Search

This guidebook aspires to build a community where learning for sustainable development takes place everywhere for everyone as an ongoing practice. It introduces you to "Reflect-Share-Act," a process to discover and define sustainable development in your own contexts together with others in your community. The guide compiles resources that can support this learning process, including stories of various communities' actual experiences. Join us on this journey to put sustainable development into practice for everyone in your community!

Quality schoolyards provide opportunities for the physical challenges, exercise, sensory play, fantasy play, organized sports, and unsupervised free play that allow for healthy, well-rounded development. Schoolyards should be safe places where children practice social skills and develop an appreciation for the feelings of others and the complexities of the natural environment. With funding from The Prince Charitable Trusts, the 21st Century School Fund surveyed District of Columbia public elementary school outdoor space in the spring and summer of 2010. This review identified key elements of healthy, safe, and educationally rich schoolyards.

The graduate of the Landscape Gardener apprenticeship program is a certified journeyperson who will be able: (1) apply the principles and processes of landscape design and construction; (2) construct and install landscape structures and other accessories of various materials; (3) estimate and handle orders of plant and related materials; (4) plan and implement landscape installations; (5) operate and maintain the tools and machinery used in the Landscape Gardener Trade; (6) design, install and maintain irrigation systems; (7) operate a greenhouse, nursery, garden centre, sod farm or landscape business; (8) apply the principles of horticultural management and maintenance practices; (9) apply the principles of plant production; (10) manage growing media; (11) identify and apply knowledge of pests, weeds, disease and controls used by this industry; (12) apply specialized knowledge of plant botany and plant identification; (13) relate to other trades and professions working in the same environment, including underground services, heavy equipment operators, engineers, architects etc.; (14) employ environmental stewardship practices in landscape planning, installation and maintenance; (15) work effectively in key roles in public and private horticultural and landscaping business units; and (16) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Landscape Gardener Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.

This version of "Guide of Ideas for Planning and Implementing Intergenerational Projects," written in Spanish, is for all professionals that are or wish to be enrolled in the development of intergenerational activities. This "Guide" is the main product of the Project MATES--Mainstreaming Intergenerational Solidarity, co-financed by the Lifelong Learning Programme from the European Commission, as a Grundtvig Accompanying Measures Project. With a Preface of Professor Alexander Kalache, former WHO Director, the writing of the "Guide" has been made by three authors: Alan Hatton-Yeo (UK), Iris Marreel (DE) and Teresa Almeida Pinto (PT). It presents 37 examples of projects, a brief road map to implement Intergenerational Practices and an extensive list of recommendations and ideas on how to move forward and insert the intergenerational solidarity concept, in all fields of life. Further information: VIDA--Intergenerational Valorisation and Active Development Association; MATES website: www.matesproject.eu; email: vida@viver.org. (Contains a bibliography.) [Abstract revised to meet ERIC guidelines. This document was produced by Association VIDA. Co-authors include: Maria Waser, Andy Limacher, Monica Duaigues, Michael LaFond, Gill Clarke, Davide Di Pietro, and Jan Schmolling. For the English translation of this document, see ED507349.]

This version of "Guide of Ideas for Planning and Implementing Intergenerational Projects," written in Portuguese, is for all professionals that are or wish to be enrolled in the development of intergenerational activities. This "Guide" is the main product of the Project MATES--Mainstreaming Intergenerational Solidarity, co-financed by the Lifelong Learning Programme from the European Commission, as a Grundtvig Accompanying Measures Project. With a Preface of Professor Alexander Kalache, former WHO Director, the writing of the "Guide" has been made by three authors: Alan Hatton-Yeo (UK), Iris Marreel (DE) and Teresa Almeida Pinto (PT). It presents 37 examples of projects, a brief road map to implement Intergenerational Practices and an extensive list of recommendations and ideas on how to move forward and insert the intergenerational solidarity concept, in all fields of life. Further information: VIDA--Intergenerational Valorisation and Active Development Association; MATES website: www.matesproject.eu; email: vida@viver.org. (Contains a bibliography.) [Abstract revised to meet ERIC guidelines. This document was produced by Association VIDA. Co-authors include: Maria Waser, Andy Limacher, Monica Duaigues, Michael LaFond, Gill Clarke, Davide Di Pietro, and Jan Schmolling. For the English translation of this document, see ED507349.]

