The California School Garden Network aims to create and sustain school gardens throughout California to enhance academic achievement, promote healthy living, encourage environmental stewardship, and foster community development among students. A school garden serves as an innovative teaching tool that allows educators to incorporate hands-on, interdisciplinary lessons across subjects like science, math, nutrition, and more. Research shows that participation in school garden programs can improve students' self-esteem, social skills, environmental attitudes, interest in healthy foods, and science test scores.
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.
Toolkit for School Gardens, Childcare Gardens and Community 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
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
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.
Here are 3 fruits and vegetables for the children to try:
1. Kale chips - A crunchy snack made from kale. Kale is high in vitamin K.
2. Blackberries - A sweet berry that is high in vitamin C and fiber.
3. Carrots - Crunchy carrots are orange because they contain beta-carotene which is good for eyesight.
Let's give each a try and talk about the colors, textures, and flavors. Does anyone have a favorite? Learning about new foods is fun!
Common Roots Vermont - Healthy Food, Healthy Kids, Healthy FarmsRobert Fish
Common Roots connects farmers, educators, youth, families, and the wider community in building a sustainable future through place-based education and service programs. By collectively growing food for our schools, families, and food shelves, we celebrate the soil and soul of community. Our stewardship provides food security, affirms our local environment, and nurtures our common roots.
With appreciation to Lindie Rheeder, for creating this presentation as part of her UVM Food Systems Internship experience, Winter Session, December 2015–January 2016.
This document provides guidance on developing farm to school programs in Native communities. It discusses how farm to school connects students to local foods, traditional foods, and family farmers while promoting health, education, and food sovereignty. The document recommends taking a community-based approach, starting small by incorporating local and traditional foods into school meals and events, and sustaining efforts by seeking funding and documenting impacts. The overall goal is to empower children and families through culturally relevant farm to school activities.
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.
Toolkit for School Gardens, Childcare Gardens and Community 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
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
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.
Here are 3 fruits and vegetables for the children to try:
1. Kale chips - A crunchy snack made from kale. Kale is high in vitamin K.
2. Blackberries - A sweet berry that is high in vitamin C and fiber.
3. Carrots - Crunchy carrots are orange because they contain beta-carotene which is good for eyesight.
Let's give each a try and talk about the colors, textures, and flavors. Does anyone have a favorite? Learning about new foods is fun!
Common Roots Vermont - Healthy Food, Healthy Kids, Healthy FarmsRobert Fish
Common Roots connects farmers, educators, youth, families, and the wider community in building a sustainable future through place-based education and service programs. By collectively growing food for our schools, families, and food shelves, we celebrate the soil and soul of community. Our stewardship provides food security, affirms our local environment, and nurtures our common roots.
With appreciation to Lindie Rheeder, for creating this presentation as part of her UVM Food Systems Internship experience, Winter Session, December 2015–January 2016.
This document provides guidance on developing farm to school programs in Native communities. It discusses how farm to school connects students to local foods, traditional foods, and family farmers while promoting health, education, and food sovereignty. The document recommends taking a community-based approach, starting small by incorporating local and traditional foods into school meals and events, and sustaining efforts by seeking funding and documenting impacts. The overall goal is to empower children and families through culturally relevant farm to school activities.
Growing School Gardens in the Desert
`
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
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens in Tucson
`
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
Gardens for Learning: Creating and Sustaining Your School Garden
`
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
Woodland Elementary School Garden
`
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
Public health organizations in four cities are working to promote healthier food policies and systems through initiatives like farm to school programs, urban agriculture, healthy corner stores, and expanding SNAP/WIC acceptance at farmers markets. They aim to make healthy, local food more accessible and increase consumption. Key challenges include balancing idealistic goals with pragmatic solutions, and coordinating efforts across different levels from grassroots communities to policymakers. Lessons highlighted were focusing on clear missions, evaluating impacts, and adjusting strategies accordingly.
Matt Benson of the Virginia Cooperative Extension presents on Virginia's Farm to School program that sourced local foods for one week statewide. Presented during the workshop : 3 Places, 3 Approaches: Farm to School Weeks in Virginia, Maryland, and Washington, DC
This document discusses bringing farm to school concepts to preschool settings. It describes a farm to preschool program in Los Angeles that incorporates nutrition education, gardening, physical activity, local food sourcing, and parent outreach. The document also outlines a systems approach to farm to preschool that engages students, families, educators, farmers, food service staff, and community members. Additionally, it provides an overview of the emerging national farm to preschool movement and resources available.
The document lists numerous online resources that provide support for school and community gardens. It begins by outlining USDA resources like Farm to School and Team Nutrition that offer curricula and materials to support garden-based learning and nutrition education. It then lists several national nonprofit organizations like the American Heart Association and Edible Schoolyard Project that provide additional educational resources and professional development opportunities related to school gardens. Finally, it details some North Carolina-specific resources from organizations like Eat Smart Move More NC and the NC Department of Public Instruction that offer local support, information, and materials for school and community gardens.
This document summarizes challenges and opportunities with introducing a farm to school program in Omaha, Nebraska. It discusses results from a needs assessment with food service directors, producers, and distributors which identified barriers like food safety concerns, budget constraints, and seasonality issues. It also provides an overview of activities underway in Omaha like partnerships with 3 food service directors and the development of toolkits to guide implementation of farm to school programs in Nebraska. The grassroots approach aims to start with on-the-ground activities and build greater awareness of local foods and agriculture in schools.
Spring 2008 School Gardening News ~ Massachusetts
`
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
Edible School Gardens in Montgomery County
`
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
Spring 2013 School Gardening News ~ Massachusetts
`
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 Cross-Programmatic Response to Food Insecurity Issuessondramilkie
1. Several programs were established in Jackson County, Wisconsin to address rising rates of food insecurity, including Food 4 Kids to provide weekend meal bags to families, the Friends' Food Shelf for food distribution, and a community garden.
2. These programs have expanded access to fresh produce and meals for hundreds of families each week. The community garden provides plots for limited-income families and organizations.
3. Volunteers have contributed nearly 3,000 hours of support, valued at over $51,000. Partnerships with schools and organizations have also helped address food insecurity through these "homegrown" community initiatives.
Resources for Edible 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
Autumn 2008 School Gardening News ~ Massachusetts
`
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 the Ipswich Sustainable Education (ISE) program which focuses on establishing sustainable practices in Ipswich schools including school gardens, composting, recycling, and integrating sustainability into the curriculum. Key aspects of the program include collaborating with parents, students, teachers and the community to implement initiatives like composting over 76 tons of food waste annually, installing hydration stations, and establishing green teams to teach students about the environment. The goal is to guide children's healthy habits and reduce waste through hands-on learning opportunities while conserving resources.
This document compares farm-to-school programs in Maine and Nova Scotia by examining school gardens, farm visits, and the direct sale of local food to schools. It discusses the barriers faced by a school in Tatamagouche, Nova Scotia in procuring local food and the resources needed for success like the Hancock County Farm-to-School program in Maine. It provides recommendations to overcome challenges through third party involvement, government facilitation, and increased student involvement in school meals.
School Garden and Canteen Manual
`
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
Growing Change: Designing a School Garden ~ Green Schools Ireland
`
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 is a pedagogical guide created by Alternatives and the Rooftop Garden Project that provides activities for elementary school students about urban agriculture, focusing on growing food in cities and exploring its social, nutritional, and environmental benefits through practical projects and reflecting on food systems locally and globally. The guide contains 3 modules with activities and projects that build skills around food, nutrition, the environment and community.
Food (agriculture) production and distribution is estimated to cause approximately 25% of global warming (UN), which is causing drought in many areas. Agriculture uses 80% of the ground and surface water, increasing the water shortage. AgLantis is creating an urban farm right in the middle of heavy industry and will use hydroponic greenhouse production which yields as much as 40 times the produce using 10% of the water. The farm is on unused public buffer land, uses recycled agricultural grade water and is an innovate, replicable solution that dramatically decreases the carbon and water footprint of food production and distribution. Using recycled water high in nitrogen and phosphorus also eliminates the need for fossil fuel based fertilizers. The UN estimates 40% of agriculture is lost from farm-to-mouth. Growing in urban centers dramatically decreases that loss, much of which is due to long distane transportation.
Growing School Gardens in the Desert
`
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
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens in Tucson
`
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
Gardens for Learning: Creating and Sustaining Your School Garden
`
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
Woodland Elementary School Garden
`
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
Public health organizations in four cities are working to promote healthier food policies and systems through initiatives like farm to school programs, urban agriculture, healthy corner stores, and expanding SNAP/WIC acceptance at farmers markets. They aim to make healthy, local food more accessible and increase consumption. Key challenges include balancing idealistic goals with pragmatic solutions, and coordinating efforts across different levels from grassroots communities to policymakers. Lessons highlighted were focusing on clear missions, evaluating impacts, and adjusting strategies accordingly.
Matt Benson of the Virginia Cooperative Extension presents on Virginia's Farm to School program that sourced local foods for one week statewide. Presented during the workshop : 3 Places, 3 Approaches: Farm to School Weeks in Virginia, Maryland, and Washington, DC
This document discusses bringing farm to school concepts to preschool settings. It describes a farm to preschool program in Los Angeles that incorporates nutrition education, gardening, physical activity, local food sourcing, and parent outreach. The document also outlines a systems approach to farm to preschool that engages students, families, educators, farmers, food service staff, and community members. Additionally, it provides an overview of the emerging national farm to preschool movement and resources available.
The document lists numerous online resources that provide support for school and community gardens. It begins by outlining USDA resources like Farm to School and Team Nutrition that offer curricula and materials to support garden-based learning and nutrition education. It then lists several national nonprofit organizations like the American Heart Association and Edible Schoolyard Project that provide additional educational resources and professional development opportunities related to school gardens. Finally, it details some North Carolina-specific resources from organizations like Eat Smart Move More NC and the NC Department of Public Instruction that offer local support, information, and materials for school and community gardens.
