Transcript Garden Development Project 2011 By: Mark Hughes, Grace Saulog, Erica Yates and Zach Yoder Southern Illinois University Edwardsville School of Nursing.

Garden Development
Project 2011
By: Mark Hughes, Grace Saulog,
Erica Yates and Zach Yoder
Southern Illinois University Edwardsville
School of Nursing
Description of Project

Purpose of School Garden Toolkit
• The purpose of this toolkit is to guide
schools in the East St. Louis area in the
creation of school gardens.
• Toolkit will provide resources needed for
starting school their own garden at their
school
• School garden toolkit is put into place as
an intervention to improve nutrition for
individuals in the area
Description of Project

Purpose of School Garden
• Promote health for the individuals of the
East Saint Louis community.
• Support core academics, especially in
science and math.
• To teach about food production.
• To produce food
• To improve knowledge on nutrition.
History, Current Situation and
Need



Goes back as far as 17th century
•
John Amos Comenius
•
“A school garden should be connected with every school, where
children can have the opportunity for leisurely gazing upon trees,
flowers and herbs, and are taught to appreciate them” (Weed, 1909,
cited in Subramaniam, 2002).
First school garden started in Australia and Europe in the
1800s
End of 19th century, Massachusetts Horticulture Society
provided background for teaching gardening the U.S. Schools
•
1891: Henry Lincoln Clapp sent to Europe in 1891 to study
school gardens
•
Returned and established 1st school garden in U.S. at George
Putnam School in Roxbury, MA
(Subramaniam, 2002)
History, Current Situation and
Need (con’t)

During WWI, Bureau of
Education launched the
United States School Garden
Army (USSGA)
•
•
Targeted urban/suburban youth
During this time, USSGA
encouraged urban/suburban
youth to “garden for Uncle Sam”
• Helped contribute to food
production and conservation
during the war
(Day, 2007)
http://www.sonofthesouth.net/uncle-sam/pied-piper.htm
History, Current Situation and
Need (con’t)





1918: Every state in the U.S. had at least one
school garden
1916: During the war, over one million students
contributed production of food
Schools gardens became less valued after WWI
•
Reemerged briefly in WWII
After 1944, school gardens became replaced with
playgrounds, athletic fields
(Subramaniam, 2002)
In the last 20 years, school gardens became a
national movement
•
Texas and California are two states that are actively
encouraging school gardening
(Blair, 2009)
History, Current Situation and
Need (con’t)


Lalumier Elementary School is one of the
few schools with a garden in the area.
The East St Louis area has few
resources of fruits and vegetables
• Intake of healthy foods is low

There have been gardens in the area
including current and past community
gardens
Public Health Core Functions and
Essential Services

Assessment
• Statistics
• Available sources of fruits and vegetables (see
hand out on stores in East St Louis area)
• Poor diet patterns and sedentary life style have
contributed to the epidemic of overweight and
obesity in the United States (McAleese and
Rankin, 2007)
• Eating patterns are developed at a young age
and can be traced into adulthood (McAleese and
Rankin, 2007)
Public Health Core Functions and
Essential Services (con’t)


Assurance
• Ensures availability of nutritional food and education to
encourage its intake.
• Helps develop healthy lifestyles that will reduce stress
put on health services in the community.
Policy Development
• The area lacks policies on school gardens
• Current policies on nutrition in schools could be
expanded to include nutrition teaching involving
gardens.
• States could take California’s example and enact
policies to fund school gardens.
Target Audience

Primary Target
• Local schools
• Children and adolescents
• Families
Community Involvement

How were personnel and/or community
members involved in the project?
• Teachers, parents, and community members
will be recruited to help out in the garden
• Surveys to see if parents would be interested were
sent home
• Advertised to teachers through meetings and flyers
Community Involvement (con’t)

How were personnel and/or community
members involved in the project?
• Principle and superintendent will be involved to
•
•
authorize the garden project
Parents who know about gardening will be
recruited to help with the process
Recommend finding volunteer who is an expert
gardener
Healthy People 2020 Objective
One

Educational and Community-Based Programs
• Goal: Increase the quality, availability, and
effectiveness of educational and communitybased programs designed to prevent disease
and injury, improve health, and enhance quality
of life.
• ECBP-1.6: Unhealthy Dietary Patterns
• Intervention: Obesity Prevention and Control,
Interventions in Community Settings: Worksite
Programs
Healthy People 2020 Objective
Two