"Guide of Ideas for Planning and Implementing Intergenerational Projects," is for all professionals that are or wish to be enrolled in the development of intergenerational activities. This "Guide" is the main product of the Project MATES--Mainstreaming Intergenerational Solidarity, co-financed by the Lifelong Learning Programme from the European Commission, as a Grundtvig Accompanying Measures Project. With a Preface of Professor Alexander Kalache, former WHO Director, the writing of the "Guide" has been made by three authors: Alan Hatton-Yeo (UK), Iris Marreel (DE) and Teresa Almeida Pinto (PT). It presents 37 examples of projects, a brief road map to implement Intergenerational Practices and an extensive list of recommendations and ideas on how to move forward and insert the intergenerational solidarity concept, in all fields of life. Further information: VIDA--Intergenerational Valorisation and Active Development Association; MATES website: www.matesproject.eu; email: vida@viver.org. (Contains a bibliography.) [This document was produced by Association VIDA. Co-authors include: Maria Waser, Andy Limacher, Monica Duaigues, Michael LaFond, Gill Clarke, Davide Di Pietro, and Jan Schmolling. For the Potuguese version of this Guide, see ED507358. For the Spanish version of this Guide, see ED507360.]

This guidebook has been developed to support and coordinate efforts across Pennsylvania to increase the connections between farms and schools. It is written for schools and school districts--and especially for food service directors, teachers, administrators, school nurses, and school health and wellness committees. It is also written for farmers and suppliers who are interested in participating but still unsure about when or how to develop relationships with local schools. This guidebook recognizes that both schools and farmers need to work together to make farm to school programs work effectively. This guidebook describes various farm to school efforts and activities and shows how they work best when they connect to the needs and capacities of schools and communities. Real-life case studies demonstrate how schools and producers are working together in Pennsylvania to build effective farm to school programs. This guidebook also offers suggestions to both schools and farmers to help avoid common pitfalls. Appended are: (1) Seasonal Availability of Pennsylvania Produce; (2) Curricular and Classroom Resources to Support Farm to School; (3) Organizations and Resources to Support Farm to School; and (4) Grants and Funding Ideas. (Contains 1 footnote.)

Community gardening projects can enhance community food security and improve the nutrition of project participants. However, limited information exists on the most effective models and methods for establishing community gardens in rural areas. A survey of 12 rural community gardening projects found a variety of program models: community gardens with individual plots, single community gardens for demonstration and education purposes with simultaneous provision of support to private individual gardens, community gardens tended collectively, gardens used to teach gardening skills, school gardens incorporated into the school curriculum, mentoring relationships between experienced and new gardeners, and community gardens affiliated with an existing entity to build sense of ownership. Pros and cons of each of these models are listed. Rural obstacles to community gardening include lack of volunteers, an insider-outsider dynamic between project developers and community members, lack of gardening experience, and transportation problems. Tips for successful gardens are listed, followed by program recommendations related to planning, program design and long-term development, funding, local food security, community relations, and public policy. A sidebar outlines characteristics of the projects surveyed: volunteer demographics, funding, types of educational programs, and operational issues. Contact information is included for projects cited in the report. (SV)

