Farm to School Promising Practices | School Gardens - 1 through 20

Description

A school garden provides many opportunities to support the school curriculum. Utilizing a garden in the curriculum adds value to the Farm to School program in the eyes of the community, school board, and staff. Additionally, these opportunities tend to be hands-on, and especially well-suited to all children, including those with disabilities. Our district has incorporated PDE nutrition guidelines into the science curriculum in grades K-3. The gardens serve as an outdoor resource and as a source of using food as a teaching tool.

Kindergarten students plant pumpkins in the spring to be harvested by the next kindergarten class in the fall. Then, the new kindergarten students bake the pumpkins and make Pumpkin Soup. They read the story Pumpkin Soup by Helen Cooper, which provides a lesson on cooperation. They scoop the baked pumpkin flesh and wash and save the seeds and each student decorates a seed packet. They use measuring and counting skills to make the soup, and they learn about the nutrients provided by pumpkins. They investigate the Food Pyramid and decide where the pumpkin fits. The children also read a book by Elizabeth King called The Pumpkin Patch, which educates them on the seed-to-plant growing cycle.

Prior to this exercise most of these children have only known the pumpkin as the source of the Jack-O-Lantern.

The children delight in tasting the pumpkin soup, and they take the recipe home. They speculate whether parents and siblings will like it by using their predicting skills.

Finally, in late spring, the kindergarten children get back the seed packets which they decorated in the Fall. They pull weeds, till the soil, and plant their seeds to grow pumpkins for the new kindergarteners to learn the same lessons they learned from the pumpkin patch.

Description

The Valley Forge Middle School has an organic school garden and students may sign up for an after-school club called “Healthy Kids in the Kitchen.” About 25 students do so each year and learn about gardening, cooking, and nutrition.

Description

In 2007–08, we conducted a farmer’s market several times a month during lunchtime at the Great Valley Middle and High School. Retired teachers and students helped to present and distribute fruits and vegetables for tasting at no charge. Nutrition information was also available. In support of the farmer’s market, the family and consumer sciences classes conducted a recipe contest that required contestants to create healthful recipes for snacks and breakfast foods. The food service department then prepared the winning recipes and offered them as part of the National School Lunch Program. Local chefs visited the school and prepared their specialties for the students to taste.

Description

Rainbow Elementary School has had a school garden for over sixteen years. The Greenhouse Garden Club is an after school club that maintains the garden and has various activities. In addition to planting and harvesting the club engages students in such activities as taste-testing, story telling, and lessons on science, nutrition, and wellness.

This year students who planted carrots last year in kindergarten were able to taste-test those carrots as first graders. The students also participate in other activities such as field trips, meeting and sharing their knowledge with other children (this year they met with Girl Scouts and their younger counterparts, the Daisies), winterizing the garden, and maintaining and improving the garden with items such as urns, planters, and shrubs.

Their big activity, however, was incorporating a three-tiered indoor greenhouse, which will enable the students to start seedlings indoors to get a jump on the growing season, as well as to observe and learn about the life-cycle of plants from seed to harvest. In total, about 75 students are involved in the club.

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

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

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

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

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

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

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

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

Several years ago community gardens were built on the property of the Union City Area School District. The district was unable to garner enough community support to maintain the beds throughout the summer months and the gardens fell into disrepair. In an effort to save the gardens the school district implemented an Agricultural Education program within the high school. The students in this program, along with their Agricultural Education teacher, have organized a collaborative effort to care for the gardens over the summer.

Various community groups, such as Boy Scouts and Girl Scouts, youth groups, family volunteers, and school employees were recruited to maintain and harvest the garden during and after school and over the summer months. The students organized the schedule, assisted the volunteers, planted seedlings and transplanted them, inventoried and maintained the needed supplies, ensured that hoses were turned off, harvested produce, etc. All activities are conducted under the supervision of the Agricultural Education teacher. The program was designed to develop the leadership capabilities of the students, provide a valuable community service, and teach gardening to interested parties.

Description

The new food service director at Upper Moreland Township School District had little existing knowledge of gardening but she knew that she wanted to continue with and expand upon the existing school garden program.

The district started with a Spring “Clean Up” project. A local landscaping business supplied three volunteer workers for a day to help clean out the entire garden which provided for a fresh start to the year. Fresh mushroom soil was purchased to ensure that the plants would have the necessary nutrients to thrive. The garden beds were outlined with pavers which were provided by Home Depot. The same company also donated most of the seeds and starter kits needed to begin the growing season. Twenty classrooms from grades K-2 volunteered to grow seeds in their classrooms. In the beginning of April all the classes started to grow a variety of flowers and vegetables, including marigolds, sunflowers, basil, pumpkins, watermelon, varieties of lettuce, peas, cucumbers, and spinach.

The district was originally going to have a larger percentage of vegetables but wanted to keep the garden student friendly and ended up planting more cold crops so that they would have lettuce and herbs before students left in June before returning in the Fall to see pumpkins and watermelons. While the students grew plants in the classroom the district planted three fruit trees. Outside the garden are now planted one pear and two apple trees. In mid-May the district created a schedule for each classroom to come out for “Garden Days” in which they would re-plant their classroom produce into the garden. It took five days to finish all the planting. The students loved coming into the garden and learning as they planted. Several volunteers came to help out as well including Jackie Froehlich from the Bucks County Youth Center and Kelsey Porter from The Food Trust, both of whom shared their gardening experience with students.

