The Farm with Something to Say

the farm with something to say

Middle School Organic Gardening Curriculum: Growing Health and Self

Written fo The Talking Farm by Katharine Egan

Fall 2015

Notes for the Teacher:

For rainy day activity options, see Appendix B.
Each date has approximately an hour’s worth of activities for about 10 middle school students (grades 5-8).
The younger the students are, the longer the activities will take.
You may not be able to fit all the activities offered for any given day into that day. If your group moves slower:
Pick and choose which activities you will do/questions you will ask. Treat the day’s curriculum like a menu, and don’t try to fit it all in.
And/or: finish unfinished activities during a subsequent class.
IMPORTANT:For the middle school age range, keep any more formal “lessons” (even those comprised of question/answer sessions) to 5-10 minutes. The younger the youth, the shorter the lessons need to be.
On days that don’t involve as much physical activity as other days, or for lessons that require attention beyond 10 minutes, it’s a good idea to:
Insert a quick energizer activity in-between lessons. This can help re-energize and re-focus the group. (See Appendix F, Appendix F continued, and Appendix F.GRuB for team builder ideas –all attached separately from this curriculum). Or, take a break in the middle of a lesson to observe the garden (and report back), weed, water, mulch, or harvest.
Break up the lesson over 2 or more days.
For question/answer sessions in the lessons: consider asking some or even most of the questions during the activity. E.g. ask “why is it important to weed?” while weeding with the youth, as opposed to asking most of the questions before starting the hands-on portion of the class.
Doing an activity with youth while “teaching” them can help the youth focus. They often get less antsy when they have something to do.
Before having the conversation/doing the activity, you may want to make it clear that the activity is primarily a conversation, and they are expected to follow the “full group rules” during the activity: listen, raise hands, not interrupt, not have side conversations, etc.
Tips for “classroom” management:
A good way to get kids’ attention when you need to speak: clap a pattern, and wait for the class to repeat it back to you. Repeat your clapped pattern until everyone repeats the pattern in unison.
Wait until everyone is quiet to speak (every time). Otherwise, you show kids you’re OK with them talking while you’re talking. The more consistently you do this, the faster they’ll quiet down.
Create a definite start and definite end to when you address the full group. (For example, end with “OK, let’s break into groups and get started with weeding,” rather than just letting your comments peter out, or allowing yourself to get distracted from what you are saying). This helps kids 1) understand when they’re supposed to listen/only talk when they’re answering a teacher question, and 2) understand that there is an END to the time when you expect them to “be quiet.”
If they know that times when they’re expected to pay more formal attention (and avoid side conversations) are usually brief, focused, and have a definite end, they will be more likely to pay attention.
When you address the full group, consider instituting a “raise your hand” policy for youth questions/answers.
Be consistent with the techniques you use to manage the group. E.g. follow your own policies and enforce the same rules every time.
If kids know you/the rules, they feel safer, more secure, and like the situation is under control. This can discourage youth testing limits.
Being consistent helps avoid accusations of being unfair (e.g. enforcing rules for some kids but not others, or only enforcing rules when the frustration level increases).

Materials Needed On-Hand Every Day:

Hose with sprayer at end (so can use gentle spray and avoid washing seeds out of soil).
Sharpie labeling markers.
Mulch (preferred but not required).
Copy of Appendices A and B for the teacher.
Appendix B (rainy day flower activity) requires a packet of construction paper.
Copy of that day’s lesson plan (for the teacher/s).
Copy of the team-builder packet printed out. (Team Builder Packet: Appendix F, Appendix F continued, and Appendix F.GRuB.Team.Builders –all attached separately from this curriculum).
Flip chart paper (at least 3’x2’).
Colored markers.
Pens/pencils for youth use.
Scratch paper (lined or white with one side used). OR Student notebooks.
Y.O.U. behavior agreement (developed by the youth): posted in garden on large paper. Ideally, we’d laminate it and post it in the garden.
Y.O.U. incentive policy – copy for teacher.
Garden safety agreement developed and signed by youth on 1st day – posted in garden on large paper. Ideally, we would laminate it.
It will be helpful (though possibly not essential) to have a copy of each of these books on-hand for each class:
Your Farm in the City by Lisa Taylor.
Rodale’s All-New Encyclopedia of Organic Gardening.
CarrotsLoveTomatoes: Secrets of Companion Planting for Successful Gardeningby Louise Riotte.
Medical and Health Benefits of Fruits & Vegetables by Edward Mulwa and RitahMaitha.
Note: Nichols site already has 2 copies of each of these except the encyclopedia. They have 1 copy of the encyclopedia.
Harvest knives and/or scissors and/or hand pruners (even school scissors will work).
Biodegradable/eco-friendly dish soap (for washing hands and cleaning harvest tools, bins).
2 or more scrub brushes for cleaning harvest tools and bins.
Extra paper or plastic grocery bags for sending produce home with the kids (as it becomes ready).

