Farm to School Promising Practices | Food Education - 21 through 40

Description

The Brandywine Heights Elementary School Garden Committee, consisting of the school principal, food service staff, Business Manager, Secretary, teachers, and other school personnel, distributed “Seed Kits” to each K-3 classroom. This allowed students to plant and tend to the seedlings until they were strong enough to be planted in the raised bed garden located by the front door of the school. The school maintenance staff built the raised beds and supplied the soil. Family and community groups tended the garden over the summer. Gardening tools and gloves were located in the school office for those who came to the garden during school hours. The garden consists of two raised beds each being approximately 5 feet by 12 feet. This allowed for two rows of crops in each garden, thus allowing external student access. One raised bed has heirloom and Roma tomatoes, along with basil. The other raised bed garden is growing pumpkins, zucchinis and carrots. Everyone was kept informed of the project via email. Students tasted products from the garden upon their return to school in the fall.

Description

As a downtown alternative education facility space is at a premium and new ways are always being sought to engage the students and stimulate their interest.

With this in mind the school looked for new ways to grow plants via a hydroponic garden in the classroom, and indoor greenhouse system to start seedlings and a new space to grow plants. This new space was an herb garden created from corrugated pipe, a series of potato pots and a raised trellis garden bed in which vining plants are grown.

Description

Great Valley School District uses local produce, often from their own school garden, to prepare items for their Farmers Market Taste Testing Program at their elementary schools. The samples are fresh, homemade, and free. Items sampled include mushroom soup, roasted broccoli and carrots, and sweet potato mash. The items are served free to students during lunch service with accompanying lessons on the nutritional benefits of the item being sampled. Feedback is encouraged from both students and staff.

Description

Students at Vida Charter School were involved in a variety of gardening activities. Students in grades 4-6, under the leadership of two science teachers, carried out experiments which involved exposing plants to varying amounts of light which was provided by an indoor light stand. They also planted tomatillo, pepper, and squash plants to transplant to the outdoor garden, and bean plants that the students later took home.

Grades K-3, as part of a Healthy Lifestyles class started tomato, cilantro, basil, broccoli, cabbage, and pepper plants which were also transplanted into the outdoor garden. These were later sold at the spring family fair and also taken home by the students.

Outdoors, students constructed two new 4'x12' raised garden beds, which doubled the outdoor garden space. Students transplanted seedlings that they had started indoors, as well as directly planted seeded lettuce, kale, spinach, and snow peas.

Second graders, with the help of a college intern, assembled a tumbling composter which expanded the school's child-friendly composting system.

Students at all grade levels enjoyed sampling the spring garden harvest which consisted of strawberries, lettuce, spinach, kale, and even the edible weeds lambs' quarters and purslane. Having the snow peas reach maturity a couple days before the end of the school year was a special treat, so the youngest students were able to see their crop through from seed to tasting.

Community collaboration helped to make the gardening experiences strong. Support was given from both Gettysburg College students and volunteers from Everblossom Farm. Mini-grant funding also enabled 12 of Vida's students to participate in a cooking and nutrition course (six sessions) at the Adams County Arts Council this spring. They prepared foods with nutrient-dense ingredients, highlighting fruits and vegetables. This experience equips the participating students with skills to use foods which can either be grown by themselves or purchased from a local farm or market.

Description

Fallsington Elementary School in Pennsbury School District partnered with a local farm to teach students lessons on nutrition and farming. Snipes Farm and Education Center has programs set up which both enter the school classroom and allow students to enter the farm and learn about farming. Two classroom-based lessons were provided (where members of the farm came to the school to teach the students) and there were corresponding taste-tests which accompanied the lessons. These lessons were given to each grade level and were tied to Pennsylvania academic standards. The students were also able to participate in the collection, cleaning, and donation of locally grown apples to the community soup kitchen. In the future it is planned to include classroom extensions to the farm which will allow for hands-on lessons in farming.

Description

Penn Hills High School formed “The Garden Tribe,” named in honor of the school's mascot, the Indians. The group consists of high school students, teachers, and school board and community members. Their goal is to learn more about the history of different cultures using gardening as a teaching tool, and about better nutrition via healthy eating.

The Garden Tribe started by learning the basics of the Three Sisters Native American growing process. According to Iroquois legend, corn, beans, and squash are three inseparable sisters who only grow and thrive together. This tradition of inter-planting corn, beans, and squash in the same mounds had been used by generations of native Americans to ensure a sophisticated, sustainable system that provided for long term soil fertility and a healthy diet for generations. Growing a Three Sisters garden was a great way for students to feel more connected to the history of the land, regardless of their ancestry. Many of the students who live in apartments, and did not have access to yards, learned square foot gardening.

Description

Oley Valley School District wanted to expand the culinary horizons of their elementary school students with taste-tests of local, new, and different produce. In addition, the district wanted to increase student awareness of where their food actually came from. Oley Valley Elementary School scheduled three different taste-tests with their students during all lunch periods throughout the school year. Items chosen to sample included snap beans, raspberries, and black seedless grapes. In addition, tomatoes were grown in the cafeteria for the students to observe. Each afternoon the tomato plants were put outside the cafeteria door to get more light and were returned during the scheduled lunch times so that the students could follow their growth.

Description

Family and Consumer Sciences students were given a choice: Should they purchase asparagus which had been shipped from California to their local grocery store, or should they purchase asparagus from a local orchard, given that they shared the same price ($3.99).

They learned that the nutritional content of the asparagus was higher when it was harvested the day before as compared to a week earlier, as it had been for the California produced product. Next the economics teacher taught the students how their local economy was affected by keeping their money circulating locally as opposed to having it transferred out of state with little chance of returning. Finally, the students prepared a meal based on local ingredients. This was a “veggie-heavy” tortellini dish which consisted of two-thirds locally grown vegetables (tomatoes, garlic, basil, and asparagus). The exercise taught the students how to increase their vegetable consumption as well as the benefit of choosing locally grown produce. Students outside of the Family and Consumer Sciences program also were able to sample this meal, which was enjoyed by all and consumed in its entirety.

Description

In late winter selected students at Mill Hall Elementary School began conducting research about designated foods. These foods were divided into four categories: root vegetables, greens, herbs, and berries. Items included purple potatoes, fingerling potatoes, carrots, turnips, dandelion, romaine, arugula, kale, parsley, oregano, basil, rosemary, strawberries, raspberries, blueberries, and blackberries. The students developed presentations for their schoolmates. They also created posters that summarized nutritional information. These were displayed in the cafeteria. Prior to each event classroom teachers gave lessons about descriptive words to use when talking about flavors, textures, and aromas. In the spring the presentations were delivered to two grade levels at a time and were followed by a taste testing of each food. Every student in the school sampled all of the foods which were made available. The produce was purchased from a local farmer, Hidden Meadow Farm and items which were not in season were procured through a local grocery store.

Description

Chester Upland School District devised a series of six events, spread out between February and May, which they called Chef 2 School Experiences. This involved hosting a Master Chef at the school who worked with the students to create a salad using ingredients with which most of the students were unfamiliar. The chef taught the students about the ingredients (what they offered nutritionally) as well as how best to choose, handle, and prepare the ingredients. Together they made a salad which was served, along with the normally scheduled items, at a Family Luncheon afterward, which the students, as well as their parents, were invited to attend. At the luncheon the chef also taught the parents how the salad was made and parents were given recipes as well as the produce needed (via a program called Family Food Distribution) to recreate the salad at home.

In addition to the luncheon, parents were encouraged to visit classrooms to observe what their children were learning in school. This positive experience allowed the school the opportunity to share with parents ideas for healthy food as well as what it is their children are doing each day in school. Parents who attended had a much more positive view of the school's nutrition program than they did before attending a Family Luncheon.

Description

Desiring a way to encourage students to choose fresh fruits and vegetables as part of their reimbursable school meal, Valley Grove School District devised a marketing plan. A different fruit or vegetable was featured each month on the school menu and that item was featured. A creative name, bold graphics, and various signs and locations were utilized to encourage students to choose the featured item.

The item chosen (e.g. Bongo Blueberries) was attractively displayed in strategic locations such as the exits from the school line and near the cash register. This also allowed cashiers (in conjunction with prominent signage) to gently suggest the item to passing students. Presentation and color were carefully considered to create the most attractive display possible.

Another tactic used was making fruit salads to encourage students to try an item with which they might not be familiar. For example, it is known that the students love grapes. Since they are an expensive, popular item they were mixed with other fresh fruits which were more affordable and less well known.

Description

Northern High School's FFA students have a club called “FFA Harvest Club” which picks produce from the district's 22 garden beds as well as gleans produce from local farmer's fields. Gleaning is the process of harvesting the last bits of produce left over from a growing season.

This produce is used in the schools for taste testing. Additionally, the FFA Harvest Crew conducts an annual Pumpkin Gleaning event. This involves buying pumpkins from a local farmer, selling them to elementary school students, and corresponding lessons for the students.

Pumpkins are pre-sold to elementary school students via a take home order form. The students then go to the farm and pick their own pumpkins with the help of members of the FFA Harvest Club. The students get to tour the farm and learn about farming and pumpkins. In addition, there are more pumpkin related events at the schools which include cooking with the pumpkins (e.g. pumpkin soup and pumpkin pie) and floriculture designs.

The farmers are paid by the FFA, which is then reimbursed by the elementary schools. The elementary schools keep the difference to fund their farm to school programs.

Description

Global Leadership Academy developed three initiatives to increase healthy eating and living habits:

1. Farm trips for all students in grades K-2,
2. Expand the offering of the school garden and include nutritional education as part of the garden experience, and
3. Host school-wide taste tests featuring foods from the school garden.