Heart Disease and Stroke
• Goal: Improve cardiovascular health and
•
•
quality of life through prevention, detection,
and treatment of risk factors for heart attack
and stroke; early identification and treatment
of heart attacks and strokes; and prevention
of repeat cardiovascular events
HDS-2: Reduce Coronary Disease Deaths
Intervention: Behavioral Counseling in
Primary Care to Promote a Healthy Diet
St. Clair County v. State of IL Demographic
Data

St. Clair County
• Disability rates
• 20%
• Income rate per household
• Median income for <$15,000
was 16.4%
• People over >65 years of age
• 13.2%
• Poverty Estimates for East St.
Louis School Dist 189
• 39% of 5-17 year olds
(10,388 total)
• Those 25 years and older
considered in poverty who are
less than a high school graduate
• 30%

State of Illinois
• Disability rates
• 17.6%
• Income rate per household
• Median income for <$15,000
was 12%
• People >65 years of age
• 12.1%
• Poverty Estimates for State of
Illinois
• 12% of 5-17 year olds
(17,683,437 total)
• Those 25 years and older
considered in poverty who are
less than a high school graduate
• 22%
St. Clair County v. State of IL Biostatistical
Data

St. Clair County
•
•
•
Mortality rates for
Diabetes
• 4%
Mortality rates for
coronary heart disease
• 173.4 (per 100,000)
Very low infant birth
rates
• 2.4% in 2006

State of Illinois
•
•
•
Mortality rates for
Diabetes
• 3%
Mortality rates for
coronary heart disease
• 149 (per 100,000)
Very low infant birth
rates
• 1.6% in 2006
St. Clair County v. State of IL Behavioral
Data

St. Clair County
•
•
Obesity
• 28.6%
Nutrition presented as
servings of
fruits/vegetables per
day
• 16.4% ate 5 or more
servings of
fruits/vegetables
during 2007-2009

State of Illinois
•
•
Obesity
• 26.8%
Nutrition presented as
servings of
fruits/vegetables per
day
• 22.6% ate 5 or more
servings of
fruits/vegetables
during 2007-2009
Relevant Agencies Policies and
Procedures

According to Dr. John Dozier, authorization
should be the first step in creating a school
garden
•
Pounders (2006) recommends having an outline in
place of how to accomplish the garden before seeking
approval
• Determine where garden will be located and how
teachers/volunteers will be recruited

Contact superintendent to get final
authorization to start a garden program
•
Get this in writing
Relevant Agencies Policies and
Procedures (con’t)

Work to put certain policies in place:
•
•
Require soil testing before placing a garden
• May be done by local departments such as Illinois Farm
Bureau (Bhagya Kolli, personal communication, 2 February 2011) or Illinois
Agriculture association
Ensure that the garden is as organic as possible (i.e.
avoid things such as pesticides and chemical fertilizers)
(Stone, 2002) (Mildred Mattfeldt-Beman, personal communication, 18 February 2011)
•
Require protection around the garden ,such as fencing, to
protect from pests, vandals, and other threats (USDA, n.d.)
Relevant Agencies Policies and
Procedures (con’t)

Each school should set their own policies and
guidelines that fit with their school, students,
teachers, and volunteers
•
•
For example: an adult volunteer is required to be
present when a child is using a gardening tool
Require waivers that must be signed by parents before their
child can participate in the school garden (include health
questions such as what kinds of foods they are allergic to
and health conditions)
(University of Minnesota, 1999)
Environmental Factors
Sociocultural-
Unsafe environment, lack of parks and
recreation, lack of exercise facilities, lack of grocery
stores with healthy choices
•
•
School garden will help provide a safer area to learn to how to
eat healthy, how to grow their own foods
Can provide exercise by doing things such as weeding, digging,
and other manual labor
(Ozer, 2007)
Economic-
Many of the people in these communities
cannot afford the expense of fresh fruits and vegetables
•
Dr. Beaman of St. Louis University discussed how they set up a
stand and sell what they grow in the garden at a more
affordable price
(personal communication, 18,
February 2011)
Ethical Considerations