------9/22/15: LESSON ONE------

Materials:

TTF Photo Release Forms (if haven’t already been given to youth).
3 Broad forks or 3-6 pitch forks.
3 stirrup hoes (optional).
Seedsin seed packets that contain planting info: arugula, spinach, leaf lettuce, and one seed packet that is NOT arugula, leaf lettuce, or spinach that teacher can use as a demo (doesn’t have to be a fall crop).
3 Measuring tapes or 3 measuring sticks (e.g. sticks that are 1’ long each).
Two tennis balls.
A stop watch (most cell phones have this function).
If you have produce growing at your site (Nichols does), and the youth will be harvesting it before preparing the beds:
11 large plastic or paper grocery bags (to send produce home with kids).
Trowels for youth to dig up soil handfuls.

Team-builder (about 10 minutes): Speed Names

Objectives:
Youth notice that one of the goals in gardening group is to have fun.
Youth learn each other’s names.
Youth understand that we are all expected to speak and behave respectfully to each other, even when we’re under pressure.
Activity:
Welcome to your first day in the garden!
We are going to start learning any names we don’t already know.
In the garden, we want to always be respectful of each other, even when our minds are busy with the task we’re doing. In this game, we’ll practice being respectful even while busy.
Have group stand in a circle. Include staff in circle.
Ask everyone to say his/her name one at a time: “Hi. I’m Sandra.”
After the person says his/her name, the group says “welcome Sandra!”
Have group throw the tennis ball in a random order to every person in the group (not the person next to you). Time how long it takes the group. Each time ball is thrown:
Say, “Here you go, Hannah.”
Hannah says “thank you, Katharine. Here you go Jim.”
Jim says “thank you Hannah. Here you go Amal.”
Do until everyone has had the ball once.
That took us 5 minutes! I bet we can pass the ball in the same order, still be polite to each other, and do it faster! Do you think we can do it faster?
Time the group 1-2 more times, each time seeing if they can finish in less time.
Optional: have two balls going at once (start 2nd ball a few seconds after the first).
Optional: see if group can pass the ball in the reverse order.

Welcome and Ground Rules (10 minutes):

Objectives:
Youth understand that building positive relationships with fellow group members is one of the goals of the group.
Youth make a formal commitment to listen respectfully to each other and the teacher. This may make it easier to hold youth to this agreement.
Youth understand the class’s behavior expectations.
Youth see themselves as stewards of the land for future youth.
Activity – Orientation to Place:
Have youth sit in a circle, and each dig up a small handful of soil to hold. (Part of working in the garden is getting dirty!)
Once again, welcome to the garden!
Before we begin our summer, let’s take a moment to think about this piece of land we’re sitting on.
You are each holding something magical in your hands: soil.
Soil grows our food, and food for all the other land animals; it grows our medicines, it grows the trees that supply the oxygen we breathe.
We wouldn’t be able to survive without it.
Soil also connects us to all of the people who have ever been on this land and all the people who will be here in the future.
Many hands have worked this soil.
Youth have grown here in previous years, families have lived here, and native tribes have called this place home – including theMiami, Ottawa, andPotawatomi tribes.
All these people who came before were stewards of this land.
Their care, their good thoughts and intentions, their love, all went into this land and this soil.
It is because of the people, plants, and animals that came before us that we are able to be here right now.
Their good stewardship means we get the opportunity to care for this land for the people and animals who will come here in the future.

