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Bundschu-Mooney, Elizabeth
School Garden Investigation: Environmental Awareness andEducation.
2003-05-00
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Elementary Secondary Education; *Gardens; Science Activities;*Science Education History; Science Instruction; Student
Interests

ABSTRACTThis paper examines the available literature on the inclusionof gardens within the academic curriculum at the elementary school level. In
addition, it attempts to link the need students have for a connection totheir environment with a school garden and explores the benefits ofintegrating curriculum to enhance learning. This paper attempts to show ahistorical precedent in the 19th century school curriculums that included
school gardens and demonstrates a connection with the current reinvention andreintroduction movement, which is encouraging gardens back into schoolyards.
The ultimate goal of this paper would be to advocate the positive effects ofreinforcing the weaving of the wonders of the natural world into the fabricof today's educational system. In a world increasingly technologicallyobsessed and dependent, children more than ever need to experience therhythms of nature for intellectual and spiritual growth and well being. This
paper can point the reader to ideas and sources that will inspire further
invesLiy,lLion and implementation in nther schools and communities. (Author)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

SC
School Gardens 1

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Title Page

1

School Garden Investigation:
Environmental Awareness and Education

Elizabeth Bundschu-Mooney

Division of Education

School of Business, Education, and Leadership
Dominican University of California

San Rafael, CA
May 2003

BEST COPY AVAILABLE

Points of view or opinions stated in thisdocument do not necessarily represent
official OERI position or policy.

School Gardens 5

Abstract

This paper examines the available literature on the inclusion of gardens within
the academic curriculum at the elementary school level. In addition, it attempts to link

the need students have for a connection to their environment with a school garden andexplores the benefits of integrating curriculum to enhance learning.
This paper attempts to show a historical precedent in the 19th century school

curriculums that included school gardens and demonstrates a connection with thecurrent reinvention and reintroduction movement, which is encouraging gardens backinto schoolyards. The ultimate goal of this paper would be to advocate the positiveeffects of reinforcing the weaving of the wonders of the natural world into the fabric oftoday's educational system.

In a world increasingly technologically obsessed and dependent, children morethan ever need to experienco tha rhythms of nature for intellectual and spiritual growth

and well being. This paper can point the reader to ideas and sources that will inspire
further investigation and implementation in other schools and communities.

3

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Acknowledgements
In the fall of 2002, I participated in "TAKING ROOT," a workshop in school

gardens. From that workshop, the idea for this paper was developed. I would like tothank Debi Tibb from "The Gardens of Heather Farm" for the inspiration she gave me topursue further investigations into various aspects of school gardens. Debi wasinstrumental in helping me formulate my idea and was a great resource for materials.
I would also like to thank Dr. Madalienne Peters for her dedication to her
students at Dominican University of California and for her perseverance in helping me

see this project through. Additionally, I would like to thank all of the inspirational
professors that I have encountered along my educational journey, from Dominican
University of California, the University of California at Berkeley, and College of Marin.
Finally, none of this would be possible if not for the support of my family, myalways-supportive husband, Robert, and my two children, Jacob and Emma. I havesacrificed many things to accomplish my goals, but nothing more than sacrificing time

not spent with my husband and two children. Many evenings and most every weekend
have been dedicated to my studies. They have endured a great deal and for this I will
be eternally grateful.

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Table of Contents
TITLE PAGE

1

ACKNOWLEDGEMENTS

2

TABLE OF CONTENTS

3

ABSTRACT5INTRODUCTION

6STATEMENT OF PROJECT6RATIONALE

7BACKGROUND

8PURPOSE STATEMENT

9REVIEW OF THE LITERATURE

10

THE GARDEN PROJECT: TURNINn AN !nPA INT() RP/0k.! !TY

16

CONNECTION TO THE CLASSROOM17

A GARDEN JOURNAL

19

THEME GARDENS19

DISCUSSION

20

CONCLUSIONS/IMPLICATIONS

21

REFERENCES

23

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APPENDIX A: RELATED BOOKS26

APPENDIX B: RESOURCES

34

APPENDIX C: ADDITIONAL WEB RESOURCES

38

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Introduction

The Mill Valley Children's Garden established at Edna Maguire Elementary

School in California has become the model for school garden development. The
garden is an outdoor classroom for nearly 400 students and is used by six otherschools in the district. It has introduced students to the pleasure of gardening aswell as promoting an understanding of ecology and respect for all living things. It isa living laboratory in which to study and experiment (Mill Valley Children's Garden).
In schools, gardens are being integrated into the educational curriculum toteach children not only about plants, nature, and the outdoors, but other subjects aswell. Gardens can teach children about history, economics, poetry, math, andscience studies. Teachers can base the school garden on a theme, concept, or
topic for teaching children ideas in a particular area. Theme gardens give a
guideline fnr what tn plant bpcause it relates directly to an overall theme. Thesegardens incorporate an interdisciplinary approach to the garden. The curriculum orclass interests can give direction to the theme.

The focus of this paper is how to reconnect children to the natural world
through a classroom garden. It has the potential to empower them to learn thevalues and gain the knowledge and skills that are crucial to building and nurturingecologically sustainable communities.
Statement of ProjectThis project investigates how a school garden can increase interdisciplinary

learning about the environment. Children learn best by doing. Doing requires

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motivation, curiosity, some freedom to experiment and explore, and an opportunity to

put basic skills to practical application. This type of active learning allows the child todiscover answers through exploration and experimentation. Traditional classroom
teaching, where the teacher stands and talks while the children sit and listen, does notalways give practical meaning to education. Giving children opportunities to learn by
doing does require that children have hands-on experience. Learning activities in theschool garden can be structured to develop cooperative effort and group problem

solving. Gardens have been observed to increase the child's respect for nature and to
aid in physical, mental and moral development. Studies have been conducted to look atsome of the benefits of school gardens including their effect on self-esteem andenvironmental attitudes. Additionally, there remain many more benefits to explore;
including the effect gardening has on nutritional attitudes and behaviors.
Rationale

In the early decades of the 20th century, Dewey (1939) established aphilosophical foundation of experiential education upon which others have built. He
proposed progressive education that emphasized learning through experience. He alsosuggested that it is the educator's job to arrange structured experiences that facilitate
student growth and development.

Dewey's philosophical pragmatism, concern with interaction, reflection andexperience, and interest in community and democracy, were brought together to form ahighly suggestive educative form.

Dewey's significance for informal educators lies in a number of areas.
First, his belief that education must engage with and enlarge experience8

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has continued to be a significant strand in informal education practice.
and theSecond, Dewey's exploration of thinking and reflection
associated role of educators has continued to be an inspiration. Third,
his concern with interaction and environments for learning provides acontinuing framework for practice. Last, his passion for democracy, foreducating so that all may share in a common life, provides a strong
rationale for practice in the associational settings in which informal
educators work. It is with these key thought that have influenced
educators to rethink their teaching methods (Smith, 2002, p.1).

