The school garden as an open school for leaning, action and innovation

# Session

Duration

Description

Resources needed

Location

1

90 m

Activity 1: Introducing the course, forming groups of students and groups of supporters

Brainstorming in the classroom and formation of spider diagrams on the white board and/or on paper in order to identify children’s ideas and preferences about gardening and organic gardening products and options. The spider diagrams may become classroom posters in another crafts teaching hour. The children start forming groups and start having ideas of investigation. They discuss their assistance resources from other teachers, parents and/or experts. Groups of volunteers formulate to support the gardening projects.

• Spider diagrams to briefly identify aspects of the course and the undergoing scenario on organic gardening.
• Newspaper articles and advertisements of organic products on the clipboards for reading and further elaboration

Classroom and/or

School Garden

2

90 m

Activity 2: Retrieving information and initial planning activities

Children visit the School Computer Laboratory and perform research activities using search engines with key words like: gardening, school gardens, organic gardening, organic products, cultivating plants etc.

Children are also introduced and navigate in relevant educational portals, sites, wikis and blogs(WebQuests).

Pieces of the retrieved information are discussed and checked for their validity and then saved and/or print out for further elaboration.

Back in class or in the Science Laboratory, the information is discussed and ideas about possible activities in the school garden are encouraged to arise. The possibilities and constrains of the school garden to become organic are also introduced. A need for more information and assistance of experts is expected to arise, in order to provide foreground for the following activity.

• School Computer Laboratory, search engines, texts and hypertexts, photos, maps and charts.
• Initial itemization of possible project activities in a list. Arrangement of the pieces of information on notice boards and attempts to interconnect them within a thematic approach to the project.
• A list of potential activities to be tackled in the course of the project development and possible selection of the more sound ones.

Classroom and/or

School Garden

3

180 m

Activity 3: Inviting experts in school to talk about organic gardening

After studying the relevant information retrieved during the previous activity, the children list questions about organic gardening and organic practice in the school garden, which they would like to ask an expert. Four to five experts such as experienced organic farmers, researchers, agriculturalists and/or practitioners are invited to school in a morning conference session to be attended by children of the last two grades (at least).

Children ask their questions to the experts, whereas the session is videotaped to be reviewed in class for several issues to be reconsidered. Possible establishment of collaboration with these experts is sought and potential study visits in organic fields, greenhouses and/or research facilities are discussed and planned ahead.

• Children will develop question cards and notes to ask the experts.
• The video tape of this session will be available to them for reviewing and reconsideration and remain as documentation and record in the Science Laboratory Library.
• Children will be asked to write a short essay about their experience with the interaction with experts to conclude with proposals and possible future developments of the organic school garden

Classroom and/or

School Garden

4

90 m

Activity 4: Reconsidering and listing (organic) garden project activities

After having elaborated all available information so far children may compare their latest ideas with initial ones and reform some of them, reject others and add new ones. The main task of this process is to create a list of activities to be conducted in the school garden, whereas some ideas of making an organic garden are expected to emerge with the aid and intervention of the pedagogue.

This list of activities to take place may be an indicative one and certainly not a finite one, since other activities may be incorporated as the project develops. Group work is also distributed according to pupils’ interests and further investigation is planned. Assistance from supporters, volunteers and/or experts is also included in the picture.

Start a dynamic, on-going concept map to include acquired information and transform it as the information load increases and new links are formed between concepts and well as cross-links between clusters of concepts in order to enhance meaningful learning. This concept map will develop during the course of the project as additional concepts and/or clusters will be added and modified, it the form of an on-going formative assessment of the whole process. Later on, these concept maps can be reconsidered and transferred to a computer software application

•  Software for concept maps like “Inspiration” [http://www.inspiration.com/] and/or “CMapTools” [https://cmap.ihmc.us/]
• A poster of activities created in a whole class session with distributed group work for children

Classroom and/or

School Garden

5

90 m

Activity 5: Studying greenhouse models

An inquiry-based science investigation where pupils will study the greenhouse effect inside model greenhouse boxes. The sides of cardboard boxes with lids are cut off and replaced with plastic film (see side drawing).

