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Copy of Veggie U: Path Through a Classroom Garden

Plant. Learn. Thrive.

Sandra d

on 19 July 2013

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Transcript of Copy of Veggie U: Path Through a Classroom Garden

Grade 5 Science
designing effective learning experiences that help students achieve designated outcomes
Benefits of a classroom garden education.
300-2 Compare the structural features of plants that enable them to thrive in different kinds of places
301-1 Predict how the removal of a plant or animal population affects the rest of the community
301-2 Relate habitat loss to the endangerment or extinction of plants or animals
108-3 Describe how personal actions help conserve natural resources and care for living things and their habitats.
Light: 108-6 Identify their own and their family’s own impact on natural resources
Rocks, minerals and erosion:
301-4 Describe ways in which soil is formed from rocks
Meeting basic needs and maintaining a healthy body
302-9 Describe nutritional and other requirements for maintaining a healthy body
(204-8, 205-4, 206-5) identify and use appropriate tools and/or materials to measure the temperature of soil and water which have been exposed to light and draw conclusions about the temperature readings
301-13 Relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation
303-21 Relate the transfer of energy from the sun to weather conditions

What our Children Can Learn from a Garden
Grade 4 Science

• designing effective learning experiences that help students achieve designated outcomes
• stimulating and managing classroom discourse in support of student learning
• learning about and then using students’ motivations, interests, abilities, and learning styles to improve learning and teaching
• assessing student learning, the scientific tasks and activities involved, and the learning environment to make ongoing instructional decisions
General Curriculum Outcomes: Grade 3

“School gardens can help to provide healthy school meals and generate income for school funds, but they are primarily a platform for learning – learning how to grow food for a healthy diet, improve the soil, protect the environment, market food for profit, enjoy garden food and, not least, advocate it to others.... The school garden should be mainly for learning: about life, better eating, livelihoods and the environment. “Garden lessons” therefore have enormous educational value. They bridge theory and practice, reinforcing classroom learning with hands-on experience and observation, and vice versa.”

Setting Up and Running a School Garden: Food and Agriculture Organization of the United Nations (2009) ftp://ftp.fao.org/docrep/fao/012/i1118e/i1118e.pdf.

In this website's lesson and activity ideas section, a vast amount of information is divided into the following categories: Completion Time, Curricular Connections, Educational Standards, Garden Type, Learning Themes, Setting, and Season.

There are many benefits in school food gardens. Not only do they contribute to the health and well being of students, they also help students understand the interdependence of themselves and nature. School gardens incorporate all areas of education and provide experiential learning opportunities for students at all grade levels. School gardens benefit students, schools as well as communities by:
-Increases academic achievement- this improves when students are engaged and involved in growing the plants. Inquiry based learning strengthens critical thinking.
-Students are able to make connections to the land that sustains them by understanding garden cycles, learning about sustainable agriculture, sustainable growing practices and environmental responsibility.
- Teaches about food security. Teaches students where are food comes from, something that children as well as many parents do not know).
-Greater knowledge of nutrition and increase consumption of fruits and vegetables. Students would be more apt to try new things.
-Encourages teamwork. Fosters cooperation. Improves self esteem by developing interpersonal relationships. Students have the opportunity to work and interact with adults other than their teachers with local farmers, volunteers etc. This can greatly enhance social skills.
- Develops a sense of responsibility and pride.
- A school garden provides many benefits to the entire school. It beautifies the school as well as increases the appreciation for nature.
- Encourages physical activity.

- Halifax Regional School Board (2013)

This website contains a number of great resources for both primary and secondary teachers. It has a Hints and Tips Section as well as a number of activities for Beyond the Classroom. Under the teaching resources heading, there are many lesson plans and activities that can be easily accessed and printed off. For example, there is one link called Primary Booklet: Parts of a Plant and their Functions that contains a sequence of lesson plans, games and activities that are easily reproducible (with pictures and appendices available).
The toolkit provides a fun and interactive way to introduce children to healthy eating, cooking skills, and physical activity. Parents, teachers, youth group leaders, and health care educators will find this toolkit easy–to–use and filled with “kid–tested and approved” activities. These activities are designed to increase the participants’ knowledge, skills, and self–confidence so that they can make healthier lifestyle choices for a lifetime.

Where In the World...Does Your Food Come From?