Dewey knew that learning should be experimental. The student should constructtheir own knowledge. Learning should be natural and meaningful. Students should bescientists, continually experimenting with different materials in order to learn more
(Rogers, 1994).

As societies become more complex in structure and resources, the needof formal or intentional teaching and learning increases. As formal
teaching and training grow in extent, there is the danger of creating an
undesirable split between the experience gained in more direct
associations and what is acquired in school (Dewey, 1916, chap.1, ¶ 23).

A school with a garden provides that unique opportunity to activate a child's

awareness of the environment in a lasting way. Observation alone is not enough toconvince them. School gardens are meant to encourage and empower children tochange their community and world for the better (Brynjegard, 2001).
Background

The history of the American school garden movement can be traced back to themid1800's. By the turn of the century, school gardens were no longer a fad; rather

they were considered an important component of a well-rounded education. School
garden programs peaked during World War II with the creation of the Victory Garden

9School Gardens 9

program. Cleveland, Ohio, had one of the best public school gardening programs due

in part to the Victory Garden movement. Every Cleveland school had a garden. Many
teachers and students returned throughout the summer to tend to the gardens. All
students helped with the harvest in the fall. Up until the late 1960's and early 1970's
school gardens remained common at many schools. However, with the start of forced
bussing programs to desegregate schools, as well as other shifting demographics andeducational priorities, school gardening programs began to erode. From the 1970's tothe early 1980's, school gardening programs fell dormant. However, more recently, due
to renewed environmental awareness, new educational trends, and insights into how aschool environment affects youth behavior and development, school gardening andbeautification projects are enjoying a revival (Heffernan, 1997).
A recent national study found that student science scores were lower in

California than in nearly any other state or U.S. territory. (National Assessment of
Education Progress, 2001). A major finding was that Fourth-graders, whose teachersreported having students work together on science activities daily or weekly, had higher

average scores than those who did so less frequently. Eighth-graders, whose teachersreported having students work together on science activities daily, had higher averagescores than students whose teachers had them do so weekly, monthly, or never/hardly
ever.

Purpose Statement

The purpose of this paper is to investigate the benefits of having a school
garden and integrating curriculum to enhance learning. There is a diminished emphasis

10School Gardens 10

on science in today's classroom. A school garden offers students a chance to explore
plant life cycles, and provides a hands-on context for teaching a wide variety of basic
subject area skills in science, mathematics, social studies, language arts, health, andfine arts. A school garden creates awareness in children and is also beneficial for ateacher's ability to integrate lessons in order to meet grade level standards.
Review of the Literature

Curriculum integration has become the cornerstone of educational reform. The
standards remind us that unifying concepts and processes give students strong ideasthat help them better understand the natural world.

In 1988, President George Bush launched the America 2000 campaign, which
encouraged the nation's governors to introduce new education standards for American
public schools. In 1994, President Bill Clinton's Goals 2000 initiative, specifically Public
Law 103-227, provided financial support for state adoption and implementation of thesestandards. Today, most states use standards-based education. (Powell & Wells, 2002)
Standards define what students should know or be able to accomplish at certain
phases of their schooling; they are the benchmarks against which individual
performance and progress can be judged (Standards and Assessment Development
and Implementation Council, 1994). Since standards are merely benchmarks, they are
not designed to direct which curricula or methods should be used to meet them.
Teachers, therefore, increasingly need effective methods and materials to achieve suchstandards. Toward this end, educators often consider experiential education curricula(Powell & Wells, 2002).

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The teacher's role in this learning cycle is to assist the learner in integrating
experiences. Linking experiences to the curriculum can help the learner grasp new
ideas and modify old concepts throughout the process. In so doing, the teacher serves
as a manager or facilitator of the learner's development (Powell & Wells, 2002).
There are important reasons to use interdisciplinary instruction. First, learningscience and language arts is reciprocal. Proponents claim that learning science can be
described as a process similar to learning language, from questioning and setting apurpose to analyzing and drawing conclusions, and communicating results. Thus,
process of science and literacy learning are similar and may help the development ofeach discipline if the teacher is explicit in helping students note the similarities. Second,elementary students need to read, write and communicate about something; sciencecan provide that purpose. Using an interdisciplinary strategy can help us meet thosestate and national science objectives in a way that support language arts (Smith, 2002).
Connecting language arts to science makes sense because many elementary teachers'

strengths are in language arts (Akerson & Flanerty, 2000). Interdisciplinary teaching
can help teachers meet objectives for both language arts and science and still prepare
our elementary students for the tests they must take. (Smith, 2002)
Heffernan (1997) promotes the benefits of establishing gardens at schools.
School gardens are a practical and effective way to connect children with nature, teachhands-on science and environmental education, and beautify barren school grounds.
School ground improvement, such as the installation of a school garden can improve
the academic and social behaviors of students.

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School gardens are being revived to help children learn better nutrition habits.

California has begun a statewide program entitled, "A Garden in Every School." Thegardens will teach children the importance of agriculture, food preparation, nutrition, andenvironmental responsibility. (Heffernan, 1997) Additionally, growing produce to sell or
use with school lunch program is becoming popular.

While many schools are developing and beautifying their school grounds there
are important issues and opportunities to consider while sustaining the school garden

revival. Improvement of test scores, promotion of school garden benefits, gaining
community and government support, building political coalitions are a few of the issues
that Heffernan addresses.

Sullivan (1999) states that gardening projects can enhance school lunch

programs and improve the nutrition of project participants. She admits that limited
information exists on the most effective models and methods for establishing community

gardens in rural areas. A Wisconsin gardening project, Nutrition through Gardening,
consists of a nutritionist who teaches the classrooms involved with a school garden

about the USDA Food Guide Pyramid and nutrition. School gardens are established inboth elementary and middle schools, and the program is built into the school curriculum.
During the summer months, children attending summer school programs tend to thegarden. Sullivan lists the pros: in-class lessons are reinforced and enhanced throughexperiential learning in the garden; children receive nutrition education; students

provided a constant volunteer base. She also states that one of the cons to school

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gardens is that it requires teacher and administration willingness to incorporate lessons
into curriculum.

Rivkin and Coffee (1999) report that with the "greening of the schoolyard"
gathering momentum, it is important to build an understanding between educators andfacilities managers. Principals are advised to avoid surprises, consider costs, plan for
long-term maintenance, consider safety and liability, address concerns about physicalsecurity, and keep the neighbors happy.

There are obstacles to managing the schoolyard gardening project, which include

miscalculations and poor planning. One incident showed a teacher who had planted
trees over fiber optic phone lines that could cost thousands of dollars per day if service
was interrupted.