This document summarizes challenges and opportunities with introducing a farm to school program in Omaha, Nebraska. It discusses results from a needs assessment with food service directors, producers, and distributors which identified barriers like food safety concerns, budget constraints, and seasonality issues. It also provides an overview of activities underway in Omaha like partnerships with 3 food service directors and the development of toolkits to guide implementation of farm to school programs in Nebraska. The grassroots approach aims to start with on-the-ground activities and build greater awareness of local foods and agriculture in schools.
Spring 2008 School Gardening News ~ Massachusetts
`
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
Edible School Gardens in Montgomery County
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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
Spring 2013 School Gardening News ~ Massachusetts
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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 Cross-Programmatic Response to Food Insecurity Issuessondramilkie
1. Several programs were established in Jackson County, Wisconsin to address rising rates of food insecurity, including Food 4 Kids to provide weekend meal bags to families, the Friends' Food Shelf for food distribution, and a community garden.
2. These programs have expanded access to fresh produce and meals for hundreds of families each week. The community garden provides plots for limited-income families and organizations.
3. Volunteers have contributed nearly 3,000 hours of support, valued at over $51,000. Partnerships with schools and organizations have also helped address food insecurity through these "homegrown" community initiatives.
Resources for Edible 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
Autumn 2008 School Gardening News ~ Massachusetts
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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 the Ipswich Sustainable Education (ISE) program which focuses on establishing sustainable practices in Ipswich schools including school gardens, composting, recycling, and integrating sustainability into the curriculum. Key aspects of the program include collaborating with parents, students, teachers and the community to implement initiatives like composting over 76 tons of food waste annually, installing hydration stations, and establishing green teams to teach students about the environment. The goal is to guide children's healthy habits and reduce waste through hands-on learning opportunities while conserving resources.
This document compares farm-to-school programs in Maine and Nova Scotia by examining school gardens, farm visits, and the direct sale of local food to schools. It discusses the barriers faced by a school in Tatamagouche, Nova Scotia in procuring local food and the resources needed for success like the Hancock County Farm-to-School program in Maine. It provides recommendations to overcome challenges through third party involvement, government facilitation, and increased student involvement in school meals.
School Garden and Canteen Manual
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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
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
Growing Change: Designing a School Garden ~ Green Schools Ireland
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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
The document is a pedagogical guide created by Alternatives and the Rooftop Garden Project that provides activities for elementary school students about urban agriculture, focusing on growing food in cities and exploring its social, nutritional, and environmental benefits through practical projects and reflecting on food systems locally and globally. The guide contains 3 modules with activities and projects that build skills around food, nutrition, the environment and community.
Food (agriculture) production and distribution is estimated to cause approximately 25% of global warming (UN), which is causing drought in many areas. Agriculture uses 80% of the ground and surface water, increasing the water shortage. AgLantis is creating an urban farm right in the middle of heavy industry and will use hydroponic greenhouse production which yields as much as 40 times the produce using 10% of the water. The farm is on unused public buffer land, uses recycled agricultural grade water and is an innovate, replicable solution that dramatically decreases the carbon and water footprint of food production and distribution. Using recycled water high in nitrogen and phosphorus also eliminates the need for fossil fuel based fertilizers. The UN estimates 40% of agriculture is lost from farm-to-mouth. Growing in urban centers dramatically decreases that loss, much of which is due to long distane transportation.
Government of pakistan policies and strategies for addressing environment Sa...saadayaz
The document outlines several national policies and strategies adopted by the Government of Pakistan to address environmental concerns, including the National Conservation Strategy, National Environmental Policy, National Sanitation Policy, National Water Policy, National Drinking Water Policy, National Forest Policy, and National Rangeland Policy. Each policy aims to conserve natural resources, promote sustainable development, and improve environmental management and public participation in Pakistan.
This document discusses the fundamentals of organizing, including its nature, importance, and process. It defines organizing as identifying and grouping work to be performed, defining responsibilities, and establishing relationships to enable efficient work. Organizing involves differentiating and integrating units through specialized tasks and coordination. An effective organization has groups working toward common objectives through divided work and cooperation, with central authority, communication, rules, and a dynamic structure. Organizing is important as it facilitates administration, encourages growth and innovation, optimizes technology use, and ensures continuity through coordination. The process of organizing involves identifying activities, grouping them, assigning duties, and delegating appropriate authority.
The document discusses the concepts of organizing, including defining organizing as the process of arranging work, authority, and resources to achieve organizational goals. It covers principles of organization like unity of command and span of control, and different types of organizational structures such as functional, divisional, and matrix structures. The document also examines concepts related to organizing like responsibility, authority, and centralization versus decentralization.
This document provides guidance for teachers on how to teach English to young children aged 3-6 years old. It recommends focusing on listening and speaking rather than reading and writing. Teachers should speak English as much as possible, use visual aids, games, songs and stories to make lessons fun and keep children engaged. Lessons should introduce simple vocabulary and sentences gradually with lots of repetition. The goal is for children to understand English first before producing it themselves.
Gardens for Learning: Creating and Sustaining Your School Garden
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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
The document outlines an agenda for a Farm to Preschool conference that will discuss the growing Farm to Preschool movement across the United States, featuring case studies of successful programs in Hawaii and Massachusetts as well as presentations from members of the National Farm to School Network's Farm to Preschool Subcommittee who are working to expand farm to preschool initiatives. The agenda also includes sessions on best practices for connecting local food producers and childcare centers as well as integrating farm and garden activities, nutrition education, and local food procurement into early childhood education.
Food Insecurity in Sacramento, first Keynote at Farm to EVERY Fork.Anne Anderson
Katie Valenzuela of Ubuntu Green and California Food Literacy delivered the keynote at the first evening of the three-Friday series Farm to EVERY Fork on October 4, 2013. This event was sponsored by Grace Presbyterian Church in Sacramento as part of their 30-year commitment to addressing the problems of food insecurity in Sacramento.
Ms. Valenzuela detailed the nature, scope and impact of inadequate access to healthful food.
Farm to EVERY Fork
Oct 4, 11, 18, 2013
Grace Presbyterian Church
4300 Las Cruces Way
(Arden Christian Church campus)
Sacramento, CA
www.grace-sacramento.org
www.facebook.com/gracepresbyterianchurch.sacramento
Evaluation for Transformation-A Cross-Sectoral Evaluation Framework for Farm ...Gillian Barclay PhD
This document introduces a cross-sectoral evaluation framework for farm to school programs. It aims to help farm to school programs consistently implement core elements, evaluate efforts, and report outcomes in order to further the movement. The framework was developed through input from experts to provide a theoretical basis for understanding how and why farm to school activities are carried out and their impacts. It seeks to help practitioners, researchers, policymakers and funders make better decisions by improving the understanding of farm to school programs.
The document outlines an intern project proposal to introduce and promote community gardens to clients of the Food Access and Sustainability Department (FASD) in order to increase access to nutritious foods and education. The proposal discusses three strategies: 1) Nutrition intern outreach at school pantries to provide information about nearby community gardens, 2) Adding a community gardens section to FASD's website, and 3) Helping to create and support better community gardens through workshops, curriculum development, and speakers. The effectiveness of these strategies would be measured by decreases in clients purchasing unhealthy food and increases in clients growing their own food, according to FASD's hunger study results. The proposal aligns with FASD's vision
A collaborative effort of the Farm to Preschool Subcommittee of the National Farm to School Network, the workshop was led by: Stacey Sobell, Ecotrust/National Farm to School Network; Zoe Phillips, Urban & Environmental Policy Institute, Occidental College; Emily Jackson, Appalachian Sustainable Agriculture Project/National Farm to School Network; Katy Pelissier, Ecotrust
The webinar provided an overview of farm to school initiatives in the Great Lakes region. Speakers from USDA, National Farm to School Network, and state farm to school coordinators from Minnesota, Wisconsin, Illinois, Indiana, Michigan, and Ohio discussed their programs and goals. Participants were polled to help plan an upcoming in-person regional meeting in Chicago to further collaboration on priorities like procurement, food safety, and identifying regional projects.
WORKSHEET 9.1: Organization Background Exercise™
Children’s Care Acadamy of Pinellas
Accomplishments
Personnel
Location
123 Highland Avenue, Largo, Florida 31111
The Children’s Care Academy of Pinellas facilty is the result of the city of Largo, Florida, a locally-owned, state-franchised cancer center and a generous private endowment. The land on which the facility resides was donated by the the city of Largo, with the physical building donated by the cancer center. The operational facility became a reality with the generous endowment funds from a private benefactor.
Legal status
The Child Care Academy of Pinellas is an a 501(c)(3)non-profit licensed child care center in good standing with current up-to-date state inspections.
Date of founding
The Children’s Care Academy was founded on January 2, 2012, with incorporated status established on July 5, 2013.
The Children’s Care Academy of Pinellas was founded by a local business person with an innovative idea, compassion and a generous benefactor endowment.
Mission
The Children’s Care Academy of Pinellas exists to nuture children in a safe and enjoyable environment for those with parents undergoing cancer treatment. Our focus is to provide complimentary care for parents who do not otherwise have access to childcare. Our goal is to create a fun, loving and educational experience for every child.
Target population
The Children’s Care Academy cares for all children ages six months through age 13 for parents and care givers who are actively seeking cancer treatment in the central west portion of Pinellas County Florida. The academy also provides counseling opportunites for the parents to help ensure a positive emotional healthly well-being while they are engaging in cancer treatment.
Programs
Academic tutoring and cancer care counseling are two essential services provided by Children’s Care Academy to help promote education and a healthy mental and emotional well-being for children and parents. On-site academic tutoring is available for school-age children by certified educators from within the community. On-site child psycologists help to provide emotional support for children with questions and concerns regarding their parent’s cancer treatment. The academy also offers counseling opportunities for parents as part of their treatment to help further encourage the healing process. Tutoring and counseling sessions are offered by appointment on an as need basis. Clients who inquire about spritiual guidance are referred to local churches around the community.