Then these greenhouse models are taken outside in the school yard or in the garden on a sunny day and the raise of temperature over time left in the sunshine is studied. Data is collected in tables and/or charts and each group of pupils writes up a short report of results.

Open issues for further investigation are expected to arise such as: what is the temperature that we need for plants to survive in “real” greenhouses? what creates the greenhouse effect? what happens when we have ventilation in the box i.e. open one or two of the side fames? etc.

• A worksheet with an open investigation activity on these model greenhouses. The boxes, the plastic film and basic tools for the construction.
• A couple of designed concept cartoons can be implemented (https://www.millgatehouse.co.uk/concept-cartoons-research) in a framework of formative assessment to evaluate deeper understanding or relevant concepts.

Classroom and/or

School Garden

6

180 m

Activity 6: Constructing greenhouses out of PVC pipes in the garden

After having elaborated the concept of the greenhouse effect on the models, the construction of one or two greenhouses in the school garden may follow.

These greenhouses are to be built with readily available materials like PVC pipes and various joints and greenhouse plastic films. There are several available designs on the internet (cf. URL: < http://www.pvcplans.com/ >), such as tunnel greenhouses, house-like with Λ roof greenhouses etc. Alternatively, readymade greenhouses either plastic and/or metallic can be bought and assembled. Such greenhouses are available in various sizes from many companies around the world. Plastic ones appear very attractive and safe for children since they use polypropylene synthetic material instead of glass and also come with a built-in ventilation system .

Many groups of children can work successively with the help of supporters and volunteers until the construction of the project is done and the greenhouses are ready for housing the plants in the school garden. Moreover, they will be able to experience the construction of an educational greenhouse in the school garden made of common materials, even plastic bottles etc..

• Greenhouse designs, available construction materials (PVC tubes, joints, plastic film) and basic tools.
• Development of problem solving skills and creative planning as a reflective practice during the construction and on the construction.
• Feedback from peers and supporters during the construction and through relevant discussions.

School Garden

7

180 m

Activity 7: Studying the garden soil – the root of it all and start thinking organically

A major issue in organic gardening is the preparation of soil, especially the last 10 cm in a raised beds garden arrangement. The basic principle might sound simple as it is “feed the soil in order to feed back the plants for you”. Thus, the main research question that arises is how to “feed” the soil and moreover how to “feed” the soil organically?

The main scope of organic gardening is to improve “living soil” with its myriad of microbes and earthworms, rather than degrading it by saturating it with artificial and frequently toxic chemical fertilizers. Soil should be viewed and thought of as a “living organism” and not as a sum of a few unrelated and separate parts. When plants are grown conventionally, petro-chemical fertilizers are used to “feed” the plant directly, which can result in excessive growth and poor cell structure, which in turn can increase the attack of insects. With organic growing, organic matter and natural minerals in the soil “feed” the soil micro-flora and worms. They in turn “feed” the plants by releasing the essential nutrients that the plants need. This provides sustained, regular growth and strong cell structure. The novice gardeners, children in particular, must be patient enough because it takes time for soil fertility to build up and a balanced ecology to develop, alongside with possible insect damages and crop failures in the early stages.

These ideas on organic soil basics constitute a framework for experimentation, discussion and development of arguments. Children may study different soil samples and also grow plants in them to realize substantial distinctions.

• Investigations through planting seeds (e.g. beans) in different soils and watch them grow and crop over time, providing separate soil conditions, organic and non-organic.
• Children can be provided with selective texts and/or designed concept cartoons to develop pros and cons arguments on organic soil and soil with chemical fertilizers.

School Garden

8

180 m

Activity 8: Studying decomposition columns made out of plastic bottles

Compost in the soil appears to be the cornerstone of organic gardening. But, before children experience how compost is made in the garden they can do a small scale experiment by constructing a decomposition column out of a soda plastic bottle (http://efepereth.wikidot.com/garden-compost).

