School Gardens

Primary School Level


This project was funded by the United States Agency for International Developments
(USAID) African Education Initiative (AEI) and developed in partnership with the Republic of
Congos Ministry of Education, United States Department of Agriculture (USDA),
International Partnership for Human Development (IPHD), University of WisconsinExtension
(UW-Extension) and Bay Mills Community College. As such, the agricultural practices in this
manual were designed for the environment and climate of the Republic of Congo and may
need to be adapted for local agricultural conditions. It is recommended that users consult
with local agricultural scientists about planting, irrigation, disease, fertilization and
harvesting of school gardens from that region.
Major contributors include:
Janet Connelly, USDA
Mary Crave, Ph.D., University of WisconsinExtension
Dawn Danz-Hale, University of WisconsinExtension
Michael Doyle, Ph.D., Bay Mills Community College, Michigan
Gabbriel Frigm, USDA
Jennifer Maurer, USDA
Jane Misheloff, Ph.D., USDA
Julie Polt, USDA
Carolyn Schramm, USDA
Chad Wesen, USDA
Thomas Syverud, University of Wisconsin-Extension

4th Edition (Global Draft)

July 2009

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opportunity provider and employer.

Overview
SchoolGardenshavefourimportantobjectives:
1. Provide a laboratory for experiential learning to complement the
standard school curriculum in all disciplines.
2. Contribute to the governments focus on science, literacy, numeracy,
and other educational priorities for both girls and boys.
3. Contribute to the intellectual, psychological, physical, and vocational
development of the students through enhanced learning methods.
4. Increase parent and community involvement in the school and transfer
skills and knowledge from the school garden to home and community.

Therearetwomajorsectionstothismanual,intendedtobe
usedtogether:
1. Basic Components: Steps to Developing a School Garden
2. Help for Teachers: Bringing the School Garden into the Classroom

Inthismanualteacherslearnthebasicsofaschoolgarden
laboratory:
1. How to demonstrate the steps in planning, cultivating and
tending a school garden.
2. Tips on making a school garden successful including working
with your community, parents, and other organizations.
3. How to develop child-centered activities that involve students
in the school garden.
4. How to integrate the school garden into classroom lessons at
the primary level. This includes lesson ideas in language,
geography, mathematics, science, and social studies.

Theprimaryexpectedoutcomesofthisprojectareasfollows:
1. Increased enrollment and attendance rates at your school.
2. Increased student nutrition through the production of fresh fruits
and vegetables.
3. Increased gardening skills and knowledge concerning gardening
(including plant and environmental sciences.)
4. Increased parent and community involvement in your school.
5. Increased capacity of teachers to use the school garden as a
learning laboratory for students.

TableofContents
SECTION1
BasicComponentsandStepstoDevelopingaSchoolGarden ...... 8
A.Introduction ...........................................8
B.TheFiveBasicSteps ...................................11
1. ChoosingaSite:WheretoPutYourSchoolGarden.........11
2. PreparingaSite:ChooseYourGardenDesign .............13
3. PlantingtheGarden ..................................20
4. TendingtheGarden ..................................25
5. Harvesting,Preparing,andEatingtheFood ...............36
C.MoreGardeningScience ................................45
1. AlternativePlantingMethods ..........................45
2.BasicPlantScience...................................49
3.Compost:ARecipeforSuccessintheGarden .............54
4.FuturePlantings .....................................58
5.AgroForestry........................................65
6.StepstoaHealthyGarden .............................66
D.Nutrition .............................................76
1. TypesofNutrients....................................76
2.TypesofFoods.......................................79

SECTIONII
HelpforTeachers:BringingtheSchoolGardeninto
theClassroom ............................................81
A.IntroductiontoSchoolGardens ..........................81
1. MajorAimsofSchoolGardenPrograms .................82
2. MajorBenefitsofSchoolGardens ......................83
3. CoreBeliefsandConvictionsofSchoolGardenProjects ....84
4. ElementsNecessaryforaSchoolGardenProgram .........86
B.InvolvingtheCommunityinGardenManagement ...........87
1. CreateaGardenManagementCommittee ...............87
2. BuildCommunitySupportandInvolvementwith
OpenDoorEvents ...................................90
C.ExperientialLearningMethodsandTheory ................100
1.
TheExperientialLearningCycle.......................102
2. DemonstrationMethods .............................103
3. ClassroomAids ....................................105
4. InvolveStudentsintheGarden .......................111
5. ExperimentintheGardenandClassroom...............114
6. UseObservationSkills...............................120
7. UseExperientialActivitiesintheGardens...............126
GuidelinesforTeachers ..............................126
LessonRecommendations ...........................127
LessonPlanFrameworkforTeachers ...................172
SECTIONIII
Appendices