Having water infiltration systems next to school buildings was aninvitation to structural and air quality problems, in addition to the possibility of

introducing mold to the buildings. The authors offer solutions to some of theseobstacles especially to know and communicate with facility planners and maintenanceprofessionals on schoolyard projects. Principals can review a copy of the school's
physical plans, looking for storm drainage, truck access and other systems.
On a more positive note, Rivkin and Coffee (1999) report on a storybook garden
at Bay Meadows Elementary School where one is greeted by a five-foot, koala-shaped
topiary. The visitor sees bubbling fountains, a pioneer cabin, colorful birds andbutterflies, and an attractive array of flowers, shrubs, and trees. This storybook garden,
on a small third-acre site, incorporates four theme areas, linked by a winding brick14

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walkway: The Arboretum, the Amazing Maze, Native and Colonial America, and the
Butterfly and Hummingbird Sanctuary.

Today, it is a garden that appeals to children and enriches their education. The
garden also boasts 21 topiaries, five fountains, a waterfall, a ten-foot sundial, four Asianstones denoting the seasons, a pagoda, and a grassy tiered amphitheater, wherechildren can study, read, sing, draw, or view a presentation (Rivkin & Coffee, 1999).
Classes at Bay Meadows Elementary School are scheduled for thirty-fiveminutes of garden time each week. These classes initiate a school-wide "garden
question of the week" to help focus children on the mathematical, scientific, historical,
horticultural, and literary aspects of the garden. A garden newsletter is publishedmonthly with innovative curriculum ideas, such as releasing praying mantises to benefit
the garden. The art teacher holds sketching, painting, and photography classes in thegarden, and the media specialist places related books next to the garden's statues andtopiaries. Students' enthusiasm is reflected in their writing. A third grader wrote, "Whatan unbelievable garden! When I get a new house, I hope I get a garden just like ours at
Bay Meadows" (Rivkin & Coffee, 1999).

Otto (1999) offers another alternative to the schoolyard and the alternative
school. The idea of creating a secret garden came from her observing a need thechildren seemed to have for a small, enclosed outdoor space. She had been struggling
with the idea of having a vegetable garden. Since school is not in session during thesummer months, creating a vegetable garden did not match the school schedule. Also,
the possibilities of where, what, and how to get a garden started from a grassy lawn

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area was overwhelming. Square Foot Gardening (Bartholomew, 1981) offered a way tothink and plan a garden in an organized way and decide on a logical and manageable
size for the garden. It describes, step by step, how to start a new garden space.
Three "fancy" concrete blocks were installed as seats in the three inside corners.
This limits the secret garden to a maximum of three children at a time, which
encourages quiet, calm reflection, conversation, or exploration of nature. A few garden
sculptures are hidden among the growing perennials. The children take delight indiscovering them hiding among the leaves. The children also enjoy making the long trek
from the water spigot to the garden carrying one of three small cans. The opportunities
for learning about nature and experiencing the changing seasons are many in the secretgarden. In the spring, the students patiently wait and watch for the shrubs to begin their
new growth. The taller they get, the more enclosed and cozy the secret garden
becomes. As the children grow and change, so does the garden (Otto, 1999).
In a world where science has become too confined to books and overly reliant ontechnology, and science fairs have been taken over by parents, Russell (1997)

suggests that young people need an actual hands-on experience with nature. Living ina constantly changing world, scientific discoveries have changed our life styles andeducation must change as well. Now, as never before, science skills are essential.
Proponents of standards-based education believe hands-on science enhanceslearning, which boosts students' overall performance. The results of the study
conducted by Powell and Wells (2002) suggest that students improved their percentage
test scores by as much as 24% after participating in experiential science lessons.

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Experientially based programs that directly engage the student in the learning processseem to promote learning. For educators and administrators who need to infuse
curriculum with education techniques that successfully meet standards, these education

activities might be appropriate choices. In addition, it is suggested that more than one
science curriculum might be useful in meeting state standards. This is an important
implication for educators and administrators who recognize that some curricular
programs may not correlate fully with some standards and may need to be buttressedby other curricula to meet those standards. Furthermore, multiple methods help
maximize teacher flexibility and help teachers match activities with students' differential
learning styles.

Students in upper elementary and middle school often experience difficulty andanxiety when asked to read informational text. Teachers need effective researchedbased instructional strategies to insure their students can access science texts andlearn from them.

The Garden Project: Turning an Idea into Reality
School gardens thrive everywhere, in both cold and warm climates, and in urban,

suburban, and rural communities. School gardens exist in school with no bare ground,and in schools with acres of land. Organizers should adapt strategies that work andtailor the garden to fit the school needs. Consider keeping a garden journal as a way tohelp organize thoughts and keep track of progress when planning the outdoor

classroom. Include a checklist of these basic components. Remember to leave space17

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for notes and ideas when working through the process. A journal is also a great place
to keep track of garden contacts, including suppliers, volunteers, and outside experts.
Connection to the Classroom

An outdoor classroom will provide endless opportunities for integrating curriculum
areas. It is recommended that each student maintain a garden journal, appropriate tohis or her abilities, to record observations, collect data, make analyses of his or her
experiments, and keep records and drawings of the garden. If the class is scheduled touse the school garden once a week, plan an outdoor lesson for that time and then plan
related follow-up lessons for the classroom.

As the teacher plan ways to integrate subject areas, there are many opportunities
for students to apply the knowledge and skills they have learned in one subject area tothe work they are doing with the garden. For example, to gather backgroundinformation to help develop a theme garden, students will read reference materials to

research information, and then write their plans. In analyzing garden data, students will
be applying math skills. In studying the effects of erosion on soil, there areopportunities to integrate social studies and science. Sitting quietly in the garden anddrawing the plants or animals that they see, students will be applying their drawing skills
to natural history observations.

The important task of documenting the history of the outdoor classroom canbecome a class project that will provide opportunities to integrate language arts,

photography, drawing, history and science. Consider having the class document thechanges that take place in the garden over the school year.

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The steps involved in initiating a school garden program will vary from school toschool. Here are some suggested guidelines:
1.

STAFF PLANNING: A faculty meeting should be called of all the teachers

who wish to participate in the garden. A list should be drawn up of all thesteps necessary in beginning the garden. Points to consider included
acquiring land, seed and tools, providing water and security, allotting garden
space to each class involved, informing parents and community leaders,
working the garden into a timetable, and integrating curriculum.
2.

PARENT MEETINGS: It is important for parents to recognize the educational
aspects of the garden. It should be explained that the school garden is ateaching tool.

3.

Enlisting volunteers is critical to the success of the program.

STUDENTS: The students should be involved in determining the location of
the garden plots, the crops to be grown, the process of preparing the space

and acquiring tools and seed. The greater the student involvement in eachstep of the planning, the greater their sense of pride and accomplishment andthe more they will learn.
4.