Child psycologist, B.A.Rayburn, Ph.D., was honored in Psycology Today as one of the most influential philanthropists in the Tampa Bay area for her generosity within the community. Special recognition was noted regarding her dedication to serving the children of the Children’s Care Academy of Pinellas.
The academy recieves tutoring services from both active and retired educators within the community. Tutors hold bachelors degr.
The VISTA member worked with a summer camp program to educate 16 youth about issues of food insecurity and poverty. Through a poverty simulation, hands-on garden work, and a food drive, the youth learned about hunger issues in their community and ways to address them, like food banks and assistance programs. Their work provided fresh produce to a local food pantry and engaged the youth in their community.
The document discusses community gardens in Kansas City. It provides examples of different types of gardens in the area, including school, neighborhood, social service agency, and urban farms. It discusses the importance of community gardens for increasing access to healthy foods and encouraging active lifestyles. Obstacles to urban gardens include issues with water supply, security, and optimal locations. The document suggests ways local governments can support community gardens, such as including them in land use plans, allowing zoning for them, providing vacant lot inventories, and participating in food policy coalitions.
This document discusses various farm to institution programs, including farm to school and farm to preschool initiatives. It provides an overview of the objectives and components of farm to school programs, which aim to serve healthy local foods in schools and improve nutrition education. It also discusses the impacts of farm to school, such as increased fruit and vegetable consumption. The document then describes efforts to expand farm to institution programs to other sectors like preschools, hospitals, and city governments. It provides details on proposed farm to preschool pilots and their goals of improving children's diets and creating new markets for local farmers.
From the short course "Organizing Farm to School Statewide: Collaboration Models for Program, Policy, and Success of Scale" at the Farm to Cafeteria Conference. Thursday, March 13, 2009. Portland, OR.
Contact Moira Beery at beery@oxy.edu for more information.
The document summarizes the Northwest Business Association's "Campaign 2 Rebuild" initiative to revitalize northwest Atlanta through economic development, housing rehabilitation, and community building efforts. It provides details on partnership opportunities and calls for additional support from organizations, businesses, and individuals to help fund projects focused on job creation, grocery stores, homeownership programs, and other community improvements.
Policy Paper: Direct Certification and Verification in CA School MealsCatherine Hsu
This document discusses strategies to improve direct certification and direct verification processes to enroll more children in free or reduced price school meals in California. It recommends that the state:
1) Improve the direct certification matching process between school enrollment lists and public assistance program lists to identify more eligible children.
2) Implement direct verification using Medi-Cal and Healthy Families program data to certify children's eligibility without an application.
3) Pursue including income data for Healthy Families children and use Medi-Cal/Healthy Families systems to directly certify eligibility, starting as a pilot program.
The goal is to decrease paperwork and ensure all children receive adequate nutrition through full use of existing
In 2007, the Kauffman Foundation for Entrepreneurship launched the iBridgeNetwork with an eye toward supporting the marketing efforts of university technology transfer offices. The Innovation Accelerator Foundation assumes control of the iBridgeNetwork, and is recrafting it under a new vision: to become a university-centric virtual innovation ecosystem. In the keynote address of the 2015 UEDA summit, iBridgeNetwork founder John Pyrovolakis will provide a “sneak peak” into this vision in action. The iBridgeNetwork welcomes your help in shaping the iBridgeNetwork’s future.
John Pyrovolakis, Founder & CEO, Innovation Accelerator
The Children's Partnership / ALL IN Campaign - Health Care Reform: Schools C...TCPisALLin
Healthy kids make good learners! Schools touch the lives of nearly every child and parent in California. Learn how schools have the power to connect millions of uninsured families to the health coverage they need and deserve.
Starting or Enhancing a School Vegetable Garden
`
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 describes the Engaging Youth, Serving Community program which brings youth and adults together in partnerships to conduct community service projects. It provides examples of projects from different states that addressed issues like healthy eating, economic development, cultural preservation, and wildlife conservation. Youth are trained in leadership, planning, and evaluation and work collaboratively with adults and community organizations to create sustainable impacts.
1) The Purdue University Cooperative Extension Service provides educational programs to Indiana citizens to develop youth and strengthen agriculture, families, and communities.
2) Programs include the Master Gardeners program, 4-H youth development, nutrition education, and economic and community development workshops.
3) The Extension office offers a wide range of programming from gardening, to cooking classes, to grant writing workshops to serve the citizens of Lake County.
The presentation discusses the Affordable Care Act and the ALL IN campaign to connect children, parents, and school staff in California to health insurance coverage through Covered California. The ALL IN campaign aims to inform millions in the school community about coverage options and help with enrollment. Schools are uniquely positioned to spread information and help families enroll. The presentation provides resources for administrators and calls on them to help share information to help connect families to coverage.
Similar to Gardens for Learning: Creating and Sustaining Your School Garden (20)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help relax the body and lift the mood.
Plant a Row for the Hungry - Twin Cities, University of MinnesotaFayme4q
This document advertises a program called "Plant a Row for the Hungry" that encourages home gardeners to donate excess produce to the local food shelf. Gardeners can get involved by donating extra vegetables, fruits, or herbs from their garden or by planting an entire row specifically for donation. The Red Wing Area Food Shelf located at First Lutheran Church accepts donations during open hours on Tuesdays, Thursdays, and Fridays or in an off-hours donation box with a call to the coordinators.
Plant a Row for the Hungry - Ulster County and Dutchess County , NYFayme4q
This document lists contact information for 19 food pantry drop-off sites in the Hudson Valley region of New York. It provides the name and location of each site, the contact person, who is eligible to receive food, how often recipients can receive food, hours of operation, what days food can be dropped off, and any special requests. The sites provide food assistance to those in need in Dutchess, Ulster, and surrounding counties on various schedules throughout the week.
Plant a Row for the Hungry - Ulster County, New YorkFayme4q
This document describes the Plant a Row for the Hungry program run by Cornell Cooperative Extension of Ulster County. The program encourages gardeners to plant an extra row of vegetables in their gardens and donate the excess produce to help feed the hungry in Ulster County. Gardeners who sign up receive information on what to plant, soil testing, and markers for their garden. The donated produce is distributed through nutrition programs and food pantries.
Plant a Row for the Hungry - University of DelawareFayme4q
The document discusses the Plant-A-Row for the Hungry program, which encourages farmers and gardeners to grow an extra row of produce and donate it to local soup kitchens and food banks to help feed the hungry. It notes that a packet of snap bean seeds yields about 20 pounds of produce and a packet of carrot seeds yields around 100 pounds. Farmers and gardeners can make a difference by planting extra, delivering the harvest to collection sites, or helping the local food bank. Even one extra row of vegetables can significantly help those in need in the community.
Plant a Row for the Hungry - Vermont and New HampshireFayme4q
1) The Plant a Row for the Hungry program encourages gardeners to plant an extra row of vegetables to donate to local food shelves and pantries, helping feed those in need.
2) Last year, over 1.4 million pounds of homegrown produce was donated through this program, providing over 5 million meals.
3) Locally, several organizations accept donations of extra homegrown produce including Listen Community Services in Lebanon, NH, the Upper Valley Haven in White River Junction, VT, and the Bugbee Senior Center in White River Junction.
A Beginner’s Guide to Container Gardening: Helping People Help the LandFayme4q
This document provides an overview of container gardening for beginners in Alaska. It discusses various container options from buckets to boxes. It recommends filling containers with a soil mix of sand, peat moss, and compost or loam to provide nutrients and drainage. Seeds can be started indoors in early spring and transplanted outdoors in June, or some seeds like lettuce can be planted directly. The document provides tips on planting, thinning, weeding, and caring for plants with water, light, and dealing with pests. Harvesting and a planting calendar are also discussed.
This document calls for a declaration on the TRIPS agreement and food security. It summarizes that the TRIPS agreement, which requires countries to adopt minimum standards of intellectual property protection, is having negative effects on small farmers' access to seeds in developing countries. This threatens their food security now and in the future. The document provides background on traditional seed exchange practices, the development of intellectual property laws, and how the TRIPS agreement is impacting developing nations. It concludes by calling for a new declaration in the World Trade Organization to ensure food security and sustainable development in poor countries.
Edible Arcata, California: A GIS Perspective For A Local Food-Loving CommunityFayme4q
This document summarizes a master's project by Vanessa M. Vasquez that used GIS to model potential edible landscaping sites on public land in Arcata, California. The project was motivated by Arcata city council goals to develop edible landscaping. Key-informant interviews and spatial analysis of accessibility, proximity to low-income housing and community centers were used to identify suitable sites. A literature review covered topics like local food movements, urban foraging, landscape design, permaculture, traditional local foods, GIS in food systems analysis, and urban agriculture/edible landscaping for sustainability. Maps and a plant list were produced, along with recommendations for implementing the city's edible landsc
Feeding People In Hard Times: What Does Permaculture Have To OfferFayme4q
This document discusses the growing food crisis facing many populations in the US and globally. It notes that 35 million people in the US rely on food aid and that food prices rose significantly in 2007. The author argues that permaculture offers solutions through decentralized local food production that empowers communities and increases food security. Permaculture aims to create sustainable human habitats through working with nature to build productive ecosystems that meet human needs.
Food Sharing Resource List 1 - Our Community Outreach - Portland, OregonFayme4q
This document provides a list of over 30 local community resources in the Portland, Oregon area that are involved with various aspects of food sharing, distribution, and education. The resources are listed alphabetically and include nonprofit organizations, cooperatives, schools, and programs that work to increase access to healthy local food, support local farmers, educate youth and the community about food and agriculture, and reduce hunger.
Food Sharing Resource List 2 - Our Community Outreach - Portland, OregonFayme4q
This document provides a list of local community resources in the Portland, Oregon area that could support community-building projects related to food sharing. It lists over 30 organizations alphabetically, with each organization's name, brief description, and contact information. The list covers a wide range of food and agriculture non-profits, cooperatives, programs and initiatives focused on issues like local and sustainable food systems, food access, community gardens, education, and more. It is provided as a reference for individuals and groups interested in connecting with these local food resources.