.......................................173

A.ClassroomPosters ....................................175
B.QuickGardeningReferences ............................177
C.TeacherTrainingAgendasandEvaluationInstruments.......183
D.ProjectMonitoringandEvaluationInstruments ............193
SECTIONIV
References ............................................199
SECTIONIV
TeacherObservationsandNotes ............................203

SECTIONI
BasicComponentsandStepsto
DevelopingaSchoolGarden
A.Introduction
Gardening can be a fun and interesting way to help students learn.
Meanwhile, of course gardens and their bounty help to improve food
security. This curriculum is designed with these concepts at the
forefront.
In some parts of the world many people cultivate land for food. In
other areas few people are gardeners. That means some of the
students and teachers may already know a lot about gardening.
Meanwhile, most gardeners around the world are interested in
learning how to produce more food with fewer resources and less
labor. Fortunately, Africa is rich in land, rainfall, sunshine and other
elements necessary for gardens.
People around the world prefer different gardening practices. These
practices depend on the culture, climate, resources, habits, knowledge
and skills of the people doing the gardening. Simply put: there are
many correct ways to garden.
The techniques taught here can be used in any garden for a
household, a school, a group, or a community. You may consult with
local gardening experts and incorporate gardening methods that you
are familiar with and know are successful in addition to the
recommendations in this guide.
School gardens have many benefits and not just for the students
who learn and work in them and those that enjoy the food produced.
When students learn new gardening techniques, they can pass them
on to their parents and households. Communities benefit in turn
when their citizens work together to support the garden, and
community members can learn by observing new techniques and
experiments. Local organizations and school gardens can enhance and
complement each others programs in nutrition and health, income
generation, and other social programs.
This curriculum and training is designed to address the challenges and
benefits of school gardens. This section of the Manual will review
some of the steps that are essential in developing a garden, and will
introduce some new techniques that help you garden with limited
resources while preserving your natural environment.

TheGardenasanEcosystem
Before you begin the process of developing and planting a school
garden, first consider the garden as a system.
A garden is a complex system of interconnected parts. Some of these
components are living organisms that flourish in healthy soil, such as
cultivated plants and their living companions: microorganisms,
earthworms, insects and numerous other life forms.
These living components interact with non-living factors such as
water, minerals, gases (air), and heat to form a dynamic living system,
commonly referred to as an ecosystem. A garden is a miniature,
human-made ecosystem. In natural ecosystems the removal of one
component often negatively influences the entire system. This holds
true in the cultivated garden as well. In other words, a garden is
much greater than the sum of its parts.
Thinking of the garden as an ecosystem will help you and the
students make good use of all your resources human and nonhuman and help you in making many decisions as you garden.

You can work to improve the garden system:

l
l
l
l
l

Mulch and compost can turn barren soil into rich, fertile
soil.
Wet areas can be managed to help supply the rest of the
garden with water.
Animal manure can be added to compost.
Unused plant material can be returned to the garden as
compost or mulch.
Old buildings can be used to support vine crops.

Meanwhile, there are many automatic benefits to the

garden system that require no human intervention. Here are
two:
l
l

Birds eat insects, leave fertilizer and spread seed.

Bushes produce food and can be used as a fence.

Observe! Observe! Observe!

Observation is the critical key to successful gardening.
Work with nature instead of trying to force your
demands on the land and plants.
Gardens are a system. Take time to become familiar with
your land.
Learn the patterns of the sun, wind, water, insects, plants,
wildlife and human life. Feel how the wind hits your skin,
smell the earth, look for patterns, use your observation
skills to become aware of how the system is already
interacting and how it will be affected when you put in
a garden.

Youarethecenterofyourgarden!

B.TheFiveBasicSteps
A garden is created, managed, tended, and harvested by people. This
section describes how to develop a school garden, and presents five
basic gardening steps/techniques:
1.
2.
3.
4.
5.

Choosing a site
Preparing the site
Planting the garden
Tending the garden
Harvesting, preparing and eating the food

In addition to these five steps, the section includes several pages on

gardening science techniques you may want to use in your garden
and theory to help teachers understand the science behind
gardening.