Activity – Orientation to working together:
Take a moment to look around this circle. Right here are some of the most amazing people in Evanston, and we get to spend the next 6 weeks working together and getting to know each other.
Our group goal is to work harmoniously together while we learn to grow and prepare fresh healthy food. Each of us will also be working toward an individual goal, which you’ll identify next week.
So, start thinking about what you want your goal to be. (It can be related to gardening, or related to life skills/personal development).
In order to help us accomplish our goals, remember that both the Y.O.U. behavior agreement (“group agreement”) you developed and signed as well as Y.O.U.’s incentive policy (kudos and fouls) are in full effect here in the garden.
I’ll be passing out kudos and fouls.
Point to where the behavior agreement is posted (or ask a youth to post it).
There is one agreement that I think is the most important for ensuring we enjoy our time in the garden. I see it (or don’t see it) on the Y.O.U. behavior agreement you developed. What do you think it is? Take ideas.
It is: To listen quietly when others are speaking.
This includes: avoiding interrupting, avoiding side-conversations, and avoiding speaking while someone else in the group is speaking to everyone.
It can be really challenging, but with practice, it’s actually pretty easy to remember.
Plus, the more we do it, I guarantee the more fun we’ll have working together.
So, can we all agree to listen quietly when others are speaking? Wait for response.
Now, we’re each going to shake hands with every other person here, and as we shake hands, we’re going to look in the other person’s eye and say “I will listen quietly when you are speaking.”
Introduce clap-response technique (described under Notes for the Teacher) here: When we all need to come together as a group and listen, I will clap a pattern, and wait until everyone repeats it. For example… (have youth try it).

Safety (10 minutes):

Objectives:
Students understand how to keep themselves safe and healthy while working in the garden.
Students understand how to help keep others safe in the garden.
Students share responsibility with staff for creating a safe space for all.
Activity:
Here in the garden, we’ll be working with sharp tools, lifting heavy things, and working in the hot sun. If there’s no thunder or lightening, we may even work in light rain.
What are some ways we can all stay safe while working here? Have youth brainstorm, write ideas on paper, sign paper, and post paper in the garden.
Make sure youth include:
Better safe than sorry principle.
Intro principle: An ounce of prevention is worth a pound of cure.
Lifting technique (by bending knees, not bending back (keep back straight); use leg muscles, not back muscles, tighten stomach muscles by pulling belly to spine when lifting).
Show youth what this looks like, and have everyone practice.
Drink water. (If you’re thirsty, you might already be getting dehydrated).
Use sunscreen, sunglasses, and hats to protect from the sun.
Dress for safety and comfort: closed toe athletic type shoes, clothes in which it’s easy to do physical farm-work, clothes you don’t mind getting dirty, clothes that protect you from the sun, rain, and temperature changes (dress in layers, bring a raincoat just in case).
Rest if you need to.
Ask for help when needed (e.g. when you need to lift something that might be a little too heavy for one person).
Prop tools up while in use (never leave on ground because someone might not see the tool and might step on it).
Put all tools away when done using.
Notify staff if you notice any potentially unsafe situation.
If you need an epi pen or other medication, make sure you have it with you at all times.

Bed Preparation (start today, finish 9/24. Total time = about 50 minutes. Time available today = about 20 minutes):

Note re bed prep and planting activities:
In order for the plants to have enough time to mature before the end of class (10/29/15), the goal is to finish all planting within the first 2 classes. But if this doesn’t happen, it’s OK to finish planting during the third class.

Objectives:
Youth understand how to prepare beds for planting seeds, and successfully prepare at least 3 beds.
Youth understand why each step in the bed preparation process is important for seed growth.
Youth understand how to read a seed packet to determine how deep to plant seeds, and how far apart to create rows.
Youth practice working productively as a team, even when there is a time limit.
Teams and row assignments: youth learn to take responsibility for stewarding specific plants from seed to harvest.
Activity:

Break youth into 3 teams: Spinach Team, Arugula Team, Lettuce Team.
Assign teams to 1 (or more) empty beds based on:
what was planted there before (crop rotation is desirable),
available sunlight v. crop requirements,
ease of adding season extension (hoops with plastic cover) to that bed later on,
consultation with the companion planting book, which will help avoid planting plants that inhibit each other’s growth too close together or directly after one another.
(Note that the youth will also be planting garlic, but will do so during the last week of classes).
Ideally, planting space would be large enough that each youth in each team would have his/her own row or ½ row to plant.
Have each team do the activities listed under “Bed Preparation”(below) and “Planting” (under 9/24 lesson).
While the youth are still together in one large group, demonstrate technique for the first activity, and ask the first activity’s questions. (First activity is “weeding.”)
Then have youth break into teams to do the first activity.
(Optional method to help ensure youth get seeds planted during first 3 class periods: Give them a timeframe for each activity. E.g. “you will have 5 minutes to weed your entire bed. I’ll let you know when you have 1 minute left. Let’s see if you can return to the full group on-time.” Give notice when the youth have 1 minute remaining. Praise them for being back on time: “Spinach team brought their A-game! Their bed looks great and they are back in the full group on-time!”)
When all teams return to the full group, demo the next activity and ask the next activity’s questions. Then, have youth do the next activity in their teams before returning to the full group within the time allotted.
When demonstrating how to plant the seeds, use the demo seed packet (not arugula, lettuce, or spinach).
When the teams are working, circulate to check for accuracy/provide guidance, answer questions, and encourage teams to include all team members in the activity.
Bed Preparation:

Weeding/removing summer crops:
First, we’re going to remove the weeds, and (if there are summer crops) harvest any summer crops.
Why are we taking the time to remove these weeds and summer crops before planting our seeds? (Examples: So seedlings aren’t shaded by other plants and will have sunlight when they emerge from the soil, so our plants don’t have to compete with the weeds, and can absorb all the nutrients and water in the soil, because some of the summer crops (like tomatoes and peppers) will die when it gets cold, whereas the crops we’re going to plant can grow in cooler temperatures).
Have teams weed.
If there are summer crops to remove, show youth proper harvesting technique, have them wash their hands and harvest tools, have them collect harvest in bags to take home, teach youth what the vegetables are, and tell them what they can do with the vegetables (e.g. “put in salad” “put in soup.”)
Reconvene full group.
Using a broadfork or pitchfork to gently crack open and aerate the soil (do not turn soil over):
Now, we’re going to loosen the soil with a broad fork (or pitch fork). Demonstrate.
Why are we doing this? (Examples: Aerate soil/reduce compaction – important because many beneficial microorganisms that help our plants need oxygen to survive, loosen soil so it’s easier for plant roots to grow through it, make cracks in soil so water can seep down to roots more easily – important because most plants absorb most water through their roots, not their leaves).
Have teamsbroadfork/pitchfork.
Reconvene full group.
Creating Fine Soil:
Next, we’re going to loosen any soil clumps. Demonstrate (use hands or stirrup hoe).
Why are we doing this? (Example: to make it easier for the seeds to send out their first leaves, which have to push through the soil, to make it easier for our plant roots to grow through the soil).
Have youth teams break them up with their hands or with a stirrup hoe. The goal is fairly fine aerated soil in which it will be easy for roots to grow.
Reconvene full group.
Row spacing:
Now, we’re going to determine how far apart to plant our rows. Why is this important? (We need to give each plant enough room to grow to full size. If plants are too close together, they may compete too much for soil nutrients/moisture, and sunlight. As a result, they may not grow as large as they would if they had more space. Also, sometimes, if you plant plants too close together, it can encourage mold to grow on them.)
Use demo seed packet. Demonstrate to whole group how to read the seed packet, measure the bed, and determine how many rows are needed, and how far apart the rows should be:
How wide is our bed? (Have youth measure).
How far apart do our rows need to be? (Have youth check seed packet).
If our bed is X’’ wide, and our rows need to be Y’’ apart, how many rows can we fit in our bed?
How deep should the rows be (e.g. how deep should the seeds be planted)? (Have youth check seed packet).
Why do you think seed depth matters? (Examples: Every seed has a certain amount of energy in it. It can only give the first leaves a certain amount of energy to push through the soil before reaching the sunlight, which will allow the plant to start manufacturing more energy. If you plant a seed deeper than it prefers, it may not have enough energy to reach the sunlight, and may never sprout above ground. If you plant a seed shallower than it prefers, it could get easily washed out of the soil by rain or watering.)
Have teams make rows.
Reconvene full group.

Photo Release Forms: