Transcript New Havens Garden - Piedmont Unified School District

Havens School Garden
Old and New
“I remember going through the
archway into the garden was like
entering a magical fairyland.”
fourth grade student
Summary
Havens staff are committed to continuing the existing garden programs in
order to meet state content standards and District Green Initiative goals
which are listed later in detail.
Although we are requesting a change to the current landscaping plans, it
would actually be a less costly given we are requesting a reduction in
planting, irrigation, and paving.
The Havens Green Committee has already begun organizing a team to design
and build a curriculum garden. Given bare ground, they are willing to plan
and construct raised beds and other necessities to support the
curriculum.
These proposed layouts are only rough ideas of what could be done, and
design input from professionals would be most welcome.
If something like Alternate Plan C, could be approved, it could meet most of
our needs for the first grade curriculum, but other areas would need to be
found to support Kindergarten and 2nd grade programs. They would not
need to be adjacent to the first grade garden if space could be found
elsewhere on site. The Kindergarten teachers would ideally like some
planting space on the K playground.
Old Havens Curriculum Gardens
The curriculum garden at Havens consisted of two areas.
• One was located on the first grade playground and was
used to support the first grade garden curriculum.
This area was built about 9 years ago and was highly
functional for instruction. It served as a model for
other school gardens in the area.
• The second area was a string of planter boxes along the
annex wing on the east side of the playground. As the
school configuration changed, so did its use to support
curriculum. Most recently in use by Kindergarten
classes, it was also planted by 2nd grade classes, and
spent time as a butterfly habitat garden.
First Grade Garden
S
South Exposure
Total planting area in raised beds = 361 square feet
Water – sink and 2 hose connectors
3 compost bins
1 worm bin
Tool shed
Greenhouse
Work Tables
Garden in June at Harvest time
Harvest
2008
1050 peas
4 tubs of lettuce
189 potatoes
370 carrots
77 beets
Tool shed
Composting area
Tool Shed
Greenhouse
Composting area
Worm bins
Containers for herbs and edible flowers
The New Havens School
Planting area comparison
Old area – about 550 sq. ft
New area – about 146 sq. ft
New Havens Garden Plan
Planting area
paving
New Havens Garden Plan
14’
7’
10’
S
5’
Planting area
paving
40’
Plan A:
Functional layout using current plans
Bed 2x11
Greenhouse
s
h
e
d
Compost
plant
bed
4x7
2x2
plant
bed
4x7
S
w
o
r
m
bed
4x3
bed
4x3
bed
4x3
bed
4x3
bed
6x3
This layout provides 146 sq. feet of planting space – compared to over 550
sq. feet in old garden areas
Note: aisles have to be provided in 3 foot deep beds so that young children
can reach planting areas.
Plan B:
Alternate layout putting raised beds over some
concrete areas
GH
W
S
C
plant
bed
4x8
plant
bed
4x8
plant
bed
4 x 14
plant
bed
4 x 14
S
176 sq. feet of planting space – compared to 550 in old gardens
This provides more planting space, but not enough to support the current first grade
program. It also maximizes southern exposure. It also lacks any work area for students.
Plan C: Alternate layout if concrete
and border plantings are eliminated
plant
bed
4x9
9’
13’
Table
W
plant
bed
4x9
plant
bed
4x9
S
Table
C
GH
19’
plant
bed
4 x 10
plant
bed
4 x 10
plant
bed
4 x 10
plant
bed
4 x 10
S
46’
Provides 268 feet of planting space
This layout could be used to support the first grade program although it is more limited than
what was available before. Our hope is that additional space could be found elsewhere to
support curriculum in other grade levels.
One Season in the Havens Garden
In spring 2009, we documented the first grade
garden program online using a VoiceThread. It
started out as a high tech pen pal arrangement
with a school in Connecticut, but turned out to
be a great way for our students and parents to
share the gardening experience. You can find at
it at One season in the garden 2009 .
California Content Standards
Met by Garden Curriculum
Kindergarten
– Students know how to observe and describe
similarities and differences in the appearance and
behavior of plants and animals (e.g., seed-bearing
plants, birds, fish, insects).
– Students know how to identify major structures of
common plants and animals (e.g., stems, leaves,
roots, arms, wings, legs).
California Content Standards
Met by Garden Curriculum
First Grade
– Students know different plants and animals inhabit different kinds of
environments and have external features that help them thrive in different
kinds of places.
– Students know both plants and animals need water, animals need food, and
plants need light.
– Students know animals eat plants or other animals for food and may also use
plants or even other animals for shelter and nesting.
– Students know roots are associated with the intake of water and soil nutrients
and green leaves are associated with making food from sunlight.
– Students know how to use simple tools (e.g., thermometer, wind vane) to
measure weather conditions and record changes from day to day and across
the seasons.
– Students know that the weather changes from day to day but that trends in
temperature or of rain (or snow) tend to be predictable during a season.
– Students know the sun warms the land, air, and water.
California Content Standards
Met by Garden Curriculum
Second Grade
• Plants and animals have predictable life cycles. As a basis for
understanding this concept:
– Students know that organisms reproduce offspring of their own kind and that
the offspring resemble their parents and one another.
– Students know the sequential stages of life cycles are different for different
animals, such as butterflies, frogs, and mice.
– Students know many characteristics of an organism are inherited from the
parents. Some characteristics are caused or influenced by the environment.
– Students know there is variation among individuals of one kind within a
population.
– Students know light, gravity, touch, or environmental stress can affect the
germination, growth, and development of plants.
– Students know flowers and fruits are associated with reproduction in plants.
– Students know rock, water, plants, and soil provide many resources, including
food, fuel, and building materials, that humans use.
School Board Policy – Green Initiative
As a school community, the Piedmont Unified School District is committed to providing an
excellent academic experience to all students. Embedded in this commitment is the
responsibility of the school community to be stewards of the environment, appreciating
and understanding the flow of resources that sustain us, and ways in which we can
minimize the impact of our activities on resources. Supporting environmentally “green
initiatives” and creating a culture of sustainability afford us the opportunities to achieve
integration amongst the District’s curriculum, values and educational mission.
1. Reducing Waste: The District shall develop a waste management plan for all aspects of its
operation in concert with the goals developed by the City of Piedmont that follow the
principles of “reduce, reuse, recycle, rot.”
6.
Environmental Education: Schools play a crucial role in educating students about the
importance of the environment and in preparing them to be stewards of natural resources.
The District’s program shall incorporate efforts to fulfill this role, including emphasis on the
incorporation of active student participation into instructional program and school culture
when feasible and effective.
7.
Landscaping and Grounds: The Governing Board encourages the ongoing development of
natural landscaping and grounds care at the District facilities to achieve reduction in water
and pesticide/herbicide usage, and supports integrated pest management systems.