ED 045 249 AUTHOR TITLE INSTITUTION SPONS AGENCY BUREAU NO PUB DATE CONTRACT NOTE AVAILABLE rPCM EDRS PPTCE DESCRIPTORS DOCUMENT RESUME 24 RC 004 892 Miller, Peggy L. School Gardens and rarms--Aspects of Outdoor Education. New Mexico State Univ., University Park. ERIC Clearinghouse on Rural Education and Small Schools. Office of Education (IPEW), Washington, D.C. Pureau of Research. BR-5-2469 Dec 70 °EC-1-6-062469-1E74 28p. Manager, Puplicating Service, New ?XiC0 State University, P. O. Box 3-CP, Las Cruces, New Mexico P8001 ($0.75) FPPS Drice MF-$0.25 PC-$1.50 *Conservation Education, *Curriculum Development, Ecology, *Educational racilities, Elementary Education, Greenhouses, *Guides, Handicapped, Land Use, Learning Activities, *Outdoor education, Preschool. Education, Sciences, Secondary Education ABSTRACT The document places emphasis upon the need for school farm and garden programs. It is noted that today's youth arc denied opportunities for meaningful physical work experiences in the home, community, and school. Reasons for lack of opportunities include overcrowded residential areas, lack of land areas, schools ignoring their charge to provide learning opportunities, and lack of worthy use of leisure time. It is believed that not enough concrete learning experiences it. educational institutions are provided; thus, guidelines are given for implementing school gardens, school farms, orchards, and berry patches. Other related facilities and nrogra,^s suggested include restoration of a saw mill, gristmill, general store, community church, post office, pioneer museum, or blacksmith shop. Some special events suggested are apple-butter making, cornhusking bees, maple-syrip making, quilting bees, candle making, soap making, Cutter making, ice-cream making, and dye making. It is believed that a far-sighted school district will Provide for multiple use of farm and garden facilities and related programs to reach a wide variety of participants (including preschool children and the handicapped) . Sionificant values of farm and garden programs are listed, and curriculum development activities are surveyed. (DL)
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DOCUMENT RESUME - ERICsheep, chickens, ducks, horses, mules, guineas, pigs, rabbits, and geese--is kept. Crops such as wheat, alfalfa, corn, buckwheat, and oats are grown just as in
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ED 045 249
AUTHORTITLE
INSTITUTION
SPONS AGENCY
BUREAU NOPUB DATECONTRACTNOTEAVAILABLE rPCM
EDRS PPTCEDESCRIPTORS
DOCUMENT RESUME
24 RC 004 892
Miller, Peggy L.School Gardens and rarms--Aspects of OutdoorEducation.New Mexico State Univ., University Park. ERICClearinghouse on Rural Education and Small Schools.Office of Education (IPEW), Washington, D.C. Pureauof Research.BR-5-2469Dec 70°EC-1-6-062469-1E7428p.Manager, Puplicating Service, New ?XiC0 StateUniversity, P. O. Box 3-CP, Las Cruces, New MexicoP8001 ($0.75)
ABSTRACTThe document places emphasis upon the need for
school farm and garden programs. It is noted that today's youth arcdenied opportunities for meaningful physical work experiences in thehome, community, and school. Reasons for lack of opportunitiesinclude overcrowded residential areas, lack of land areas, schoolsignoring their charge to provide learning opportunities, and lack ofworthy use of leisure time. It is believed that not enough concretelearning experiences it. educational institutions are provided; thus,guidelines are given for implementing school gardens, school farms,orchards, and berry patches. Other related facilities and nrogra,^ssuggested include restoration of a saw mill, gristmill, generalstore, community church, post office, pioneer museum, or blacksmithshop. Some special events suggested are apple-butter making,cornhusking bees, maple-syrip making, quilting bees, candle making,soap making, Cutter making, ice-cream making, and dye making. It isbelieved that a far-sighted school district will Provide for multipleuse of farm and garden facilities and related programs to reach awide variety of participants (including preschool children and thehandicapped) . Sionificant values of farm and garden programs arelisted, and curriculum development activities are surveyed. (DL)
N
O
SCHOOL GARDENS AND FARMS--
ASPECTS OF OUTDOOR EDUCATION
U.S, DEPARTMENT OF HEWN. EDUCATIONI WELFARE
OFFICE OF EDUCATIONTHIS DOCUMENT HAS SEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT POINTS OFVIEW OR OPINIONS STATED DO NOT PIECESSARI LY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY
by
Peggy L. Miller
Consultant
Elementary and Secondary Education Act (Title III)
Michigan State Department of Education
December 1970
EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)
CLEARINGHOUSE ON RURAL EDUCATION AND SMALL SCHOOLS (CRESS)
New Mexico State University
Las Cruces, New Mexico 88001
This publication was prepared pursuant to a grant with the Office ofEducation, U. S. Department of Health, Education, and Welfare. Contractorsundertaking such projects under Government sponsorship are encouraged toexpress freely their judgment in professional and technical .natters.Points of view or opinions do not, therefore, necessarily represent offi-cial Office of Education position or policy.