The resource guide, developed by the ESL (English-as-a- Second-Language) Group of the Minnesota Literacy Training Network, contains useful classroom techniques and activities for teaching ESL. The ideas are both conventional and innovative, and support development of listening, speaking, reading, and writing skills. The first section lists activities found to be effective by ESL teachers. The second section contains ideas drawn from an ESL teacher education program. These two sections include ideas for: warm-up exercises; use of instructional technology; grammar elements (articles, prepositions, adverbs, verb tenses); craft activities; sentence reconstruction; vocabulary development exercises; personal stories; functional work English; echo reading; daily conversation; cloze exercises; telephone message comprehension; word games; realia use; student journals; video and other visual aids; cultural sharing; proverbs; biography poems; progressive story writing; group work; exercises using newspaper advertising; gardening; job interviews; making comparisons; and giving complements. The third section lists recommended ESL instructional materials, with titles, publishers, and general comments for each, and organized by skill level and skill. Dictionaries, instructor resources, and publishers' addresses are also included in this section. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Growing Ideas, the National Gardening Association's series for elementary, middle, and junior high school educators, helps teachers engage students in using plants and gardens as contexts for developing a deeper, richer understanding of the world around them. This volume's focus is on hydroponics. It presents basic hydroponics information along with suggestions for helping students discover concepts on their own, and includes numerous examples from actual classrooms where teachers explore this growing technique with their students. Also included are suggestions for supporting students' varied learning styles in both cooperative and individual activities. Chapter titles are: "The What and Why of Hydroponics"; "Meeting Plant Needs"; "Choosing and Nurturing Plants"; "Exploring Hydroponics in Your Classroom"; "Choosing Systems"; "Simply Super School-Made Soilless Systems"; "Resources and Suppliers"; and "Appendix: Homemade Nutrient Mix." (MKR)

Noting the importance of agriculture in a developing nation, this manual provides primary school teachers with ideas for lessons and activities that can be taught in the school garden setting to improve students' application of skills acquired in class. The guide provides examples of specific lesson plans in science, math, social studies, and English language. It includes lessons for three terms adapted to crops viable for each of those seasons. It covers planning, site selection, soil science, planting and cultivation, harvesting, preserving, and marketing. The first part of the guide presents six class syllabi, including main ideas, specific topics and related activities for each class stage. Activities include finding examples of specific plants in the village or at the market, learning about tools, and experimenting with growing conditions. The second part of the guide offers guidelines for planning and developing the curriculum and discipline for teaching in the garden. The third part includes several sample lesson plans with illustrations. A glossary of words frequently used in gardening is provided. (AP)

The materials for learning Kanuri are designed for the language training of Peace Corps volunteers. They include lessons organized around ten themes: introductions (others, family, greetings and condolences); expressing one's needs; shopping; the tailor; meals; giving and getting directions; travel; daily activities; and gardening. Lessons include lists of vocabulary and expressions to be learned, grammar notes, additional useful expressions, exercises, and in some cases, cultural notes. (MSE)

This folder contains 12 fact sheets designed to improve the quality of gardens near the Great Lakes. The titles are: (1) "Your Garden and the Great Lakes"; (2) "Organic Gardening"; (3) "Fruit and Vegetable Gardening"; (4) "Composting Yard Wastes"; (5) "Herbicides and Water Quality"; (6) "Watering"; (7) "Soil Erosion by Water"; (8) "Soil Fertility"; (9) "Pest Management"; (10) "Landscaping"; (11) "Attracting Birds Naturally"; and (12) "Lawns." (MKR)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for nursery and garden center occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the nine units are as follows: general safety precautions; nursery and garden center operations; equipment maintenance; equipment operation; facility maintenance; marketing and sales; product handling; business management; and employability skills. (YLB)

This guide is for an articulated two-year high school, two-year college curriculum for garden center management developed by two postsecondary and five secondary institutions and representatives of the private sector in Texas. The guide includes the following: (1) a brief description of the occupation of garden center manager; (2) the basic objective of the curriculum; (3) extensive duty and task lists for garden center management (including performance objective, standard, materials, enabling objectives, and performance guide for each task); (4) a flowchart showing the recommended secondary and postsecondary course options; (5) recommended student prerequisites including academic courses; (6) basic course outlines for grades 9-14; (7) a list of secondary reference materials keyed to courses; (8) a line drawing of recommended secondary facilities; (9) a list of recommended tools/equipment and estimated costs; (10) a competency profile; (11) an example of the student monitoring and follow-up system; (12) career ladder information; (13) recommended teacher approval criteria; and (14) a sample articulation agreement. (KC)

This pamphlet presents some innovative thoughts and suggestions to make gardening an "accessible" activity for any gardener, able-bodied or disabled. For gardeners with special needs, workability of the garden must take precedence over a conventional garden design. Designs to consider include raised bed gardens, garden containers such as whiskey barrels and drainage pipes, and commercial garden containers. Deciding what to plant requires consideration of the size of the garden, amount of time available, location, personal taste, and ability to harvest and store produce. Tools can be matched to specific needs, such as tools appropriate for use from a seated or kneeling position, tools for people who find it painful or impossible to bend, tools for use by one-handed gardeners, and tools for those who have a weak grasp or limited dexterity. Suggestions are offered for protecting body posture and for adapting available tools. Twenty-four sources for special tools are listed. (14 references) (JDD)

In these activities, middle school and high school students examine the threat of nonnative plant species to Hawaiian ecosystems. Students explore different viewpoints on alien plants and consider how beliefs and attitudes may affect others' decisions concerning nonnative plant species. Students also identify invasive plant characteristics and determine how these may influence ecosystem management decisions. A resource management scenario, complete with budget constraints, challenges learners as weed warriors. Expected outcomes include students' ability to persuasively communicate perspective, identify factors that influence invasiveness of nonnative plant species, and effectively prioritize resource management strategies. (Contains 1 table and 1 note.)

Presents a science activity focusing on student ideas about plants and builds a terrarium based on students' ideas about the conditions of plant growth and cycling. (YDS)

Schoolyard greening is an excellent way to promote hands-on, interdisciplinary learning about the environment through projects that benefit schools and increase green space and biodiversity in communities. This book features step-by-step instructions for numerous schoolyard projects from tree nurseries to school composting to native plant gardens, along with ideas for enhancing learning by addressing diverse student needs. The guide includes detailed articles on rooftop gardens, multicultural gardens, far north gardens, desert gardens, butterfly gardens, ponds, and prairie restorations as well as more than a dozen schoolyard habitat options. For project planners there are practical tips on minimizing vandalism, maximizing participation, and raising funds. For teachers there are dozens of outdoor classroom activities and curriculum links, a bibliography of learning resources, and an up-to-date listing of funders and training organizations. (SAH)

This document features gardening activities for children in grades 3-5. Lesson plans target teaching children healthy eating habits; children should consume five servings of fruits and vegetables each day to take in the necessary vitamins and minerals essential for health and growth. Many lesson plans are also associated with physical activities and are marked with a "Body Builder" symbol. Six teaching concepts are presented: (1) "Basic Gardening"; (2) "Growing Techniques"; (3) "Thrifty Gardens"; (4) "Food Safety"; (5) "ABC's of Healthful Eating"; and (6) "Healthful Snacks." Appendices include gardening preparation and planting instructions, garden journal and activity worksheets, parental take-home sheets, and a registration packet. (YDS)

This guide for starting a school garden is Book One in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance the effectiveness of the curriculum by providing a place for students to record data and observations as well lessons. Divided into three sections, this book covers: (1) planning, preparing, and sowing the garden site; (2) creating support for the project from teachers, students, parents, and the school administration; and (3) a step-by-step approach to the fundamentals of gardening. Each lesson in the third section provides the stated purpose of the lesson, a list of all necessary materials, the type of activity to be carried out along with needed background information, discussion questions for tying the lesson together, and additional activities and follow-up lessons. An eight-item bibliography of additional resources is included at the end of section one of this book. (JW)

This guide for teaching science is Book Two in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance the effectiveness of the curriculum by providing a place for students to record data and observations as well as feelings. The use of journals is referred to in many of the lessons. Divided into 10 units, this book covers indoor and outdoor science activities on: (1) problem solving and communication; (2) awareness and discovery of perceptions; (3) the many aspects of soil; (4) the mysteries of growing; (5) photosynthesis; (6) cycles and changes, with a focus on decomposition and decay; (7) interdependence in human and animal communities; (8) the ecology and anatomy of insects and flowers; (9) ways energy consumption patterns can be changed; and (10) ways for children to conserve and recycle. Each lesson provides the stated purpose of the lesson, a list of all necessary materials, the type of activity to be carried out along with needed background information, discussion questions for tying the lesson together, and additional activities and follow-up lessons. (JW)