From Our Roots: Community Action Program of East Central Oregon and Food BanksFayme4q
This document is a community food assessment report of Gilliam, Morrow, Umatilla, and Wheeler Counties in Oregon. It was conducted by a team from the Community Action Program of East Central Oregon in cooperation with the Oregon Food Bank and Resource Assistance for Rural Environments. The report examines the people, agriculture, and food of each county through interviews and research. It finds that while the counties have a history of abundant agriculture, many residents now experience hunger and lack access to healthy food options. The report concludes with opportunities to improve local food systems in each county through expanding production, access, and education.
Gowing Health: 10 Strategies that Can Create 10 Times the Nutrients in Your F...Fayme4q
This document discusses the importance of growing your own healthy food and provides strategies for doing so. It outlines three approaches: a kitchen garden focusing on sprouting, which significantly increases nutrients in seeds; a balcony garden for growing microgreens in small spaces; and an outdoor garden with options like square foot gardening. It also covers composting, buying groups, blending and juicing. The goal is to make healthy eating easy and affordable by growing nutrient-dense foods with minimal time and cost.
Gowing on the Inside: A Vegetable Garden at an Women's Prison is Changing LivesFayme4q
A vegetable garden at Coffee Creek Correctional Facility in Wilsonville, Oregon is helping rehabilitate inmates. The garden provides job training for inmates through organic farming and gardening. Produce from the garden is donated to local food banks. The garden program is run by nonprofit organization Grow Local and helps inmates develop skills and a sense of purpose through meaningful work in the garden.
Grow and Thrive: Strategic Planning for Local a Sustainable Food System - Mul...Fayme4q
The Multnomah Food Action Plan provides a 15-year roadmap to transform the local food system in Multnomah County, Oregon into one that is healthy, equitable and prosperous. The Plan was developed with significant community input to establish shared goals and collaborative actions across four pillars - local food, healthy eating, social equity and economic vitality. If successful, the Plan aims to increase local food production and access to healthy foods while supporting living wages and economic opportunities in the regional food system.
Growing a Healthy New York: Innovative Food Projects that End Hunger and Stre...Fayme4q
The Food Bank of Central New York operates a food buying club called Food $EN$E that brings together individuals in communities to cooperatively purchase food packages. Over 1,500 packages are distributed monthly through 42 sites across 16 counties. Participants pre-pay $15.50 and receive a package containing 10-12 fresh and staple food items. The program helps stretch food dollars while increasing access to affordable, nutritious food.
Growing Potatoes Organically: Basics From Seed To StorageFayme4q
Dave Hollingsworth wrote this primer on growing potatoes organically based on a variety trial he conducted at UC Santa Cruz. He provides details on soil preparation, fertilization, seed selection and planting, irrigation, and pest management. The trial compared commercial and specialty potato varieties using biointensive techniques like compost, close spacing, and raised beds. Hollingsworth found that using quality seed potatoes, proper fertilization and irrigation, and encouraging a diverse insect community helped produce a vigorous crop that was more resistant to pests and disease.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, 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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
4. Contents
About the California School Garden Network .........................................4
Foreword by California First Lady Maria Shriver ..................................5
Introduction to School Gardens ......................................................................6
Planning Your School Garden ........................................................................13
Linking Gardens to School Curriculum ...................................................20
Promoting Healthy Living .................................................................................29
Designing Your School Garden ......................................................................39
Finding Supplies and Funding Your Garden ...........................................48
Planting Your School Garden..........................................................................55
Maintaining Your School Garden .................................................................69
Sustaining Your Garden......................................................................................78
Working with Volunteers...................................................................................86
Resources ...................................................................................................................93
Alicia Dickerson/Life Lab
Gardens for Learning 3
5. About the California
School Garden Network
The California School Garden
Network’s mission is to create, A CA D
T
he California School Garden Network is a 501c(3) EM
sustain, and increase awareness organization whose members represent a variety
IC
for school gardens in the state of state agencies, private companies, educational
AC
of California to enhance: institutions, and nonprofit organizations all ded-
HIEVE
• Academic achievement icated to the mission of creating and sustaining
gardens in every willing school in California. The
MENT
• A healthy lifestyle
Network serves as a central organization to distribute
• Environmental stewardship school garden resources and support throughout the
• Community and social development state. The Network’s mission is to create and sustain
in children California school gardens to enhance
LIFESTYLE academic achievement, a healthy
THY
Network Members: California AL lifestyle, environmental stew-
Association of Pest Control Advisers HE
ardship, and community and
A
• California Department of Educa-
tion • California Department of social development.
Food and Agriculture • California The Network members believe that by encourag-
Farm Bureau Federation •
ing and supporting a garden in every school, educa-
California Fertilizer Foundation •
California Foundation for Agricul- tors create opportunities for children to discover fresh
ture in the Classroom • California food, make healthier food choices, and become better
Garden Clubs, Inc. • California
nourished. Gardens
Integrated Waste Management Board •
offer dynamic, beautiful MENTAL S
IRON
California Nutrition Network for Healthy,
TEW
Active Families • California Seed settings in which to integrate
E NV A
Association • California Service Corps • every discipline, including science, math, read-
RD
CSU Fresno Ag Literacy Program • CSU
ing, environmental studies, nutrition, and
SHI
Pomona • California Women for Agricul-
ture • Center for Food and Justice • COPIA health. Such interdisciplinary approaches
P
• CREEC Network • Davis Educational cultivate the talents and skills of all students
Foundation • Davis Farm to School
while enriching the students’ capacities of
Connection • Fresh Produce and Floral
Council • Huntington Botanical Gardens • observation and thinking.
Junior Master Gardener Program • Life Lab C IAL DEVE They believe young peo-
Science Program • LAUSD Nutrition Network SO L
ple can experience deeper
O
ND
• National Gardening Association • North
PM
Coast Gardens • Occidental Arts and understanding of natural sys-
COMMUNITY A
tems and become better stewards of the Earth by design-
ENT
Ecological Center • Produce Marketing
Association • The Edible Schoolyard • The ing, cultivating, and harvesting school gardens with their
Watershed Project • UC Botanical Gardens
• UC Cooperative Extension • UC Davis
own hands. Additionally, school garden projects nurture
Children’s Garden Program • UC Hansen community spirit, common purpose, and cultural appre-
Trust • UCCE Common Ground • UCSC ciation by building bridges among students, school staff,
Center for Agroecology and Sustainable
families, and local businesses and organizations.
Food Systems • Vista Square Elementary •
Western Growers Charitable Foundation For more information about the California School
• Wine Institute Garden Network and its resources for educators, visit
www.csgn.org.
4 Gardens for Learning
6. Foreword
California First Lady
Maria Shriver
I
t is so important to get connected
and stay connected – with our
fellow Californians and our com-
munities, and to utilize the ser-
vices and resources of our state.
In California, we are 37 million strong,
ethnically and culturally diverse in
many ways. We have so much to offer
and so much to learn from one another. We are the greatest resource this state has
“”
to offer – imagine what we can achieve by serving one another. There are so many
ways to get connected – and school gardens provide a wonderful way to serve.
Every child and every school across California should have a school garden.
I have seen the look of joy on a child’s face after they have worked in their gar- Every individual matters.
den, and I have seen how gardens have positively transformed students, schools, Every individual has a role to play.
and communities. Gardens are a wonderful resource for our schools and our Every individual makes a difference.
children. I believe in the life lessons they teach and the lives they touch — and
Jane Goodall
that every school and community should have one.
And every Californian should get connected to service – it’s fuel for the soul.
School gardens provide our children with the opportunity to serve – to see
something flourish because they cared for it; to get their hands dirty from their
own hard work; and to have a sense of pride and personal achievement that
comes from nurturing a plant through every stage of development. Each of us
has the power to serve in our own way — every teacher, student, and volunteer
of any age, race, and gender can participate in building, planting, maintaining,
and harvesting a garden.
We need to get healthy in California. It is important for children to under-
stand where food comes from so that they are empowered to make nutritious
decisions. School gardens also shine a light on California as a vast agricultural
state; the state I love, the state I call home. California is known all over the
world for our incredible agricultural products – we are the nation’s largest
supplier of food. And working in gardens enables us to learn about our state,
appreciate its history, and contribute to its continued success.
In this guide, you will find practical advice on finding the best location for
your garden, planting seeds, harvesting, and sustaining a vibrant garden for years
to come. I hope you will use this guide as a tool in building a successful garden –
and that you too will experience the positive impact and wonderful transformation
gardens have on a community.
So get out there, get connected, and serve your community by building a
garden – plant it, nurture it, and watch it grow! Good luck and good eating!
Gardens for Learning 5
7. “
Learning comes alive in a school
garden! All subjects can be taught
in this dynamic hands-on environ-
ment. From reading to science,
Introduction to
math to nutrition, it’s all possible.
With bales of straw as chairs, clip-
boards as desks, and the garden as
School Gardens
their classroom, students’ textbook
W
hat is a school garden? A school garden is an innovative teaching
lessons come to life as butterflies tool and strategy that lets educators incorporate hands-on activities in
metamorphose, worms decompose, a diversity of interdisciplinary, standards-based lessons. The garden
plant growth is recorded, fresh engages students by providing a dynamic environment in which to
corn is eaten, and sensory observe, discover, experiment, nurture, and learn. It is a living laborato-
ry where lessons are drawn from real-life experiences rather than textbook exam-
poetry is created.
ples, allowing students to become active participants in the learning process.
Through the garden, students gain an understanding of ecosystems, an apprecia-
California Academic Content tion for food origins and nutrition, and knowledge of plant and animal life cycles.
Standards are growing, too! At the same time, they learn practical horticultural skills that last a lifetime.