PLOTS: Each class should have its own plot even if it means that less can begrown in the garden as a whole. Each class needs its own area in order tobuild a sense of pride and accomplishment and to have a space to conduct
experiments that will not be disturbed by other classes.

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A Garden Journal

Each class should keep a journal of all their gardening activities to include:
Day to day account of garden work and observations
Experiments

Expenses, profit and losses
Graphs and charts
Interviews

Drawings and diagrams
Diagram of the garden
Information about crops, pests, fertilizers
Related poems and stories

One way of recording the student's observations and gardening experiences is towrite a description as a class. The teacher records the students' responses on theblackboard. The purpose of the journal is to pull together all of the information the classstudies or gathers about their gardening venture.

Theme Gardens

History Gardens: Use the garden to make history come alive for students. Investigate
gardens in Colonial America, or explore Native American gardens.

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Butterfly Gardens: Use the school garden to investigate native plants and animals.
Research what butterflies live in the area and the plants they depend on. Then plant abutterfly habitat in the schoolyard.

Dye Gardens: Many dye plants were brought to the New World by European settlers.
Use a dye garden for classroom projects.

A Literature Garden: Planning a literature themed garden is a great way to help

students 'grow' an interest in reading. Each plant represents a book or poem.
Discussion

We should be turning out a population of young scientists because the scientificskills of drawing conclusions based on observation, questioning, experimenting,measuring, recording, predicting, comparing, and pooling knowledge are essential to
everyday life. Unfortunately, much of what is called science today teaches none ofthese skills. Instead, workbook reading, memorizing facts and written tests one day a
week often fulfill the science curriculum.

While children need to be technologically adept, they are lacking the transforming
exposure to nature which is so important in their early years in order to develop an"environmental sympathy," respect, and curiosity about the natural world. At the very
least they should experience the power, fragility, interconnectedness, and awe of nature

to become environmental stewards of the future. School gardens afford a practical yet
dynamic opportunity to link children with nature.

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Educators can no longer explain science concepts to students only from atextbook. They need to teach "hands-on, minds-on" science techniques. School
gardens are useful for this technique and what better context than a garden wherethese children observe natural processes and cycles?
Creating interrelated curriculum programs has become an educational priority formany school districts. School gardens can function as a teaching nexus to link thenatural sciences, history, social studies, art, language, and other subjects. The added
aesthetic benefits of gardens beautifying school grounds make school gardens an
excellent investment.

Butterfly gardens, native plants, and heirloom gardens have become an
extremely popular phenomenon it the U.S. Many horticultural organizations andpublications are promoting this 'ecologically-correct' gardening trend. Schools are
establishing gardens to attract and sustain butterflies, promote wildlife habitats andrescue and perpetuate unique traditional seed varieties that result in heirloom gardens.
Many of these projects include interdisciplinary education strands which link the historyof heirlooms or native plants to the biological principles learned through the restoration
projects.

Conclusions/Implications

A school garden offers students a chance to explore plant life cycles, andprovides a hands-on context for teaching a wide variety of basic subject area skills inscience, mathematics, social studies, language arts, health, and fine arts. School
gardens can teach students about cooperation, nature, science, creativity, and22

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community service. Gardens can also help teachers address students' diverse needs
and interests. Integrating subjects through the garden can meet other curricular
objectives. A classroom garden can offer project-based activities that areinterdisciplinary. Creating a schoolyard habitat where various small theme gardens canbe developed is stimulating and students can learn about local ecology, biodiversity andgardening. Beyond developing an increased appreciation for the natural world, theseoutdoor classrooms create an environment where students can plan and implement
specific projects related to nutrition, environmental awareness, and community
beautification.

What is the purpose of education? If we agree that it is to assist children indeveloping the skills they need to live productive lives, we must define what those skills

actually are. Giving children opportunities to learn by doing requires that children havehands-on experience. What is the value of teaching children to use equipment that they
may never encounter in their home or community? A more valuable and practicalexperience would be the opportunity to explore and discover the actual environment. A
school garden can be a laboratory for teaching school curriculum.

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References

Akerson, V. L., & Flanigan, J. (2000). Preparing pre-service teachers to use aninterdisciplinary approach to science and language arts instruction. Journal of
Science Teacher Education, 11, 345-362. Retrieved January 14, 2003, fromERIC database.

Brynjegard, S. (2001). School gardens: Raising environmental awareness inchildren. San Rafael, CA: Dominican University of California. (ERIC Document
Reproduction Service No. ED452085).

Dewey, J. (1916). Democracy and education: An introduction to the philosophy ofeducation. New York, Macmillian. [Electronic Version] Retrieved January 14,
2003, from http://www.ilt.nnIumbiaedu/publications/dewey.html

Dewey, J. (1939). Experience and education. New York: Macmillan.

Heffernan, M. (1997). Horticulture rediscovered: The flowering of American

schoolyards. Ohio. (ERIC Document Reproduction Service No. ED446965).

Edna Maguire Elementary School. Mill Valley Children's Garden. (n.d.) Retrieved
January 14, 2003, from http://www.mvschools.org/em/Default.htm

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National Assessment of Educational Progress (NAEP). (2001). The nation's report card.
Retrieved January 14, 2003, fromhttp://www.nces.ed.gov/nationsreportcard/science/Otto, J. (1999). A secret garden. Montessori Life,11, 23. Retrieved January 14, 2003,
from ERIC database.

Powell, K., & Wells, M. (2002). The effectiveness of three experiential teachingapproaches on student science learning in fifth-grade public school classrooms.
Journal of Environmental Education, 33, 33-38. Retrieved January 14, 2003, fromERIC database.

Rivkin, M.S., & Coffee, S.R. (1999). Make the most of your schoolyard. Principal, 79.
31-35. Retrieved January 14, 2003, from ERIC database.

Rogers, L. H. (1994). California freshwater shrimp project: An eco-action project withreal life learning. San Rafael, CA: Dominican College. (ERIC Document
Reproduction Service No. ED374963).

Smith, B. (2002). Teaching teachers: Bringing first-rate science to the elementary
classroom. Virginia. (ERIC Document Reproduction Service No. ED463161).

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Smith, M. K. (2002). John Dewey. Retrieved January 14, 2003, fromhttp://www.infed.org/thinkers/et-dewey.htm

Standards and Assessment Development and Implementation Council. (1994).
Standards-based education and H.G. 93-1313. Denver, CO: Colorado
Department of Education.