Justice
• The East St. Louis area does not have the
same access to healthy foods compared to
other populations

Autonomy
• The garden will allow people to make food
from a garden they produced and choose
what kinds of fruits and vegetables they want
to plant
Cultural Aspects Considered For
Gardening


School gardens brings about cultural
appreciation by forming bonds among
students, staff, families, local
businesses, and organizations
It can also introduce them to new foods
and possibly new cultural dishes they
have never been exposed to before
Nursing Diagnoses
Sedentary
lifestyle of the East St. Louis
community related to environmental factors as
evidenced by lack of parks and recreation and
exercise facilities
Ineffective community therapeutic regimen
management for the community of East St. Louis
related to economic insecurity and unhealthy
environment as evidenced by 39% of 5-17 year
olds being in poverty
Intervention Description

This toolkit was constructed from interviews with
Bhagya Kolli of East Side Health District (personal
communication, 2 February 2011), John Dozier
Principal of Lalumier Elementary School (personal
communication, 16 February 2011), Dr. Mildred
Mattfeldt-Beman of the School Nutrition and Dietetics
at St Louis University (personal communication, 18
February 2011), information from websites and
organizations mentioned in the toolkit, and
referenced literature.
Intervention Description

Parts of Toolkit
• Introduction
• Resources Needed
• Steps for Garden Creation
• Education
Intervention Description

The Toolkit Introduction
• The Purpose
• Goals
•
•
Increase fruit and vegetable consumption of all grades
involved in school garden.
Teach children the art of garden.
Teach children about food sources and history.
Expose children to different food choices.
Link Gardening to academic instruction.
•
•
•
•
History
Intervention Description

The Toolkit
•
Introduction
•
Importance of School Gardens
• Diet including fruits and vegetable have been related to
protection from strokes, cataract formation, chronic
obstructive pulmonary disease, diverticulosis, cancer, heart
disease and hypertension (McAleese & Rankin, 2007)
• Research has shown that eating habits are built at a young
age and that school gardens can be a useful tool in
teaching children healthy eating habits that can affect their
health for the rest of their lives. Involving school age
children in gardens has been shown to increase their fruit
and vegetable consumption (McAleese & Rankin, 2007)
Intervention Description

Resources Needed
•
•
Tools
• Tool Shed
• Hoses
• Garden Rake
• Round end long handle shovel
• Rake
• Trowel
• Hand Cultivator
Blair (2009) also states to have some of these tools be child
sized and have gloves for the children as well as a first aid
kit for safety.
Intervention Description
Plants
Bhagya Kolli stated that some of the following plant
life and materials have been used in the past in
the East St Louis area (personal
communication, 2 February 2011):

Compost

Mulch

Dirt

Trees

Flower

Seeds, Example:
•
•
•
•
•
•
•
•
•
•
•
•
Collard Greens
Mustard
Turnips
Spinach
Lettuce
Beats
Radish
Carrots
Tomatoes
Green Beans
Zucchini
Peppers
The study by McAleese and Rankin
(2007) used the following plants:
•Potatoes
•Corn
•Peppers
•Peas
•Beans
•Squash
•Cantaloupe
•Cucumbers
•Broccoli
•Tomatoes
•Spinach
•Lettuce
•Kohrabi
Intervention Description