Everything we know about good Where did school gardens come from? The school garden movement
teaching is magnified in a school originated in Europe and arrived in the United States in the 1890s. Gardens
sprang up at schools all over the country during the early 20th century, with
garden: student engagement,
particular booms as Victory Gardens intended to increase the food supply during
meaningful and relevant lessons,
World War I and World War II. During the 1950s, the number of gardens decreased
use of manipulatives, cooperative as schools placed more emphasis on technology. However, the environmental
learning, and exploration and movement of the 1970s renewed educators’ interest. More recently, the popularity
discovery. There is no better of school gardens as an educational tool has steadily grown as a way to teach
environment than the garden in healthy eating behaviors and a way to incorporate and increase hands-on learning
which to plant the seeds of experiences in interdisciplinary lessons.
What does a school garden look like? School gardens come in all
knowledge, experience the joy of
”
shapes and sizes, with a common focus on growing plants. A school garden may
learning, and harvest a bountiful be as small as a few pots of herbs growing on a windowsill or as large as a half-
California Department of Education
crop of lifelong learners. acre plot of vegetables in a schoolyard. Gardening programs are flexible enough
to fit the needs and resources of every school.
Martha Deichler, Principal
Why garden with kids? Educational philosophers going back to the 17th
Vista Square Elementary School,
century have promoted the use of gardening to achieve learning objectives and
Chula Vista, CA support the mental, emotional, and social development of youth. Students enjoy
gardening activities, and teachers and parents say that gardening programs:
• Address multiple learning styles
• Provide opportunities for interdisciplinary lessons
• Improve environmental attitudes
• Promote good nutrition and exercise
• Teach patience and responsibility
• Instill a positive work ethic
• Increase students’ self-esteem
• Build classroom relationships, improve teamwork, and strengthen school spirit
• Beautify the environment
6 Gardens for Learning: Introduction to School Gardens
8. University of California Agriculture &
Natural Resources Communication Services
In addition to anecdotal evidence, a growing body of research-based literature
supports the use of youth gardens as a beneficial teaching tool. Research has found
that participation in youth gardening programs can have the following impacts on
students:
• Improve self-esteem and attitudes toward school1
• Improve social skills and behavior2
• Improve environmental attitudes, especially in younger students3
• Increase group cohesion4
• Improve interpersonal relationships5, 6
• Increase interest in eating fruits and vegetables and improve attitude toward
fruits and vegetables7; improve attitude toward vegetables and toward fruit
and vegetable snacks8
• Significantly increase science achievement scores9, 10
• Increase self-esteem, help develop a sense of ownership and responsibility,
help foster family relationships and increase parental involvement11
• Improve life skills, including working with groups and self-understanding12
When investigating the benefits of school gardens, it is helpful to divide them
into four categories: academic achievement, a healthy lifestyle, environmental
stewardship, and community and social development.
Academic Achievement
Academic achievement is the primary focus of educators throughout the coun-
try. Their aim is to ensure that students perform at satisfactory levels defined by
Gardens for Learning: Introduction to School Gardens 7
9. local, state, and national academic standards. All lessons and activities
must complement mandatory standards to merit the use of valuable
classroom time.
A school garden is a perfect tool to provide hands-on learning
experiences for any academic subject. Science is the most common sub-
ject linked to gardens. Many teachers use the garden as a laboratory to
introduce students to scientific methods through plant-related experi-
ments. Additionally, a garden provides a place to study weather, insects,
soil, and other environmental matters. It’s the ideal habitat model for
studying ecosystems. Real-life garden experiences contribute greatly to
students’ comprehension and retention of new science knowledge; in
fact, participation in a gardening program increases science achievement
scores, as noted above.
In addition to science, the garden provides opportunities to teach
mathematics, history-social science, English-language arts, and visual
and performing arts. Concepts that seem abstract in the classroom
come alive in a garden setting. For instance, students find taking daily
measurements of garden bean plants and then charting the growth rate
to determine the fastest-growing plant in the garden much more excit-
ing than charting numbers provided by a textbook. Chapter 3, Linking
Gardens to School Curriculum, provides additional details and specific examples
of how to integrate gardening activities into the classroom.
A Healthy Lifestyle
Beyond academics, the garden provides broader life lessons, including con-
tributing to students’ knowledge of how to maintain a healthy lifestyle. California is
“” You are what you eat.
Anonymous
Alicia Dickerson/Life Lab
8 Gardens for Learning: Introduction to School Gardens
10. PROGRAM SPOTLIGHT
Growing Students in the Garden
Pacific Elementary School, Davenport, CA
stablished in 1982, opportunities in the food
E the Life Lab at Pacific
Elementary is an inte-
gral component of the
industry. Through repeat-
ed experiences, students
gain confidence in their
school year for all stu- abilities; through job
dents. “It is wonderful to assignments, they gain
witness the excitement of leadership skills. Beyond
the students to go to the that, since the other stu-
garden,” shares Life Lab dents and teachers rely
Coordinator Jerry Adame. on them for their meal,
“If I am a minute late to they are given a unique
pick them up for class, opportunity of responsi-
when I arrive they anx- bility and ownership.
iously ask, ‘Where have Food Lab Nutrition
Alicia Dickerson/Life Lab
you been?’” Coordinator Stephanie
The project blossomed Raugust says that two
from a few raised beds of the most important
near the playground into a aspects of the programs
50- by 100-foot discovery are ties to the curriculum
garden including herbs, vegetables, fruit and the opportunity for students to prac-
trees, ornamental beds, a composting area, Hands-on, curriculum-based, compre- tice important life skills. Through the gar-
and a number of storage structures for hensive education programs like this den, students gain an understanding of
tools and supplies. During their weekly one are important for changing the and appreciation for the cultivation of
garden visits, students participate in science food crops, along with a respect for local
eating behaviors of our society
lessons and tend a 5- by 10-foot raised bed farmers. They also learn valuable science
both now and in the future.
in which they grow salad greens, herbs, concepts through observation and experi-
and other edible plants. Additionally, Jerry mentation. By learning to prepare nutri-
makes sure students have at least 10 min- tious meals, the students are armed with
utes to explore the garden on their own, opportunity to be a part of the full food the knowledge and skills to maintain a
so they have time to independently “feel, cycle, from seed to table. On their day in healthy lifestyle.
taste, and smell the beauty of the garden.” the Food Lab, students spend an hour and The school is solidly invested in both
When their gardens are ready to harvest, a half in the kitchen helping to prepare the programs. Hands-on, curriculum-based,
the students carefully pick, clean, and pack- school’s lunch. The lab begins with a job comprehensive education programs like
age their produce and then walk it up to assignment where students can serve as this one are important for changing the
the school’s kitchen, also known as the the manager, baker, prep person, or cook. eating behaviors of our society both now
Food Lab. Each role allows them to practice different and in the future. Strong support from
An extension of the garden, the Food academic and life skills, including mathe- parents, teachers, administrators, and the
Lab program was added in 1984 as a coor- matics and safe food handling procedures. community ensure such programs will
dinated effort to provide students with an It also prepares them for potential career continue to grow and thrive.
Gardens for Learning: Introduction to School Gardens 9
11. experiencing a major health crisis as the number of overweight and unfit youth
grows at an epidemic rate. Approximately one in three children is overweight
or at risk of becoming overweight, and almost 40 percent of school-age
children are considered unfit. The increase in number of weight-related
chronic diseases such as diabetes is of great concern, and the need for
prevention education is critical.
Garden programs work to combat the epidemic by teaching youth
about healthy lifestyles that include proper nutrition and physical
activity. Through a gardening program, students gain first-hand
experience with fresh fruits and vegetables. They discover that pro-
duce does not magically appear on the grocery store shelves, and they
learn the important role of agriculture in our society. The pride and curios-
ity sparked by growing fruits and vegetables along with the knowledge of
where they come from motivates students to try eating them, oftentimes leading to
more positive attitudes and eating behaviors. Fruits and vegetables are an impor-
tant part of the diet not only because they provide essential vitamins, but also
“
because they are linked to prevention of such health problems as cancer and heart
Incorporating agriculture into the disease. Studies show that a majority of children do not eat the recommended
classroom helps students under- amount of fresh fruits and vegetables each day, so they are missing out on these
benefits. A garden program increases produce availability and creates opportunities
stand how humans interact with
to teach students what they should eat for good health through fun, hands-on
the environment and how food is
experiences. This information can also be shared with students’ families.
grown. Further, agriculture and A healthy lifestyle is more than just eating right, though. Students also need
school gardening promotes aware- to adopt good exercise habits. The garden provides a wide range of physical
ness of healthy eating, helps activity through digging, planting, and weeding. The garden activities are often so
students master science concepts, captivating that students do not even realize they are exercising. And unlike some
and exposes students to agricultural other activities they participate in during their school years, gardening is an activ-
ity they can participate in for the rest of their lives.
job opportunities. By designing,
cultivating, and harvesting school
gardens, students experience Environmental Stewardship
Photos: 5 A Day
deeper understanding of natural A school garden is a powerful environmental
”
systems and become better education tool. Through gardening, students
become responsible caretakers. They have an
stewards of the earth.
opportunity to engage in agricultural practices
Lance Omeje, Teacher on a small scale, learning about the responsibil-
Yokomi Elementary School ities and impacts of land cultivation. They
Fresno, CA explore the web of interactions among living
and nonliving components of life. By doing so,
they develop a greater understanding of the
natural world.
Students also learn the importance of caring
for natural resources. A garden of native plants or
drought-tolerant plants, for example, provides an
excellent opportunity to teach students about water
conservation. They will observe that choosing the right
plants and irrigation for the garden results in a beautiful
10 Gardens for Learning: Introduction to School Gardens
12. landscape that is
also environmen-
tally friendly.
Additionally, gar-
dens teach about
waste reduction
through compost-
ing. Students who
learn sustainable
garden practices
can more readily
consider conser-
vation issues from
a local and global
perspective.
For many
children, a garden
offers the only
chance to get
close to nature.
