School Garden : A Teaching Mechanism For Patriotism, Ethics, And Nature

In this essay, I will be taking on the role of the head administrator, of the Northumberland Community Garden. I will be writing a proposal letter to the American Community Gardens Association, to try and receive funding for the Northumberland Community Gardens. In this letter, I will give a basic outline of the program development stages, evaluation process, and financial aspects of my organization. I will also include other information that would be considered relevant to understanding my purpose for creating this program.

Texas Women’s Empowerment Foundation is creating an urban garden that would use the joy of gardening to provide intergenerational and cross-cultural connections within a food desert with access to fresh fruits and vegetables and weekly physical activities using the joy of gardening. The program will promote positive behavioral changes that include better nutrition and increase physical activity among participants while teach entrepreneurship skills to the youth through the farmers’ market. In addition, the garden and market would be used to teach youth and low-income families gardening and entrepreneurial skills while also providing the low-income community to be served with regular access to fresh fruit and vegetables. TWEF will also provide

At one time victory gardens counted twenty million planted, they produced forty percent of the vegetables grown in the United States. All of this determination helped Americans feel that they were on the frontlines themselves, by every vegetable they grew, and every item they

The two boys showed they were confidant and knowledgeable about gardening, for example they knew how to use a rake to mulch the garden and how to care for the plants (Elliott, 2014). As a future educator this example can be facilitated into a lesson by developing children’s knowledge on the environment, weather, and season pattern changes that cause the leaves to die and fall off trees (ACARA, 2015). Additionally, children also learn about composting and how these leaves provide essential nutrients to the soil for plants to grow and provide shelter and cover for animals and living things (ACARA, 2015). Children can also develop their science inquiry skills by questioning and predicting various trees and leaves and identify and analyse similarities and differences in the leaves by also using their senses to explore. Most importantly, by engaging children in the process of gardening, they begin to show respect for the environment and understand the importance of maintaining

The journalist stresses that having your own garden can significantly decrease the size of one’s carbon footprint and also brings up the point that “by engaging both body and mind, time spent in the garden is time (and energy) subtracted from electronic forms of entertainment” (Pollan). For those who might question the effectiveness of gardening as means of consuming enough food, Pollan notes that “during World War II, victory gardens supplied as much as 40 percent of the produce Americans ate”. This clearly establishes the credibility of Pollan’s argument and his urgent way of presenting

Botanicals are an appealing way to introduce science to children while pleasing and engaging the senses. At all ages, it is important to orientate children towards native plants and wildlife. Learning about the importance, function, and preservation of native species not only teaches science concepts, but also encourages environmental stewardship. The Botanical Gardens walking and hiking trails are an opportunity to exercise while studying diverse flora and fauna. In addition to nature education opprotunities, Chicago Botanical Gardens has model train exhibit.

Outdoor Education in KS3 and KS4 involves different adventurous activities that can be accomplished either as an individual or in a group. These activities include things such as: residential visits, orienteering, climbing, caving, team building, problem solving and many more. It generally provides depth to the curriculum which makes an important contribution to pupil’s physical, personal and social education (OFSTED, 2004; Priest and Gass, 1997). In order for these activities to be successful and meet the National Curriculum (NC), teachers must make sure all KS3 pupils are taking part in these outdoor adventurous activities (OAA), whilst being intellectually and physically challenged (National Curriculum, 2014). The two schemes of work presented are aimed to meet these NC subject content targets. They are two very different schemes of work but they both provide opportunities for pupils which challenge them both physically and mentally. The year 8 scheme of work focuses on a variety of different OAA activities that can be progressed and developed throughout each lesson and over the period of time they are in school. The content challenges the pupils thinking throughout the whole six weeks, developing the way they think to solve particular problems. Whereas, the year 9 scheme of work primarily focuses on the planning and preparation for a Duke of Edinburgh (DofE) expedition which will be carried out at the end of the term.

