September 24th thru October 4th
Well, we've started again. This year it's just Cara Tomasino and I, and the class is 4th grade and only 20 kids. Cara is going to follow her kids as their teacher in the 5th grade as well, they follow each other into 5th. The garden is overgrown, and we "rescued" some of the plants still alive, and re-potted them and set them on the patio.
Now for the overgrown garden, I need a roto-tiller. I was lucky enough to get a big box of seeds almost out-of-date from ACE, and the Home Depot gave us 10 bags of potting soil and $45 in gift cards. I "scamed" two small shovels and two pitch forks from one of my clients today (forced contribution he-he-he). I'm splitting them between Ramona and Stillwell. Fred's is limited in what they can give away, so have to wait for anything from them, and still have to get with Lowes.
On the 24th we started, got the kids ready and worked on the weeds at the garden, then I went to Stillwell and brought in seeds and talked with Mr. Gray's last period class. Ramona got the veggie seeds and some flowers, at Stillwell I'm starting with flowers first, and a garden club is a solid idea over there. I credit Mr. Gray with that, while I entertained bringing the program schoolwide to both, it would be the perfect vehicle to do just that.
So after the first day at Ramona, where the kids jumped right in, and at Stillwell, where everything still needs to be formulated, I stepped up seeking donations. That was Monday the 24th we started, and Thursday the 27th we actually planted seeds, kids choosing what they wanted to to grow and taking some seeds home. I keep stressing that they keep a log, and Ms. Tomasino will give extra credit for extra work, like a log, and I came back a week later, Thursday October 4th, and we discussed low carbon living and leaving a low carbon footprint, talking about conservation, and a bit of world history talking about how man has progressed. Many of the kids wanted to grow pumpkins, and we talked about how early man used gourds as bowls.
The kids were asked to write a paper on "How I can reduce my carbon footprint" or "I can reduce my carbon footprint by". This will be extra credit as well, and inspire creative thought and deduction. We also discussed global warming, and how everybody can be responsible for how they live and how much energy they use. The kids found talking about how locally grown food uses less energy to get to their table, and some for the first time are thinking about where their food comes from and how it gets to them.
Their plants, each kids having three "pots" to work in, are sprouting. The kids were excited that their plants are starting, and sprouting they are! I think it's critical that I get my hands on a roto-tiller soon, so we can get the ground ready to plant.
I still have to get with Mr. Gray and Stillwell to formulate just how we will start over there. I can see Stillwell bursting with color when we get flowers going over there. At Stillwell, I'd like to see the kids run the show since they are old enough and smart enough to.
October 14th:
Well, I'm beat.... I had the use of a roto-tiller donated by Sunbelt on Normandy, and the darn thing beat me up! I tilled and I should have cut the old growth down first, because the grass kept filling the blades. I doubled the size of the garden, and now it is up to the kids to clear the weeds out. The seedling they planted all but died due to the heavy rains, but Cara is playing just a little catch up to make sure they are where they need to be before we go full swing anyway. I told the kids that my being there and them working in the garden depends upon their getting all their work done and being good.
Now they can get their little kid paws dirty and get the soil ready to plant. They are still very excited, and love asking questions. Ask a question and it looks like you just asked who wants ice cream. I intend to get with Cara and see what is on the agenda for them to learn, and see how I can work that in, so we can teach it as part of the class. Green Garden tests can incorporate math and English as well as sciences and history. I think the garden can give associations to curriculum that will make retention better. In this way, they can see why they need math and English and writing skills, and directly apply them to recreational work they enjoy. Play to learn, or, rather, the enjoyment of learning with a hands on approach. Last week I came in about 2:50 because I had work I was doing, but told the kids directly that I wasn't going to be so interested in getting there for them if they didn't fully behave for their teacher or her substitutes and weren't up to date on their studies. This carrot before the horse method should make the cart move nicely. They get to eat the carrot after they grow it and it is ripe.
I've drafted their first test, an easy one, but will wait until Cara can work with me to incorporate regular studies in the garden. From math problems to word skills, if it all is sewn together by that garden, the results should be clear, and favorable.
