garden development project 2011

Garden Development Project 2011

By: Mark Hughes, Grace Saulog, Erica Yates and Zach Yoder

Southern Illinois University Edwardsville School of Nursing

Description of Project

Purpose of School Garden Toolkit• The purpose of this toolkit is to guide

schools in the East St. Louis area in the creation of school gardens.

• Toolkit will provide resources needed for starting school their own garden at their school

• School garden toolkit is put into place as an intervention to improve nutrition for individuals in the area

Description of Project

Purpose of School Garden• Promote health for the individuals of the

East Saint Louis community.

• Support core academics, especially in science and math.

• To teach about food production.

• To produce food

• To improve knowledge on nutrition.

History, Current Situation and Need

Goes back as far as 17th century• John Amos Comenius

• “A school garden should be connected with every school, where children can have the opportunity for leisurely gazing upon trees, flowers and herbs, and are taught to appreciate them” (Weed, 1909, cited in Subramaniam, 2002).

First school garden started in Australia and Europe in the 1800s

End of 19th century, Massachusetts Horticulture Society provided background for teaching gardening the U.S. Schools• 1891: Henry Lincoln Clapp sent to Europe in 1891 to study

school gardens• Returned and established 1st school garden in U.S. at George

Putnam School in Roxbury, MA

(Subramaniam, 2002)

History, Current Situation and Need (con’t)

During WWI, Bureau of Education launched the United States School Garden Army (USSGA)• Targeted urban/suburban youth

• During this time, USSGA encouraged urban/suburban youth to “garden for Uncle Sam”• Helped contribute to food

production and conservation during the war (Day, 2007)

http://www.sonofthesouth.net/uncle-sam/pied-piper.htm


1918: Every state in the U.S. had at least one school garden

1916: During the war, over one million students contributed production of food

Schools gardens became less valued after WWI• Reemerged briefly in WWII

After 1944, school gardens became replaced with playgrounds, athletic fields (Subramaniam, 2002)

In the last 20 years, school gardens became a national movement• Texas and California are two states that are actively

encouraging school gardening (Blair,

2009)


Lalumier Elementary School is one of the few schools with a garden in the area.

The East St Louis area has few resources of fruits and vegetables • Intake of healthy foods is low

There have been gardens in the area including current and past community gardens

Public Health Core Functions and Essential Services

Assessment

• Statistics

• Available sources of fruits and vegetables (see hand out on stores in East St Louis area)

• Poor diet patterns and sedentary life style have contributed to the epidemic of overweight and obesity in the United States (McAleese and Rankin, 2007)

• Eating patterns are developed at a young age and can be traced into adulthood (McAleese and Rankin, 2007)

Public Health Core Functions and Essential Services (con’t)

Assurance

• Ensures availability of nutritional food and education to encourage its intake.

• Helps develop healthy lifestyles that will reduce stress put on health services in the community.

Policy Development

• The area lacks policies on school gardens

• Current policies on nutrition in schools could be expanded to include nutrition teaching involving gardens.

• States could take California’s example and enact policies to fund school gardens.

Target Audience

Primary Target• Local schools

• Children and adolescents

• Families

Community Involvement

How were personnel and/or community members involved in the project?• Teachers, parents, and community members

will be recruited to help out in the garden• Surveys to see if parents would be interested were

sent home

• Advertised to teachers through meetings and flyers

Community Involvement (con’t)

How were personnel and/or community members involved in the project?• Principle and superintendent will be involved to

authorize the garden project

• Parents who know about gardening will be recruited to help with the process

• Recommend finding volunteer who is an expert gardener

Healthy People 2020 Objective One

Educational and Community-Based Programs

• Goal: Increase the quality, availability, and effectiveness of educational and community-based programs designed to prevent disease and injury, improve health, and enhance quality of life.

• ECBP-1.6: Unhealthy Dietary Patterns

• Intervention: Obesity Prevention and Control, Interventions in Community Settings: Worksite Programs

Healthy People 2020 Objective Two

Heart Disease and Stroke• Goal: Improve cardiovascular health and

quality of life through prevention, detection, and treatment of risk factors for heart attack and stroke; early identification and treatment of heart attacks and strokes; and prevention of repeat cardiovascular events

• HDS-2: Reduce Coronary Disease Deaths

• Intervention: Behavioral Counseling in Primary Care to Promote a Healthy Diet

St. Clair County v. State of IL Demographic Data

St. Clair County

• Disability rates

• 20%

• Income rate per household

• Median income for <$15,000 was 16.4%

• People over >65 years of age

• 13.2%

• Poverty Estimates for East St. Louis School Dist 189

• 39% of 5-17 year olds (10,388 total)