Adult and youth wellness councils plan and execute activities which are vigorously promoted such that they are anticipated with lively enthusiasm by students and staff alike. One such event is a yearly fall Food Day in which the entire school community participates. The day starts with an Apple Crunch, wherein everybody stops what he or she is doing at noon and eats a locally grown Honeycrisp apple. In addition, nutritional education announcements are read over the intercom by the student youth council the media covers the event.

Global Leadership Academy partnered with an urban farm located less than one mile from the school which donated eggplant, tomatoes, basil, and assorted lettuces. A partnership was also formed with a local chef who provided a live workshop for the school food service staff which learned how to prepare meals using these fresh foods.

Students and teachers supported Food Day by paying to sample the food items, and enjoyed music, dancing, and presentations which celebrated Food Day. Money collected was donated to local food banks in support of fresh food access.

With a minimal cash outlay and a dedicated team Global Leadership Academy has developed sustainable wellness programs that involve and excite the entire school community.

Description

The Greater Nanticoke Area School District started planting seeds in its small greenhouse for use in the school garden. These seedlings were maintained and watered by elementary and high school students until they were ready to be planted.

The district owns a tract of land adjacent to the high school which was originally used to farm vegetables. A 40 by 50 foot long section was used to grow vegetables and a raised bed was constructed to grow herbs. The maintenance department, several high school students, and the environmental science teacher worked together to prepare the area for tilling and the science department tested the soil and determined the proper fertilization needed.

The garden consists of tomatoes, lettuce, bell peppers, herbs, cabbage, onions, and more. While school was in session during the Spring, several high school students and elementary students worked together to care for the garden by weeding and watering. Over the Summer watering was done by high school students working on their senior project, family center staff, family center volunteers, and the maintenance staff. They also helped to harvest the food that ripened over the Summer and Fall.

The produce was taste tested by the administration staff and donated to the school's family center. They distributed the produce to families over the summer and early fall. This allowed them to serve nutritious meals at home.

Description

After growing traditional school garden items such as lettuce, peas, and peppers Forbes Road Career and Technology Center students expressed a desire to try vegetables with which they were unfamiliar. Surveys revealed that the students wanted to taste test items that they perceived to be exotic or unusual such as parsnips and kohlrabi.

Landscape Design students constructed beds and Horticulture students planted seeds. After the vegetables were harvested Culinary Arts students created items for taste testing. Currently the school's food service department is working on incorporating the more popular items into the school menu.

The project sparked enough interest that it is being expanded and an Advertising Design teacher is working on a campaign with the goal of involving the community and including them in taste tests.

In addition, the school is working on developing an Agricultural Food Production class which will include the school garden.

Description

Northern Middle School in Northern York County wanted to introduce their students to the basics of food production and to teach them about nutrition and healthy eating. It was decided to utilize their greenhouse and have students research lettuces which could be effectively grown in this environment.

Northern Middle School students planted colorful lettuces in their school's greenhouse and maintained the garden by watering, controlling pests, and harvesting the items. By continuously farming the greenhouse, even over the winter, the students were able to turn a crop in 40-50 days.

Students then taste tested the greens and worked with the school food service staff to come up with menu items that were offered on the school lunch menu.

In addition, these special, garden grown items were promoted by the students in the school via posters, morning announcements, etc.

Description

Wickersham Elementary School students learned the importance of eating healthy, locally grown food, and about seasonal vegetables which grow in their area. Master Gardeners came to the school in the Fall and gave the students lessons on gardening. The students started vegetables from seed and transferred them to the garden. Items included spinach, beans, and root vegetables. In addition, the teachers involved in the garden committee developed a newsletter that included fitness tips, healthy recipes, and gardening tips. The newsletter is shared with parents and students. Once the vegetables were harvested they were used in various recipes for taste-testing during the school day.

Description

North Montco Technical Career Center expanded its garden activities by having carpentry, horticulture, and culinary arts students work together to expand the school garden, implement taste testing, and develop new menu items that are sourced from the school garden.

The carpentry students researched and built above ground planter boxes while the horticulture students planted, cultivated, and maintained the beds. Culinary arts students trimmed, harvested, and incorporated the vegetables and herbs and used them for taste tests and to prepare food for school meals from menus they also designed. Academic concepts specific to the school curriculum were integrated into the project.

Once harvested the items were used for a series of five taste tests involving 15 students and eight members of the school staff. Items included spaghetti, roast chicken, pizza, meat loaf, and turkey dinner. The results proved that everyone could easily discern the superiority of garden-provided produce versus commercially-procured (and sometimes dried or processed) items.

Description

Radio Park Elementary School's school garden is over ten years old but is being continually updated to reflect changing teaching standards and objectives. Lessons about early America are brought to life with the Colonial America and Lewis and Clark plants. Students learn how early settlers first experienced food such as tomatoes, potatoes, peppers, and squash and then brought these items to Europe and the rest of the world. They learn how early colonists lived and strategies they learned to survive.

Students learn the benefits of choosing locally grown produce. They learn how important farming is to the Pennsylvania economy, how costly it is to transport produce great distances, and how locally grown items can be fresher and more nutritious than items which are developed primarily to withstand long distance transport.