Unit 1: Why Garden in Schools?
Unit One Learning Objectives
Upon completion of this unit, participants will:
~Understand garden-based learning principles, theory and practice
~Identify benefits and cross-curricular connections of garden-based learning
~Research and explore case studies of schools with garden-based learning programs
~Identify results of garden-based learning in student achievement
~Identify and reflect on teaching strategies and challenges for curriculum integration
Overview
Educators are realizing the benefits of place-based education, where teachers and students use their community and schoolyard resources as classrooms for the study of mathematics, science, social studies, history, language arts and other content areas. According to the Place-based Education Evaluation Collaborative (PEEC), the research is evidence that “place-based education fosters students' connection to place and creates vibrant partnerships between schools and communities. It boosts student achievement and improves environmental, social, and economic vitality. In short, place-based education helps students learn to take care of the world by understanding where they live and taking action in their own backyards and communities” (PEEC. 2010).
According to Mooney (2000), Piaget believed that “children construct their knowledge by a process of meaning-making, using new information to increase their understanding by direct interaction with their environment [which is in alignment with] the exploratory and interactive learning within children’s gardens” (as cited in Wake, 2007, p. 34). Gardening in the schoolyard is the essence of place-based education, in that it conveniently exists on school grounds, is accessible for all students, and is just steps outside the classroom walls. Studies show “school gardens as a means of improving academic achievement, promoting healthy lifestyles, demonstrating the principles of stewardship, encouraging community and social development, and instilling a sense of place” (Bucklin-Sporer & Pringle, 2010, pp. 26-27). The National Environmental Education and Training Foundation (2000) reported that the environment, “from classroom to schoolyard to local nature centers and parks has been discovered by schools across the nation as a remarkably effective means to achieve our educational goals and to serve the needs of individual students (p. 7).
Environmentalists and theorists, even some schools and state-education departments are buying into the principles and benefits of garden-based learning. But does it really work? In reality, what are the learned outcomes and behavioral changes of our students? In Blair's article, "The Child in the Garden: An Evaluative Review of the Benefits of School Gardening", "research also shows that among published quantitative studies, science achievement, nutrition knowledge, and change in food behavior have been most frequently measured, preceding environmental attitude change, self-esteem, and life skill" (p. 20). There you have it.
If you'd like to learn more about this study, there's a link to Blair's article in "additional resources" in this unit. As you read through the literature and other resources throughout this course, think of the following list of Garden-based learning benefits and refer back to it often. Use it as a framework for the lessons you create for your portfolio, and consider the cross-curricular opportunities illustrated in The National Gardening Association's "Why Gardens" chart at: http://www.kidsgardening.org/white-house-garden/Why-Gardens-Chart.pdf when designing your garden-based lessons.
Benefits of Garden-Based Learning
1. Gardening promotes a healthy, active lifestyle, encouraging physical fitness and nutritional awareness.
2. Young people who work together in a community or school garden gain social skills, and learn how to respect one another and work cooperatively.
3. Ongoing interaction with the soil and earth creates ecological awareness, and encourages environmental stewardship.
4. Garden-based learning provides meaningful activity and inquiry-based learning opportunities.
5. Lessons from the garden can be aligned with the NYS Learning Standards, increasing student achievement and understanding.
Reading
Your first "reading" assignment is to view this Power Point presentation by the Garden-Based Learning program based out of the Department of Horticulture at Cornell University. This presentation is designed specifically for educators and school administration, illustrating the benefits of garden-based learning, the research that supports it, and why we should be gardening in New York State schools:
WHY GARDEN IN NYS SCHOOLS: http://blogs.cornell.edu/garden/files/2009/03/why_garden1.pdf
The Department of Education of California has already integrated school gardening into their state-wide curriculum and learning standards. The goal is to grow "A Garden in Every School". After reading "A Healthy Nutrition Environment: Linking Education, Activity, and Food through School Gardens", go to the discussion area in this unit, and answer the questions posed in the "Group Discussion" lesson immediately following this assignment.
A Healthy Nutrition Environment: Linking Education, Activity, and Food through School Gardens" http://www.cde.ca.gov/LS/nu/he/gardenoverview.asp
Group Discussion
After viewing "Why Garden in NYS Schools" and reading about California Department of Education's "A Garden in Every School" initiative, please discuss the following with your classmates: Does your school have a garden-based learning program? If not, do you see your school benefiting from a school-wide program as illustrated in the readings? Do you think that the New York State Department of Education would follow California's initiative and integrate garden-based learning into the state-wide curriculum? Why or why not?