• Those 25 years and older considered in poverty who are less than a high school graduate

• 30%

State of Illinois• Disability rates

• 17.6%• Income rate per household

• Median income for <$15,000 was 12%

• People >65 years of age• 12.1%

• Poverty Estimates for State of Illinois • 12% of 5-17 year olds

(17,683,437 total) • Those 25 years and older Those 25 years and older

considered in poverty who are considered in poverty who are less than a high school graduateless than a high school graduate• 22%22%

St. Clair County v. State of IL Biostatistical Data

St. Clair CountySt. Clair County• Mortality rates for Mortality rates for

DiabetesDiabetes

• 4%4%

• Mortality rates for Mortality rates for coronary heart diseasecoronary heart disease

• 173.4 (per 100,000)173.4 (per 100,000)

• Very low infant birth Very low infant birth rates rates

• 2.4% in 20062.4% in 2006

State of Illinois• Mortality rates for

Diabetes

• 3%

• Mortality rates for coronary heart disease

• 149 (per 100,000)

• Very low infant birth rates

• 1.6% in 2006

St. Clair County v. State of IL Behavioral Data

St. Clair CountySt. Clair County• ObesityObesity

• 28.6%28.6%

• Nutrition presented as Nutrition presented as servings of servings of fruits/vegetables per fruits/vegetables per dayday

• 16.4% ate 5 or more 16.4% ate 5 or more servings of servings of fruits/vegetables fruits/vegetables during 2007-2009during 2007-2009

State of Illinois• Obesity

• 26.8%

• Nutrition presented as servings of fruits/vegetables per day

• 22.6% ate 5 or more servings of fruits/vegetables during 2007-2009

Relevant Agencies Policies and Procedures

According to Dr. John Dozier, authorization should be the first step in creating a school garden • Pounders (2006) recommends having an outline in

place of how to accomplish the garden before seeking approval• Determine where garden will be located and how

teachers/volunteers will be recruited

Contact superintendent to get final authorization to start a garden program• Get this in writing

Relevant Agencies Policies and Procedures (con’t)

Work to put certain policies in place:• Require soil testing before placing a garden

• May be done by local departments such as Illinois Farm Bureau (Bhagya Kolli, personal communication, 2 February 2011) or Illinois Agriculture association

• Ensure that the garden is as organic as possible (i.e. avoid things such as pesticides and chemical fertilizers) (Stone, 2002) (Mildred Mattfeldt-Beman, personal communication, 18 February 2011)

• Require protection around the garden ,such as fencing, to protect from pests, vandals, and other threats (USDA, n.d.)

Relevant Agencies Policies and Procedures (con’t)

Each school should set their own policies and guidelines that fit with their school, students, teachers, and volunteers• For example: an adult volunteer is required to be

present when a child is using a gardening tool• Require waivers that must be signed by parents before their

child can participate in the school garden (include health questions such as what kinds of foods they are allergic to and health conditions) (University of Minnesota, 1999)

Environmental Factors

Sociocultural- Unsafe environment, lack of parks and recreation, lack of exercise facilities, lack of grocery stores with healthy choices

• School garden will help provide a safer area to learn to how to eat healthy, how to grow their own foods

• Can provide exercise by doing things such as weeding, digging, and other manual labor

(Ozer, 2007) Economic- Many of the people in these communities cannot afford the expense of fresh fruits and vegetables

• Dr. Beaman of St. Louis University discussed how they set up a stand and sell what they grow in the garden at a more affordable price (personal communication, 18, February 2011)

Ethical Considerations

Justice• The East St. Louis area does not have the

same access to healthy foods compared to other populations

Autonomy• The garden will allow people to make food

from a garden they produced and choose what kinds of fruits and vegetables they want to plant

Cultural Aspects Considered For Gardening

School gardens brings about cultural appreciation by forming bonds among students, staff, families, local businesses, and organizations

It can also introduce them to new foods and possibly new cultural dishes they have never been exposed to before

Nursing Diagnoses

Sedentary lifestyle of the East St. Louis community related to environmental factors as evidenced by lack of parks and recreation and exercise facilitiesIneffective community therapeutic regimen management for the community of East St. Louis related to economic insecurity and unhealthy environment as evidenced by 39% of 5-17 year 39% of 5-17 year olds being in povertyolds being in poverty

Intervention Description

This toolkit was constructed from interviews with Bhagya Kolli of East Side Health District (personal communication, 2 February 2011), John Dozier Principal of Lalumier Elementary School (personal communication, 16 February 2011), Dr. Mildred Mattfeldt-Beman of the School Nutrition and Dietetics at St Louis University (personal communication, 18 February 2011), information from websites and organizations mentioned in the toolkit, and referenced literature.