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APPENDIX A: Related Books
Listing of agricultural-related books provided by California Foundation for Agriculture in
the Classroom.
Adoff, Arnold. Eats. Mulberry Books, 1992.
Poems pay tribute to the universal pleasures of consuming food.
Aliki. Corn is Maize. Harper & Row, 1976.
The story of how ancient Indian farmers discover a wild grass plant, use it in theirlives and how they eventually share it with the new settlers of America.
Appelt, Kathi. Watermelon Day. Henry Holt and Company, 1996.
A young girl watches a watermelon's growth all summer waiting for it to ripen.
Azarian, Mary. A Farmer's Alphabet. David R. Godine, 1987.
A noteworthy picture book depicting an older, agrarian way of life.
Baldwin, Robert F. This is the Sea that Feeds Us. Dawn Publications, 1998.
This book links the fish dinner enjoyed by a thankful family with the entire marine
food web. Beginning with tiny plankton, each verse introduces a new link to themarine food chain, then connects it to everything else.
Bial, Raymond. Portrait of a Farm Family. Houghton Mifflin Company, 1995.
Through words and pictures, the daily life of a farm family describes the chores,
challenges and joys of living on a farm.
Brown, Craig. Tractor. Greenwillow, 1995.
In simple language, this book covers the use of a tractor from the working of thesoil all the way to the delivery of produce to market.
Brown, Laura Krasny. The Vegetable Show. Little, Brown and Company, 1995.
watch vegetables do a little vaudeville in their attempt to dance and sing their
way onto the plates and into the hearts of kids.
Bunting, Eve. Market Day. HarperCollins Publishing, 1996.
Young children in Ireland observe farm animals and crops when they visit a
country fair on market day.
Bunting, Eve. Sunflower House. Harcourt Brace Company, 1996.
A young boy creates a summer playhouse by planting sunflowers and saves theseeds to make another house the next year.

Charles, N.N. What Am I? - Looking Through Shapes at Apples and Grapes.
Blue Sky Press, 1994.
Illustrations with cut-out shapes and rhyming questions introduce fruits, colors
and shapes.
Coats, Laura Jane. The Almond Orchard. Macmillan Publishing, 1991.
The workings of an almond orchard over almost a 100-year time span showschanges in the seasons and in the technology of almond farming.
Cole, Henry. Jack's Garden. William Morrow & Company, 1995.
Shows what happens in Jack's garden after he plants seeds.

BEST COPY AVAILABLE

27

School Gardens 27

Cole, Joanna. The Magic School Bus at The Waterworks. Scholastic Inc.,
1986. A field trip in The Magic School Bus allows Ms. Frizzle's class to get afirst-hand look at water processing.
Collins, David R. John Deere: Pioneer Plowman. Lerner Publishing Group,
1990. Lively, accurate text portrays the life of John Deere, a hard-working,idealistic man whose steel plow opened up some of the world's richest farmland.
Cooney, Barbara. Miss Rumphius. The Viking Press, 1982.
Great-aunt Rumphius was once a little girl who loved the sea, longed to visit
faraway places, and wished to do something to make the world more beautiful.
She planted lupines
Cowley, Joy. The Rusty, Trusty Tractor. Boyds Mills, 1999.
Tractor salesman Mr. Hill tries to convince Micah's Grandfather that his old
tractor has seen better days.
Dannenmaier, Molly. A Child's Garden: Enchanting Outdoor Spaces forChildren and Parents. Simon and Schuster editions, 1998.
Photographs of children and gardens. Informational text provides plans and ideas
for creating outdoor gardens of all kinds for children to enjoy.
Darian, Shea. Grandpa's Garden. Dawn Publications, 1996.
On Saturdays, Grandpa and grandchild work side by side in the garden. Among
the radishes and rhubarb they share their deepest feelings and wishes. First
hand they learn of life and death, growth and change.
Demi. One Grain of Rice: A Mathematical Folktale. Scholastic, Inc., 1997.
The importance of this staple food is explored as Rani, a clever young girl,receives double the amount of rice as the day before.
Dunrea, Oliver. The Painter Who Loved Chickens. Farrar, Straus, Girous,
1995. A city-dwelling artist longs to live on a farm because he so loves chickens.
Find out how his dreams come true.
Ehlert, Lois. Eating the Alphabet: Fruits and Vegetables from A to Z. Harcourt
Brace Jovanovich, 1989. An alphabetical tour of the world of fruit and vegetablesfrom apricot and artichoke to yam and zucchini.
Ehlert, Lois. Planting a Rainbow. Harcourt Brace Jovanovich, 1988.
A mother and child plant a rainbow of flowers in the family garden.
Ericsson, Jennifer A. No Milk! Mulberry Books, 1998.
When a city boy can't coax milk out of a dairy cow, he resorts to desperatemeasures like kissing her nose, doing magic tricks and even bribery. They finallycome to a dramatic compromise.
Fleischman, Paul. Seedfolks. HarperCollins Publishers, 1997.
One by one, a number of people or varying ages and backgrounds transform a
trash-filled inner-city lot into a productive and beautiful garden. In doing so, thegardeners are themselves transformed.
Fowler, Allan. It Could Still Be a Worm. Children's Press, Inc., 1996
Informational text about worms includes colorful photographs and large print sizefor the young readers.

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School Gardens 28

French, Vivian. Oliver's Vegetables. Orchard Books, 1995.
In grandfather's garden, a young boy learns about eating vegetables.
Garde Ila, Tricia. Blackberry Booties. Orchard Books, 2000.
Mikki Jo wants to give her new baby cousin the perfect gift but doesn't know how
to make anything. What she does know is how to pick blackberries. But babies
don't eat blackberries so Mikki figures out how to make the perfect gift.
Garde Ila, Tricia. Casey's New Hat. Houghton Mifflin Company, 1997.
Casey accompanies Dad on a day of buying supplies and doing ranch chores insearch for a perfect hat.
Garde Ila, Tricia. Just Like My Dad. Harper Collins, 1993.
The adventures of a young child who spends a day on a cattle ranch as a
cowhand, just like Dad.
Geisert, Bonnie and Arthur. Prairie Town. Houghton Mifflin Company, 1998.
Enter a prairie town and explore the social and economic life of this communityfrom the aspects of farmers and townspeople.
Gershator, David and Phillis. Bread is for Eating. Henry Holt, 1995.
Mamita explains how bread is produced from seed to flour in a poem/song in
English and Spanish.
Gibbons, Gail. Apples. Scholastic Inc., 2000.
Learn about apple production in this colorful, simple-to-read picture book.
Gibbons, Gail. Country Fair. Little, Brown & Company, 1994.
A visit to a country fair in autumn features livestock, farm products and quilts.
Gibbons, Gail. Farming. Holiday House, 1988.
An introduction to farming and the work done on a farm throughout the seasons.
Gibbons, Gail. The Milk Makers. Macmillan Publishing Company, 1987.
Text and pictures explain how cows produce milk and how it is processed before
being delivered to stores.
Gibbons, Gail. Pigs. Holiday Press, 1999.
This book outlines the characteristics, habits, and uses of pigs.
Gibbons, Gail. The Pumpkin Book. Scholastic Inc., 1999.
The life cycle of the pumpkin is clearly depicted in this picture book. How
pumpkins are used at Thanksgiving and Halloween is also discussed.
Gibbons, Gail. The Seasons of Arnold's Apple Tree. Harcourt Brace Jovanovich,
1984. Drawings and text show a young boy's apple tree as it grows and changes
throughout the year.
Glaser, Linda. Compost! Millbrook Press, 1996.
Explains what composting is, what it does, and how to go about using it.
Glaser, Linda. Wonderful Worms. Milbrook Press, 1992.
Describes the physical characteristics, behavior and life cycle of the common
earthworm.
Guthrie, Woody. This Land Is Your Land. Little, Brown and Company, 1998.
This classic folk song is brought to life in this illustrated edition and invites
readers to journey across the country to view America's diverse land and people.