Some lack access
to gardening Alicia Dickerson/Life Lab
spaces because of
their living situations; others have limited exploratory free time outdoors. School
garden educators in urban environments frequently find their programs provide
“”
students their first opportunity to dig into the soil and watch a plant grow.
Establishing a connection with nature at an early age is extremely important. We are part of the earth
Researchers have discovered that childhood experiences with nature are strongly and it is part of us....
linked to adult attitudes toward plants. Participation in gardening during child- What befalls the earth
hood is the most important influence on adult environmental attitudes and befalls all the sons of the earth.
actions, and even in urban areas where green spaces are limited, gardening pro-
grams for children can provide a strong enough connection to instill appreciation Chief Seattle, 1852
and respect for nature in adulthood.13
Community and Social Development
Community and social development lessons do not receive the attention that
academic achievement does, but they are as crucial to the survival of our country
as reading and writing. Children must learn how to take responsibility for their
environment and develop a strong sense of community to ensure the continuation
of our society.
Gardens create opportunities for students to work cooperatively and to devel-
op responsibility. They will quickly learn the negative consequences associated
with forgetting to water their plants on a hot day and will work hard to make
sure it does not happen again. Plants will also provide positive reinforcement in
response to proper care by growing or producing fruits. On a personal level, gar-
dening builds confidence, self-esteem, and pride as students watch their efforts
Gardens for Learning: Introduction to School Gardens 11
13. “
I have never seen children work as turn into beautiful and productive gardens. It also teaches them patience as they
collaboratively as they do when wait for a seedling to sprout or a tomato to ripen.
Gardens provide unique opportunities for cross-generational connections. While
they are in the garden. As they
gardening, children interact with teachers, parents, and community volunteers, pro-
face the multitude of problems
viding opportunities for social interaction that are often lacking in our society. The
associated with growing flowers garden allows children to ask questions, share thoughts, and work cooperatively
and vegetables, they all work, toward a common goal. In addition, school gardens give children the opportunity to
share ideas, and solve problems showcase their products at local fairs. For information on how to submit entries, see
together as they strive to reach a Resources (page 93) for Web links to California’s fairs and expositions.
common goal. It never ceases to Through gardening, students help to beautify the school grounds. Some will find
”
it their only chance to contribute positively to their environment. The praise they
fill me with joy as I watch true
receive from other students, parents, teachers, and community members will create a
learning at its best just happen. sense of community spirit and introduce them to the benefits of volunteering.
Cathey Anderson, Teacher Above all, gardening is fun, and once the skills are acquired it can become a
lifelong hobby. Exploring the outdoors, planting in the soil, watching seeds grow,
Valley Center Elementary School
and harvesting the bounty are enjoyable and memorable ways for students to
Valley Center, CA
spend their time.
1 Sheffield,
B.K. 1992. The affective cognitive effects of an interdisciplinary garden-based
curriculum on underachieving elementary students. Unpublished doctoral dissertation,
University of South Carolina, Columbia.
2 DeMarco, L., P. D. Relf, and A. McDaniel. 1999. Integrating gardening into the ele-
mentary school curriculum. HortTechnology 9(2):276-281.
3 Skelly,S. M., and J. M. Zajicek. 1998. The effect of an interdisciplinary garden program
on the environmental attitudes of elementary school students. HortTechnology 8(4):579-
583.
4 Bunn, D. E. 1986. Group cohesiveness is enhanced as children engage in plant-stimulated
discovery activities. Journal of Therapeutic Horticulture 1:37-43.
5 Campbell, A. N., T. M. Waliczek, J. C. Bradley, J. M. Zajicek, and C. D. Townsend.
1997. The influence of activity-based environmental instruction on high school students’
environmental attitudes. HortTechnology 7(3):309.
6 Waliczek, T. M., and J. M. Zajicek. 1999. School gardening: Improving environmental
attitudes of children through hands-on learning. Journal of Environmental
Horticulture 17:180-184.
7 Pothukuchi,K. 2004. Hortaliza: A Youth “Nutrition Garden” in Southwest Detroit.
Children, Youth and Environments 14(2):124-155.
8 Lineberger, S. E., and J. M. Zajicek. 1999. School gardens: Can a hands-on teaching
Debbie Delatour tool affect students’ attitudes and behaviors regarding fruits and vegetables?
HortTechnology 10(3):593-597.
9 Klemmer, C. D., T. M. Waliczek, and J. M. Zajicek. 2005. Growing minds: The effect of a school gardening program
on the science achievement of elementary students. HortTechnology 15(3):448-452.
10 Smith, L. L., and C. E. Motsenbocker. 2005. Impact of hands-on science through school gardening in Louisiana
public elementary schools. HortTechnology 15(3):439-443.
11 Alexander, J., and D. Hendren. 1998. Bexar County Master Gardener Classroom Garden Research
Project: Final Report. San Antonio, Texas.
12 Robinson, C. W., and J. M. Zajicek. 2005. Growing minds: the effects of a one-year school garden program on six
constructs of life skills of elementary school children. HortTechnology 15(3):453-457.
13 Lohr, V. I., and C. H. Pearson-Mims. 2005. Children’s active and passive interactions with plants influence their
attitudes and actions toward trees and gardening as adults. HortTechnology 15(3):472-476.
12 Gardens for Learning: Introduction to School Gardens
14. Planning Your
School Garden
A
fter identifying the need for a garden at your school and rec-
ognizing the benefits a gardening program will provide, it is
time to begin to make your vision a reality. This book will
guide you through the basic steps of creating and maintaining
a school garden, including:
• Seeking administrative approval
• Creating a support network
• Identifying goals and linking the garden to your curriculum
• Designing the garden
• Identifying supply needs and funding needs
• Obtaining supplies and funds
• Planting the garden
• Maintaining the garden
• Sustaining the garden
Western Growers Charitable Foundation
Step 1: Seeking Administrative Approval
Your first step is to gain the support of your school’s administrators. Before
setting up a meeting, take time to develop an outline of your vision. Begin your
“
outline with ideas for how you can incorporate the garden into the standards-
based curriculum as a hands-on interdisciplinary teaching tool, which is a make- We are planting the seeds for
or-break element in receiving approval. Also include the ways you think the garden healthy kids by providing them
will benefit your students and the community, a list of potential supporters, and with programs they can embrace.
a tentative plan of action, including the steps you will take to create a school
The success of our district’s school
garden (you can use this chapter as your plan). Developing a thoughtful and
professional outline will indicate your level of commitment to the project and gardens is due to the involvement
will inspire confidence in your proposal. of our entire school community.
For most educators, the principal’s office will be the first stop. An enthusiastic You can walk onto any school
and supportive principal is key to the development of your school garden, whether campus and see a diverse integra-
”
approving and arranging teacher time for workshops, or finding and tapping fund- tion of nutrition education, school
ing sources. Your principal can also be an important promoter of the garden proj-
gardens, and physical activity.
ect to your school district and community. It is essential that the principal be an
active participant in the process. Judy Huffaker
Other school administrators can also play an important role. Seek your prin- Nutrition Education Specialist
cipal’s guidance on additional contacts, who may include your superintendent, Alhambra Unified School District
school board members or other local government officials, and even state and
Alhambra, CA
federal legislators. It’s worth your while to gain their support and approval from
the start. They love to be involved and associated with innovative programs,
and their support can translate into tangible and intangible contributions.
Gardens for Learning: Planning Your School Garden 13
15. Step 2: Creating a Support Network
Once you have a green light from your administrators, it is time to develop
your support network. You will quickly find that garden programs are more work
than one person can sustain, so to ensure success, enlist other teachers, school staff,
students, parents, and community volunteers to serve on a garden planning and
advisory team (which we will refer to as the “garden team”). Members of this team
can help you set goals and can provide ideas for ways to integrate the garden into
the curriculum. They may promote the program to other parents and community
members, secure necessary supplies, provide horticultural expertise, assist with
classroom lessons (it is often helpful to have an extra set of hands during class-
room gardening projects), or aid in maintenance of the
garden. By gathering input and help from a diverse
group, you will strengthen the creativity and ingenuity
of your program. Their involvement will multiply your
resources and create active supporters for your efforts.
Before asking people to be a part of the garden
team, envision how you would like them to partici-
pate and what their responsibilities will be. How often
and when would you like to meet? Do you want them
to help in planning, implementing, or maintaining the
garden, or help in all stages? Even though roles may
shift during the life of the garden, always try to com-
municate needs and expectations clearly.
Not all members of this team need to contribute
in the same way. Although it is easier on you to find
individuals willing to help with all aspects, you will
probably find more people willing to take on respon-
sibilities that build on their individual strengths and
Debbie Delatour fit their available time. An important volunteer to
look for is someone willing to serve as a garden
coordinator to help organize communication, scheduling, and other details.
Because of the demands of this position, you may want to recruit two or three
people to share this job. Your garden coordinators will help support you as the
garden program grows in size and scope. Look for individuals who are good at
delegating responsibilities and following up to make sure jobs are completed. It is
best not to have coordinators who want to control all the work because they will
deter other volunteers and are likely to burn out. Many successful school gardens
are fortunate enough to find funding to pay a garden coordinator.
Begin building your network by conducting a brainstorming session with
potential supporters. Spread the word by presenting the project idea at a faculty,
school board, or PTO meeting and inviting people to join the brainstorming
session. Send an e-mail invitation to the entire school community. Notify other
community members of the upcoming session by hanging posters, sending out
a newsletter, or placing announcements through local newspapers, radio, or tele-
vision. Promote the meeting on the school Web site.
At this first meeting, present your initial vision for the school garden and the
role the garden support team will play, and then develop a list of people interest-
14 Gardens for Learning: Planning Your School Garden
16. ed in serving on the garden team. Many times people are hesitant to sign up
through large meetings, so you will want to follow up with personal invitations
to individuals you feel would make valuable members of the team.