Parts of Toolkit• Introduction

• Resources Needed

• Steps for Garden Creation

• Education


The Toolkit Introduction• The Purpose

• Goals• Increase fruit and vegetable consumption of all grades

involved in school garden.

• Teach children the art of garden.

• Teach children about food sources and history.

• Expose children to different food choices.

• Link Gardening to academic instruction.

• History


The Toolkit • Introduction

• Importance of School Gardens

• Diet including fruits and vegetable have been related to protection from strokes, cataract formation, chronic obstructive pulmonary disease, diverticulosis, cancer, heart disease and hypertension (McAleese & Rankin, 2007)

• Research has shown that eating habits are built at a young age and that school gardens can be a useful tool in teaching children healthy eating habits that can affect their health for the rest of their lives. Involving school age children in gardens has been shown to increase their fruit and vegetable consumption (McAleese & Rankin, 2007)


Resources Needed• Tools

• Tool Shed

• Hoses

• Garden Rake

• Round end long handle shovel

• Rake

• Trowel

• Hand Cultivator

• Blair (2009) also states to have some of these tools be child sized and have gloves for the children as well as a first aid kit for safety.


Bhagya Kolli stated that some of the following plant life and materials have been used in the past in the East St Louis area (personal communication, 2 February 2011):

Compost Mulch Dirt Trees Flower Seeds, Example:

• Collard Greens• Mustard• Turnips• Spinach• Lettuce• Beats• Radish• Carrots• Tomatoes• Green Beans• Zucchini• Peppers

The study by McAleese and Rankin (2007) used the following plants:•Potatoes•Corn•Peppers•Peas•Beans•Squash•Cantaloupe•Cucumbers•Broccoli•Tomatoes•Spinach•Lettuce•Kohrabi

Plants


Funding• Lack of funding can be a major barrier to

creating and maintaining a garden (Blair, 2009). Before looking for funding you should make up a budget to try and estimate what you will need so that you don’t end up with too little or too much (Pounders, 2006).


• Grants and donations can be found or obtained from:

• Illinois Agriculture in the Classroom

• “Each year, the Illinois Agriculture in the Classroom Program and the IAA Foundation give $250 teacher grants” (Illinois Agirculture in the Classroom, n.d.).

• http://www.agintheclassroom.org/060605/Teachers/grants/grants.htm

• http://www.grants.gov/

• “Grants.gov is your source to FIND and APPLY for federal grants” (U.S. Department of Health and Human Services, n.d.).

• United States Department of Agriculture

• http://www.usda.gov/wps/portal/usda/usdahome

• General Mills

• “General Mills, in partnership with the American Dietetic Association Foundation and the President’s Council on Physical Fitness, Sports, and Nutrition is in its ninth year of awarding 50, $10,000 grants to not-for-profit organizations with innovative programs that help youth develop both good nutrition and fitness habits” (General Mills Inc., n.d.).

• http://www.generalmills.com/en/Responsibility/Community_Engagement/Grants/Champions_for_healthy_kids.aspx

• KaBoom• “KaBOOM! is a non-profit that is working to ensure that every child has a great place to play within

walking distance” (KaBOOM!, Inc., 2011).• http://projects.kaboom.org/

• Kellogs• “We believe it is important to walk alongside prospective grantees to accomplish goals of mutual

interest and we are very interested in reviewing new and innovative ideas aimed at helping vulnerable children succeed” (W.K. Kellogg Foundation, n.d.).

• http://www.wkkf.org/grants/for-grantseekers.aspx• Home Depot

• Grants (in association with National Gardening Association)• http://assoc.garden.org/grants/

• Supplies (Contact Area Stores)• 5501 Belleville Crossing, Belleville, IL (618) 239-3351 5.2 mi SE• 1706 W Highway 50, O'Fallon, IL (618) 632-9626 6.2 mi E• Illinois 15, Belleville, IL (618) 239-3351 5.2 mi SE• 1049 Collinsville XNGS, Collinsville, IL (618) 344-9022 6.3 mi NE

• Lowes• Grants

• http://www.toolboxforeducation.com/• Supplies (Contact Area Stores)

• 6211 N. Illinois, Fairview Heights, Illinois (618) 398-6859 3.2 mi E• 6211 N. Illinois, Fairview Heights, IL (618) 398-6859 4.7 mi E• 2501 Greenmount Commons, Belleville, IL (618) 239-3908 9.4 mi SE

• WalMart• Grants

• http://walmartstores.com/CommunityGiving/203.aspx• Supplies (Contact Area Stores)

• 1511 Camp Jackson Road, Cahokia, IL (618) 332-1771 5.8 mi SW• 1530 W Us Highway 50, O'Fallon, IL (618) 632-9066 6.4 mi E• 1040 Collinsville Crossing, Collinsville, IL (618) 344-4480 6.3 mi NE

• Sam’s Club• Supplies (Contact Area Stores)

• 1350 W. Hwy. 50, O'Fallon, IL (618) 632-7878 6.6 mi E• Gateway Greening

• “Our mission is to contribute to neighborhood vitality and stability through community food projects, education and wellness programs, and civic greening” (Gateway Greening, n.d.).

• Supplies (provided raise boxes in the past)• 2211 Washington Avenue

St Louis, MO 63103-1521• (314) 588-9600• http://www.gatewaygreening.org/

• American Community Gardens has a list of Grants available for gardens• http://www.communitygarden.org/learn/resources/funding-opportunities.php

• Eckerts Garden Center• “The Eckert family is dedicated to improving the communities that our employees and customers

reside in, as well as to strengthening those organizations that enhance the well-being of these communities” (Eckert's, 2011).

• http://www.eckerts.com/donations.htm

• America The Beautiful Fund• Operation green plant gives out free vegetable, flower, and herb seeds. • http://www.america-the-beautiful.org/free_seeds/index.phpSeeds of

Change• ReLeaf

• “Free and reduced cost trees from Forest ReLeaf for planting on public and not-for-profit property” (Forest ReLeaf of Missouri, n.d.).

• www.moreleaf.org• Missouri Botanical Garden (provided raise boxes in the past)

• 4344 Shaw Blvd., St. Louis, MO 63110, (314) 577-5100• https://www.mobot.org/default.asp

• Edy’s Fruit Bars (Tree Donations)• “Communities Take Root, a program to provide fresh fruit orchards in

dozens of communities across the United States” (Nestlè, n.d.)• http://www.communitiestakeroot.com/


Steps for Garden Creation• Engagement

• Although not any one activity, engagement should be a main focus when starting the garden. The culture of East St Louis is one that is slow to build trust and interest (Bhagya Kolli, personal communication, 2 February 2011).

• Community involvement is vital to starting school gardens and member of the community such as “teachers, community members, and parents--interested in working on your gardening project” should be involved (Litchman, 2010)


Steps for Garden Creation• Authorization

• The principle of the school should be contacted to work out details like where the garden will be located and how teachers and parents will be recruited. The next step is to contact the superintendent to get final authorization to start a garden program. This should be in writing and specify what the school district will allow and supply (John Dozier, personal communication, 16 February 2011).

• Pounders (2006) recommends having an outline in place of how to accomplish the garden before seeking approval.


Steps for Garden Creation• Involving teachers, parents, and the

community• Litchman (2010) points out that gathering a group of

supportive teachers, community members, and parents should be one of the first steps in planning a garden.

• Parents and community members can help in many ways, they can “secure necessary supplies, provide horticultural expertise, assist with classroom lessons …, or aid in maintenance of the garden” (Pounders, 2006).


Steps for Garden Creation• Soil Testing

• “If you will be planting directly into the soil, you should get it tested to make sure there is no lead or other toxic contaminants” (Litchman, 2010). Soil testing in the past in the East St Louis area has been accomplished through the Illinois Farm Bureau (Bhagya Kolli, personal communication, 2 February 2011).

• Cost: $6 per sample (need 3 samples)• Time: 2 weeks • Contact: Illinois Agricultural Association, P.O. Box 2901,

Bloomington, IL 61702-2901• Phone: (309) 557 2111 Fax: (309) 557 2559• If the tests come back bad (i.e. high lead or asbestos levels) the soil

will either need to be treated or raised beds will need to be used, possibly on concrete.

• For other possible testing organizations see Illinois Soil Testing Association:

• http://www.soiltesting.org/membersadvisors.html


Steps for Garden Creation• Identification of Garden Location

• Proximity to water source (John Dozier, personal communication, 16 February 2011). Watering can is very time consuming so close water proximity is important. Watering can be accomplish through different means including drip irrigation, hose watering, using water cans, and overhead watering (Pounders, 2006).

• Water drainage is also important. Make sure the water doesn’t puddle in one place or wash away down a slope(Pounders, 2006).

Accessibility to trucks for delivery of dirt, trees, and other supplies (John Dozier, personal communication, 16 February 2011).

Accesibily to the classroom should also be considered(Pounders, 2006).

Unobstructed sun light and the ability to plant rows, or raised beds in an east to west configuration to take advantage of best sun light (Mildred Mattfeldt-Beman, personal communication, 18 February 2011). Litchman (2010) adds that there should be at least 8 hours of sun light on the area.

A large enough area to allow for expansion (Pounders, 2006). The area should preferably be nutrient rich and have a good

texture. Local home improvement store sell soil test kits that can tell you if an area is good for planting (Pounders, 2006).


Steps for Garden Creation• Creating a Garden

• There are many different places to find directions on how to start gardens here are a few:

• For a more comprehensive Toolkit for community garden creation see University of Missouri Extension Community Garden Toolkit

• http://extension.missouri.edu/explorepdf/miscpubs/mp0906.pdf

• According to John Dozier Principal of Lalumier Elementary School (personal communication, 16 February 2011) designs for Lalumier came from the University of Illinois Urbana-Champaign School of Art and Design

• 143 Art and Design Building, 408 E. Peabody Drive Champaign, IL 61820

• 217-333-0855

• The Eastside Gardens website.

• See the section on Community Gardening 101.

• http://eastsidegardens.webs.com/

• California School Garden Network

• Directions on garden creation displayed as videos.

• http://www.csgn.org/csysgvideo.php

• University of Illinois Extension, provides classes on gardening and may also provide hands on expert advice in the garden

• http://web.extension.illinois.edu/madisonstclair/index.html


Education• Review of Literature

• Reviewed 7 Journal article related to school gardening.

• Protudjer, Marchessault, Kozyrskyj, and Becker (2010) believe that healthful attitudes are established early in life and those good attitudes about exercising and eating right can help prevent being overweight and obesity.

• Garden based education has been shown to increase fruit and vegetable consumption of school age children (McAleese & Rankin, 2007)

Children are often resistant to eating vegetables, but it was found by Morris and Zidenberg-Cherr (2002) that teaching children about vegetables along with growing them in a garden increases their preference for different vegetables and there consumption of vegetables.

Parmer et al. (2009) stated that “Although nutrition education alone does seem to improve fruit and vegetable knowledge and preference in children, adding the gardening component appears to strengthen the likelihood that children will increase vegetable intake.”

Blair (2009) did a literature review with 75 references to evaluate the outcomes of garden based education. It was found that many of today’s children lack exposure to nature and this lack of exposure makes it harder for them to put science in to context. Learning through experiences is an effective way to stimulate cognition.

It was found that school gardens can teach math and science including opportunities to “measuring space, observing and experimenting with natural and plant processes, learning about soil improvement, recycling, creatively reusing materials, propagating, germinating, and saving seeds” (Blair, 2009).

It was found that school gardens are most frequently used to enhance academic instruction. The most common subjects taught with gardening included science, environmental studies, and nutrition (Graham, Beall, Lussier, McLaughlin, and Zidenberg-Cherr, 2005) .


Education• Curriculum

• Gardening has been used to teach many different subjects including science, environmental studies, nutrition, language arts, math, and agriculture. Gardening can provide experiential education and teach lifelong skills like problem solving and critical thinking. Beyond academics school gardening has been shown to decrease discipline issues in the class room (Graham et al., 2005).

As mentioned by Graham et al. (2005) the state of California has created a guide to link gardening to their educational standards. This guide has lot of information on linking gardens to the academic curriculum. It is titled A Child’s Garden of Standards Linking School Gardens to California Education Standards and is located at:• http://www.cde.ca.gov/ls/nu/he/documents/childsgarden.pdf

For the educational program for their study McAleese and Rankin (2007) used Nutrition in the Garden. This guide written by Sarah Lineberger of Texas A&M and helps teachers teach children about nutrition. It is target towards 3-5 graders. It is located at:• http://aggie-horticulture.tamu.edu/kindergarden/nutrition/research/

nutrition.pdf In their study Parmer et al. (2009) used Pyramid Café this tool has been

replaced by Little D's Nutrition Expedition. It is a free tool that teaches and supports the content of Mypyramid, as well as language arts. It is located at:• http://www.nutritionexplorations.org/educators/lessons/littled/littled-

main.asp?tab=1


Education

• Lesson Plans

• Beyond the tools and curriculum mentioned above there are many lesson plans online to teach using gardening in the classroom. Here are some of them:

• Agriculture in the Classroom, United States Department of Agriculture

• “The Agriculture in the Classroom National Resource Directory is an online searchable database that lists hundreds of educational resources designed to help educators locate high quality classroom materials and information to increase agricultural literacy among their Pre-K through 12th grade students” (United States Department of Agriculture, n.d.).

• Content covering many subjects including science, environmental studies, nutrition, language arts, math, and agriculture.

• http://www.agclassroom.org/directory/index.cfm

Nutritional Education, United States Department of Agriculture• “Explore resources and activities to help you introduce gardening to the children in

your care. Help them learn how plants grow and where food comes from” (United States Department of Agriculture, 2011).

• This site is a collection of links leading to other source of information related to garden education.

• This site mainly deals with nutritional education, but may provide content on language arts, math, science, health, and social studies though some of the links.

• http://healthymeals.nal.usda.gov/nal_display/index.php?info_center=14&tax_level=2&tax_subject=526&level3_id=0&level4_id=0&level5_id=0&topic_id=2112&&placement_default=0

Department of Horticulture, Virginia Tech:• The information on this site is a group of lesson plan that deal directly with garden

education. How to plant and maintain a garden (Virginia Tech Horticulture Department, 2002).

• http://www.hort.vt.edu/HORT6004/network/lessonplans.html California Foundation for Agriculture in the Classroom

• This site contains a lesson plan and additional resources about garden education (California Foundation for Agriculture in the Classroom, 2011).

• Area of education focus on math, science, nutrition, and visual arts.• http://www.cfaitc.org/wegarden/

ProTeacher• This site is a blog for teachers. It has many different ideas for activities

submitted by teachers. The educational topics aren’t clearly defined and vary, but there are lots of interesting ideas.

• http://www.proteacher.com/110013.shtml Ecology Center

• A collection of lesson plans with the subject they relate to labeled.• Topics include science, social studies, and language arts (Ecology Center, n.d.). • http://www.ecologycenter.org/tfs/archive.php

GardenABCs • This site is a list of links to other sites that have lesson plans. Many different

subjects areas are included.• http://www.gardenabcs.com/Lessons.html

MyGarden Lesson Plans• “The K-12 MyGarden lesson plans were written by teachers and reviewed by

horticulturists and nutritionists” (Collaborating Classrooms, n.d.). • Subject areas include language arts, math, social studies, and science.• http://collaboratingclassrooms.ath.cx/?garden=/nutrition&section=curriculum


Education

• Training Garden Leaders

• The amount of training that teachers and principals have in gardening is a big variable. Teachers that have some training in gardening are more likely to successfully use school gardens as a learning tool (Blair, 2009). Training for garden leaders and individuals seeking to in increase their gardening Knowledge is available through:

• Missouri Botanical Garden

• 4344 Shaw Blvd., St. Louis, MO 63110, (314) 577-5100

• https://www.mobot.org/default.asp

• University of Illinois Extension

• http://web.extension.illinois.edu/madisonstclair/index.html

• 1269 North 89th StreetSuite 3East St. Louis, IL 62203Phone: 618-397-4973 FAX: 618-397-8823

• Illinois Agriculture in the Classroom

• 1701 Towanda Avenue Bloomington, IL 61701 Phone: 309-557-3334

• http://www.agintheclassroom.org/060605/aitchome.html

Students Roles

Erica• Conducted Interviews, Organized Presentation,

Organized meetings. Mark

• Conducted Interviews, Organized Toolkit, Found journal articles and online resources.

Grace• Conducted Interviews, Organized Presentation.

Zach• Organized Toolkit, provided content for presentation.

Intervention and Minnesota Model

Health Teaching- Teach about gardening and nutrition. Link gardening to academics.

Advocacy- The toolkit advocates for more fruit and vegetable intake and improved diets.

Collaboration- The toolkit gives schools information on many different organizations that they can work with to establish a school garden.

Counseling- The establishment of a relationships will be necessary among parents, teachers, and the community to enable schools to create there own gardens.

Other Possible Intervention

In some of the studies researched for the toolkit, including Parmer, Salisbury-Glennon, Shannon, and Struempler (2009), McAleese and Rankin (2007), and Morris and Zidenberg-Cherr (2002), treatment groups received garden education without the creation of an actual garden.• This is another intervention that could be taken to teach

about gardens and nutrition. This was not the selected intervention because

although this has good results, the results with a garden were found to be better.

Evaluation on Intervention

Process Evaluation• Track student attendance on garden days

• Observe food intake in cafeteria throughout gardening program

• Track parent involvement. Do parents continue with program or leave? Do new parents become interested as there children learn about gardens? Are parents able to make times when the program is in session?

Evaluation on Intervention

Outcome Evaluation

• 24 hour diet recalls to judge diet before and after gardening (McAleese and Rankin, 2007).

• Have a tasting session with a rating scale to see if preference for vegetable and fruit increased with education and gardening (Parmer et al., 2009)

• A survey to determine nutritional knowledge (Parmer et al., 2009).

• Interview children involved to determine what they have learned (Protudjer, Marchessault, Kozyrskyj, and Becker, 2010)

What Could be done to Improve the Intervention

The toolkit could have more specific information on gardening.

Since the students who created this toolkit are not experts in gardening, we put information in the toolkit on where to find resources for beginning a garden instead of writing specific information on gardening

References

America The Beautiful Fund. (2006). Operation Green Plant. Retrieved February 2011, from America The Beautiful Fund : http://www.america- the-beautiful.org/free_seeds/index.phpSeeds of Change

American Community Garden Association . (n.d.). Funding Opportunities. Retrieved February 2011, from American Community Garden

Association : http://www.communitygarden.org/learn/resources/funding- opportunities.php

Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education,

40(2), 15-38. Retrieved from EBSCOhost. California Foundation for Agriculture in the Classroom . (2011, February). We

Garden. Retrieved February 2011, from Agriculture in the Classroom Online: http://www.cfaitc.org/wegarden/

California School Garden Network . (2008, November). Let's Get Growing: Gardening How To. Retrieved Febuary 2011, from

California School Garden Network : http://www.csgn.org/csysgvideo.php

References

Collaborating Classrooms. (n.d.). MyGarden. Retrieved Febuary 2011, from Collaborating Classrooms: http://collaboratingclassrooms.ath.cx/?

garden=/nutrition&section=curricul um Eastside Gardens. (2010). Retrieved Febuary 2011, from Eastside Gardens:

http://eastsidegardens.webs.com/ Eckert's. (2011). Eckert’s Donation Requests. Retrieved Febuary 2011, from

Eckert's: http://www.eckerts.com/donations.htm Ecology Center . (n.d.). Terrain for Schools. Retrieved Febuary 2011, from

Ecology Center : http://www.ecologycenter.org/tfs/archive.php Expertvillage. (2008, January 20). Basic Gardening Tips : Tools Needed for

Gardening . Retrieved Febuary 2011, from YouTube: http://www.youtube.com/watch?v=bnEe7k20acc

Forest ReLeaf of Missouri. (n.d.). Retrieved Febuary 2011, from Forest ReLeaf of Missouri: http://www.moreleaf.org/

Gateway Greening . (n.d.). Retrieved Febuary 2011, from Gateway Greening : http://www.gatewaygreening.org/

References

General Mills Inc. (n.d.). Champions for Healthy Kids . Retrieved February 2011, from General Mills.

Graham, H., Beall, D., Lussier, M., McLaughlin, P., & Zidenberg-Cherr, S. (2005). Use of School Gardens in Academic Instruction. Journal of Nutrition Education & Behavior, 37(3), 147-151. Retrieved from EBSCOhost.

Hayden-Smith, R. (2007). "Soldiers of the Soil": The Work of the United States School Garden Army during World War I. Applied Environmental Education and Communication, 6(1), 19-29. Retrieved from EBSCOhost.

Illinois Agirculture in the Classroom. (n.d.). Grants. Retrieved February 2011, from Illinois Agriculture in the Classroom.

KaBOOM!, Inc. . (2011). Retrieved Febuary 2011, from KaBOOM: http://kaboom.org/ Litchman, L. (2010). Grow Your Garden. Instructor, 119(6), 61-63. Retrieved from

EBSCOhost Lowes. (2008). Lowe's Toolbox for Education. Retrieved Febuary 2011, from

Lowes: http://www.toolboxforeducation.com/ McAleese, J., & Rankin, L. (2007). Garden-based nutrition education affects fruit and

vegetable consumption in sixth-grade adolescents. Journal of the American Dietetic Association, 107(4), 662-665. Retrieved from EBSCOhost.