STEP1
ChoosingaSite:WheretoPutYourSchoolGarden
The function and purpose of your school garden will help you decide
where to plant it. There are also some practical issues that should be
considered.
Remember the main purposes of a school garden are to provide:
1. food for the students, and
2. a laboratory where the students can learn about, enhance and
complement your lessons in science, mathematics, French, social
studies and other academic subjects.
These should be the primary factors in deciding where to locate a
school garden. You want a site that can grow enough food to
supplement the school feeding program. It should also be located in a
place and manner that is easily accessible. This will ensure that
students and teachers can come and go quickly for lessons and
learning activities, and to work in the garden.
It is important to arrange your school garden so that it becomes a
living, functional system that is self-sufficient. Keep in mind that some
locations are better than others. In addition to growing food and
using the garden as a laboratory, you need to think about several
important factors. These are detailed in the chart that follows.

Factors to Consider
When Choosing a Garden Site
Water
You may have to carry water into the garden during dry periods.
For that reason, locate the garden as close as possible to a natural
source of water, such as a well or stream. In addition, is there
another source of water nearby that you can use? For example,
can you easily take advantage of collected rainwater or gray water
(recycled water) nearby to water the garden? Keep in mind that
any need to carry water will increase labor and may limit the
practical size of the garden.
Sun
A garden needs at least 6 hours of full sunlight every day to grow
good vegetables. Meanwhile, some plants do better in the shade
and in cooler soil, so for these species some shade will be
acceptable.
Topography
Is your garden on flat or sloping land? If on a slope, special
techniques can be used to reduce erosion and retain water.
Traffic Patterns
Put the garden in a convenient spot so people can see it. It is
easier to pick a weed or monitor progress if the garden is on a
well-used path. Further, locate the garden as close to the school as
possible to facilitate easy access for both students and school staff.
In addition, the garden should be easy to enter and exit, and
should be able to accommodate many people at once.
Safety
Safety is critical in a school garden. Consider any potential sources
of injury and how these can be prevented. For example, if the
garden has a well, is it covered?
Security
You want the community to support your garden; this support will
help ensure that the garden is productive and secure from
damage by stray or wild animals, theft, or vandalism. How visible
should it be? Are there people who can help keep it safe on
weekends and school holidays when the students and teachers are
not around? In addition, you may need an additional barrier
outside the garden fence to repel animals.

10

Factors to Consider
When Choosing a Garden Site (continued)
Ownership
A successful school garden involves parents and the community as
well as the students and teachers. Will the land be donated or lent
to you? For how long? Do all ethnic groups consider the location
appropriate and politically or religiously neutral?
Other _________________? Can you think of other things that may
influence the location of your garden?

STEP

PreparingaSite:ChooseYourGardenDesign
After you have found a location for your school garden, choose a
design for the garden and prepare the soil for planting. There are
many options for designing your garden:

a.UseGardenBedsWisely
A low impact approach is the guiding principle for gardening. This
means practices that do the least damage to the soil and surrounding
natural resources. When we disturb the soil we can be destroying
thousands of years of work by many different organisms. Try to
minimize environmental impacts when designing and preparing your
garden. You can even tuck your garden into the space available,
conforming to the shape of the land rather than to a specific
geometric shape.
Rectangle
For beginning school gardens, a rectangle is a simple design that also
allows students to measure geometric shapes; this is a fun way to
learn math concepts. The rectangle can be any dimension or a
combination of dimensions that make the best use of the land
available. A simple rectangular design is recommended for beginning
school gardens.

11

S
loped Beds/Terracing
It is best to plant on flat ground, or at the bottom of a slope. High
concentrations of nutrients are located there especially, because
through time rain has washed over the soil above and nutrients have
washed down the slope. If it is necessary to plant on the slope, try to
mimic nature's pattern: place logs or rocks perpendicular to the slope
to form a terrace. These built-up edges will hold the soil, and each
bed should be perpendicular to the slope and parallel to flat ground.
Terracing helps conserve water and nutrients which would otherwise
run down the slope.

Raised Beds
About one month prior to planting, spread compost liberally (about
20 cm. high) in the area that you plan to cultivate. Just before
planting, break the ground under the compost (about 10 cm. deep)
and mix it with the overlaying compost. Then form the raised beds as
defined by your garden plan, adding new compost where necessary
to build up the bed. This method creates very fertile soil which will
produce healthy plants and promote high yields.

Trenched Beds
This is a solution to minimally impact the soil when there is a problem
with water, be it a lack of water or an over-abundance of water. Dig
trenches in a checkered pattern. Ideally the soil from the trench
should be mounded up on the undisturbed soil to create a ridge
about 30 cm. high.
Refer to Gardening with Raised Beds and Gardening with Trenched

Beds
in the section entitled More Gardening Science.

Terracing

12

Sloped Bed
If your soil is on a slope, heavy rains
will cause severe soil erosion problems,
and you will lose much of your valuable
topsoil, the compost and the animal
manures youve added to build your soil.

Raised Bed
Garden Path

Trenched Bed

13

b.MaximizeUseofSpace
Trees, bushes, above-ground crops, and below-ground crops can all
grow in the same area. You do not need a large garden! Instead,
think of all the plants that can be grown in a small space. For
example, in one small place you could climb a palm tree to harvest
nuts, reach up to harvest papaya, and cut some cassava leaves. You
could grow some ginger in the shade of these plants, cultivate yams
so their vines crawl up the trees, and nurture peanut plants to carpet
the ground. Sweet potatoes could grow there as well. This is called
companion gardening (explained more fully on page 45). In addition
to making good use of space, companion gardening provides natural
pest control and promotes favorable growing conditions for each
plant.

1 meter

4 meters

In a wide row
you
can
grow
In abed
wide
row
bed
youfour
can grow
times as many
as is vegetables
possible
fourvegetables
times as many
in a conventional
garden.
than inrow
a conventional
row garden.

14

c.DevelopaGardenPlan
After considering as many variables as possible, construct a garden
plan. Such a plan is a "map" of your proposed garden and should
include information such as the following:
l size and dimensions of the garden
l how the garden is oriented in relation to the environment
l layout of the planting beds and crops to be planted in each
and the location of various resources:
l well/water source
l composting pits
l nursery/shade house
l fencing/barriers
l paths/access
l trees/bananas, vines, etc.
l shade tree(s) for rest area, etc.

ECOLe Elie Matsongui

Nord

Plan DU jardin

SUD

13.67m
Point deau

ECOLE

Veri Zonaga

Route

Point deau
Point deau

Vow sibiti

15

Design the Garden with your Students and Colleagues

There is no single best garden design. Be creative and brainstorm
with your class for ideas. Consider creating a garden plan as a class
project.
1. Break your class into groups of 4 and have each group develop
and draw a diagram of a garden plan.
2. Discuss the advantages and disadvantages of each design. (If
possible, invite others from the community who will be involved
with the garden to participate in the discussion.)
3. Select the best design or designs to best fit your situation.
4. Draw this final plan on the board and have students copy it into
their class notebook and/or into a Class Journal. Refer to the
Classroom Activity entitled Keep a Journal.
After you develop and select a final garden plan it is time to prepare
your garden site!

d.EstablishtheGardenSite
In many cases a fence or natural hedge should be established before
developing a traditional garden. This is because the outside perimeter
of the garden can be an important component in reducing weeds and
damage from pests. This area can be a barrier to stop intruding
domestic and feral animals.
Implement the suggestions below to develop an effective garden
perimeter. At minimum follow the first suggestion; each consecutive
suggestion provides another level of protection, and following all five
will provide the most protection.
1. Secure the perimeter by surrounding the garden with a fence.
2. Clear the area outside the fence about 2-5m wide. Keep the fence
area weed free both within and outside the fence to avoid
harboring pests and to eliminate any unwanted sources of weed
seeds.
3. Plant insect-repelling and/or insecticidal plants such as marigolds,
pyrethrum (chrysanthemum), or daisies. Plant directly adjacent to
the fence to repel pests away from the garden.
4. Plant defensive plants such as sisal (agave sisalana) or African
milkbush (euphorbia tirucalli) along the outer perimeter to repel
animals. Sisal has sharp pointed puncturing leaves. The African
milkbush has sticky and toxic latex (sap) which repels most
animals.

16

5. Between the outer defensive perimeter and the insect-repelling

plants that you have planted along the fence plant lowmaintenance plants that are adapted to poor soils, such as cassava
or taro. These help eliminate weeds further and provide
additional food.
Refer to the Pocket Guide for additional information on establishing a
perimeter and/or animal-proof barrier.

