School Garden Trivia

Knowledge sprouts in the garden with this trivia activity!

Materials:

• Garden stakes
• Laminated trivia/facts
• Glue

Activity:

• The history and lore of plants provide a great learning opportunity for your young gardeners.  After choosing the types of fruits and vegetables you will plant in your garden, research some fun facts about them.  
• Type or write the facts on small pieces of paper and laminate them.
• Read the facts to students or have them each share a fun fact or story.
• Attach each fact to a garden stake and place it in the garden.   Not only does it help identify what is growing but it offers a little history too.

Check out these great websites for fun facts and stories:

• Heirloom Seeds Garden Trivia
• Examples:
• "Tomatoes were originally thought to be poisonous and did not gain acceptance in the US until 1820, when Colonel Robert Gibbon Johnson ate a basket full of tomatoes on the courthouse steps in Salem, New Jersey on September 26, 1820.  The assembled crowd expected to see the Colonel drop dead.  When he suffered no ill effects, the tomato was on its way to become the most popular vegetable grown by backyard gardeners today!"
• "The radish was eaten during breakfast, lunch and dinner by early American settlers.  By the late eighteenth century, at least ten varieties of radishes were popular in home gardens.  Thomas Jefferson grew eight different varieties in his own gardens at Monticello."
• Ag Day
• Examples:
• "We are eating 900% more broccoli than we did 20 years ago"
• "The bright orange color of carrots tells you they're an excellent source of Vitamin A, which is important for good eyesight, especially at night.  Vitamin A helps your body fight infection and keeps your skin and hair healthy!"

Activity: Chef Chlorophyll

Students will participate in a skit to learn that plants make food through the process of photosynthesis.


Materials:

• Images of the sun, water, and air (available in the "Teaching Tools" section of www.gotdirtwisconsin.org)
• You may choose to substitute props for the images
• Soup pot
• Large spoon

Activity:

• Ask the students how they think that plants eat. 
• Use humans as an analogy.  Humans eat food to get energy.  Have they seen plants eat food?
• Explain that leaves help plants make food through the process called photosynthesis.   
• If humans could make their own food, it would be like making a piece of lasagna in their arm.
• Perform the following skit to illustrate what a plant needs to make food.
• Holding your soup pot and spoon, introduce yourself as Chef Chlorophyll. Tell your students that you live inside the leaves of a plant and are making food to help the plant grow.
• Taste the soup in your pot and explain, “It tastes okay, but it needs a few ingredients.”
• Ask the students what ingredients the plant needs to grow.
• Each time a student answers a correct ingredient (sun, air, and water) give the student the image of the ingredient and allow them to place it in the pot.
• Repeat until all of the ingredients are in the pot.
• Tell students that the soup tastes just right and now the plant can grow big and strong.
• Have students create recipe cards with what plants need to make food.

Activity: Growing Potatoes and Carrot Tops

Capture the interest and imagination of students by growing carrot tops and potatoes.


Materials

• Toothpicks
• Glass or plastic cup or saucer
• Water
• Sweet Potato or Carrot
• Knife
• Scissors
• Pebbles or pea gravel

Carrots

• Select a fresh carrot that still has the leaves on the top.
• Cut the carrot so that about two inches remain below the top. 
• Trim the leafy greens from the top of the carrot.
• Fill a container with about one inch of pebbles or pea gravel.
• Place the carrot tops, cut side down, in the gravel.  If necessary, add more gravel to hold the carrot tops in place.
• Add water to the container.
• Place the container in a sunny location.
• Ask students to predict what will happen. 
• Will a new carrot form? 
• Will it grow? 
• If so, how big will it get?
• Observe the changes in your carrot.
• Add water as necessary.
• Although the carrot will not form a new root, after a few days leafy greens will start to appear.

Potato

• Place four toothpicks around the middle of a potato.
• Fill a cup with water.
• Taking the potato with the toothpicks, rest the toothpicks on the edge of the cup.  The bottom of the potato should be sitting in the water.
• Place the cup in a sunny location.
• Ask students to predict what will happen. 
• Will a new potato form? 
• Will it grow?
• If so, how big will it get?
• Observe the changes in the potato.
• Add water as necessary so that the bottom of the potato is in the water.
• After a couple of days, roots will start to form in the water and stems and leaves will start to form.

Activity: "Planting" an Indoor Garden

Even if you don't have the space available to start a school garden, you can still teach your students about fruits, vegetables, plants and gardening.

This easy activity allows you to "plant" a garden in your classroom and teach kids about various fruits and veggies.

Materials:

• Clip art of fruits and vegetables on white paper for students to color
• Coloring materials (markers, paint, crayons, etc.)
• Scissors
• Craft sticks
• Glue
• Container and potting soil or styrofoam to create "garden plot"

Preparation:

• Find clip art of fruits and vegetables for students to color
• Print pictures on white paper

Activity:

1. Give each child one or several images of fruits or vegetables.
2. Have the children identify the type of fruit/veggie and color it the appropriate color.
3. Have children cut out the pictures and glue them to the craft sticks.
4. Place the potting soil or styrofoam into the container.
5. Have students "plant" their garden by placing their craft sticks into your "garden plot"
6. Continue to have children identify the fruits/veggies in their garden.

Extension:

• Have children use the fruits and vegetables from their garden as puppets. 
• Have children create skits or plays with the puppets.
• Read a garden story and have children hold up their fruit/veggie when it is mentioned in the story.
• Use the pictures of the fruits and vegetables to help plan your school garden.  Have students decide where each one should go and place it into the "garden plot" accordingly.

Activity: Don't Forget Your Fruits and Vegetables!

This activity helps to teach and reinforce the parts of a plant (seeds, roots, stems, leaves, flowers and fruit). It also allows students to recognize the parts of a plant that we eat.

Materials:

• A variety of fruits and vegetables to represent parts of the plant*
• Table/Flat surface
• Cloth

Activity:

1. Place all of the fruits and vegetables on the table and tell students to gather around.
   
2. Have students identify the names of the fruits and vegetables and the corresponding part of the plant they represent.
   
3. Tell students they will have to remember the items on the table. Give students a couple of minutes to look at and remember the items.
   
4. Cover the items with a cloth and carefully remove one or several items without the students seeing. Meanwhile, ask the students to explain the functions of the different plant parts or ask what plants need to grow.
   
   

   Seeds: Contain everything the plant needs to grow
   Roots:
   Anchor the plant, provide support, and absorb nutrients and water
   Stems: Carry nutrients from the roots to the leaves
   Leaves: Make food for the plant
   Flowers and Fruit:
   Help the plant reproduce
   

   
   
5. After removing an item, uncover the fruits and vegetables and ask the students what's missing.
   
6. Repeat as many times as desired!

Variation:
Play I Spy with the fruits and vegetables. Using the same idea, place items on the table and first have students identity the name of the fruit/vegetable and the part of the plant. Then students, "I spy with my little eyes....a root that is orange!" [Answer: Carrot]. Have students take turns picking the items.





*Suggested fruits/vegetables, according to plant part

• Seeds:
• Almonds
• Brazil nuts
• Cashews
• Peas
• Pumpkin seeds
• Sunflower seeds
  
• Roots
• Beets
• Carrots
• Horseradish
• Parsnip
• Rutabagas
• Sweet potatoes
• Turnips
• Stems
• Asparagus
• Garlic
• Ginger
• White potatoes
  
• Leaves
• Cabbage
• Collards
• Kale
• Lettuce
• Mustard
• Parsley
• Spinach
  
• Flowers
• Broccoli
• Chive blossoms
• Garlic blossoms
• Squash blossoms
  
• Fruits
• Apples
• Cucumbers
• Grapes
• Peaches
• Pears
• Peppers
• Pumpkins
• String beans
• Tomatoes

Gardening and History

A garden provides a wonderful opportunity to discuss American history with your students.