References

Missouri Botanical Garden. (2011). Retrieved Febuary 2011, from Missouri Botanical Garden: https://www.mobot.org/default.asp

Morris, J., & Zidenberg-Cherr, S. (2002). Research and professional briefs. Garden-enhanced nutrition curriculum improves fourth-grade school children's

knowledge of nutrition and preferences for some vegetables. Journal of the American Dietetic Association, 102(1), 91-93. Retrieved from EBSCOhost.

Nationational Gardening Association. (2011). Youth Garden. Retrieved Febuary 2011, from Nationational Gardening Association: http://assoc.garden.org/grants/

Nestlè. (n.d.). Communities Take Root. Retrieved Febuary 2011, from Edy's Fruit Bars: http://www.communitiestakeroot.com/Home/Index

Ozer, E. J. (2007). The Effects of School Gardens on Students and Schools: Conceptualization and Considerations for Maximizing Healthy Development. Health

Education & Behavior, 34(6), 846-863. Retrieved from EBSCOhost. Parmer, S. M., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School

Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-grade Students. Journal of Nutrition Education & Behavior, 41(3), 212-217. Retrieved from EBSCOhost.

Protudjer, J., Marchessault, G., Kozyrskyj, A., & Becker, A. (2010). Children's perceptions of healthful eating and physical activity. Canadian Journal of Dietetic Practice

& Research, 71(1), 19-23. Retrieved from EBSCOhost.

References

Pounders, S. (2006). Gardens for Learning: Creating and Sustaining. Irvine, California: California School Garden Network.

ProTeacher. (2010). Plants. Retrieved Febuary 2011, from ProTeacher: http://www.proteacher.com/110013.shtml

Stone, M. K. (2002). a food revolution in Berkeley. Whole Earth, (107), 38. Retrieved from EBSCOhost.

U.S. Department of Health and Human Services. (n.d.). Retrieved February 2011, from Grants.gov: http://www.grants.gov/

United States Department of Agriculture. (2011, Febuary). Retrieved February 2011, from United States Department of Agriculture:

http://www.usda.gov/wps/portal/usda/usdahome United States Department of Agriculture. (2011, Febuary 8). Nutrition

Education. Retrieved Febuary 2011, from United States Department of Agriculture: http://healthymeals.nal.usda.gov/nal_display/index.php?info_center=14&t

ax_level=2&tax_subject=526&level3_id=0&level4_id=0&level5_id=0&topic_id=2112&&placement_default=0

United States Department of Agriculture. (n.d.). Checklist for starting a new garden. Retrieved February 2011, from www.usda.gov: http://www.fns.usda.gov/fns/outreach/grants/Checklist_for_Starting_a_School_Gard en.pdf

United States Department of Agriculture. (n.d.). Resource Directory. Retrieved February 2011 , from Agriculture in the Classroom:

http://www.agclassroom.org/directory/index.cfm

References

University of Illinois at Urbana-Champaign. (2011). Madison/ St. Clair Unit. Retrieved February 2011, from University of Illinois Extension: http://web.extension.illinois.edu/madisonstclair/index.html

University of Minnesota. (1999). Leader guide. Cloverbuds, Retrieved February 2011, from University of Minnesota Extension:

http://www1.extension.umn.edu/youth/mn4-H/policies/cloverbuds- leaders.pdf University of Missouri. (2009, April). Community Garden Toolkit. Retrieved

February 2011, from University of Missouri Extension: http://extension.missouri.edu/explorepdf/miscpubs/mp0906.pdf

Virginia Tech Horticulture Department . (2002, April 8). Lesson Plans. Retrieved February 2011, from Virginia Tech Horticulture Department: http://www.hort.vt.edu/HORT6004/network/lessonplans.html

W.K. Kellogg Foundation. (n.d.). For Grantseekers. Retrieved February 2011, from W.K. Kellogg Foundation : http://www.wkkf.org/grants/for-

grantseekers.aspx Walmart. (n.d.). The Walmart Foundation. Retrieved February 2011, from

Walmart: http://walmartstores.com/CommunityGiving/203.aspx

garden development project 2011

Documents

starting school

school garden1916

creation of school gardens

school gardenpromote

george putnam school

contlalumier elementary

study school gardensreturned

schoolschool garden