowledge, skills, positive attitudes, and an understanding of the changing world of work to help students make informed choices as they grow. Several case studies are presented of programs developed at schools to inspire career exploration in fun, experiential ways from an early age.
A presentation of the Fresh Fruits and Vegetables: A Centerpiece for A Healthy School Environment Training. Day 2 Farm to School Programs and Building FFVP Snack Programs. www.healthyschoolenvironment.org
This document provides an agenda for a professional development session on the redesigned curriculum. The agenda includes: welcoming participants and having them introduce themselves; providing overviews of the redesigned curriculum, core competencies, and posters; breaking into groups to learn about using Book Creator and databases; having a learning break; creating an activity to take back to their class; and wrapping up with questions. The document also includes details about using various apps like Book Creator, databases, and sample planning templates, posters on core competencies, and links for additional support and resources.
Behavioral Psychology On Recycling Presentation For Arizona Recycling CoalitionDenette
1. The document discusses different strategies for promoting recycling behavior, including the use of pledges, financial incentives, convenient infrastructure, and signage.
2. Social norms are an important factor, and messages should emphasize the positive social aspects of recycling rather than negative messages.
3. A holistic approach is most effective, creating an environment that supports individual attitudes and motivations through social and policy measures. Clear instructions and convenient access can increase participation.
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!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Film vocab for eal 3 students: Australia the movie
Urban Sprouts One Day 2010
1. Growing healthier schools and communities through garden-based education March 13, 2010, Berkeley, CA UC Botanical Garden School Garden Summit 2010 Abby Jaramillo, Executive Director Lisa Chen, Advisory Board Member & Former Garden Educator Adriani Leon, Garden Educator Sharing the Garden-based Education Model
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4. Who We Are OUR MISSION By cultivating school gardens in San Francisco’s under-served neighborhoods, Urban Sprouts partners with youth and their families to build eco-literacy, equity, wellness, and community.
36. All Program Elements and Outcomes Cited in the Literature Curricular learning environment Physical learning environment Social learning environment Knowledge acquisition Development of life skills Academic & cognitive skills Social & moral development Attitudes & preferences Public health Environmental quality Economic development Social capital Academic achievement Health behaviors School meal participation Food production Eco-actions
38. Developing the GBE Model Curricular learning environment Physical learning environment Social learning environment Knowledge acquisition Development of life skills Academic & cognitive skills Social & moral development Attitudes & preferences Public health Environmental quality Economic development Social capital Academic achievement Health behaviors School meal participation Food production Eco-actions
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40. Combining 3 Layers of the GBE Model Curricular learning environment Physical learning environment Social learning environment Knowledge acquisition Development of life skills Academic & cognitive skills Social & moral development Attitudes & preferences Public health Environmental quality Economic development Social capital Academic achievement Health behaviors School meal participation Food production Eco-actions
46. Seed Sowing: Making your Origami Cup Source : Kids Web Japan, Let’s Make Origami! http://web-japan.org/kidsweb/virtual/origami2/exploring01_02.html
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53. Scavenger Hunt Item I found in the garden: Find the following items . . . it’s a race! Find a sign that shows youth (or gardeners) what to do or explains a purpose Find a re-purposed item Find an outdoor classroom or learning space Find an example of how to connect this garden to the school or neighborhood around it Find an example of an ecological relationship (examples: predator-prey, pollination, decomposers) Find something you can touch and smell Find something that is decomposing Find 3 different types of soil Find an example of an area of the garden that should be supervised by adults Find something you can taste or eat! Find an example of how garden safety is carried out
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56. Sample Staff Year-Long Work Plan Complete Examples Available At: http://urbansprouts.wikispaces.com/training 9/29 & 10/6 9/15 & 9/22 Date 1 Stone Soup! 1 X Harvest Potatoes, Carrots, Celery. 1 Cup o' Noodles Activity Urban Sprouts curriculum Food Labels, 5/20 Rule 2 Make "humus" 1 Chard, Beets, Lettuce Bed Prep, Planting, Watering 2 The Nitty Gritty (soil texture); Tool Safety Fishbowl Life Lab, Growing Classroom Soil Health Food Activity Rating Food/ Cooking Activities Garden Activity Rating Crops to Plant Garden Activities Curriculum Rating Curriculum Activity Curriculum Source Topic Key: 1 = implemented successfully 2 = implemented with challenges 3 = not implemented