Thursday, October 4, 2007
Thursday, September 20, 2007
A Hands on Approace to Teach Environmental Lessons
Beautiful Green
April, 2007: Cara Tomasino at Ramona Elementary calls me and asks if I can help her create a "garden" for her 5th grade class, where she and Jessie Pomeroy teach 34 kids, including my son, Alexander Orion Wilson. All she has are a few flowers and a tomato plant that's yellow in a five gallon bucket. They're lucky enough to be in a classroom that was a converted art room, so it's big and even has a patio. There's loads of open field behind the class, and I see a vision of what it could be right away, so we talk about it, and decide to till the soil and get some plants. I went to Fred's and they donate garden tools and packs of seeds. I brought them to class and the kids start turning soil. The kids work hard, are told of the project of making a garden as they start it. They are excited by the idea, and dive right in.
For added security there are trailers on many school grounds where police officers often live and we see the son of the officer who used to live there with a roto-tiller, and I ask him to till some land, which he gladly does. And over the weekend I get donations from Lowes and The Home Depot. We take soil samples which I take to the agricultural extension on McDuff, and the results show little need to amend the soil. I get topsoil, peat moss, lime, plants, seeds, some more garden tools, and Monday, right after lunch, we really get going. The first thing we do is get all the grass roots raked out of the ground and mix and turn the soil, and set out rows. The kids, who are in eight learning groups, each get a row, and start planting. We have tomatoes, peppers, cucumbers, corn, okra, eggplant, squash, and plant seeds for carrots, beets, beans, and a few other garden plants, and even a few flowers.
The kids take great pride in their work, most anyhow. This is the first time some kids have ever touched a garden plant, and there is also discussion tied to curriculum that is currently being taught or was recently covered. The hydrosphere is covered, and real examples are given and shown so kids can grasp, in a real and meaningful way, how the water cycle works, how pollution can enter our water supply, how a drop of water that falls from the sky can grow as part of the food they are growing, be eaten by them, return to the ocean, go back into the sky, and just keep cycling. They are taught about perspective, how we are but a tiny speck in a big, big, galaxy, in an even bigger universe, and how the world of the small stretches just as far into the tiny, atomic, and how we sit somewhat in the middle, able to look in both directions, and how over 4.3 billion years of a planet's growth, we are right here, right now, and how everything is changing, and how are part of and can shape that change, how like the plants they place in the ground, and seeds they place in the soil, they will grow and change as well. Lectures and discussions are given, and the kids are questioned in ways that make them think of how what they have learned works together in the bigger picture.
For added security there are trailers on many school grounds where police officers often live and we see the son of the officer who used to live there with a roto-tiller, and I ask him to till some land, which he gladly does. And over the weekend I get donations from Lowes and The Home Depot. We take soil samples which I take to the agricultural extension on McDuff, and the results show little need to amend the soil. I get topsoil, peat moss, lime, plants, seeds, some more garden tools, and Monday, right after lunch, we really get going. The first thing we do is get all the grass roots raked out of the ground and mix and turn the soil, and set out rows. The kids, who are in eight learning groups, each get a row, and start planting. We have tomatoes, peppers, cucumbers, corn, okra, eggplant, squash, and plant seeds for carrots, beets, beans, and a few other garden plants, and even a few flowers.
The kids take great pride in their work, most anyhow. This is the first time some kids have ever touched a garden plant, and there is also discussion tied to curriculum that is currently being taught or was recently covered. The hydrosphere is covered, and real examples are given and shown so kids can grasp, in a real and meaningful way, how the water cycle works, how pollution can enter our water supply, how a drop of water that falls from the sky can grow as part of the food they are growing, be eaten by them, return to the ocean, go back into the sky, and just keep cycling. They are taught about perspective, how we are but a tiny speck in a big, big, galaxy, in an even bigger universe, and how the world of the small stretches just as far into the tiny, atomic, and how we sit somewhat in the middle, able to look in both directions, and how over 4.3 billion years of a planet's growth, we are right here, right now, and how everything is changing, and how are part of and can shape that change, how like the plants they place in the ground, and seeds they place in the soil, they will grow and change as well. Lectures and discussions are given, and the kids are questioned in ways that make them think of how what they have learned works together in the bigger picture.