Funding
• Lack of funding can be a major barrier to
creating and maintaining a garden (Blair,
2009). Before looking for funding you should
make up a budget to try and estimate what
you will need so that you don’t end up with too
little or too much (Pounders, 2006).
Intervention Description
•
•
•
•
•
Grants and donations can be found or obtained from:
Illinois Agriculture in the Classroom
• “Each year, the Illinois Agriculture in the Classroom Program and the IAA
Foundation give $250 teacher grants” (Illinois Agirculture in the Classroom, n.d.).
• http://www.agintheclassroom.org/060605/Teachers/grants/grants.htm
http://www.grants.gov/
• “Grants.gov is your source to FIND and APPLY for federal grants” (U.S.
Department of Health and Human Services, n.d.).
United States Department of Agriculture
• http://www.usda.gov/wps/portal/usda/usdahome
General Mills
• “General Mills, in partnership with the American Dietetic Association Foundation
and the President’s Council on Physical Fitness, Sports, and Nutrition is in
its ninth year of awarding 50, $10,000 grants to not-for-profit organizations with
innovative programs that help youth develop both good nutrition and fitness
habits” (General Mills Inc., n.d.).
• http://www.generalmills.com/en/Responsibility/Community_Engagement/Grants/
Champions_for_healthy_kids.aspx
•
•
•
•
KaBoom
• “KaBOOM! is a non-profit that is working to ensure that every child has a great place to play within
walking distance” (KaBOOM!, Inc., 2011).
• http://projects.kaboom.org/
Kellogs
• “We believe it is important to walk alongside prospective grantees to accomplish goals of mutual
interest and we are very interested in reviewing new and innovative ideas aimed at helping vulnerable
children succeed” (W.K. Kellogg Foundation, n.d.).
• http://www.wkkf.org/grants/for-grantseekers.aspx
Home Depot
• Grants (in association with National Gardening Association)
• http://assoc.garden.org/grants/
• Supplies (Contact Area Stores)
• 5501 Belleville Crossing, Belleville, IL (618) 239-3351 5.2 mi SE
• 1706 W Highway 50, O'Fallon, IL (618) 632-9626 6.2 mi E
• Illinois 15, Belleville, IL (618) 239-3351 5.2 mi SE
• 1049 Collinsville XNGS, Collinsville, IL (618) 344-9022 6.3 mi NE
Lowes
• Grants
• http://www.toolboxforeducation.com/
• Supplies (Contact Area Stores)
• 6211 N. Illinois, Fairview Heights, Illinois (618) 398-6859 3.2 mi E
• 6211 N. Illinois, Fairview Heights, IL (618) 398-6859 4.7 mi E
• 2501 Greenmount Commons, Belleville, IL (618) 239-3908 9.4 mi SE
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•
•
•
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WalMart
• Grants
• http://walmartstores.com/CommunityGiving/203.aspx
• Supplies (Contact Area Stores)
• 1511 Camp Jackson Road, Cahokia, IL (618) 332-1771 5.8 mi SW
• 1530 W Us Highway 50, O'Fallon, IL (618) 632-9066 6.4 mi E
• 1040 Collinsville Crossing, Collinsville, IL (618) 344-4480 6.3 mi NE
Sam’s Club
• Supplies (Contact Area Stores)
• 1350 W. Hwy. 50, O'Fallon, IL (618) 632-7878 6.6 mi E
Gateway Greening
• “Our mission is to contribute to neighborhood vitality and stability through community food projects,
education and wellness programs, and civic greening” (Gateway Greening, n.d.).
• Supplies (provided raise boxes in the past)
• 2211 Washington Avenue
St Louis, MO 63103-1521
• (314) 588-9600
• http://www.gatewaygreening.org/
American Community Gardens has a list of Grants available for gardens
• http://www.communitygarden.org/learn/resources/funding-opportunities.php
Eckerts Garden Center
• “The Eckert family is dedicated to improving the communities that our employees and customers
reside in, as well as to strengthening those organizations that enhance the well-being of these
communities” (Eckert's, 2011).
• http://www.eckerts.com/donations.htm
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•
•
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America The Beautiful Fund
• Operation green plant gives out free vegetable, flower, and herb seeds.
• http://www.america-the-beautiful.org/free_seeds/index.phpSeeds of
Change
ReLeaf
• “Free and reduced cost trees from Forest ReLeaf for planting on public and
not-for-profit property” (Forest ReLeaf of Missouri, n.d.).
• www.moreleaf.org
Missouri Botanical Garden (provided raise boxes in the past)
• 4344 Shaw Blvd., St. Louis, MO 63110, (314) 577-5100
• https://www.mobot.org/default.asp
Edy’s Fruit Bars (Tree Donations)
• “Communities Take Root, a program to provide fresh fruit orchards in
dozens of communities across the United States” (Nestlè, n.d.)
• http://www.communitiestakeroot.com/
Intervention Description

Steps for Garden Creation
• Engagement
• Although not any one activity, engagement should
be a main focus when starting the garden. The
culture of East St Louis is one that is slow to build
trust and interest (Bhagya Kolli, personal
communication, 2 February 2011).
• Community involvement is vital to starting school
gardens and member of the community such as
“teachers, community members, and parents-interested in working on your gardening project”
should be involved (Litchman, 2010)
Intervention Description