This guide for teaching nutrition is Book Three in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance the effectiveness of the curriculum by providing a place for students to record data and observations as well as feelings. The use of journals is referred to in many of the lessons. Divided into six units, this book contains lessons on: (1) food choices; (2) the basic four food groups; (3) nutrients; (4) digestion; (5) food consumerism; and (6) recipes for snacks based upon information learned in the preceding lessons. Each lesson provides the stated purpose of the lesson, a list of all necessary materials, the type of activity to be carried out along with needed background information, discussion questions for tying the lesson together, and additional activities and follow-up lessons. (JW)

The booklet, intended to acquaint students or visitors with the herb garden at the Lathrop E. Smith Environmental Education Center (Rockville, Maryland), describes 25 herbs and suggests ways to extend learning further by providing historic background and other information about the herbs. Each herb is described on a separate page, with each listing including a drawing, common and botanical name, type (perennial, biennial, annual, shrub, or tree), brief history, cultivation preferences, uses (culinary, medicinal, aromatic, and ornamental), and suggestions for preservation. Herbs covered are lemon balm, sweet basil, sweet bay, chamomile, chive, dill, garlic, scented geraniums, hyssop, lamb's ears, lavender, sweet marjoram, apple mint, oregano, parsley, pennyroyal, peppermint, rose, rosemary, sage, santolina, savory (winter and summer), French tarragon, thyme, and lemon verbena. (MH)

This document consists of a teacher's guide for a competency-based course on homestead and gardening skills designed for North Carolina's 11th- and 12th-grade students, and a list of competency test items applicable to the course. The teacher's guide contains course specifications, a list of competency statements, a sheet describing each unit of instruction, and a 161-item bibliography. The units cover general concepts in agriculture and agribusiness; Future Farmers of America activities and a supervised occupational experience program through home, school, and community resources; homestead planning; homestead and gardening mechanics; home safety; and home gardens. The test item bank contains true/false items, matching items, multiple choice items, ranking items, short answer items, fill-in-the-blank items, essay questions, drawing projects, and field demonstration projects. All items are cross-referenced to competencies in the homestead and gardening skills course. Answers are provided for all objective items; for other items, teachers are advised to develop such devices as observational checklists. (CML)

This agricultural curriculum guide on horticulture for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of instruction; and a listing of references. Concepts covered include orientation to horticulture, terminology, plant classification, horticulture mechanics, pest control, plant propagation, field preparation, and soils. Classroom activities are combined with gardening experiences. Appended materials include lesson plans, student activities, and tests. (CT)

This is the fourth in a set of 36 teaching guides for the Entrepreneurship Training modules and accompanies CE 031 036. Its purpose is to give students some idea of what it is like to own and operate a garden center. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions for summarizing the module, and responses to the quiz. The units are Planning a Garden Center; Choosing a Location; Getting Money to Start; Being in Charge; Buying and Keeping Track of Supplies; Setting Prices; Advertising and Selling; Keeping Financial Records; and Keeping Your Business Successful. Each unit contains a case study, responses to individual activities, responses to discussion questions, and a group activity. Suggested readings for the teacher and a list of goals and objectives complete the module. (CT)

This module on owning and operating a garden center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into individual activities, discussion questions, and a group activity. Units (and subject matter) in this module are planning your business (personal qualities; services, customers, and competition; special services; legal requirements); choosing a location (picking an area; picking a spot) getting money to start (description of business; statement of financial need); being in charge (dividing the work; hiring a worker); setting prices (cost of goods sold; operating expenses; profit needed or wanted; demand for products; competition); advertising and selling (designing an ad; sales methods); keeping financial records (cash sales; credit sales; daily cash sheet); buying and keeping track of supplies (choosing a supplier; filling out a purchase order; keeping track of supplies; when and how much to order) and keeping your business successful (profit and loss statement; profit ratio and expense ratio; increasing net profits). A summary and quiz complete the document. (A teacher's guide is available for this module.) (CT)

This manual is designed to provide Peace Corps trainers with suggested guidelines on the presentation of a nutrition-oriented household food production training program to community-level field workers. The manual describes and discusses simple, low-cost, local resources that may be available to the community. When applied through a home garden, these resources can help ensure a continuous supply of food and therefore improved health. The information presented attempts to reflect the realities of a typical rural situation in the humid tropics in which a trainee will most probably work. The manual is organized in three sections. The first section provides a listing of the tasks that need to be done in order to conduct a workshop. Also included is a complete bibliography for all reference materials needed and samples of invitation letters, evaluations, and other items. The second section contains the schedule and an outline for each session in the training program. Written in the form of lesson plans, the session outlines suggest topics and activities and some problem-solving assignments. The final section is designed to provide the trainee with a general outline for producing crops in a mixed garden system. An appendix contains numerous references for additional study. (KC)

This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of agricultural education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For agricultural education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: agricultural machinery/equipment/structures I-III, agricultural production I-III, forestry I-III, homestead and gardening skills, introduction to agriculture/natural resources, natural resources and environmental protection I-III, and ornamental horticulture I-III. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB)

This packet contains teacher and student editions for lawn and garden equipment repair and maintenance, intended for the preparation of power product equipment technicians. This publication contains four units: (1) introduction to lawn and garden equipment; (2) light-duty lawn and garden equipment; (3) heavy-duty lawn and garden equipment; and (4) chain saws. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching to those objectives, and assessing to those same objectives. Each instructional unit in the teacher edition includes some or all of the following components for each of the four units of instruction: suggested activities, answers to assignment sheets, answers to written test, written test, unit evaluation form, transparency masters, and worksheet masters. The teacher edition also contains information on use of the publication, a competency profile for recording students performance, instructional and task analysis, academic and workplace skill classifications and definitions, and a list of related academic and workplace skills. Each unit in the student edition includes some or all of the following components: objective sheets, information sheet, student supplements, assignment sheets, and job sheets. (KC)

Describes how gardens can be used to teach children about plants, wildlife, food, and the environment. Illustrates how gardens are established and used in various elementary schools. (CCM)

Describes the use of Lois Ehlert's 1991 book "Planting a Rainbow" as the basis for a mathematics project involving gardening for primary students. Delineates gardening-activity suggestions related to mental math, numbers and operation, measurement, geometry and spatial awareness, time and money, patterns and relationships, and statistics and probability. Includes suggestions for other books for math-using gardening projects. (KB)

This program is a new and innovative gardening project that targets children in grades 3-5 (Level 1). This book contains eight chapters that feature group and individual activities. Students can become certified Junior Master Gardeners by completing one group and one individual activity for each teaching concept and by participating in one leadership/community service project per chapter. Chapters include: (1) "Plant Growth and Development"; (2) "Soils and Water"; (3) "Ecology and Environmental Horticulture"; (4) "Insects and Diseases"; (5) "Landscape Horticulture"; (6) "Fruits and Nuts"; (7) "Vegetables and Herbs"; and (8) "Life Skills and Career Exploration." The appendix includes a registration packet and worksheets for each chapter. (Author/YDS)

This student handbook targets children in grades 3-5 and features both group and individual activities. By completing one group and one individual activity in each section of the eighth chapter, a student can become a certified Junior Master Gardener. Contents include: (1) "Plant Growth and Development"; (2) "Soils and Water"; (3) "Ecology and Environmental Horticulture"; (4) "Insects and Diseases"; (5) "Landscape Horticulture"; (6) "Fruits and Nuts"; (7) "Vegetables and Herbs"; and (8) "Life Skills and Career Explorations." (YDS)

Presents an activity in which students are asked to plan a garden then gather and analyze data on plant height versus available space. Provides historical information on gardening. (ASK)

Focuses on an experimental vegetable garden project in which grade eight students test their hypotheses on plant growth under variable soil conditions. Provides opportunities to integrate various scientific topics. (DDR)

Proposes that it is critical for children to understand and appreciate plants, and that gardening can be integrated into the regular school curriculum. Gives examples of "pizza garden" and flower garden projects related to math, science, language arts, creative arts, nutrition and health, physical education, Earth stewardship, music, social studies, community service, and computer technology. (SAS)