Get as many people involved in the project as you can. The larger the project,
the larger the support network you need. The more people involved, the more like-
ly it is that your program will be successful, because the weight of the project will
not rest on one individual. Make sure to involve anyone who may have a direct
stake in your program, such as neighbors whose property will abut the garden,
local garden club members, and green industry employees. It is important to con-
tact these key players early in the planning stages to establish a feeling of “owner-
ship.” When people are involved in the decision making and active in the upkeep,
they are usually more supportive and less likely to get bored and quit.
Create a group of people who will work well together and invest the time,
energy, and patience to accomplish their goals. The committee should be composed
Photos: Western Growers Charitable Foundation
of focused individuals who are willing to meet regularly and share in the responsi-
bility of actually getting the garden started. Potential team members include:
Teachers. Involving other teachers in garden efforts is very important.
Teachers are valuable contributors because they have a firm understanding of cur-
ricular goals, know your students well, and have access to school facilities and
supplies. Additionally, it’s more fun to approach the garden as a teaching team,
and it takes the burden off one educator to keep the program alive.
Maintenance Staff. Many teachers have noted that a good relationship with
“”
the custodian is critical to a successful garden program. The custodian can help you
find valuable resources like storage closets and water sources. Also, because the main- It is not so much the garden,
tenance staff frequently works year-round, they can help keep an eye on gardens but rather the garden program
during breaks and vacations. Include your maintenance staff in early planning discus- that matters.
sions, especially those related to garden location. If these staff members are involved
in the planning process, they will feel ownership of the program and will be less like- Rachel Pringle, Educator
ly to view it as an inconvenience or an unnecessary addition to their workload. Alice Fong Yu Alternative School
Food Service Staff. Food service staff may be able to provide resources to San Francisco, CA
aid in food preparation for nutrition lessons. Also, lunchroom scraps can provide
excellent materials for your compost pile.
Students. Teachers across the country have discovered that when students
are involved in all stages of the process, they are more invested in the project’s
success and inspired to care for and respect
their schoolyard oases. By valuing stu-
dents’ opinions and encouraging
them to make decisions, educa-
tors cultivate motivated, confi-
dent, and collaborative learn-
ers. Teachers say that
although relinquishing some
control and inviting stu-
dents into the decision-mak-
ing process isn’t necessarily
easier or more efficient, it is
always rewarding.
Gardens for Learning: Planning Your School Garden 15
17. Monrovia
Parents. Parents will be enthusiastic about any program designed to pro-
vide additional learning experiences for their children and will have a strong
stake in the success of your program. You may find a parent with a horticultural
background who can provide expertise, or a parent with excellent organizational
skills willing to serve as a volunteer coordinator. Parents often have connections
to funding and supplies, as well.
Community Volunteers. Additional community members add depth to
your program and open up new opportunities for resources. Look for volunteers
with garden experience and ties to the horticulture industry. In addition to provid-
ing connections to necessary supplies, they may be willing to provide technical
advice, for example, diagnosing problems and leading special garden activities or
workshops. Contact local farmers along with public and private organizations relat-
ed to the agriculture industry. Gardens are like small farms, and agriculture profes-
sionals have a lot of knowledge and materials to share. Community volunteers
might include garden club members, college students enrolled in plant sciences or
education programs, botanic garden staff or volunteers, plant nursery staff, land-
scape designers or architects, and Cooperative Extension Service Master Gardeners.
Don’t forget your school’s neighbors! Your garden is more than an addition
to your school; it also affects the neighborhood. The neighbors can help keep an
eye on it when school is not in session. They might also be willing to help with
summer maintenance and weekend watering.
It takes time and energy to develop your support network, but it is worth
the effort. Involving the school and the local community in a schoolyard project:
• Promotes project sustainability because responsibilities don’t fall entirely
on the shoulders of one champion
• Decreases the likelihood of vandalism because more people have a stake
in the success of the program
• Provides connections to potential volunteers and donors of labor, plants,
money, and supplies
• Encourages cross-generational mentoring and friendships among students,
teachers, and a diversity of community members
• Brings needed expertise and fresh ideas to the project
Chapter 10, Working with Volunteers, has more information on involving
volunteers in your garden.
Becky Button
16 Gardens for Learning: Planning Your School Garden
18. PROGRAM SPOTLIGHT
Building a Community by Planning a Garden
Cherryland Elementary School, Hayward, CA
“”
he garden committee members at Hayward Nutritional Learning Community
T Cherryland Elementary School in
Hayward collaborated with Lauri
Twitchell, University of California Botanical
This was an amazing event .... Even if
we never build this community garden,
a community was built tonight.
Project, describes the dream garden activi-
ty as “more an additive than an editive
process in which people were encouraged
Gardens school garden specialist, to to include all the elements they
involve their entire community in the would like in a garden.” After com-
planning of their school garden using pleting the drawings, the breakout
a community workshop process groups shared their creations with
known as a “charrette.” the larger group.
The process began with school The dream plans were compiled
administrators and teachers defining into a schoolyard design presented
the goals for the garden. The over- to the garden committee, principal,
arching goals are for students to and school staff. Although involving
develop a respect and appreciation the whole community in the design
for their health and the health of process required extensive planning
other living things and the environ- and coordination, Chris believes it
ment while gaining joy from collab- was worth the effort. At the end of
orative work and accomplishments the community meeting, a partici-
in a larger community project. In the pant approached her and said,
next part of the “charrette,” each “This was an amazing event. As I
student drew an individual dream walked in, I thought, ‘we’ll never
garden, and parents were surveyed be able to understand each other,’
about what they would like their because I only speak English and I
students to learn through gardening assumed that most of the people in
Becky Button
activities. Additionally, a site evalua- the room spoke Spanish. I thought
tion was completed so participants language would keep us apart. But
could evaluate the physical charac- it didn’t. In fact, we learned more
teristics of the school grounds. asked to group themselves so that each language from each other through
A highlight of the planning process was table had a representative from the various the process. At one point, one of the stu-
a collaborative meeting with the parents/ groups (a student, a parent, a teacher, a dents asked the table to spell vegetable
caregivers, students, administrators, teach- staff member, a community member). and he was told by two of his classmates:
ers, school staff (including the custodian Additionally, each table had a facilitator vegetable and vegetales, so he wrote both
and cafeteria manager), Hayward and a participant bilingual in Spanish down. Even if we never build this commu-
Nutritional Learning Community staff, and and English. nity garden, a community was built
other interested community members. Each group was given a copy of the tonight.” The Cherryland Elementary
Approximately 100 individuals participat- existing schoolyard plan and colored pen- School garden design was more than a
ed. The meeting began with dinner, fol- cils or markers and then asked to use their map for installation; it inspired relation-
lowing which the group was divided into imagination to create a dream garden. ships and built a foundation for a new
tables of about 10. Participants were Chris Boynton, project coordinator of the and more supportive community.
Gardens for Learning: Planning Your School Garden 17
19. Step 3: Identifying Goals and Linking the
Garden to Your Curriculum
The first job of your garden team is to identify goals for the school garden.
Your goals must tie in with your current curriculum — the garden is a tool to help
you accomplish your learning objectives, not an added task for your workload.
Begin your team’s goal-setting meeting by sharing information about required
academic standards, then brainstorm ways to accomplish these learning objectives
through garden lessons. Use these questions as a guide:
• What topics do you want to teach through the garden?
• What plants do you want to grow?
• Do you want to use the garden once a year for an in-depth special study
or incorporate it into a yearlong interdisciplinary curriculum?
• Do you want to develop the garden around a central theme or create small
garden areas with multiple themes?
• Which classes will be involved in the garden? Do
they want their own gardening space?
When setting goals, remember to start small and leave
room to dream. You can accomplish this by setting both
short-term and long-term goals. For instance, you may
want to create a butterfly garden in a half-acre courtyard
at the school. Make it a multiyear project and break it into
stages to keep the work at a manageable level, so that you
don’t exhaust the enthusiasm of your students and volun-
teers early on by preparing soil and removing weeds on
a large area. In addition, this method allows for project
growth each year, adding momentum to your efforts and
creating feelings of ownership from new participants.
After your brainstorming sessions, make sure to get
your goals into writing. Create a summary document and
distribute it to all the participants. Also share your plans
with other teachers, administrators, and community
members. This document will help to raise awareness of
your new project, spreading excitement and anticipation.
Step 4: Designing the Garden
With goals in hand, you are ready to design your garden. The garden design
should be practical, functional, and fun! Involve your students and garden team
in the process. A school garden can be as small as a few containers in a courtyard
or as large as a 10-bed vegetable garden in the playground. Chapter 5, Designing
Your School Garden, will walk you through the steps of designing your garden.
Step 5: Identifying Supply Needs and Funding Needs
Before you begin searching for financial support and donations, make a list of
materials and supplies needed. Estimate the costs for the entire project and prepare
a realistic budget. Remember to include expenses for the site development and
18 Gardens for Learning: Planning Your School Garden
20. improvement, operation, curriculum, and miscellaneous items. If you skip
this step and do not take time to organize your efforts, you might end
up with an abundance of supplies, but still be missing key items. Chapter
6, Finding Supplies and Funding Your Garden, gives detailed information
on this important aspect of school garden projects.
Step 6: Obtaining Supplies and Funds
Once you’ve accurately identified what your garden project needs,
you’re ready to take the next step to meet those needs. Finding the
resources to implement your vision may be a challenge, but it is also
an opportunity to get more of your community actively involved and
invested in your program. Most schools find funding and supplies
through donations, grants, and fundraising projects. Chapter 6, Finding
Supplies and Funding Your Garden, will guide you through this process.
Step 7: Planting the Garden
The most exciting part of the process is always Planting Day.
Watching a landscape design turn into a garden energizes students and
adults. Chapter 7, Planting Your School Garden, will walk you through
the basics of garden installation, including preparing the soil, laying out
Judy Huffaker
the design, and digging in.