Steps for Garden Creation
•
Authorization
• The principle of the school should be contacted to work
out details like where the garden will be located and how
teachers and parents will be recruited. The next step is
to contact the superintendent to get final authorization to
start a garden program. This should be in writing and
specify what the school district will allow and supply
(John Dozier, personal communication, 16 February
2011).
• Pounders (2006) recommends having an outline in place
of how to accomplish the garden before seeking
approval.
Intervention Description

Steps for Garden Creation
• Involving teachers, parents, and the
community
• Litchman (2010) points out that gathering a group of
•
supportive teachers, community members, and parents
should be one of the first steps in planning a garden.
Parents and community members can help in many
ways, they can “secure necessary supplies, provide
horticultural expertise, assist with classroom lessons …,
or aid in maintenance of the garden” (Pounders, 2006).
Intervention Description

Steps for Garden Creation
•
Soil Testing
•
•
•
•
•
•
•
•
“If you will be planting directly into the soil, you should get it tested to
make sure there is no lead or other toxic contaminants” (Litchman,
2010). Soil testing in the past in the East St Louis area has been
accomplished through the Illinois Farm Bureau (Bhagya Kolli, personal
communication, 2 February 2011).
Cost: $6 per sample (need 3 samples)
Time: 2 weeks
Contact:
Illinois Agricultural Association, P.O. Box 2901,
Bloomington, IL 61702-2901
Phone: (309) 557 2111
Fax: (309) 557 2559
If the tests come back bad (i.e. high lead or asbestos levels) the soil
will either need to be treated or raised beds will need to be used,
possibly on concrete.
For other possible testing organizations see Illinois Soil Testing
Association:
http://www.soiltesting.org/membersadvisors.html
Intervention Description

Steps for Garden Creation
• Identification of Garden Location
• Proximity to water source (John Dozier, personal
communication, 16 February 2011). Watering can
is very time consuming so close water proximity is
important. Watering can be accomplish through
different means including drip irrigation, hose
watering, using water cans, and overhead watering
(Pounders, 2006).
• Water drainage is also important. Make sure the
water doesn’t puddle in one place or wash away
down a slope(Pounders, 2006).





Accessibility to trucks for delivery of dirt, trees, and other
supplies (John Dozier, personal communication, 16 February
2011).
Accesibily to the classroom should also be
considered(Pounders, 2006).
Unobstructed sun light and the ability to plant rows, or raised
beds in an east to west configuration to take advantage of best
sun light (Mildred Mattfeldt-Beman, personal communication,
18 February 2011). Litchman (2010) adds that there should be
at least 8 hours of sun light on the area.
A large enough area to allow for expansion (Pounders, 2006).
The area should preferably be nutrient rich and have a good
texture. Local home improvement store sell soil test kits that
can tell you if an area is good for planting (Pounders, 2006).
Intervention Description

Steps for Garden Creation
•
Creating a Garden
•
•
There are many different places to find directions on how to start
gardens here are a few:
For a more comprehensive Toolkit for community garden creation see
University of Missouri Extension Community Garden Toolkit
• http://extension.missouri.edu/explorepdf/miscpubs/mp0906.pdf
• According to John Dozier Principal of Lalumier
Elementary School (personal communication, 16
February 2011) designs for Lalumier came from the
University of Illinois Urbana-Champaign School of Art
and Design
•
•
143 Art and Design Building, 408 E. Peabody Drive Champaign,
IL 61820
217-333-0855
• The Eastside Gardens website.
• See the section on Community Gardening 101.
• http://eastsidegardens.webs.com/
• California School Garden Network
• Directions on garden creation displayed as videos.
• http://www.csgn.org/csysgvideo.php
• University of Illinois Extension, provides classes on
gardening and may also provide hands on expert
advice in the garden
• http://web.extension.illinois.edu/madisonstclair/index.html
Intervention Description

Education
• Review of Literature
• Reviewed 7 Journal article related to school
gardening.
• Protudjer, Marchessault, Kozyrskyj, and Becker
(2010) believe that healthful attitudes are
established early in life and those good attitudes
about exercising and eating right can help prevent
being overweight and obesity.
• Garden based education has been shown to
increase fruit and vegetable consumption of school
age children (McAleese & Rankin, 2007)