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Harbison, Elizabeth M. Loaves of Fun. Chicago Review Press, 1997.
More than 50 recipes and activities take children on a multicultural journey
throughout the ages and across the world to discover the history and uses ofbread.

Harrison, David L. Farmer's Garden, Rhymes for Two Voices. Boyds Mills
Press, 2000.
Farmer's dog is a curious dog. He wanders through Farmer's Garden greeting
each creature, fruit, and vegetable he meets with a question.
Hart, Avery and Mantell Hart. Kids Garden. Williamson Publishing co., 1995.
Using black and white illustrations, this book provides over 100 activities children
and their families or classmates can do to learn more about plants. Ideas on how
to grow your own broom, making homemade potato chips, and planting abutterfly cafe or a salad garden are just a few of the stimulation "how-to" ideas
presented in a student-friendly garden activity book.

Hauck, Phillip E. Plum Full of Prunes. Dab Publishing Company, 1999.
Watch a plum tree progress from a seed, to a tree, and finally into a prune plum.
Hauck, Phillip E. A Timeless Journey Told by Mr. Walnut. Walnut Marketing
Board

In this mini-travelogue, author Phillip E. Hauck traces the history of the walnut
from pre-historic man all the way to the first walnut tree planting in California by
the mission Fathers.
Hausherr, Rosemarie. What food is This. Scholastic, 1994.
Fish, sausage, carrots and many more foods are detailed in this tale of foodorigins. Fun trivia for the entire family.
Iverson, Diane. My Favorite Tree: Terrific Trees of North America. Dawn
Publications, 1999.
Examines traits and uses of 26 North American trees and how they play asignificant role in our history, traditions, ecology, economy, and in the natural
glory of our land.
Jackson, Woody. Counting Cows. Harcourt Brace & Co., 1995.
A whimsical counting book features cows and cow terminology.
Jaspersohn, William. Cranberries. Houghton Mifflin Company, 1991.
Text and color photos show the raising and harvesting of a cranberry bog.
Kalman, Bobbie. Hooray for Orchards. Crabtree Publishing Company, 1998.
Through photographs and technical text, this book describes the workings of an
orchard, the care they need and the products they produce.
Kalman, Bobbie. Hooray for Sheep Farming. Crabtree Publishing Co., 1998.
Introduces the raising of sheep for wool; covers aspects like shearing, lambs,
sheep dogs, wool processing, farm maintenance, and the proper care of sheep.
Kalman, Bobbie and Janine Schaub. Squirmy Wormy Composters. Crabtree
Publishing Company, 1992.
Through colorful photographs, this book provides the young reader with the whys
and hows of vermicomposting.

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School Gardens 30

Kellogg, Steven. Johnny Appleseed - A Tall Tale Retold. Morrow Junior Books,
1988. Prose and pictures tell the story of an American hero.
King, Elizabeth. Backyard Sunflower. Dutton Children's Books, 1993.
Text and color photos follow the life cycle of sunflowers from seed to products.
Kite, L. Patricia. Gardening Wizardry for Kids. Barrons Educational Series,
1995. Provides a collection of more than 300 extraordinary experiments andprojects for K-3rd grade. Clear text and easy-to-follow directions make it greatfor home or classroom.
Kneidel, Sally. Slugs, Bugs and Salamanders: Discovering Bugs in Your
Garden. Fulcrum Publishing, 2000.
Emphasizes the role of insects and other animals in the garden.
Kroll, Steven. The Biggest Pumpkin Ever. Holiday House, 1984.
A tale of two mice who raise and harvest a very large pumpkin.
Krudwig, Vickie Leigh. Cucumber Soup. Fulcrum Publishing, 1998.
This picture book of whimsical insects introduces critters one would find in agarden to students as they count from 10 to one.
Kuklin, Susan. How My Family Lives in America. Bradbury Press, 1992.
Tells the story of three children, each with a different immigrant parent.
Discusses the foods they eat, the names of the different dishes and their eating
customs. Includes an African, Puerto Rican and Taiwanese recipe.
Levies, Bianca. Compost Critters. Dutton's Children's Press, 1993.
Photographs and informational text about the critters one may see in a compost
bin or garden.
Leedy, Loreen. The Edible Pyramid. Holiday House, 1994.
Colorful and whimsical graphics complement the story of eating at the Edible
Pyramid Restaurant where the specialty is a healthy diet.
cmear, rsrolyn. What a Wonderfu! Day to be a Cow. A lfred A. Knopf, 1995.
Every month of the year, the animals on the farm enjoy their way of life.
Describes seasons of the year on a farm.
Lindbergh, Reeve. Johnny Appleseed. Little, Brown & Company, 1990.
Rhymed text and illustrations relate the life of John Chapman, whose distributionof apple seeds and trees across the Midwest made him a legend and left alegacy still enjoyed today.
Lindbergh, Reeve. The Midnight Farm. Dial Books for Young Readers, 1987.
Secrets of the dark are revealed in this poem describing a farm at midnight.
McDonald, Margaret Read. Slop! A Welsh Folktale. Fulcrum Publishing, 1997.
This retold folktale shows what a clever man and woman do with their leftovervegetable peelings and dishwater. Introduces the concept of composting.
MacLachlan, Patricia. All the Places to Love. HarperCollins, 1994.
A young boy describes the favorite places he shares with his family on his
grandfather's farm and nearby countryside.

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School Gardens 31

McMillan, Bruce. Eating Fractions. Scholastic Press, 1991.
Food is cut into halves, thirds and fourths to illustrate how parts make a whole.
Enjoy a photographic feast of fractions as two playful youngsters eat their way
through.
McPhail, David. Farm Morning. Harcourt Brace Jovanovich, 1985.
A father and his young daughter share a special morning as they feed all theanimals on the farm.
Marzzolo, Jean. Sun Song. Harper Collins, 1995.
Animals and plants respond to the changing light over the course of a single day.
Mathers, Petra. Kisses from Rosa. Alfred A. Knopf, 1995.
Young Rosa is sent to Aunt Mookie's farm while Mami recovers from TB. At first,
Rosa can only cry; in time, she's caught up in all the farm's activities.
Minor, Wendell. Grassroots - Poems by Carl Sandburg. Browndeer Press, Harcourt
Brace & Co., 1998.
Fourteen poems with Midwestern themes or settings provide timelessobservations about the heart of America. Illustrations add to the profoundevocation of the sights and sounds of the Midwest.
Older, Jules. Cow. Charlesbridge, 1997.
A lighthearted, nonfiction book on cows, breeds and milk production.
Palacios, Argentina. Peanut Butter, Apple Butter, Cinnamon Toast: Food
Riddles for You to Guess. Raintree Steck-Vaughn, 1992.
A book of food riddles for children.
Pallotta, Jerry and Bob Thomson. The Victory Garden Alphabet. Charlesbridge,
1992. Colored illustrations and descriptions from asparagus to zucchetta.
Paulson, Gary. Harris and Mee: A Summer Remembered. Harcourt Brace,
1993. An 11-year-old city boy is used to being pawned off on relatives. What heis nnt neg.-1 to is the farm setting, the hard work, these cousins, and what thesummer brings him this time around.
Paulsen, Gary. The Tortilla Factory. Harcourt Brace & Co., 1995.
Simple text and paintings tell the story of tortillas from corn seed to plant andthen to factory and store.
Perkins, Lynne Rae. Home Lovely. Greenwillow Books, 1995.
A lonely young girl living in an isolated trailer makes new friends and gains
knowledge by growing flowers and melons. Along the way, she beautifies her
home.

Peterson, Cris. Century Farm: One Hundred Years on a Family Farm. Boyds
Mills Press, 1999.
Family anecdotes and family photos share the story of a 100 year farm as it grewfrom the 1890's into a thriving dairy.
Peterson, Cris. Extra Cheese, Please! Boyds Mills Press, 1994.
Text and color photos show milk's journey from cow to cheese to pizza.

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School Gardens 32

Peterson, Cris. Harvest Year. Boyds Mills Press, 1996.
Full color photos and clear, concise text take readers month-by-month through asampling of the wide diversity and volume of crops grown throughout the UnitedStates.

Provensen, Alice and Martin Provensen. Town and Country. Crown Publishers,
1985. Describes life in a big city and on a farm near a village.
Ray, Mary Lyn. Pumpkins. Harcourt Brace & Co. 1992.
A man harvests and sells a bountiful crop of pumpkins so that he will be able topreserve a field from developers.
Robbins, Ken. Make Mine a Peanut Butter Sandwich and a Glass of Milk.
Scholastic, 1992.
Text and photos show how each part of a peanut butter sandwich and milk forlunch is made, from field to store to table.
Scott, Ann Herbert. A Brand Is Forever. Clarion Books, 1993.
Filled with authentic details of life on a Western cattle ranch, Annie learns aboutbranding as her own calf Doodle is branded.
Shannon, George. Climbing Kansas Mountains. Bradbury Press, 1993.
A young boy and father share the beauty of a Kansas farm and landscape.
Simon, Seymour. Autumn Across America. Hyperion, 1993.
Text and color photos describe the signs of autumn around the United States
including the harvesting of crops, leaves changing colors, bird and insect
migration and changes in climate.
Small, David. George Washington's Cows. Farrar Straus Giroux, 1994.
Humorous rhymes about George Washington's farm, where the cows wear
dresses, the pigs wear wigs and the sheep are scholars.
Splear, Elsie Lee. Growing Seasons. G.P. Putnam's Sons, 2000.
This true story of Elsie Lee Spiear's childhood spent on Illinois tenant farms in theearly part of the 20th century provides an historical view of farm life during thattime period.
Steele, Mary Q. Anna's Garden Songs. Celebration Press, 1996.
The whimsical songs can be sung while working in the garden or classroom toteach children some facts about common garden produce.
Stevens, Janet. Tops and Bottoms. Harcourt Brace and Co., 1995.
Folktale involves a hare and a bear as they plant and harvest vegetables.
Stewart, Sarah. The Gardener. Farrar, Straus, Giroux, 1997.
A series of letters tells of a girl who, when forced to leave the country, takes herlove of gardening with her.
Tang, Greg. The Grapes of Math. Scholastic Press, 2001.
Brightly-colored picture book with rhyming verse encourages youngsters to solve
math problems in creative and unexpected ways. A note to the reader plus
sample solutions at book's end help readers to look beyond the obvious in math.
Titherington, Jeanne. Pumpkin Pumpkin. Mulberry Books, 1986.
A young boy plants a pumpkin seed and after watching it grow, carves it andsaves some seeds to plant in the spring.

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School Gardens 33

Tryon, Leslie. Albert's Field Trip. Atheneum Books for Young Readers, 1993.
Albert leads a class from Pleasant Valley School on a field trip to Georgie andGracie's Apple Farm. There are songs on the bus, a visit to a barn and theorchard, where the children pick their own apples and squeeze them into juice.
Wangberg, James K. Do Bees Sneeze? And Other Questions Kids Ask
About Insects. Fulcrum Publishing, 1997.
Fascinating facts to over 200 questions collected from classroom visits andcorrespondence with elementary students. Answers are easy to understand;includes ideas for projects encouraging further investigation.
Watson, Clyde. Applebet an ABC. Farrar, Straus and Giroux, 1987.
Short verses introduce scenes from a fair in which letters of the alphabet figure
prominently.
Watts, Barrie. Tomato. Silver Burdett Press, 1989.
Describes in simple text and illustrations how a tomato develops from a blossom
in the spring to a ripe fruit in the summer.
Wolfman, Judy. Life on a Goat Farm. Carolrhoda Books, Inc., 2002.
This non-fiction colorful picture book with simple text describes life and work on adairy goat farm.
Ziefert, Harriet. A New Coat for Anna. Knopf, 1986.
Anna visits the sheep that provide the wool and all the people involved in making
her winter coat.

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School Gardens 34

APPENDIX B: Resources

Garden iliiini-Grants
Organization: Alameda County Waste Management Authority
http://www.stopwaste.org/sc-garden.html
Roberta Rankin
777 Davis Street, Suite 100
San Leandro, CA 94577
Phone: (510) 614-1699

Email: rrankinstopwaste.orci
The Garden Block Mini-grant makes available $1,500 for garden projects thatincorporate resource conservation, recycling, composting, vermi-composting or
education as elements of a garden project. Applicants will receive training, a compost
bin and/or vermi-compost box, a video and other training materials.