Lisa Brady, the Principal of Ramon Elementary, peeks in on us from time to time and loves the progress. Jessie and Cara, the teachers, use the garden not only as a teaching tool, but as a reward for positive classroom attitude and performance. It fits well into lesson plans and allows children a way in which to apply what they learn in text.
Time reserved for this gardening and instruction is usually in the afternoon, after lunch at about 1:30, and runs until at least 3:00, when class starts to let out. The last buses and students leave by 3:30, and many take their wait time in the garden. We build a compost bin system from recycled wood and the kids paint it, as well as painting an old shelf for supplies. Some days there is discussion then work in the garden, some days just work, and sometimes discussion runs longer, and a few tests are given. They learn about erosion, how weather works, and get an explanation of how man has and is developing the earth for its use. How the very land they stand on was once in a natural state, how Indians hunted and gathered on it, then how it was cleared for farming, then how the industrial age and human development changed its face again and again until we reached where we are now.
The class is also taught about how man is changing the atmosphere, and how global warming is a real threat to their future, and the need to reduce waste and emissions and conserve water. Low carbon living is taught with compact florescent bulbs and discussion on fossil fuels and energy production, and how "going green" is a trend that needs to continue, like alternative fuels. This is related to the garden by explaining the carbon cycle, and how the breath they release they may one day consume, how elements and molecules are in a constant state of change and reaction and interaction, how a tree is made out of the air and rain much more than it is the soil. Again, perspective and inter=relation is stressed so "the big picture" comes into focus.
After a full discussion on the need to conserve water children come up to us the next day excited about turning off water when washing dishes or brushing teeth, or excited about teaching their parents to save money and energy by using compact bulbs or turning off lights when not in use. They are taught about how people used to waste everything, and take abundance for granted, and how more people and less resources create the need to conserve and use wisely.
They are also taught about how landfills used to work and do now, how many products now are made from reclaimed garbage and waste, and how the water cycle and life itself is a reclamation cycle. They learn about the role of insects and microorganisms in the garden, earth, and their own bodies, and this is given in example by a piece of decomposing wood, mushrooms, and the compost pile. The children take their food scraps from lunch with them back to class, arguing over who will carry the scraps and place them in the compost. They are also taught about how all life comes from the sun, relies upon it and earth's balance, and a brief description of plate tectonics, evolution and adaptation of species, and interconnection of life is given as a further overview.
Plants are also donated by Ace Hardware, and the garden is about 25 by 50 feet. Mulch is delivered from a tree service, teaching further recycling, and children tend to their rows and seedlings, which when they are big enough they transplant. Scrap wood is recycled into a fence, posts and lattice. And a water reclamation system is created using the existing downspouts, on one side a 55 gallon blue plastic drum on it's side with a hole cut in for the downspout, it rests in a cradle the kids help build. The other side of the gutter system has the downspout removed, replaced with pvc pipe and a "tote", which is a 300 gallon pallet sized square plastic container which rests on concrete blocks. Everything except a valve and pvc pipe elbows are scrap or recycled. I may have spent $50 out of pocket to make the garden happen, and the Ms. Tomasino and I share that cost.
Children spend their days after lunch watering and tending the garden, and once it is operational I reduce my visits and involvement, because the need for the initial degree of attention is reduced as it grows from construction to maintenance. It is used as a reward by the teachers for students who stay on task and get their work done, and recess time it is a chosen destination of many students.
For many of the kids, it is the very first time they have grown anything, or considered the process that brings them the food they often take for granted. Other lessons included teaching how to reduce waste by doing things like buying food grown locally and bringing bags to stores instead of using plastic or paper bags. Answers are not given, but sought from the students, sometimes with hints, but they are left to think about "why" instead of being told. This incites and fosters in them a growth process of thinking about solutions to the problems of waste and misuse of resources instead of having them dictated, and they are taught about their "carbon footprint" on their planet. They also learn about endangered species, both plant and animal, and taught to think about their responsibility for their own future, and the quality of the life they live.