Children are often resistant to eating vegetables, but it was
found by Morris and Zidenberg-Cherr (2002) that teaching
children about vegetables along with growing them in a
garden increases their preference for different vegetables and
there consumption of vegetables.
Parmer et al. (2009) stated that “Although nutrition education
alone does seem to improve fruit and vegetable knowledge
and preference in children, adding the gardening component
appears to strengthen the likelihood that children will increase
vegetable intake.”
Blair (2009) did a literature review with 75 references to
evaluate the outcomes of garden based education. It was
found that many of today’s children lack exposure to nature
and this lack of exposure makes it harder for them to put
science in to context. Learning through experiences is an
effective way to stimulate cognition.


It was found that school gardens can teach math and science
including opportunities to “measuring space, observing and
experimenting with natural and plant processes, learning
about soil improvement, recycling, creatively reusing
materials, propagating, germinating, and saving seeds” (Blair,
2009).
It was found that school gardens are most frequently used to
enhance academic instruction. The most common subjects
taught with gardening included science, environmental
studies, and nutrition (Graham, Beall, Lussier, McLaughlin,
and Zidenberg-Cherr, 2005) .
Intervention Description

Education
• Curriculum
• Gardening has been used to teach
many different subjects including
science, environmental studies,
nutrition, language arts, math, and
agriculture. Gardening can provide
experiential education and teach
lifelong skills like problem solving and
critical thinking. Beyond academics
school gardening has been shown to
decrease discipline issues in the class
room (Graham et al., 2005).



As mentioned by Graham et al. (2005) the state of California has created a
guide to link gardening to their educational standards. This guide has lot of
information on linking gardens to the academic curriculum. It is titled A
Child’s Garden of Standards Linking School Gardens to California
Education Standards and is located at:
• http://www.cde.ca.gov/ls/nu/he/documents/childsgarden.pdf
For the educational program for their study McAleese and Rankin (2007)
used Nutrition in the Garden. This guide written by Sarah Lineberger of
Texas A&M and helps teachers teach children about nutrition. It is target
towards 3-5 graders. It is located at:
• http://aggiehorticulture.tamu.edu/kindergarden/nutrition/research/nutrition.pdf
In their study Parmer et al. (2009) used Pyramid Café this tool has been
replaced by Little D's Nutrition Expedition. It is a free tool that teaches and
supports the content of Mypyramid, as well as language arts. It is located
at:
• http://www.nutritionexplorations.org/educators/lessons/littled/littledmain.asp?tab=1
Intervention Description

Education
• Lesson Plans
• Beyond the tools and curriculum mentioned above there are many
lesson plans online to teach using gardening in the classroom. Here
are some of them:
• Agriculture in the Classroom, United States Department of Agriculture
• “The Agriculture in the Classroom National Resource Directory is
an online searchable database that lists hundreds of educational
resources designed to help educators locate high quality
classroom materials and information to increase agricultural
literacy among their Pre-K through 12th grade students” (United
States Department of Agriculture, n.d.).
• Content covering many subjects including science, environmental
studies, nutrition, language arts, math, and agriculture.
• http://www.agclassroom.org/directory/index.cfm