This booklet may be duplicated in whole or in part, whenever such dupli-cation is in the interest of bettering education.
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SCHOOL FARM AND GARDEN SITE
SCHOOL GARDENS AND FARMS--ASPECTS OF OUTDOOR EDUCATION
The outdoor education coordinator of a large school systemwas showing a class of fourth graders around the schoolfarm. He took them into the barn where a Rhode Island Redcould be seen setting on her nest. As the group walked overtoward the hen, she stood up and dropped an egg before theeyes of all The outdoor education coordinator picked upthe egg and said, "Kids, this is the freshest egg you'llever see!" One little boy standing near the front replied,"Who do you think you're fooling? Chickens lay white eggs!"
School farms and gardens are exciting developments in outdoor education.
They are relatively new patterns of this emphasis in education, which broadly
defined, means education in the outdoors, and education for the outdoors.'
It is a humorless matter that many children don't know that milk comes
from cows . . . that honey is made by bees . . . that pigs produce bacon . . .
and that eggs can be brown: Today's youth are denied opportunities to live
close to the earth from which man sprang,2
Because of certain societal and school conditions existing today, the
need for school farm and garden programs is great:
1. Many children and youth are denied opportunities for reaningful physical
work experiences either in the home, community, or school.
2. Children and youth are not provided experiences for the education of their
hands and bodies. Education, especially in secondary schools, is limited almost,
solely to the exercise of the intellect.
'Julian W. Smith and others, Outdoor Education. Englewood Cliffs, N.J.: Prentice-
Hall, 1963, p. 19.
2Julian W. Smith, "Outdoor Education for Lifetime Interests." Childhood Education.'Washington, D.C.: Association for Childhood Education International, p. 79,October 1967.
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3. Because more than two thirds of our population live in metropolitan
areas, often squeezed into apartment building complexes, other crowded residen-
tial areas, and ghettos, many young people have no opportunities to know rural
life, to participate in activities on large land areas, or even to cultivate
backyard gardens.
4. For the most part, schools are ignoring their charge to provide children
and youth with learning opportunities which will achieve the goal of worthy use
of leisure time.
5. Learning principles such as learning by doing, using all the senses, real-
life problem solving, learning in context, and concrete instead of abstract
learning experiences are not practiced in many of our nation's educational
institutions.
6. The majority of school activities provided children and youth are pre-
paration for life, getting ready for something to come, and rarely preparation
for living better in the present.
7. Outdoor education programs, including educational experiences through
school farms and gardens, provide rich and worthwhile learning opportunities
which meet present school and societal conditions and problems. School farms
and gardens are particularly appropriate for today's children and youth. They
are effective and impressive laboratories for learning. They link the present
to the past and help prepare for the future. Outdoor education through school
farm and garden programs can foster growth and achievement in students and
teachers that would never occur in the traditional indoor educational settings.
The benefits of these outdoor learning programs are dramatic and sometimes even
startling.
Will they be lost to our children, gone forever--the smell of newly mown
hay . the experience of sitting on a barnyard fence . the velvety feel
of a young calf . the grunting of piglets . . . and brown eggs?
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PHYSICAL FACILITIES AND PROGRAM ACTIVITIES
6chool Gardens
School gardens range in size from several acres to over thirty. They
may be solely vegetable gardens or a combination of vegetable and flower.
A certain amount of ground, largely dependent upon the total acreage
available, is given to a single classroom and teacher. Generally one-half
an acre or so is given to an average size classroom. This area is then
used as the children and their teacher desire. In addition, there is
often a "common garden" area which many classrooms and/or schools plant
and attend. In this area, some of the vine type plants which require a
lot of growing space, such as watermelons, pumpkins, and squash, are grown
communally. Most programs are organized so individual classes spend one-
half a day per week at their gardens.
When students and their teacher decide what vegetables and/or flowers
they wish to grow, the seeds are ordered. The ground is plowed, and then
youngsters rake it, measure rows, and plant seeds.
After the garden layouts are determined and seeds put in the ground,
children and teachers rake, hoe, and weed their gardens. This continues
during the summer months and into the fall, as necessary. The harvested
produce is shared among the children who take it hone for their mothers
to prepare. Sometimes a class will themselves, as a special event, pre-
pare a meal with food from their garden.
Plants commonly chosen by children to be included in their gardens
include carrots, green beans, beets, potatoes, corn, cabbage, turnips,
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