Case Study & Reflection
Farm to School is a national program that brings healthy food to school children. Farm to School goes "beyond farm fresh salad bars and local foods in the cafeteria to include waste management programs like composting, and experiential education opportunities such as planting school gardens, cooking demonstrations and farm tours" teaching students about "the path from farm to fork, and instills healthy eating habits that can last a lifetime" (Farm to School, 2010). Schools involved in Farm to School are starting their own gardens so students can learn first-hand how farmers grow and harvest fresh foods. Watch this short video "Growing Gardens Feeding Minds" at http://www.youtube.com/watch?v=Ql0Sh1pQugI about school programs in the New Jersey Farm to School Network, and think about how a similar program could work in your school. Reflect on your thoughts in the "Journal entry" lesson:
Journal entry:
Does your school have a Farm-to-School and/or school gardening program? If yes, please write about any experience you may have with these projects. How does your school compare to those featured in the video? What obstacles and challenges, if any, has your school experienced?
If your school does not have a Farm-to-School and/or school garden program, can you see your school starting one? How would this fit into your school's culture, and in what ways would students benefit? What obstacles and/or challenges, if any, do you foresee in starting such a project at your school?
Introduction to the Portfolio Project
Think of your portfolio as your "tool box" of lesson plans and assessments based on the principles of garden-based learning. By the time you finish this course, you will have a collection of five or more lesson plans, examples of tried and true garden-based learning activities, and the framework to build a larger, project-based unit. Your first entry is an introductory survey that will evaluate your stance on school gardening and how to build on any garden-based learning experience you may already have.
http://www.surveymonkey.com/s/3LWYYTD
Use the results of your survey to write an introductory statement for your portfolio (approximately 200-250 words) by using these prompts:
My experience with Garden-based learning is:
I would like to expand on my knowledge by:
I consider my teaching style to be:
In the school garden, I see myself teaching:
Additional Resources and Research on Garden-Based Learning and Place-Based Education
Benefits of Gardening for Children: http://www.peecworks.org/PEEC/PEEC_Research/03D4BA56-007EA7AB.0/Yost2009BenefitsofGardening.pdf
Place-Based Education Evaluation Research: http://www.peecworks.org/PEEC/PEEC_Research/
The Child in the Garden: An Evaluative Review of the Benefits of School Gardening, by Dorothy Blair Media:Scholar_4.pdf
References:
Blair, D. (2009). The Child in the Garden: an evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40 (2), 7.
Bucklin-Spoerer, A., Pringle, R.K. (2010). How to grow a school garden: a complete guide for parents and teachers. Portland, OR: Timber Press.
California Department of Education. (2010). A Healthy Nutrition Environment: Linking Education, Activity, and Food through School Gardens. In School Garden Program Overview. Retrieved from http://www.cde.ca.gov/LS/nu/he/gardenoverview.asp
Cornell University. (2010). Why Garden in New York State Schools. In Grow Your Program: Benefits of Garden-Based Learning. Retrieved from http://blogs.cornell.edu/garden/files/2009/03/why_garden1.pdf
Farm to School. (2006). Nourishing Kids and Community. Retrieved from http://www.farmtoschool.org/aboutus.php
Feehan, Beth (2006). NJ Farm to School Network Meredith Taylor Isles, Inc.: Growing Gardens Feeding Minds. Retrieved from http://www.youtube.com/watch?v=Ql0Sh1pQugI
National Environmental Education & Training Foundation. (2000, September). Environmental-based education: Creating high performance schools and students. Retrieved from http://www.neefusa.org/resources/publications.htm#eepubs
The National Gardening Association. (2010). What do youth learn from participation of garden-based programs? Retrieved from http://www.kidsgardening.org/white-house-garden/Why-Gardens-Chart.pdf.
Place-based Education Evaluation Collaborative. (2010). Benefits of Gardening for Children: and Place-Based Education Evaluation Research. Retrieved from http://www.peecworks.org
Wake, S.J. (2007). Designed for learning: Applying “learning-informed design” for children’s gardens. Applied Environmental Education and Communication, 6, 31–38.
Ready to move on? Here's what's Next
Unit 2: Garden-Based Math & Science Inquiry