Nutritional Education, United States Department of Agriculture
• “Explore resources and activities to help you introduce gardening to the children in
your care. Help them learn how plants grow and where food comes from” (United
States Department of Agriculture, 2011).
• This site is a collection of links leading to other source of information related to garden
education.
• This site mainly deals with nutritional education, but may provide content on language
arts, math, science, health, and social studies though some of the links.
• http://healthymeals.nal.usda.gov/nal_display/index.php?info_center=14&tax_level=2&t
ax_subject=526&level3_id=0&level4_id=0&level5_id=0&topic_id=2112&&placement_
default=0
Department of Horticulture, Virginia Tech:
• The information on this site is a group of lesson plan that deal directly with garden
education. How to plant and maintain a garden (Virginia Tech Horticulture
Department, 2002).
• http://www.hort.vt.edu/HORT6004/network/lessonplans.html
California Foundation for Agriculture in the Classroom
• This site contains a lesson plan and additional resources about garden education
(California Foundation for Agriculture in the Classroom, 2011).
• Area of education focus on math, science, nutrition, and visual arts.
• http://www.cfaitc.org/wegarden/
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ProTeacher
• This site is a blog for teachers. It has many different ideas for activities
submitted by teachers. The educational topics aren’t clearly defined and vary,
but there are lots of interesting ideas.
• http://www.proteacher.com/110013.shtml
Ecology Center
• A collection of lesson plans with the subject they relate to labeled.
• Topics include science, social studies, and language arts (Ecology Center, n.d.).
• http://www.ecologycenter.org/tfs/archive.php
GardenABCs
• This site is a list of links to other sites that have lesson plans. Many different
subjects areas are included.
• http://www.gardenabcs.com/Lessons.html
MyGarden Lesson Plans
• “The K-12 MyGarden lesson plans were written by teachers and reviewed by
horticulturists and nutritionists” (Collaborating Classrooms, n.d.).
• Subject areas include language arts, math, social studies, and science.
• http://collaboratingclassrooms.ath.cx/?garden=/nutrition&section=curriculum
Intervention Description
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Education
• Training Garden Leaders
• The amount of training that teachers and principals have in gardening is a big variable.
Teachers that have some training in gardening are more likely to successfully use
school gardens as a learning tool (Blair, 2009). Training for garden leaders and
individuals seeking to in increase their gardening Knowledge is available through:
• Missouri Botanical Garden
• 4344 Shaw Blvd., St. Louis, MO 63110, (314) 577-5100
• https://www.mobot.org/default.asp
• University of Illinois Extension
• http://web.extension.illinois.edu/madisonstclair/index.html
• 1269 North 89th Street
Suite 3
East St. Louis, IL 62203
Phone: 618-397-4973
FAX: 618-397-8823
• Illinois Agriculture in the Classroom
• 1701 Towanda Avenue Bloomington, IL 61701 Phone: 309-557-3334
• http://www.agintheclassroom.org/060605/aitchome.html
Students Roles
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Erica
•
Conducted Interviews, Organized Presentation,
Organized meetings.
Mark
•
Conducted Interviews, Organized Toolkit, Found
journal articles and online resources.
Grace
•
Conducted Interviews, Organized Presentation.
Zach
•
Organized Toolkit, provided content for presentation.
Intervention and Minnesota
Model
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Health Teaching- Teach about gardening and nutrition.
Link gardening to academics.
Advocacy- The toolkit advocates for more fruit and
vegetable intake and improved diets.
Collaboration- The toolkit gives schools information on
many different organizations that they can work with to
establish a school garden.
Counseling- The establishment of a relationships will be
necessary among parents, teachers, and the community
to enable schools to create there own gardens.
Other Possible Intervention
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In some of the studies researched for the
toolkit, including Parmer, Salisbury-Glennon,
Shannon, and Struempler (2009), McAleese
and Rankin (2007), and Morris and ZidenbergCherr (2002), treatment groups received
garden education without the creation of an
actual garden.
•
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This is another intervention that could be taken to teach
about gardens and nutrition.
This was not the selected intervention because
although this has good results, the results with
a garden were found to be better.
Evaluation on Intervention

Process Evaluation
• Track student attendance on garden days
• Observe food intake in cafeteria throughout
•
gardening program
Track parent involvement. Do parents
continue with program or leave? Do new
parents become interested as there children
learn about gardens? Are parents able to
make times when the program is in session?
Evaluation on Intervention