At the end of the school year, awards and rewards are given out, and children take home aloe plants, and other garden plants they can grow over the summer. They take with them also a better understanding of how they grow like plants, and a better understanding of the world in which they live. This is an overview and many subtle nuances of the process of building and running a garden took place on one to one basis, or in small groups. There was cooperation between students that did not interact the entire year, and the kids seemed to retain a great deal of the information given to them.
Over $1,600 of material and supplies were attained through donations by Lowes, The Home Depot and Fred's nearby, and Ace Hardware on Blanding Blvd, or by the use of recycled and surplus materials. The garden produced a bounty over the summer shared by students, teachers, the school custodians, and my son and I. The corn did not do as well as hoped for, but what did grow was sweet, and tomatoes, peppers, eggplant and squash were plentiful, and the cucumbers were over a foot long and so fat even I couldn't wrap my fingers around them. Ladybugs were to be released, but were not yet other species of them found the garden and controlled most insect problems. The squash grew so large that many of them had to be transplanted outside of the original garden. The garden was close to organic, and no pesticides were used. The garden was also laid out so water would flow with gravity irrigation, and part of the lessons included how man came to farm and used this process of watering plants for thousands of years.
Plans are to continue the garden, and we should be starting a winter crop soon. We started late, so the full bounty of the garden was not seen until after school ended. This venture was made known to Joseph Stillwell Middle School, where my son has started the 6th grade. They have "courtyards" that have never been used for anything and are an eyesore, and plans are also underway to reclaim and develop them, one into a "learning" garden, and another into a growing garden. The learning garden will be a well landscaped place where kids can go study and be taught in a different atmosphere than a classroom, and the garden is a project that is an extension of the original idea.
It is hoped that The Florida Native Plant Society and outreaches of the agricultural extension will be involved as resources, and maybe a master gardener can assist where my and the teachers involved experience is lacking. It is also hoped that other parents can volunteer time for this project, and the Native Plant Society can recover and transplant endangered and native plants on school grounds to insure species survival and enhance children's understanding of their world. This can also serve as a teaching resource that teachers can use in conjunction with curriculum to lend a better understanding of the material to their students.
Time reserved for this gardening and instruction is usually in the afternoon, after lunch at about 1:30, and runs until at least 3:00, when class starts to let out. The last buses and students leave by 3:30, and many take their wait time in the garden. We build a compost bin system from recycled wood and the kids paint it, as well as painting an old shelf for supplies. Some days there is discussion then work in the garden, some days just work, and sometimes discussion runs longer, and a few tests are given. They learn about erosion, how weather works, and get an explanation of how man has and is developing the earth for its use. How the very land they stand on was once in a natural state, how Indians hunted and gathered on it, then how it was cleared for farming, then how the industrial age and human development changed its face again and again until we reached where we are now.
The class is also taught about how man is changing the atmosphere, and how global warming is a real threat to their future, and the need to reduce waste and emissions and conserve water. Low carbon living is taught with compact florescent bulbs and discussion on fossil fuels and energy production, and how "going green" is a trend that needs to continue, like alternative fuels. This is related to the garden by explaining the carbon cycle, and how the breath they release they may one day consume, how elements and molecules are in a constant state of change and reaction and interaction, how a tree is made out of the air and rain much more than it is the soil. Again, perspective and inter=relation is stressed so "the big picture" comes into focus.
After a full discussion on the need to conserve water children come up to us the next day excited about turning off water when washing dishes or brushing teeth, or excited about teaching their parents to save money and energy by using compact bulbs or turning off lights when not in use. They are taught about how people used to waste everything, and take abundance for granted, and how more people and less resources create the need to conserve and use wisely.