“ There are your radish seeds everyone.” Said Mr. Susick. The whole class looked around at each other with a blank confused face. It was the first day of junior year in my English class. Mr. Susick started talking about how our first assignment would be to grow radishes. We were all thinking, how in the world does gardening relate to English class. I had heard about this project from previous juniors but none of them said what the real reason was. All Mr. Susick said was that you need to let the project teach itself and get into nature. He left us with one bit of information along with the requirements to start. The main goal of the assignment was to extract your own universal truths. For the first time in English class,

Education is a powerful tool and, when used correctly, it has the power to teach someone a new skill, transform his or her perspective, and encourage personal growth and development. Throughout this country, numerous agricultural education programs help students to learn more about and deepen their understanding of one of this nation’s most valuable industries: the agricultural industry. Most importantly, these programs play a major role in helping to combat the lack of

It is the author’s view that in education, the nature of curriculum is continuously changing and as educators we have not yet found a 'successful curriculum '. Ross (2000) suggests that a reform of the curriculum needs to be undertaken and that as educators we need to continuously evaluate and critically challenge our curriculum frameworks for the growing changes in society. He continues his metaphor and uses the imagery of a garden to highlight what gardens are used for by society. Ross (2000) suggests that gardens can be used for a number of different purposes; whether it be to provide food, as a means of exercise, for leisure reasons or simply as a means of relaxation. He also asks the question “who are gardens for?” and what is their purpose (Ross, 2000, p.2). Ross (2000) uses this metaphor to argue the importance that when developing a curriculum, educators first need to consider what the purpose of the curriculum is and who is the

The purpose of this speech is to provide information and encourage city residents to invest in gardens in their neighborhoods by showing that community gardens increase property value as well as improve the emotional and physical well-being of their citizens who participate in the project. Additionally, community fruit and vegetable gardens can help provide fresh produce for residents on fixed incomes for little to no cost outside of volunteer time.

They can’t. And, unfortunately many schools don’t offer the students the opportunity to be taught farming and agriculture. So to fulfill our future kids dreams, farming and agriculture should be taught.

With the help of my mother and father, I constructed a raised-bed vegetable garden, which we completed the third week of October. We placed it next to our house so that the garden would be hit with plenty of sunlight. We used four pieces of plywood and nailed them to make a rectangular shaped container, the box was four feet wide, eight feet long, and a little less than twenty inches tall. We filled the box with ten inches of soil and later planted our vegetables we bought at Home Depot. We bought leeks, Chinese cabbage, Cauliflower, Savoy cabbage, and Mustard greens. I decided to start a garden because I’ve always had an interest in food and where it comes from.

And so it is for Steve Rock. Without his yeoman’s efforts on behalf of the Variety Club Camp and Development Center, the children with disabilities that it has served for years would have missed many new learning experiences. For example, there would be no opportunity for the children of the Greater Phoenixville Area who attend the camp’s programs to learn and grow from the thriving, organically driven “vegetable producing machine” that Steve has created. There would be no opportunity for the children to learn how to plant, tend, and harvest food from the garden. There would be no opportunity for the children to learn about the benefits of greenhouse gardening. There would be no opportunity for children to learn how an aquaponics system that uses tilapia can enhance fertilization. They would not have an opportunity to learn about the health benefits of growing vegetables in a pesticide-free environment. And they would not be learning about nutrition, the science of agriculture and so many other experiences in the world of gardening and agriculture. In short, none of this would exist at the camp to

We live in the 21st century where young children have no idea where vegetables and fruits come from. All they care about are the screens in front of them. Technology is very useful in our generation, but many people would not know how to survive in a forest alone. On September 10th, around thirty students volunteered at the Heritage Garden located on campus for a good grade. We were already complaining from the start about how we’d have to break a sweat while ignoring our leader and her speech about our growing garden. The only people who weren 't complaining were the elders, those who care about nature, and young children who were excited to plant. It gives us young adults a bad reputation, allowing others to assume our laziness and selfishness. The Heritage Garden can teach millennials today how planting vegetables can help the local food bank, result in great benefits for our environment, and is an excellent outdoor classroom.