Get Growing! is written for teachers who are
interested in gardening with their students at school
or in the community. There is no better activity to
integrate learning in all subjects from mathematics
and science to art and music and everything
in between. Gardening gets kids outside and
involves them in hands-on learning and discovery.
Gardening with students promotes physical activity,
understanding of local and global food systems,
appreciation of healthy eating, and care for the
- Get Growing
In this resource kit, you will find all the information, activities and resources to assist you in guiding students through the web of the global food system. Students will be taught the realities of a global import-based food system all the way to the positive alternatives found at a local level and will learn about the issues of food security and urban agriculture in Canada and abroad.
The kit is divided into 5 lesson areas, each of which has background information and activity plans for students from grades 2 to 7.
The key lessons in this kit can be taught consecutively in the form of a one and a half hour class. Alternatively, most lessons can be completed independently, or as a part of a full unit on food security and urban agriculture.

“Simply getting people together, outside, working in a caring capacity with nature, perhaps even inter-generationally, may be as important as the healing of nature itself,” suggests Rick Kool, a professor in the School of Environment and Sustainability at Royal Roads University in Victoria, British Columbia. “Perhaps, in trying to ‘heal the world’ through restoration, we end up healing ourselves.”
- Nature and Child Network (2009)
School Involvement
Only 0.5% of the 16,000 schools in Canada have food gardens (School Ground Greening: Evergreen (2013). This is a sad truth, when research blatantly dictates that children need to get outdoors in order to experience healthy academic development. The implementation of a school garden can be easily justified based on the New Brunswick Curriculum. Focusing on the Upper Elementary, a number of unit outcomes can be met with the use of lessons based in the garden and on topics surrounding it. Such topics include: healthy sustainable and organic food, plant growth, life cycles, and physical features of the Atlantic Provinces. Benefits of a school garden include an understanding of health, interdependence, and effective citizenship; a garden develops a sense of responsibility and pride.

The purpose of this project is to make educators aware of the already available resources. In creating awareness, we hope to inspire educators to embrace gardening as a viable and engaging teaching tool. The project will provide Nova Scotia and Alberta school garden guides, as well as online courses that teach teachers how to teach gardening.

With the use of local and national resources, school teachers should be able to make school gardens a reality. Organizations that have a number of readily available toolkits and lesson plans include: The Nature and Child Network of Canada, Kids Gardening Organization, Science and Plants for Schools (SAPS) Organization, and The Healthy Eating Physical Activity Coalition of New Brunswick.

On a more local level, the project will connect teachers to local Fredericton gardening experts; their community positions and contact information. It will also provide teachers with financial support available through a number of local, provincial, national, and international programs.
City Green:
DyAnne DiSalvo-Ryan
Compost Critters:
Bianca Lavies
Cucumber Soup:
Vickie Leigh Krudwig
Dig and Sow! How Do Plants Grow?:
Janice Lobb
A River Ran Wild:
Lynne Cherry
Alison's Zinnia:
Anita Lobel
Apples and Pumpkins:
Anne Rockwel
Stevens Dinner from Dirt:
Emily Scott
Gardening Wizardry for Kids:
L. Patricia Kite
Grow Your Own Pizza:
Constance Hardesty
Children's Literature
Garden Committee: Support within the school and community is vital for sustainability and growth of the garden project. Key members should include the principal, other teachers, education assistants, parents, students and members of the community. Recruiting members with gardening skills, knowledge and experience is beneficial.
Make Objectives
: Create specific objectives such as:
What classes and grades will be participating?
Will vegetables be grown for cafeteria use, food bank or community?
How many volunteers are required?
What will the size and scope of the garden be?
What is the time span involved?
Who will take care of the garden in the summer months?
Recruit Volunteers:

Ask other teachers, education assistants and parents for any interested and commitment to the project. Create a newsletter outlining the various aspects of the project to send home with students. If the school has a web site the project could be promoted and updated as needed.
Determine the Size and Type of Garden:
The size and type of garden should reflect the number of committee members, volunteers and stated objectives. Other considerations are what resources are needed. For example a 1m by 3m raised bed in a wooden frame or a bigger plot for a larger garden. The organization of the garden in rows or raised beds affects how much space is required.
Find Funding:

See appendix on New Brunswick funding grants. Also consider donations from the community such as local building or gardening supply companies. On going fund raising and donations from a variety of sources are needed in order to sustain the garden long term.
Action Plan
Tools and Infrastructure:

This depends on size and number of people involved.
It’s important to have a variety of sizes so that all ages can participate.
Hand Tools:
Spade, hand trowel, garden rake, long-handled hoe, garden fork.
Other Tools:
Watering hose, bucket, wheelbarrow, storage space
It’s important to have a location for storage of tools and procedures for cleaning and care. If possible a compost location would be an asset for recycling and soil creation.