Ag in the Classroom
Organization: Ag in the Classroom
http://www.agclassroom.org/
U.S. Department of Agriculture
Room 3534-South 1400 Independence Ave. SW
Washington, DC 20250-2251
United States
Phone: 202-720-7925
This is an initiative to provide information about the role of agriculture in society to K-8
students and teachers. Sponsors national conferences and supports programs in allstates and Canadian provinces. Web site has many useful resources.

Nutrition Education and Training (NET) Program
Organization: California Department of Education
http://www.cde.ca.gov/nsd/
560 J Street, Suite 270
Sacramento, CA 95814
USA

Phone: 916-322-4792
FAX: 916- 323-4311
NET is a health promotion and disease prevention program targeted to all children that
focuses on the child's environment to empower children and families to have access to35

School Gardens 35

nutritious foods, make wise food choices, and embrace a healthy lifestyle. The
department's "Garden in Every School" program is coordinated by NET, which
distributes a school garden information packet on request and awards competitive
garden-enhanced nutrition education grants annually.

Old Farmer's Almanac
Organization: Old Farmer's Almanac
http://www.almanac.com/
Greg Platz
P.O. Box 520
Dublin, NH 03444

Email: greqpyankeepub.com
This Web site has a wealth of information on weather lore, gardening tips, and more.
The Old Farmer's Almanac publisher has offered to send a copy of this and The
Gardener's Companion to educators willing to share how they incorporate the materials
into their classrooms and curricula. To receive a free copy of both books (while supplies
last), send a request to the attention of Greg Platz at the postal or e-mail address listed.
Be sure to include your name, address, and grade level.

Free Seeds (vegetable, herb, flower)
Organization: America the Beautiful Fund
http://www.freeseeds.org/
1730 K St. NW, Ste. 1002
Washington, DC 20006
Phone: (202) 638-1649
This nonprofit organization distributes free seeds to communities, organizations andeducational programs. To request up to 1,000 seed packets for your garden project,send a letter with your name, school or project name, address, and phone, and a short
description of your project. Enclose a check for $12 to cover postage and handling forthe first 100 seed packets and $5 for each additional set. Specify the number ofvegetable and flower packets you'd prefer.
.

School Gardens 36

Teaching the Importance of Agriculture for the Benefit of Everyone
Organization: California Foundation for Agriculture in the Classroom
http://www.cfaitc.org/
2300 River Plaza Drive
Sacramento, CA 95833
USA
Phone: 916-561-5625
FAX: 916-561-5697
This organization sponsors projects for teachers and students to integrate basic
agricultural information into existing curriculum areas. A Teacher Resource Guide ofeducational materials about agriculture includes information on lesson plans andCalifornia fairs; a book list; and recommended readings for K-8 history/social scienceclasses, videos, and more. It sponsors teacher training, school "ambassador," and"Adopt-a-Farmer" programs. A seasonal newsletter is available free of charge.

Healthy Kids Resource Center
Organization: California Healthy Kids
http://www.hkresources.org/c/@OT6YVHRrkPO0o/Pages/index.html
313 West Winton Avenue, Room 180
Hayward, CA 94544
USA

Phone: 510-670-4581
FAX: 510-670-4582
Healthy Kids Resource Center offers health, nutrition, and agriculture/gardening
resources and curriculum to schools free of charge. Audiotapes are available from the1995 American Horticultural Society's Youth Garden Symposium that contain a wealthof information about school gardening. Call to obtain a catalog. (Garden-relatedresources are in hard copy catalog only.)

School Carton Recycling and Composting
Organization: Aseptic Packaging Council
http://www.aseptic.org/School%20Recycling%20and%20Composting.htm
2111 Wilson Boulevard, Suite 700
Arlington, VA 22201

Email: jloftonmrss.com
Juice boxes and milk cartons are fixtures in every kid's lunchbox and school cafeteria.
This site, published by the Aseptic Packaging Council, offers information on starting and37

School Gardens 37

maintaining carton recycling or composting projects, as well as free curriculum andsupport resources.

Ecoliteracy News
Organization: Center for Ecoliteracy
http://www.ecoliteracy.org/pages/news_newsletter2.html
2522 San Pablo Avenue
Berkeley, CA 94702
Email: newsletterecoliteracy.org
Drawing on the real-world experiences of San Francisco Bay area school children,
Ecoliteracy News, the quarterly newsletter of the Center for Ecoliteracy, showcases theuse of local ecological and socio-cultural settings as a framework for developing
sustainable communities. Ecoliteracy News features news and stories regarding
assessment of garden projects, resources and an online Conference Calendar for
Educators. By sharing these stories, the Center hopes to encourage more dialogue
about the effectiveness of place-based education. Please visit the Web site to accessthe free newsletter. To receive future newsletters, please contact the e-mail address
above'

38

School Gardens 38

APPENDIX C: Additional Web Resources
http://www.kidsgardening.com/
National Gardening Association
Connects children and their families with other schools with similar gardening
interests.
http://www.lifelab.org/
Life Lab Science Program
Life Lab has been working in the field of science and environmental education forover twenty years, serving teachers in the Monterey Bay Area and Greater Bay Area
Regions, as well as throughout the nation.

http://www.cde.ca.gov/nsd/nets/g 1.htm
California's "Garden in Every School Program"
The "Garden in Every School" initiative, launched by State Superintendent of
Public Instruction Delaine Eastin in 1995, creates opportunities for schools to provide
dynamic environments that support student mastery of educational standards. Students
who participate in school garden projects also discover fresh food and make healthierfood choices, and develop a deeper appreciation for the environment, the community,and each other.
http://www.schoolqrants.org/
Designed for those writing grants for pre-K-12 projects, the site offers advice,sample proposals, a discussion forum, and a state-by-state list of grant opportunities in
education.
http://www.kidsgardeninq.com/resources/resource.asp
Our searchable directory features 100 regional and national sources of grant funds.
Search by region or go to "select a resource type" and click on the link to grants/funding
sources.

http://www.cfaitc.orq/Resource Materials/Resource Guide/resourcequide.html
http://www.cfaitc.org/Resource_Materials/Resource_Guide/resourceguide.html
The Teacher Resource Guide is a handy 120+ page reference listing materials to help
educators infuse agriculturallyrelated activities and projects into their existingclassroom curriculum. Many of the items are available at minimum cost.

39

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Send this form to the following ERIC Clearinghouse:

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However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the
document being contributed) to:

ERIC Processing and Reference Facility
4483-A Forbes Boulevard
Lanham, Maryland 20706
Telephone: 301-552-4200
Toll Free: 800-799-3742
e-mail: ericfac@inet.ed.gov
WWW: http://ericfacility.org
EFF-088 (Rev. 2/2001)

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