58. Staff Performance Appraisal Rubric: Criteria Staff Team Support Community Involvement Social Learning Environment Curricular Learning Environment Physical Learning Environment Five Dimensions:
59. Staff Performance Appraisal Rubric: Scoring Actions SCORE 1: Weed 2: Seedling 3: Sprout 4: Shrub 5: Tree Description Any or all of basic elements or requirements completely lacking. Challenges dominate. Opportunities are lacking or of poor quality, provided below the basic or minimum level required. Overwhelmed by challenges. Opportunities are provided at the basic or minimum level required. Some difficulty responding to challenges. Opportunities are provided somewhat above the minimum level required. Brings in some outside ideas or knowledge, takes initiative. Responds well to challenges. Opportunities are provided at the maximum level and are of extremely high quality. Brings in outside ideas, creativity, and innovation. Surpasses challenges. Examples Students experience few sessions in the garden and few elements of growing cycle. Garden is untended or lacks any crops. No Garden Work Days. Class is highly chaotic. Staff person does not communicate with classroom teacher. Students do not experience 15 sessions in the garden or miss one or more elements of growing cycle. Garden is untended or lacks diverse crops. No Garden Work Days. Class is highly chaotic and students don’t complete any work tasks. Students experience all elements of growing cycle only once. Garden is adequately maintained but no new elements added. One Garden Work Day. Some difficulties with classroom management that affect student engagement, but most students participate in garden tasks. Students experience all elements 3 times. Activities provided in multiple and diverse forms to increase youth engagement and reinforce outcomes. Some out-of-class leadership groups. At least Two Garden Work Days. Improves garden infrastructure or systems. Classroom management shows good balance between order/discipline and students’ energy and enthusiasm. Students experience all elements 4 times or more. Students are highly engaged in out-of-class leadership groups. New elements are added to garden infrastructure. Student and/or parent leadership and ownership of garden tasks and processes. Students initiate garden projects and school-wide campaigns.
70. A Map of Your Network Urgency: #1 What is the most urgent help you need with your garden program? Who in your community has the ability to meet that need? What is one thing about your garden program that would inspire this person to say ‘Yes’ to your ask? Hook Who We Need
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72. Pitch in with Clean Up! Collect any paper left in the room for recycling Wash dishes from lunch Place food scraps in compost-bin Clean up Seed Station Collect any paper left in the room for recycling Wash dishes from lunch Place food scraps in compost-bin Clean up Seed Station Collect any paper left in the room for recycling Wash dishes from lunch Take down charts and roll them up Clean up Kitchen Station Collect any paper left in the room for recycling Wash dishes from lunch Take down charts and roll them up Clean up Kitchen Station Collect any paper left in the room for recycling Place food scraps in compost-bin Take down charts and roll them up Clean up Worm Bin Station Collect any paper left in the room for recycling Place food scraps in compost-bin Clean up Worm Bin Station Clean up Worm Bin Station
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Editor's Notes
Full One-Day Training Version, including outdoor garden space and activities Total Time: 5 hours
The marker with no label is the Garden for the Environment, a community garden where we host our summer leadership program.
Error: should read, “Program Salaries: 53%”
Interest in school gardens is not a new or radical idea, but rather one deeply seeded in our country’s history. Food and garden based education in schools was first recorded over 100 years ago in 1891 “out of wanton neglect of planners” This is a rough sketch (clearly not to scale) of the general interest in and resources for school gardens in the US You can see that over time the popularity of school garden programs has ebbed and flowed And this is based on perceived societal needs and the potential for gardens to meet those needs. For example, popularity reach its peak during WW II because the food grown school gardens was seen as a critical contributor to national security. In fact, some what like our current department of homeland security, back then they had a United States School Garden Army. The US Government created these propaganda posters to “recruit” students to grow food at school as part of the war effort. Most of the food grown in the US was being sent overseas to feed soldiers, so we faced a real food security issue at home. GO TO NEXT SLIDE FOR IMAGES
there are even estimates that several million school children actively engaged in the food production at their schools Over 40% of the produce consumed in the US was grown in school gardens This was the time in US history when people ate the most fruits and vegetables, ever.