This theme unit includes elementary-level language arts, math, science, art, and critical-thinking activities about gardening. A full-color poetry mini-poster and an idea for growing a special Mother's Day tea are also included. Students learn about different types of gardens as they grow their own plants, and develop a vocabulary of flower names. (SM)

Ten lesson plans in the basic area of home beautification are included in the guide for use by teachers in planning and conducting youth or adult farmer classes. The major emphasis of this unit is on landscaping. The development of a landscape plan, plant identification and selection, landscape construction and maintenance, and flower specialty gardens are topics covered in the lessons. Suggestions for teaching the lesson, enrichment activities, and teaching materials are included at the end of each lesson. Teaching forms and a unit evaluation questionnaire are appended. (VA)

The Bureau of Education developed this course of study, published as a bulletin, reflecting increased interest of the movement for out-door education and in response to a request to the Bureau from the General Federation of Women's Clubs. It will be of value in promoting a type of study much needed in schools, and it will offer to the primary and intermediate teacher a suggestive series of projects on nature study which can be easily adapted to the daily programs in schools in different localities in the United States. This course is a detailed plan of work covering the child's ordinary range of experience and environment, including cycles of garden life and plant life. It is designed for all grades and is divided into two separate units of lower and upper grade work, the teachers in each grade to select the material best adapted to their courses of study and their daily programs. Correlation of nature study with the other subject matter in use in the schools is the principle worked out in this plan of work based on the child's environment. All the activities of the school are included in it, and suggestions for the use of nature study as an integral part of the other lessons are given in the daily program. Lessons in reading, language, and arithmetic are suggested; appropriate songs and stories are indicated; and bases for the arts and crafts and language modes are given. This bulletin contains a series of projects in nature study, which are planned with special reference to the appropriate seasons of the year and to the needs and conditions of the grade teachers in the schools. These lessons are so arranged that they may be adapted to the teacher's use without necessitating an undue amount of research and study. Subjects are listed, references are given, and outlines provided for each subject. In addition to this a suggestive lesson which has been worked out in a schoolroom is presented with each subject to further aid the teacher in adapting the work for her use. Suggestions for handwork, for field trips, and for simple experiments in the schoolroom will clear away the difficulties of many teachers who are trying to work out a project in nature study. (Contains 4 footnotes and 6 figures.) [Best copy available has been provided.]

Describes several gardening activities that can be kept simple or used as a foundation for more in-depth projects. Activities include setting up an indoor garden spot, making compost which helps students understand the terms "decompose" and "compost", watching plants drink in which students measure water movement in plants, making herb gardens, and drying herbs. Contains a list of resources. (PVD)

This document, concerning the 4-H horticulture project, includes a leader's guide and three youth activity guides. The leader's guide can be used to plan group project meetings that are both fun and educational. Activities can be adapted to various age groups. The leader's guide includes basic information for growing plants indoors and outdoors, answers to some of the activities in the three youth activity guides, and a list of valuable resources to help guide youth in their horticulture project experience. The three youth activity guides are designed to give young people a wide variety of horticultural experiences. They emphasize life skills rather than specific horticultural information. Different sections in each book focus on a particular life skill and provide activities that allow youth to practice that skill. Examples of life skills encouraged by the activities are: learning to learn; planning and organizing; making decisions; and communicating with others. Unit 1,"Budding Gardeners," covers growing edible sprouts and vegetables, planting flowers, pollination, garden design, and flower arrangement. Unit 2, "Branching Out," includes activities on hydroponics, air layering, transplanting, controlling pests, testing soil, and using mulches. Unit 3, "Digging Deeper," gives opportunities to develop leadership skills, organizational abilities, and presentation skills through such activities as conducting a gardening workshop, instructing younger members, arranging a tour, producing a video, giving a public presentation, or hosting a debate. (CCM)

This book aims at connecting gardening with literacy and children's literature and is designed for adults who work with children including classroom teachers, horticulturists, arboretum and botanical garden educational directors, librarians, garden center teachers, and camp counselors. It provides ideas for using children's books, language arts, and creative activities within a gardening setting. Chapter 1 eases the hesitant adult leader into gardening with children and provides a classroom teacher with a beginning for September when the school begins and most outdoor gardening ends. Included in this chapter are descriptions of three types of indoor gardens: garbage gardens, windowsill gardens, and gardens under glass. Chapters 2 through 5 describe plants, their parts and functions, and plant groups such as bulbs and wildflowers, under "flowers"; pumpkins, tomatoes, potatoes, and corn under "vegetables"; and apples, peaches, cherries, strawberries, and blueberries under "fruit." Chapter 6 describes "plant variety" including mushrooms and molds; ferns, cacti and succulents, carnivorous plants, and trees. Chapters 7 to 10 are sequenced from getting ready to actual gardening. Included in these chapters are tools needed, gardening tips, a discussion of garden "friends" and "foes," and a description of garden habitats which include habitats of butterflies, birds, bees, small animals, and wildlife. Chapter 11 encourages gardening groups to experiment with different types of gardens, especially city gardens including yardstick gardens, porch, patio, and balcony gardens, and community gardens. An annotated bibliography is also included. (JRH)

This companion book to Beyond the Bean Seed: Gardening Activities for Grades K-6 uses children's literature related to gardening, gardeners, designing gardens, multicultural literature, ecology, the environment, and the impact of plants on world economies and politics, to connect gardening in all its aspects to creativity, problem solving, imagination, and literacy. It provides garden-based experiences and literacy events designed to engage children in authentic relationships with the natural environment, adults, and peers. This book is composed of teaching ideas and suggestions for books related to gardening, creativity, and literacy activities. In Chapters 1 and 2 children are encouraged to use their imaginations as they dream of a variety of gardens and use various elements of garden design such as color, line, form, as well as fragrance and texture in order to translate their dreams into actual gardens. In chapters 3 and 4 children are encouraged to imagine and create specialized gardens, many with a particular purpose or theme. In chapters 5 and 6 children are encouraged to think globally as they study how plants and horticultural practices influence politics, economics, and the environment. Chapter 7 introduces gardening readers to the beautiful legends, folk tales, and myths created around plants while chapters 8 and 9 are about gardeners in fiction and in real life. (JRH)

A series of fifteen correspondence studies for high school credit by contract are presented. Contracts are included for boating skills and seamanship; boatbuilding; food and food preparation; gardening; livestock raising; salmon aquaculture; sewing, knitting, and needlework; small engine repair; taxidermy and tanning; trapping; training animals; work experience; computer skills; budget and family finance; and Jeppesen ground training. The typical format for each study includes a packing list; the student contract which includes the contract goal, contract objectives; contract requirements, and contract timeline; and a series of progress sheets. (LRA)

This guide contains indoor and outdoor gardening activities for children. The activities teach children how plants live and grow; how the weather, temperature, and seasons affect all living things; how living things come out of seeds and soil; how the birds, earthworms, bees, and toads help in the garden; and how the whole environment works together like an amazing puzzle. Activities are divided into the following sections: (1) Planting Basics; (2) Pesky Pets; (3) Garden Partners; (4) Tasty Ideas; (5) Fun with Herbs; (6) Grow Some Fun; (7) Make and Do Projects; (8) Think Ahead; and (9) Future Gardens. A list of resources is also included. (JRH)

Notes that the challenge for caregivers in developing intergenerational programs is to engage both groups with the materials and with each other while taking into consideration each group's needs and interests. Offers tips for planning any intergenerational activity. Explains how to plan activities using herbs, presents instructions for three different activities, and offers suggestions for additional activities. (TJQ)

Gardening helps children learn how plants sprout, grow, bloom, and then wither away, leaving seeds behind. Participating in this natural process allows children to experience the stages of life. Suggested gardening activities include studying dandelions, focusing on culture for garden plant selection, and constructing a worm box or worm terrarium to study earthworms. (TJQ)

Describes a gardening project linking science and geography that creates an opportunity to learn about Native American culture. Includes instruction for implementing such a project. (NB)