Did you know that Thomas Jefferson grew 250 varieties of more than 70 different species of vegetables? In fact, if you visit the Thomas Jefferson Foundation website, you can purchase some of Jefferson's seeds, for the low, low price of $2.50 per packet. Don't forget to search by the correct gardening zone--zones 3, 4, or 5 for those fellow Wisconsin gardeners out there.

Did you know that Michelle Obama did not start the first garden at the White House? Vegetable gardens at the White House date back to Thomas Jefferson, Quincy Adams, all the way through Abraham Lincoln. Eleanor Roosevelt revived the garden during World War II to show her support for the Civilian Defense Program and to encourage citizens to start their own gardens. (More info here).

Did you know that Native Americans introduced the pilgrims to potatoes, beans, peppers, tomatoes, and squash; while the pilgrims introduced the Native Americans to carrots, wheat, rice, oranges, and wine grapes?

For some more historical connections, go here.

The connections are really endless. Why not focus an entire unit on the historical significance of gardening in the US? You can have students research prominent gardening figures, such as Jefferson, Eleanor Roosevelt, or George Washington Carver, among others. You can discuss how gardening and agricultural practices have changed throughout history, especially in regards to the industrial revolution. Or you can research the history of how certain fruits and vegetables arrived in the United States.

Have you done a history lesson on gardens? I would love to hear what you did and how it worked! Leave your comments below!

Activity: How does your garden grow?

This sequencing activity allows children to imagine being a farmer or gardener. Children will practice following directions, putting items into a sequence or particular order, and using basic addition and subtraction.


Materials:
Worksheet containing images of four tomatoes, four ears of corn, four heads of lettuce and four carrots
Brown construction paper
Coloring supplies
Scissors

Activity:

1. Give each student the vegetable worksheet, one piece of brown construction paper, coloring supplies and scissors.
   
   
2. Have students color and cut out the pictures of the vegetables. Make sure that students color in the vegetables the appropriate colors.
   
   
3. Explain to students that we will now plant our garden but we have to follow very specific instructions to make sure that everything grows.
   
   
4. Tell students that the piece of brown construction paper is their garden. The side of the paper closest to them is the front of the garden and the edge of the paper that is furthest away from them is the back of the garden. (It may be useful to demonstrate this to students to avoid confusion)
   
   
5. As you read each example to the class, have students arrange their vegetables in their garden. Tell students that they may need to rearrange or change their vegetables as each clue is given. Read each example two or three times so that students can check their work. You may need to do the first example together so students get an idea of what they are supposed to do.
   
   EXAMPLE ONE:
   The tomatoes get planted in the front row of the garden.
   The lettuce gets planted in a row behind the tomatoes.
   The corn gets planted in a row in front of the lettuce.
   The carrots get planted in the back row of the garden.
   
   
   
   EXAMPLE TWO:
   The corn gets planted in the front row of the garden.
   The tomatoes get planted in the back row of the garden.
   The lettuce gets planted in a row right behind the corn.
   The carrots get planted where you think they should go.
   
   
   
   EXAMPLE THREE:
   The yellow vegetable gets planted the back row of the garden.
   The red vegetable gets planted in a row right in front of the yellow vegetable.
   The green vegetable gets planted in the front row.
   The orange vegetable gets planted where you think it should go.
   
   
   
   EXAMPLE FOUR:
   The yellow vegetable gets planted in a row in the middle of the garden.
   The red vegetable gets planted in a row in front of the yellow vegetable.
   The green vegetable gets planted in the back row of the garden.
   The orange vegetable gets planted in the front row of the garden.
   





6. After reading each example, review it together and show the correct arrangement of vegetables.


7. After completing each example or after doing all of the examples, students will now "harvest" their vegetables. Read each "recipe" below and have students remove the appropriate number of vegetables from the garden and place them in an imaginary basket. You can follow up by asking students how many vegetables are left in the garden or row, how many vegetables did they pick from the garden, etc.
   
   RECIPE 1:
   Two heads of lettuce
   Three ears of corn
   One tomato
   One carrot
   
   RECIPE 2:
   Three ears of corn
   Four carrots
   Two heads of lettuce
   
   RECIPE 3:
   Two tomatoes
   Three carrots
   All of the lettuce
   One ear of corn
   
   RECIPE 4:
   One head of lettuce
   One tomato
   Two carrots
   Two ears of corn
   

Activity adapted from AIMS Education Foundation's "The McGregors' Garden" Activity

Grant Opportunity: Welch's Harvest Grant

Welch's and Scholastic will award two schools in every state with a customized indoor or outdoor garden package to teach children about nutrition and sustainable agriculture.

The awards are open to K-8 classrooms with a minimum of 15 students. The top five winners will receive a package valued at $1,000, the top 25 winners will receive a package valued at $500, and 70 winners will receive a package valued at $250. According to Welch's website, the award package includes garden tools, seeds and educational materials.

Remember that the White House's garden cost less than $200 to create. So no matter what, if you receive an award, you'll have enough to start a garden!

Applications must be submitted by February 6, 2010. Visit Welch's website for an application and additional information.

Day 2 of the Microfarm

Yesterday, I planted seeds in my microfarm. Not that I was honestly expected the plants to shoot up over night, it is still fun to check the progress of my handiwork.

The pictures below show the condensation that is starting to form on the plastic trays, which indicates that they have enough water.

Stay tuned for the progress of the microfarm as I anxiously wait for my microgreens to start sprouting!

Planting a Microfarm!

Today, I planted my very first microfarm!

What's a microfarm, you ask?

A microfarm is essentially a garden on a wagon. Trays of microgreens are planted and placed on the wagon, which has a lights to help the plants grow indoors.

Microfarms offer a solution to Wisconsin's short growing season and provide flexibility for teachers. Teachers are not limited by unpredictable weather. Instead they can decide when they want to plant the microgreens and create an entire gardening unit. Plus, the microgreens start to grow relatively quickly, which will help keep the interest of students.

Planting a microfarm is surprisingly easy.

Granted, when I planted by my mircofarm, the actual cart was already built. But the planting took no time at all.

First, I gathered all of my tools (seen in the picture below).

(From the left: Trays filled with soilless potting medium, seeds, microfarm manual, and watering can)

The trays I used came with soilless potting medium already in it, which helped reduce the mess.

Once I scattered the seeds over the potting medium, I was concerned about covering them. I had a feeling I was about to make a huge mess and potting medium and seeds would be everywhere.

Here's an insiders tip: Use a pencil to help till the potting medium and to cover the seeds. Simply put a pencil into the medium and move it back and forth. It will help cover the seeds without making a mess. It is also something easy for kids to do!

I did this with four types of seeds, making a tray for each one.--See picture below

Don't forget to label your trays so you remember what you are actually growing in each tray.

Next I watered my trays of microgreens. I wasn't quite sure how much water to add since the potting medium seemed to soak it up relatively quickly. But I applied enough water to make it moist.

Then, I placed the trays onto the microfarm and covered them with plastic domes. The domes help to keep the moisture in so that you don't have to water the plants very often. Moisture will start to gather on the plastic domes, which indicates that I gave my microgreens enough water. The domes will stay on until the microgreens begin to grow.

Finally, I set the timer for the grow lights to be on for 16 hours and off for 8 hours.

Check out the finished product!

Now, its time to sit back and wait for my microgreens to start to sprout up.

I'll hopefully be able to report my success within a few days!

If you want to learn more, visit http://www.gotdirtwisconsin.org/ for a microfarm manual.