Also of import during this time was the first school lunch served in 1946, again stemming from national security issues - WWI recruiters found that the US populace was too malnourished to provide enough healthy soldiers. The result was school lunch. With the onset of industrial agriculture and a more secure food supply, however, interest in school gardens waned until the second wave of popularity occurred in the 70’s, with the birth of the environmental movement. School gardens were then seen as an obvious way to connect kids with nature and develop an environmentally conscious population. In fact if you asked someone 15 or even 10 years ago whether we were headed for another upswing or down swing in interest for school gardens, they would have most likely said that school gardens were just a fringe thing and that the movement was largely over. BUT YOUR presence here is one of hundreds of indication that we are in fact in an upswing SO . . . . TODAY, WHAT DO YOU THINK ARE THE MAJOR ISSUES THAT WOULD DRIVE A THIRD WAVE OF POPULARITY IN SCHOOL GARDENS? WE’VE MADE A LIST OF SOCIAL ISSUES THAT WE BELIEVE SCHOOL GARDENS CAN ADDRESS . . . (Other draft language for talk with school lunch-focus . . .) School lunch enjoyed a similar spike in participation as at that time 80% of high school students were actually eating their national school lunch meal program regardless of income But in the 80’s, funding for environmental education & school food services largely dried up, and so did interest in school gardens and school meals. Approximately 1/3 of the national school lunch program and participation of high school students dropped to its current trend of about 10 % participation rate. CONTRAST that with 10% of high schoolers today are eating national school lunch…----paid, free & reduced categories Extending funding source, increasing gardens and kids, and (where do we get the other money - pop, candy, vending machines…_
At Urban Sprouts, we believe that school gardens can have an impact on all these major issues we face today. Now, let’s look at the ways that school gardens can impact our communities in a big way.
First, we are changing the physical environment at schools by greening them, adding gardens, and involving parents more actively in improving schools. Can you give examples of specific ways the garden program serves the purpose in the slide? --greening school grounds --keeping or bringing families back to public schools --enhancing student learning, even for struggling students --improving food environment at school --other examples?
And school gardens can impact youth on an individual level, improving students' academic achievement, ecoliteracy, health and wellness: --academic engagement and success, even for struggling students --improved student nutrition and health behaviors --ecoliteracy --YD assets like self-esteem, self-efficacy, connection to peers and adults, mental health --others?
Reports also indicate the potential for F2S to influence community level variables related to public health, social capital, environmental quality, and economic development. --Improved nutrition and health --Preserve local & regional agricultural land --urban greening --public demand for availability of healthier foods --public environmental awareness & behavior change --community cooperation and civic engagement --others? F2S is also a great way to support our local and regional farmers and food processors
While enhancing economic development and community food security --Support local and regional food growers & processors --Increase of Green jobs --Community access to healthy local food The potential is profound
And increasingly we are seeing programs that seek to achieve gains in each of these individual and community level areas simultaneously. And as we think about what is possible, lets just keep asking ourselves, are we thinking big enough? And to that point, I would say we need to have the right ingredients for success. Not just ANY school garden will have these huge, rippling impacts. WHAT we do in the school garden matters. That’s why Urban Sprouts uses a program model, as a “recipe” for success.
Why do we use a program model? We don’t do just any old thing in the garden . . . We want to make sure students are getting the range of experiences needed to result in big impacts. First, let’s understand the underlying theory that forms the first building blocks of the model, Social Cognitive Theory.
Give each group a set of materials, including: index cards, markers, felt circles (one of each color). Have each group choose a storyteller and 2-4 listeners. Clearly explain the role for the Storyteller and for the Listeners. The instructions are also listed in your handout. Go ahead to the next slide to share examples of what the Listeners might write down on their index cards. Return to this slide so that instructions are on the screen during the activity. Give the Storyteller 3 minutes to speak while the listeners write on index cards.
Think back to the story you shared in the first activity, about a time in your life as a young person when you felt successful, like you were doing great things. Explain that some of you are going to share your stories aloud, and others are going to write down certain phrases or words that come to mind as they listen to your story. Then, we will categorize those phrases the way I have done here. For example, in my story . . . Now, let me break it down into instructions. USE THIS SLIDE TO GIVE EXAMPLES OF WHAT THE LISTENERS MIGHT WRITE DOWN ON THEIR INDEX CARDS - ONLY ONE PHRASE OR IDEA PER CARD.
Next, follow these instructions with your group (give them 3 minutes).
Now, we have categorized the phrases into three groups, a way to analyze them. For the next step - In our programs, our ultimate goal is teaching new behaviors. Let’s choose one behavior in the green circle. Who can tell me one phrase from one of the other circles that helped to CAUSE one of the behaviors in the green circle? For example - “confidence” and “Caring and friendly people” enabled this young person to climb a big mountain.
Time the group and give them one minute to add arrows to their own circles. Facilitators walk around and provide coaching to small groups during this activity time.
The final result. Did you discover this in your group? All of the circles continually affect and influence each other.
When we create a program, we often assume this model, a simple, linear causal relationship: environment causes behavior. For example, we expect that if we create a tutoring program, that will cause students to do better in school.