Water Source:
Outdoor access to a hose, tap, rain barrels and sprinkler system. On going monitoring of the local weather for rain and dry spells.

Soil is composed of particles such as rocks, minerals, air and water. Soil can also contain pollutants and possible contamination.
A background check to understand the location’s history before final location is determined.
A soil test is necessary to ensure that the garden will be a success.
A soil composition test costs approximately $60-100.
Many teachers feel inadequately trained to give their students an outdoor gardening experience. In challenging economic times, community resources may be tapped.
If it is difficult for a school to find community members of organizations willing to provide guidance for the project, there are resources available that can supplement the lack of outdoor training of many teachers.
For example, many wildlife refuges provide professional development programs that have been correlated to public school curriculum standards. However, long-term progress will depend on higher education and the incorporation of nature experience into teacher education curricula. Mary Baldwin College offers one of the nation’s first environment-based learning (EBL) graduate programs designed specifically for educators.
Prepare the Site:
Remove the sod and turn the soil over approximately 20 cm deep. Remove any big rocks, roots and weeds. Cover the soil with heavy black plastic and leave for the summer. By the next spring the sod will be gone and ready to use. Check the garden plan for accessibility for students to reach the rows or beds.
Role of Teachers
: Bring nature into the classroom; create an awareness within the students of why eating local and organic food is so important for their health and the planet’s. Provide students with lessons that will cause gem to at ownership of the garden once it does time for planning.
Role of Administration:
Contacting gardening experts to help educate teachers, contact the media to add awareness of the Arden within the community.
Role of Parents and Guardians: Donate seeds and tools and time to the garden, if enough parents are willing, create a parent group to oversee the garden during the summer months.
Role of Volunteers:
Have gardening experts teach the teachers. Many teachers may feel inadequately trained so have them teach the teachers. Many teachers feel inadequately trained to give their students an outdoors experience. Have community experts attend a training session in order to share resources and gardening techniques before the garden plans are initiated.
Role of Principle:
Establish an eco club that allows students outside of the upper elementary levels to partake in the garden. The club can help with simple tasks of weeding, watering, and covering the garden.

Choose What to Grow:
Consider the days to maturity in order to decide on what vegetables to grow. Either very short or long days to maturity so that they can be harvested before and after the summer. Having students involved in the selection process will contribute to their sense of ownership and pride.
Garden Plan:

Consider vegetable maturity with regards to location and accessibility. Maximize the space as much as possible. Crop rotation (not growing the same vegetables in the same place) every two years. This will decrease build up of disease, garden pests and rotates heavy feeders around the plot.
“Bringing people together from across the food system – chefs, eaters, farmers, business people, academics - often sparks new collaborative projects. - Lauren Baker, Toronto Food Policy Council
Students for Sustainability,
STU Food Bank,
UNB Vegetarian Society,
Campus Dietitian,
Wellness Committee Chair,
Landless Gardeners,
Local Foodies of Fredericton,
NB Community Harvest Gardens,
A Greener Village: Fredericton Food Centre ,
NB Food Security Action Network,
Atlantic Canadian Organic Regional Network,
Real Food Connections,
Plant and Seed Sources:
Make sure to check the seeds for their shelf life to make sure they are not old. Also check the description, size of plants, disease resistance and days to maturity. Buying transplants are an option but more costly. Local growers are the best choice.
Add nutrients to the soil, till and dig the top 3-4 cm in order to blend in the nutrients. Remove all the weeds and roots. Mark the area with pegs and string according to the garden plan.
Plant chosen vegetables according to maturity time span. The depth for planting the seeds is approximately 3-4 times the thickness of each seed.
Check each package for specific depth. Cover the seeds by sprinkling soil on top and then lightly pat down. Space out the seeds so that less thinning is required and decreases the competition for growing space.
Adding mulch can provide a protective layer, help with moisture and suppress weed growth.
After School Hours Initiatives or Activities Grant
The After School Hours grant program provides $1,000 to successful applicants. It supports affordable opportunities offered to all school children to be active, pro-social and engaged in fun activities. Source: Government of NB
up to $1000: Ongoing
For schools wishing to create outdoor classrooms and food gardens to provide students with a healthy place to play, learn and develop a genuine respect for nature.
$500 to $3,500: Various
Agri-Food Market Development Program
This program provides assistance to build and enhance New Brunswick domestic market channels to increase the sale and consumption of New Brunswick-produced agri-food products within the province.
Up to $10000: March 2013
Breakfast for Learning
Funding for healthy school breakfast program
Variable: April/May
Communities in Bloom Special Projects
Each year, Communities in Bloom and its partners offer new promotional opportunities to its participants.
Variable: Various
Community Food Action Program Grants
The program provides grants for community-driven projects that increase access to healthy food, enhance food skills, and strengthen communities. Source: Government of NB
up to $3000: 3 deadlines: July 8th, 3013, October 21, 2013 and February 10, 2014.
Day of Caring
Several gardens, food banks, community neighborhoods, centers, seniors homes, and others have benefited from the material and labour support provided through the United Way Day of Caring. Why not take advantage of this great opportunity for help with your group's own projects, renovations, etc.
Variable: March 28, 2013
Environmental Trust Fund
The Fund provides assistance for action-oriented projects with tangible, measurable results, aimed at protecting, preserving and enhancing the Province's natural environment.
Variable: December 2012- may 2013 repeat
Grow1000 Canada
Funding for community gardens. Source: Scotts Canada Ltd.
up to $1500: January- February (funding will repeat until 2018)
The Innovation Fund
The fund is intended to provide seed money, or start-up money, to initiate practical, quality improvement projects that directly improve the management of persons with diabetes and at risk of developing the disease.
Variable: Until 2014
Public Health Agency of Canada
List of funding opportunities available through PHAC
Variable: Variable
School Wellness Grant
The grants provide financial resources to schools to support the implementation of Comprehensive School. Source: Government of NB
Variable: Mid-April to the end of May (annual)
Show Kids You Care
Funding for healthy school meal programs
Variable: Ongoing
Social Innovation Fund
The funding is available to help support the new venture through market validation and market research and/or business plan development and to raise additional funding. Source: Pond-Deshpande Centre
Variable: November
Harvest Time:
Make this a celebration! Vegetables can be used in the cafeteria to provide the school with healthy food choices to support healthy eating strategies. They could also be donated to the local food bank in order to involve the students in giving back to their community. Invite parents to view the garden and see what the students have accomplished.

End of Growing Season:

Winter preparation includes removing all remaining plant material and covering the garden soil with mulch or a green cover.
This toolkit provides lesson plans and activities that relate to the BC Prescribed Learning Outcomes for kindergarten to grade 7. They are grouped by different themes into the 4 seasons: fall, winter, spring, and summer.

Link for instructions on planting: http://www.westcoastseeds.com/how-to-grow/
From Garden to Cafeteria link:
Link for other benefits:
One of the best kid-friendly and easy to navigate websites with information on starting a garden in the community based in the US. Amongst the many tabs there is one that contains a load of links and information on grants and funding and how to start your own garden. Under the School Gardening section there are teacher links, lesson and activity ideas, how-to guides, project ideas, and professional development opportunities.
They also provide an extensive list of resources in the following categories: Children’s Gardening Books, Gardening Books, Garden FAQ’s, Grants and Funding, Newsletters and Journals, Organizations, Seeds Sources, Technical and Educational Assistance, Websites, and Other Resources.
It also has a section that students can access that provide a number of project ideas, lists of further reading, and information about careers in biology.
Under the library heading, students and teachers can access the e-newsletter that provides information on new innovations and discoveries within the outdoor field and is packed with ideas, news, grants and free resources for teachers.
School Ground Greening Resources:
Amongst a great amount of information, this section of the website provides information and resources on how to plan and implement a school garden, what other schools have done, and much more. It is all divided in the following tabs:
Getting Started
Planning and Design
Case Studies
Volunteer Management
Food Garden Resources
Teachers Corner (Lesson Plans, Tips and Techniques for the Outdoor Classroom, School Grounds Activity Kits, and General Lesson Structure)
Evergreen is a non-profit organization with the aim of bringing nature to cities through naturalization projects. They run three programs based on revitalizing schools, homes and the community.
Full transcript