Decomposition involves a whole community of large and small organisms that serve as food for each other, clean up each other's debris, control each other's populations and convert materials to forms that others can use. The bacteria and fungi that initiate the recycling process, for example, become food for other microbes, earthworms, snails, slugs, flies, beetles and mites, all of which in turn feed larger insects and birds. The decomposition column can act as a miniature compost pile or landfill, or as leaf litter on a forest floor. Through the sides of the bottle one can observe different substances decompose and explore how moisture, air, temperature and light affect the process.

Children will work in groups of four to design, construct and operate a decomposition column to be left outside in a protected place in the school garden. Drawings, observation texts and charts can be written down on a small diary to be kept during the activity.

• Plastic bottles and basic tools for the construction of a model of a decomposition column.
• Diaries and small essays about the development of the process of decomposition.
• Designed concept cartoons for the development of arguments regarding the decomposition process.
• Revision of on-going concept maps in order to add concepts and restructure the “decomposition and soil” cluster of ideas.

Classroom and/or

School Garden

9

180 m

Activity 9: Building a compost chamber and compost heaps

Compost, the “brown gold”, is the magic ingredient of organic gardening. Composting is a natural process that recycles plant materials. Essentially, bacteria and other organisms feast on carbon-rich matter and digest it producing humus, a rich, stable medium in which plants thrive. Compost provides nutrients to make soil rich and fertile, and keeps it moist and airy by opening up the soil, also trapping and draining water. Most organic materials can go into compost such as: straw, cut grass, organic waste from the kitchen, weeds, plants, leaves, animal manure, wood ash, feathers, cotton cloth, bits of leather or paper, soil. Materials that should not be used are: cooked food, large pieces of wood, plastic, metal, glass, crockery, wire, nylon, synthetic fabrics, coal ash, seeding grass or very tough weeds.

A compost pile should start with a layer of sticks for drainage, followed with layers of grass, leaves, manure and soil. Consequently, wet and dry are mixed and brown and green are alternated. Big leaves are chopped up, a final layer of soil is added, a hole in the middle is made to let air in and water the heap, covered with grass or with a cloth to keep it damp (see side drawings). After about five days the heap will heat up as bacteria work to break it down. The compost must be kept damp. About six weeks later the compost pile should be turned by taking it out and then put it back again, or move it to the next bin if we use the three chamber system, but always keep it damp. It is to be turned again every few weeks. After three months or so it should be tested. If it is dark, crumbly, light and moist, it is ready to use. It is usually spread before planting in a raised bed and when potting, and/or put around growing plants every two weeks. It should not be left to dry out, thus it is better used in the early evening, when it is cool, and covered with mulch to keep it damp.

The above mentioned process is obviously a lasting and on-going activity, also a patience exercise, which can be cut down in steps to be followed and manipulated by pupils, with the facilitation of the pedagogue and supporters. The compost chambers have to be built in collaboration with children, teachers and supporters and then run in cycles over periods of time, as an educational and recycling activity integrated in other on-going school activities. The children keep their groups as set up in the previous activity.

• Compost chambers and/or bins, an essential infrastructure for the conduct of this activity. They will have to be built following particular designs and standards and with the aid of teachers, supporters and volunteers.
• The handling of basic garden tools safely is also important as well as patience over time needed to actually realize the processes of this activity and reach some fruitful results.
• Designed concept cartoons for the development of arguments regarding the production and use of compost.
• Revision of on-going concept maps in order to add concepts and restructure the “compost” cluster of ideas.

School Garden

10

180 m

Activity 10: Growing seeds in seed-starting pots and trays and/or in the greenhouse

It is important for organic gardening to start with seed-plants to be transplanted in the raised beds at later stage, or at least this appears to be a basic phase of the process of an “organic certification” of produced crops, at least in case such a certification is intended.

The various starting containers should be selected to suit the needs of the varieties to be grown. Commercially available flats, seed-starter trays, cell-packs, peat-pots, and flower pots as well as plastic-foam or paper cups and aluminium baking trays are typical containers. Each container should have adequate drainage for the plant roots not to rotten. If containers have been used previously, they have to be cleaned with a mild bleach solution to prevent the spread of plant diseases. A light-weight sterile seedling mix should be chosen to start the seeds, usually mixed with enough water to moisten. It is then used to fill the 2/3 of the containers and plant the seeds.