Outcome Evaluation
• 24 hour diet recalls to judge diet before and after
gardening (McAleese and Rankin, 2007).
• Have a tasting session with a rating scale to see
if preference for vegetable and fruit increased with
education and gardening (Parmer et al., 2009)
• A survey to determine nutritional knowledge
(Parmer et al., 2009).
• Interview children involved to determine what they
have learned (Protudjer, Marchessault, Kozyrskyj,
and Becker, 2010)
What Could be done to Improve
the Intervention
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The toolkit could have more specific
information on gardening.
Since the students who created this
toolkit are not experts in gardening, we
put information in the toolkit on where to
find resources for beginning a garden
instead of writing specific information on
gardening
References
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America The Beautiful Fund. (2006). Operation Green Plant. Retrieved
February 2011, from America The Beautiful Fund : http://www.americathe-beautiful.org/free_seeds/index.phpSeeds of Change
American Community Garden Association . (n.d.). Funding Opportunities.
Retrieved February 2011, from American Community Garden Association
: http://www.communitygarden.org/learn/resources/fundingopportunities.php
Blair, D. (2009). The child in the garden: An evaluative review of the benefits
of school gardening. Journal of Environmental Education, 40(2), 15-38.
Retrieved from EBSCOhost.
California Foundation for Agriculture in the Classroom . (2011, February). We
Garden. Retrieved February 2011, from Agriculture in the Classroom
Online: http://www.cfaitc.org/wegarden/
California School Garden Network . (2008, November). Let's Get Growing:
Gardening How To. Retrieved Febuary 2011, from California School
Garden Network : http://www.csgn.org/csysgvideo.php
References
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Collaborating Classrooms. (n.d.). MyGarden. Retrieved Febuary 2011, from
Collaborating Classrooms:
http://collaboratingclassrooms.ath.cx/?garden=/nutrition&section=curricul
um
Eastside Gardens. (2010). Retrieved Febuary 2011, from Eastside Gardens:
http://eastsidegardens.webs.com/
Eckert's. (2011). Eckert’s Donation Requests. Retrieved Febuary 2011, from
Eckert's: http://www.eckerts.com/donations.htm
Ecology Center . (n.d.). Terrain for Schools. Retrieved Febuary 2011, from
Ecology Center : http://www.ecologycenter.org/tfs/archive.php
Expertvillage. (2008, January 20). Basic Gardening Tips : Tools Needed for
Gardening . Retrieved Febuary 2011, from YouTube:
http://www.youtube.com/watch?v=bnEe7k20acc
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Gateway Greening . (n.d.). Retrieved Febuary 2011, from Gateway Greening :
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References
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General Mills Inc. (n.d.). Champions for Healthy Kids . Retrieved February 2011, from
General Mills.
Graham, H., Beall, D., Lussier, M., McLaughlin, P., & Zidenberg-Cherr, S.
(2005). Use
of School Gardens in Academic Instruction. Journal of
Nutrition Education &
Behavior, 37(3), 147-151. Retrieved from EBSCOhost.
Hayden-Smith, R. (2007). "Soldiers of the Soil": The Work of the United States
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Lowes. (2008). Lowe's Toolbox for Education. Retrieved Febuary 2011, from
Lowes: http://www.toolboxforeducation.com/
McAleese, J., & Rankin, L. (2007). Garden-based nutrition education affects fruit and
vegetable consumption in sixth-grade adolescents. Journal of
the American
Dietetic Association, 107(4), 662-665. Retrieved from EBSCOhost.
References
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Missouri Botanical Garden. (2011). Retrieved Febuary 2011, from Missouri Botanical
Garden: https://www.mobot.org/default.asp
Morris, J., & Zidenberg-Cherr, S. (2002). Research and professional briefs. Gardenenhanced nutrition curriculum improves fourth-grade school children's knowledge of
nutrition and preferences for some vegetables. Journal of the American Dietetic
Association, 102(1), 91-93. Retrieved from EBSCOhost.
Nationational Gardening Association. (2011). Youth Garden. Retrieved Febuary 2011, from
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Nestlè. (n.d.). Communities Take Root. Retrieved Febuary 2011, from Edy's Fruit Bars:
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Ozer, E. J. (2007). The Effects of School Gardens on Students and Schools:
Conceptualization and Considerations for Maximizing Healthy Development. Health
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Parmer, S. M., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School
Gardens: An Experiential Learning Approach for a Nutrition Education Program to
Increase Fruit and Vegetable Knowledge, Preference, and Consumption among
Second-grade Students. Journal of Nutrition Education & Behavior, 41(3), 212-217.
Retrieved from EBSCOhost.
Protudjer, J., Marchessault, G., Kozyrskyj, A., & Becker, A. (2010). Children's perceptions
of healthful eating and physical activity. Canadian Journal of Dietetic Practice &
Research, 71(1), 19-23. Retrieved from EBSCOhost.
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Pounders, S. (2006). Gardens for Learning: Creating and Sustaining. Irvine,
California:
California School Garden Network.
ProTeacher. (2010). Plants. Retrieved Febuary 2011, from ProTeacher:
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References
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University of Illinois at Urbana-Champaign. (2011). Madison/ St. Clair Unit.
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