However, the relationship goes beyond a simple, linear causal relationship, like environment causes changes in behavior. See how all three factors influence and reinforce each other. This is a theory that 1) makes sense in real life, and 2) is supported by empirical research. Starting with SCT in developing a framework for garden-based education - reasonable starting point. Jennifer Morris successfully used SCT to develop and test the garden-enhanced nutrition education many of you are familiar with: Nutrition to Grow On. In its essence, the SCT simply states that E, P and B factors continuously interact. Great to use with children, because they’re largely not in control of their environment.
As you see here, SCT forms the basis of our program model. First I will take you through the main points of the model so you can get to know them a bit better. Then, I’ll show you how we used a literature review of many garden-related programs to combine three different theories in order to create this model you see here.
The literature includes more than 20 youth developmental or resiliency assets, such as self-efficacy and teamwork.
Urban Sprouts’ work began when a researcher, one of our co-founders, Dr. Michelle Ratcliffe created our Program Model. When she began, the research on school gardens was fragmented and hard to find. First, back in 2003, she did a literature review of all the program evaluations and studies that she could find on any topics at all related to school gardens - she drew from fields including environmental education, health education, experiential education, plant-based studies, horticultural therapy, and many more. She organized all the information she found into the chart above. She categorized everything that the programs did and all the results that they observed.
Dr. Ratcliffe looked to Social Cognitive Theory as a well-tested theory that might help explain these program outcomes or lend evidence that the programs work.
Dr. Ratcliffe found that the program elements and outcomes she saw in the literature mostly matched up with the concepts of Social Cognitive Theory. EXCEPT that some of the elements and outcomes were NOT fully explained by the SCT. Those are underlined in this slide. Dr. Ratcliffe looked for another research-tested theory that would help to explain these additional outcomes or benefits of the programs.
Dr. Ratcliffe found that the Resiliency Model, also known as Youth Development Theory, helped to explain these missing outcomes. The literature suggested that school gardens do more than impact individuals, like students and their families. School garden programs can have bigger impacts that ripple outwards to impact schools, neighborhoods, cities and even regions. The Resiliency Model shows the connection between students’ internal personal strengths, their individual behaviors, and the impact they have on the external community. For example, when students do community service like building a garden, they meaningfully participate in their community, which strengthens their personal traits, improves their environment, and impacts long-term behavior change.
Finally, Dr. Ratcliffe layered all three pieces together - the elements she found in her literature review, the Social Cognitive Theory, and the Resiliency Model. The result . . .
The Urban Sprouts Model for Garden-based Education.
Here is a more detailed version of the Model that looks more like a checklist -- a recipe for school gardens -- all the pieces you need to have in place in your program in order to achieve the final results that you want. At Urban Sprouts we use this checklist to design new programs and to make sure, each year, that we are providing the best program possible.
SEED SOWING ACTIVITY INSTRUCTIONS FOR FACILITATOR: OPTION 1 - Harvest seed pods in the garden. Lead group in searching for the part of the plant where seeds can be found, and in finding seeds that are completely dry and ready to use. OPTION 2 - Give out seed pods and branches in class. Don’t explain what they are, just pass them out and ask participants to explore the items and try to figure out what they are and what their function is. Lead group to discovering that they are seeds. Encourage participants to explore the seeds and seed pods with their senses, trying to identify plant parts and what plant or crop the seeds are from. Activity will need about 30 minutes total.
Here is what our staff log looks like. The staff rates the lessons and activities they tried to implement on a scale of 1-3. 1 being successful, 2 successful with some challenges and 3 is unsuccessful.
Urban Sprouts collects data from three groups in order to asses our program’s success and challenges. At the beginning and end of every year we have interviews, online surveys and focus groups with the students. We have ongoing check-ins with teachers and other school staff throughout the year. And finally we keep a log of how well we are able to implement our lesson plans.
This is a sample of the online survey our students take. It asks whether the student has recently consumed the pictured food, whether they like it and whether they eat it at home or in school. These results are compared with a control class that is not exposed to the garden.
Our evaluation result from our summer program show significant increases in student knowledge as well as positive attitudes and behavior towards nutrition.
Attitudes towards better nutrition showed that students were being exposed to new foods which lead to more vegetable consumption.
Other students’ responses: “ It has changed because I now try more things like vegetables that I wouldn't even bother trying to eat before. ” “ Yes. I found myself eating more suitable portions and delicious, but nutritious snackage. Often before, I would grab whatever was quick, oftentimes a slice of bread. Yuck. And I do plan to eat better. ” “ I definitely became more aware of what I was consuming during the course of this program and tried to pay attention to whether I was just eating ‘ easy ’ snacks (like chips). I started spending more time to prepare healthier snacks (like salad) and started counting to see if I was actually eating at least 5 fruits or vegetables a day. ”