Description

Using aquaponics (a system of aquaculture in which the waste produced by farmed fish or other animals supplies nutrients for plants grown hydroponically, which in turn purify the water) helped students get “up close and personal” with growing produce without using a soil-based garden. They now understand that local food production can happen year-round and that aquaponics is easy to set up and use as a food producing system.

Aquaponics was also used as a living ecosystem to demonstrate the biology, chemistry, and ecological concepts used in a high school biology course. First, a large (230 gallon) system was purchased. Next, each class built a small, desktop aquaponic system which was kept in the classroom. The larger system was used to produce food (mostly different types of lettuce) which was used throughout the school year in the school meals program. At the end of the year the fish (tilapia) from this system were harvested for an end of year celebration and the students enjoyed tilapia Po'boy sandwiches. The desktop systems didn't go online until later in the year and the students kept the fish for pets and took the greens home and planted them in their home gardens.

Description

Special needs students enrolled at Lehigh Career and Technical Institute are able to enroll in a Seed-to-Plate program which helps them train for careers in food production and preparation. The program began with the input of a local farmer who helped students and staff with the planning and preparation of a school garden.

The farmer gave the school helpful hints and techniques for garden preparation and maintenance including watering, insect control, and companion planting. The plants started under grow lights in a window that leads to the cafeteria. Hundreds of students pass the plants each day on their way to the cafeteria. This same hallway is home to the “Cafe Garden” which features raised beds and picnic tables so the students can witness the progress of the garden and be inspired to make healthy choices while on their way to lunch.

The special needs students are involved in planting, maintaining, and harvesting the items which are used in a variety of salads and herb dressings. Herbs are used in the preparation of other items which are then served during the staff lunch period and in items used for bake sales. Proceeds are used to support additional funding needed for field trips to the nearby Rodale Experimental Farm and the farmer's market.

Description

The LCCTC created two hydroponic tables (12'x4') and two tables (also 12'x4') of traditional, potted vegetables and herbs. The hydroponic tables included Boston Leaf Lettuce containing a total of 300 plants and two tables of potted plants with an assortment of 30 herbs and 50 vegetables. The hydroponic tables were customized into hydroponic systems by purchasing hoses and pumps and using pre-existing large tubs and the growing tables. Hydroponic float boards with holes to fit the net pots were used to put each plant in and set on the tables. The pumps are on timers that fill the table with water every four minutes and drain back into the tub. This occurs every 40 minutes. Every two weeks the water is changed and new nutrients are added. The potted plants are watered approximately every other day and must be watered last thing on Friday afternoon and first thing on Monday morning, since the building is closed on the weekends.

Students were able to pick the leaves of most of the herbs to use in the culinary program for savory dishes and also to learn about how each herb interacts with heat, and tastes with other foods. By having the opportunity to taste, feel, and smell the fresh herbs, students have learned the differences and the value in these plants. The herbs included a variety of types including basil (five types), chives, mint, oregano, parsley, rosemary, stevia, thyme, and lemongrass. Students were also introduced to some less common vegetables including beets, bok choy, kohlrabi, Swiss chard, as well as the more common broccoli, cabbage, cauliflower, lettuce, onions, and spinach.

The project will continue for the following school year with the idea of beginning early in the year to allow for additional harvest cycles and a wider variety of plants and herbs. A seasonal schedule will be developed as an expansion to the project.

Description

Learning about gardening is a life long skill. Students at Jamestown Elementary School began the process by investigating how to garden, including methods of composting. Using books and the internet the students planned the project of building a school garden consisting of three raised beds. Before planting items in the garden the students learned about gardening from knowledgeable community members. They learned about seed selection, dirt preparation, cafeteria composting, growing, and tending to the garden. A team of “Garden Guardians” was assembled which tended to the garden over the summer. Students traveled to a local PA farmer's market in May and then returned for a harvest celebration in September, and harvested and tasted their own produce at the end of the summer.

Description

Special Education students at the Hazleton Area Career Center successfully planned, planted, and harvested a school garden. Students researched various herbs and vegetables to determine which seeds would be most likely to flourish in our climate. Various math and science lessons were created around these concepts. The Culinary Arts instructor provided guidance and assisted in ordering seeds and materials. Construction Technology students built four raised beds which serve as the focal point of the garden. Items harvested by students include tomatoes, peppers, kale, okra, basil, and parsley. Harvested items will be used by Culinary Arts students to make and jar spaghetti sauce which will be served in the school's on-site restaurant. Plans are in place to expand the garden yearly, which will include a water feature and flowers. Building a greenhouse is also a goal in order to extend the growing season.

Description

Burgettstown Area School District turned an outdoor courtyard into a garden with raised self-watering beds. The original objective was to grow vegetables that could be used in Foods classes and by 4-H members’ projects. As the project started to take shape more interest was expressed from students who were observing the garden. Five students chose the garden as part of their senior graduation project. Four students are creating augmented reality learning stations for each plant.

Using Aurasma (a web site for creating augmented reality pages), these seniors have created an interactive activity for each vegetable. When a garden visitor holds an iPad over the picture of the vegetable, on stakes in the garden, they are connected to a picture and recording of what the plant is. They learn nutrition information, planting information and see pictures of the plant when it is ready for harvest. Interest in the garden has grown and elementary teachers would like to be able to use the garden as a learning center not just for growing vegetables but also as an interactive learning lab.