Using for example seed-starter trays, small vegetable seeds should be sown in rows, usually in at a rate of eight to ten seeds every 3 cm or so. Row indentations are made about 1 cm deep with a label or pencil and the seeds are sprinkled evenly in the rows. Then the seeds are covered with the potting mix and pressed lightly to ensure contact between the seeds and the soil. These, for instance, are practical activities, which may have not been performed before by the majority of the children, even from those who grow up in rural areas nowadays.

The children continue to work in groups of four and plant their seeds in the various containers. The selection of seeds to be planted is an important and serious issue that needs to be discussed in class and identify the respective resources to obtain local varieties of seeds as well as organically developed ones. After the seeds are put in the containers they are to be transferred to the greenhouses to grow in a protected environment.

• Various containers to be used for planting the seed as well as available soil mix. The greenhouses are needed for the growing of the seed-plants, which must have been constructed at an earlier stage. Information about the local and/or organic seed varieties to be planted can be sought over the internet, in books or in collaboration with experts.
• Designed concept cartoons for the development of arguments regarding the planting of seeds in containers.
• Revision of on-going concept maps in order to add concepts and restructure the “seed-plants” cluster of ideas.

School Garden

11

180 m

Activity 11:Putting the young plants in the raised beds

The most important reasons to grow organically vegetables and seasonal fruits in raised beds are because they:

1.         simplify permanent planning of what areas may be compacted and which areas are protected from crushing field traffic,
2.         contribute to overall strategy to boost yields from four to sixteen times compared to conventional yields per      equal-          sized areas,
3.         improve efficiency of labour, fertilizers, materials,
4.         enhance plant growth and health,
5.         make major savings of irrigation water,
6.         extend growing season length.

Moreover, the plants arrangement can be an easy and playful activity for children, provided they keep some standard geometrical distancing rules that various plants need to grow in raised beds. They can easily be protected from bad weather conditions by sheltering the plants using various easy techniques and simple materials and they can easily be turned into small greenhouses conditions demanding (see drawings aside).

The children continue to work in groups of four and take the seed-plants from the greenhouses and transplant them in the raised beds. An important issue at this stage is the combination of plants to be put in each raised bed in order one to attract “useful insects” for the others,for instance and to grow up in harmony and organically. Information and advice from experts as well as facilitation from pedagogues, supporters and practitioners is to be sought at this stage.

• The raised beds needed for this activity have been constructed at an earlier stage. Basic handling of garden tools in necessary. Photographic and video documentation is to be kept during this activity to be elaborated later during the development of the plants.
• Designed concept cartoons for the development of arguments regarding the transplanting of seed-plants in raised beds.
• Revision of on-going concept maps in order to add concepts and restructure the respective cluster of ideas.

School Garden

12

180 m

Activity 12: Nurturing the plants and keeping them healthy

When plants are established in the raised beds, it appears to be a good time for some more formal pieces of information about the nature and functioning of plants to come into the picture, alongside with a harmonic nurturing by the children.

Thus, the root system, the leaves and branches, the flowers and fruits as well as the concepts and processes of photosynthesis, respiration and transpiration, units usually found in most primary and early secondary science curricula can be taught formally in the science laboratory as well as in the school garden, which may now act as a live learning site and exhibit mainly manipulated by children with an increased sense of commitment and stewardship. In this sense, teaching and learning activities become more interesting and apt, situated in a long created, non-threatening and highly familiar environment.

At the practical level children will have to learn how to nurture their plants and how to deal with insects and diseases organically. The need of expert assistance and pedagogical facilitation is rather apparent at this stage and needs to be provided adequately, in order to implement some difficult and demanding pieces of knowledge and traditional practice, didactically transposed in a way to fit the level of the organic school garden approach.

• Equipment and materials to be used for a series of experimental activities in investigating how plants function within the ecosystem.
• Science text books and DVDs on the topic of plants and organic gardening.
• Group diaries and notebooks.