They are also taught about how landfills used to work and do now, how many products now are made from reclaimed garbage and waste, and how the water cycle and life itself is a reclamation cycle. They learn about the role of insects and microorganisms in the garden, earth, and their own bodies, and this is given in example by a piece of decomposing wood, mushrooms, and the compost pile. The children take their food scraps from lunch with them back to class, arguing over who will carry the scraps and place them in the compost. They are also taught about how all life comes from the sun, relies upon it and earth's balance, and a brief description of plate tectonics, evolution and adaptation of species, and interconnection of life is given as a further overview.
Plants are also donated by Ace Hardware, and the garden is about 25 by 50 feet. Mulch is delivered from a tree service, teaching further recycling, and children tend to their rows and seedlings, which when they are big enough they transplant. Scrap wood is recycled into a fence, posts and lattice. And a water reclamation system is created using the existing downspouts, on one side a 55 gallon blue plastic drum on it's side with a hole cut in for the downspout, it rests in a cradle the kids help build. The other side of the gutter system has the downspout removed, replaced with pvc pipe and a "tote", which is a 300 gallon pallet sized square plastic container which rests on concrete blocks. Everything except a valve and pvc pipe elbows are scrap or recycled. I may have spent $50 out of pocket to make the garden happen, and the Ms. Tomasino and I share that cost.
Children spend their days after lunch watering and tending the garden, and once it is operational I reduce my visits and involvement, because the need for the initial degree of attention is reduced as it grows from construction to maintenance. It is used as a reward by the teachers for students who stay on task and get their work done, and recess time it is a chosen destination of many students.
For many of the kids, it is the very first time they have grown anything, or considered the process that brings them the food they often take for granted. Other lessons included teaching how to reduce waste by doing things like buying food grown locally and bringing bags to stores instead of using plastic or paper bags. Answers are not given, but sought from the students, sometimes with hints, but they are left to think about "why" instead of being told. This incites and fosters in them a growth process of thinking about solutions to the problems of waste and misuse of resources instead of having them dictated, and they are taught about their "carbon footprint" on their planet. They also learn about endangered species, both plant and animal, and taught to think about their responsibility for their own future, and the quality of the life they live.
At the end of the school year, awards and rewards are given out, and children take home aloe plants, and other garden plants they can grow over the summer. They take with them also a better understanding of how they grow like plants, and a better understanding of the world in which they live. This is an overview and many subtle nuances of the process of building and running a garden took place on one to one basis, or in small groups. There was cooperation between students that did not interact the entire year, and the kids seemed to retain a great deal of the information given to them.
Over $1,600 of material and supplies were attained through donations by Lowes, The Home Depot and Fred's nearby, and Ace Hardware on Blanding Blvd, or by the use of recycled and surplus materials. The garden produced a bounty over the summer shared by students, teachers, the school custodians, and my son and I. The corn did not do as well as hoped for, but what did grow was sweet, and tomatoes, peppers, eggplant and squash were plentiful, and the cucumbers were over a foot long and so fat even I couldn't wrap my fingers around them. Ladybugs were to be released, but were not yet other species of them found the garden and controlled most insect problems. The squash grew so large that many of them had to be transplanted outside of the original garden. The garden was close to organic, and no pesticides were used. The garden was also laid out so water would flow with gravity irrigation, and part of the lessons included how man came to farm and used this process of watering plants for thousands of years.
Plans are to continue the garden, and we should be starting a winter crop soon. We started late, so the full bounty of the garden was not seen until after school ended. This venture was made known to Joseph Stillwell Middle School, where my son has started the 6th grade. They have "courtyards" that have never been used for anything and are an eyesore, and plans are also underway to reclaim and develop them, one into a "learning" garden, and another into a growing garden. The learning garden will be a well landscaped place where kids can go study and be taught in a different atmosphere than a classroom, and the garden is a project that is an extension of the original idea.
It is hoped that The Florida Native Plant Society and outreaches of the agricultural extension will be involved as resources, and maybe a master gardener can assist where my and the teachers involved experience is lacking. It is also hoped that other parents can volunteer time for this project, and the Native Plant Society can recover and transplant endangered and native plants on school grounds to insure species survival and enhance children's understanding of their world. This can also serve as a teaching resource that teachers can use in conjunction with curriculum to lend a better understanding of the material to their students.
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