“”
Step 8: Maintaining the Garden
Students learn about nurturing and responsibility when they participate in What a wonderful goal it is to
garden maintenance. Chapter 8, Maintaining Your School Garden, provides an have a garden in every school ... for
overview of basic maintenance tasks. However, care will vary greatly depending as we know, there is a school in
on the size of the garden, the plants in it, and its environment.
every garden!
Secretary A. G. Kawamura
Step 9: Sustaining the Garden California Department
There is more to continuing your garden than keeping the plants alive.
of Food and Agriculture
Considering the time and resources invested, your garden program should serve
as an education tool for this year’s students and for students using it 10 years
from now. You also should create a positive garden experience for all participants.
Chapter 9 provides tips from experienced school garden educators on how to sus-
tain your garden efforts, including ideas for outdoor classroom management and
communicating success.
This guidebook concludes with a resource section to aid you in beginning
your school garden. Even though having a garden teaching tool is the ultimate
goal, remember that each step of this process provides valuable learning experi-
ences for you and your students. Don’t get bogged down in the details — enjoy
the adventures along the way!
Gardens for Learning: Planning Your School Garden 19
21. “
Teachers use the garden as a
meaningful tool for integrating
science with core curriculum. The
garden helps to make learning
Linking
accessible to all students regardless
of their background, talents, or
language proficiency. When
Gardens to
students plan, plant, care for, and
analyze their gardens, science and School Curriculum
”
learning take on meaning like
never before.
T
he following pages provide ideas on how to integrate gardening with class-
Lance Omeje, Teacher
room curriculum. Although science is the most natural fit, with the school
garden playing the role of science laboratory, the classroom garden can also
Yokomi Elementary School
act as a springboard for a wide range of lessons in mathematics, history-
Fresno, CA
social science, English-language arts, visual and performing arts, and health.
Begin by looking at the education standards and your own curriculum goals and
making a list or map of areas you intend to cover. Make a second list of garden
tasks, projects, and goals, and match them with the student outcomes detailed in the
standards. Next, select or develop specific activities that can help students achieve
the standards. The lists that follow represent just a sampling
of garden-focused subject area activities to get you started.
Free garden curriculum resources for teachers are
plentiful. Check out the “Curriculum” link on the California
School Garden Network Web site at www.csgn.org for lesson
and activity ideas. Additionally, the California Department
of Education published the book A Child’s Garden of
Standards: Linking School Gardens to California Education
Standards, Grades Two Through Six, which identifies specific
activities found in a variety of commonly used curriculum
books that meet California standards in science, history-
social science, mathematics, and English-language arts.
Science
The garden provides ample opportunity for making
science inviting and relevant to students’ lives by inspiring
active exploration and problem solving. The garden encour-
Judy Huffaker
ages inquiry as students use their senses, reasoning, and
communication skills to find answers to questions. These
experiences can help improve students’ attitude toward science. Key science con-
cepts that can be explored in the garden include organisms, cycles, basic require-
ments for life, plant anatomy, adaptations, food webs, decomposition, interdepen-
dence, ecological principles, pollination, and diversity of life. Students practice and
hone scientific process skills by observing, classifying, inferring, measuring, predict-
ing, organizing and interpreting data, forming hypotheses, and identifying variables.
20 Gardens for Learning: Linking Gardens to School Curriculum
22. California Department of Education
Below are a few ideas for life, physical, and earth science activities in the
“
classroom garden.
Life Science Instead of learning the parts of a
• What are the differences between living and nonliving things? How are plant by lecture or reading,
humans like plants? How are they different? Distinguish and describe differ- my students have learned them
ences and similarities.
by growing their own plants,
• How does a plant grow? Observe the life cycles of plants using fast-growing
plants in your classroom. examining root systems, adding
• What do plants need to grow? Do all plants need the same things? Study the vari- water, and graphing and charting
”
ous conditions that different plants need to grow. Compare the things people need the growth. My students will
to the things plants need. Create experiments investigating what happens when definitely remember these lessons.
plants are exposed to different amounts of light, water, air, space, and nutrients.
• Investigate the functions of different plant structures (cotyledons, roots, stems, Sarah Smith
leaves, flowers, fruits, and seeds). Merced County Educator
• How do plants reproduce? How do seeds work? Dissect flowers and seeds. California Foundation for Agriculture
What factors influence germination of seeds? Create experiments to investigate in the Classroom Ambassador
how light, heat, and moisture affect germination.
• Explain to students that some characteristics are inherited and others are
caused by the environment. Locate examples of both in your garden.
• How do plants use energy from the sun to make food? Discuss photosynthe-
sis. Do plants need light to photosynthesize?
• Discuss how plants adapt for survival. Research adaptations of seeds for
dispersal and adaptations of flowers for attracting pollinators. Observe
pollinators in the garden.
Gardens for Learning: Linking Gardens to School Curriculum 21
23. • Investigate the impact of environmental changes on plants.
• Study wildlife and insects along with their habitats.
• Investigate food chains and webs. Demonstrate how plants are the
primary source of energy for all food chains.
Earth Science
• Create a garden weather station. Record daily measurements and
compare conditions with plant growth.
• How are some soils different from others? Compare and contrast the
properties of different types of soils (density, air spaces, presence of
living organisms, composition, texture, smell, appearance).
• Simulate soil erosion in your classroom garden. Observe the differ-
ence in soil loss when water is splashed on a tilted, planted pot, and
on a tilted, unplanted (but soil-filled) pot.
Physical Science
• What is pH? How does it affect plants? Use litmus paper or a test kit
to test the pH of different soils. Investigate how plants respond to
soils with different pH levels.
• Simulate the water cycle in the indoor garden by covering it with a
“dome” of clear plastic. Study and observe the transpiration, evapora-
tion, and condensation of water.
• What are the properties of different types of light? Cover pots with
Debbie Delatour cellophane of different colors to screen out all but one wavelength
of light from plants. Observe plant growth.
• How does energy change to matter during photosynthesis?
“
Mathematics
My students will never remember The garden provides a plethora of opportunities to practice basic mathemati-
the chapter in the math textbook cal activities such as calculations, comparisons, measurements, and varied repre-
on double-digit division, but they sentations of data (charts, graphs, etc.). Math becomes practical and relevant
when students implement concepts they have learned in the classroom in a real-
will always remember the year
life garden setting. Designing and planting a garden takes mathematical problem
they grew carrots and used their solving and practice. The hands-on applications presented by gardening activities
division skills to figure out how can help to motivate students often confused by abstract textbook questions and
”
many carrots each student in fourth examples. Here are a few math activity ideas:
and fifth grade got to take home. • Measure the growth rates of plants and display results on different types
of graphs. Make predictions regarding future growth. Use standard and
Jesse David Johnson nonstandard units of measurement.
Tulare County Educator • Host a bean race. Plant a number of beans at the base of a trellis and track
California Foundation for Agriculture in their growth on a chart. Determine the rate of growth and award the fastest
the Classroom conference attendee plant a blue ribbon.
• Using information from seed catalogs, predict dates of germination and maturity.
• Plan backward from a desired harvest date to determine when each crop
should be planted.
• Measure your garden parameters and calculate the area. Use graph paper
to make a map to scale of your garden.
• Calculate amounts of fertilizer to use per quart and per liter of water.
22 Gardens for Learning: Linking Gardens to School Curriculum
24. The benefits of this program
PROGRAM SPOTLIGHT are both immediate and long term,
as students use knowledge gained
Summer School Academy to help them succeed during
Monterey Bay Science Project, Life Lab the school year.
ach summer the Monterey Bay Science focus of the program is to teach academic tial. In the garden, they learn how to ask
E Project of Life Lab Science Program
coordinates a special Summer School
Academy program in the tri-county area of
literacy, but it is put into a science context
and applied in the garden. Approximately
25 teachers and 600 students participate
questions about the world and make
meaning for themselves, coming away
with new ways of thinking, new concepts
Santa Cruz, Monterey, and San Benito. each year. Students are in class each and new words,” she says. The garden
Through this program, teachers use a weekday morning for four weeks; in the activities are engaging, and they inspire
combination of state-adopted curriculum afternoon, teachers participate in profes- and motivate students to learn. A study
and the Life Lab garden curriculum to sional development programs to increase conducted by researchers at University of
teach English language development to their content knowledge and expand their California, Santa Cruz, found:
students using hands-on, garden-based use of inquiry-based teaching methods. • When language growth was meas-
lessons. Program staff coordinate maintenance of ured with a standardized assessment of
The project began in 1995 with fund- and activities at the garden throughout academic language, students progressed
ing from the National Science Foundation the summer. Through this program, both faster in the Summer School Academy
and continues today with support from the students and the teachers receive than would be expected for that time
the California Science Project. The main invaluable training. One summer school period, achieving as much as three
teacher commented, “I months of growth in four weeks.
believe integrating science, • Students showed dramatic increases
language, and literacy is nat- in the scientific accuracy of their perform-
ural. Science is an easy and ance on a concept mapping activity. At
interesting way to teach lan- the beginning of the summer academy, an
guage and literacy because average of 13.9 percent of their proposi-
students are engaged by the tions showed accurate scientific knowl-
lessons, and the lessons lend edge. By the end, the number was 52.5
themselves to linking lan- percent.
guage into science. The gar- • Students increased their use of
den is a wonderful context science vocabulary.
in which this can happen.” • Students demonstrated improved
According to the math skills.
Monterey Bay Science The benefits of the program are both
Project’s manager, Alicia immediate and long term, as the students
Dickerson, a main benefit of use their new knowledge to help them
this program is that it puts succeed during the school year. The
language into a “real con- Summer School Academy demonstrates
text” for the students. “The the power of school gardens as interdisci-
students go from lacking plinary teaching tools for standards-based
Alicia Dickerson/Life Lab
academic self-confidence, curriculum. On top of the learning experi-
to gaining a tremendous ence, both teachers and students have fun
amount of confidence about while teaching and learning. That’s a com-
themselves and their poten- bination that’s hard to beat.
Gardens for Learning: Linking Gardens to School Curriculum 23