School Garden

13

a whole day

Activity 13: Harvesting the crop and cooking for healthy nutrition / Gardening festival

The significance of health benefits of eating fruits and vegetables is widely documented, and yet most children do not eat the recommended daily amount. Growing fruits and vegetables in an organic school garden improves children’s attitudes toward these healthy foods and motivates reluctant eaters to try them. The garden can be used as a hands-on tool to teach healthy nutrition lessons, including the importance of fruits and vegetables and proper food preparation techniques.

Activities may include a comparison of the importance of nutrients in the health of humans and of plants and a study of the nutritional value of the various crops in the school garden. Identification of the parts of the plant represented by common fruits and vegetables and discussion about the difference in nutritional value of various plant parts. Conduct of a blindfolded taste test using organically grown vegetables and conventional vegetables from supermarkets. Harvest a salad raised bed garden and give the children a chance to organise a salad party for school classmates. Creation of daily menus that include all components of a balanced diet coming from the organic school garden. Creation of food journals that highlight how many fruits and vegetables are eaten in a week by school children and make tables and charts to be presented in school assemblies in posters and/or power point files with comments on healthy eating and the value of organically grown products. Perhaps these can also be published and disseminated to the local community as part of the final school events, at the end of the year.

Children may work individually as well as in pairs and/or groups of four to deliver these activities in the science laboratory and in the school garden.

• Various presentation and testing materials and tools found in the science and computers laboratories as well as facilities and utensils accessible at the school kitchen.
• Designed concept cartoons for the development of arguments regarding the nutrients of organically grown fruits and vegetables and the healthy eating habits and lifestyle.
• Revision of on-going concept maps in order to add concepts and restructure the respective clusters of ideas.

Classroom and/or

School Garden

14

180 m

Activity 14: Preserving our food naturally and traditionally

Drying out food in the sun is an ancient technique and practice, know even to the ancient Egyptians and to the nomads of Asia, Latin America and Africa. Dehydrating food, not only preserves it in high quality, but it also makes it storable in a fragment of space, since dehydrated food occupies 1/3 to 1/6 of its original dimensions and keeps about ¼ of its original mass. A solar dryer is basically a box or frame with a plastic cover with adequate ventilation and circulation of hot air. Or, in a more advanced design, two boxes, one used as a collector and air heater and another one used as a dryer (see drawings aside). Constructing solar dryers or dehydrators out of one or two cardboard boxes appears to be a rather easy and interesting task for children and young adults.

Solar drying is a fast way of dehydration, which also preserves nutrients better. It takes about three days for fruit/vegetable strips and slices and about two days for leaves and herbs. No chemicals are added and the only source of energy needed for the process is the renewable solar energy. Basically, when food is dehydrated, its moisture is taken away, in order not to get spoiled or rotten. The content of water in fruits, vegetables and herbs is at the range of 5% to 25%. The temperature inside the dehydration boxes should be enough to evaporate food moisture without “cooking” the food. Approximately 50-60 °C appears to be an adequate temperature. Constant flow of dry, hot air inside the dehydration box is needed in order to evaporate the food moisture and water. It is important for the process of dehydration to be completed in the shorter possible time and in a temperature which will not affect the quality, taste and color of the food. Dehydrated fruits, vegetables and herbs should be stored in airtight containers and treated accordingly before consumption. Other ideas of preserving food produced in the organic school garden could be canning and pickling, fruit marmalade or tomato souse making etc.

Children work in groups of four to construct solar dehydrators to be used for drying out vegetables, fruits and herbs produced in the school organic garden. In collaboration with volunteers, parents and/or supporters other ideas of natural and traditional ways of preserving food may also be processed, providing children with some practical skills for viable practices in modern societies, which may have been forgotten in recent years, but rather appear to be gradually redefined and valued on different grounds of environmental recourses management.

• Cardboard boxes and a few common materials are needed for the construction of the solar dryers to be applied in practice by children at a later stage. Supporters and volunteers seen as human resources needed in the supervision of the constructions as well as in the presentation of other ways of traditional preservation of food, e.g. children’s grandfathers and grandmothers.
• Designed concept cartoons for the development of arguments regarding the traditional ways of preserving food and solar dehydration.
• Revision of on-going concept maps in order to add concepts and restructure the respective cluster of ideas.

Classroom and/or

School Garden