SchoolGardenPlanExampleA
stream
North

Legend

Secondary entrance

boards
compost
tree nursery
spring onion
black morele
cabbage
green morele
amaranth
34m
sorrel
carrots
spinach
okra

banana

tarreau

pineapple

Main entrance
44m

SchoolGardenPlanExampleB
18, 20m

Legend
sorrel
spinach
morele green
amaranthe
endive
eggplant
okra

North

30, 80m
43, 60m

compost
16, 60m

42, 60m
South

17

e.PreparetheSoilforaGarden
1. Measure out and mark off the area you will use.
2. Remove all large rocks and inorganic trash or debris: plastic,
glass, aluminum, rubber, etc.
3. Remove unwanted plants and turn over the soil. Add green
manure and compost.
4. Plant your garden. Ideally, plant your vegetables, fruits, and
native plants in raised beds or trenched beds and add compost
to the soil.
For more information see the section entitled More Gardening
Science.

STEP3
PlantingtheGarden
a.TypesofPlantsandSeeds
Methods for planting are as varied as the kinds of plants available.
For example, small seeds such as carrots are "sprinkled" onto the soil,
while large seeds like beans and corn are planted individually.
Optimizing bed space is achieved by careful planting. In addition,
planting times vary for different crops. Consult the Pocket Guide for
additional planting information.
Plants come in a variety of forms, from leafy and non-woody
(herbaceous) to woody vining, trailing, shrubby, and trees. Where and
how various plants will be planted depends on their overall growth
form and whether they have a fibrous or tap root system. Grasses and
other plants with fibrous roots have numerous thin roots throughout
the upper layer of soil for the most part, whereas carrots and other
plants with taproots form a single main root which penetrates deeply
into the soil.

Are Your Seeds Viable?

The variety and quality of your seeds, how they have been stored,
and planting conditions are some of the factors that can influence
the viability or germination rate of your seeds. Before you plant, test

18

your
seeds. When you know how viable your seeds are you can make

the most of them by planting more if the germination rate is low or

fewer if the rate is high. This well thought-out approach will help
increase the productivity of your garden.
Use this simple seed test:
1. Select the seed type to be tested. If you have seeds from more
than one source, be sure to label them, to keep them separate,
and to conduct a separate test on each group. Place a minimum
of 20 seeds in organized rows on a clean damp cloth. Cover the
seed with another piece of clean cloth and roll up the cloth.
Place the rolled
cloth in a shady
place for 5-7 days.
Then unroll the
cloth and examine
the seeds; most
viable seeds will
have germinated
within this period
of time, and will
display sprouts as is illustrated here.
2. Count the number of seeds that have germinated and divide
that number by the number you first tested. This is your
germination rate. If the germination rate (GR) is less than 85%,
you should plant extra seeds. The lower the GR, the more
(extra) seeds you must plant to ensure that the beds are fully
planted. For example, if you want four squash plants but the
germination rate was only 70%, you will need to plant enough
seeds for five or six plants. This calculation is illustrated below.

Number of Seeds Germinated

_____________________________
X 100 = Percentage of
Number of Seeds Planted
Germination Rate

14 Seeds Germinated
_______________________________
X 100 = 70%
20 Seeds Planted
Germination Rate

19

Share the News!

Inform persons who could have an interest in using
the area, or who may pass through the area with
vehicles, animals, etc. about the garden site; this will
eliminate the possibility of damage to the site or
potential conflicts of interest.

b.Planting
Create a garden map on paper; this "Master Garden Plan" will help
you manage your garden. Use the Master Garden Plan to show what
has been planted where; revise and update it as you add plants later.
Make copies for all who are involved and distribute revised versions
when necessary. Remember to update your Master Garden Plan(s) and
records each time you plant and harvest so that you can be sure to
rotate your crops.
"Label" your garden plants. The labels help students and parents
learn what the different plants look like and help you remember
what you planted. Be sure to follow the planting map from the
Master Garden Plan.
l

Mark off and label the rows and different things to be planted;
use small signs with the name and drawing of each plant.

Attach the signs to a stick (about 40 cm. high); bamboo strips

are excellent for this.

Place the stick at the end of each row or next to the plant.

Plant your seeds or transplant your seedlings. Some plants you will
plant as seeds, others as seedlings. For example, native plants (e.g.
papaya) can be gathered elsewhere and transplanted as seedlings, or
their seeds may be gathered and planted.
For more on propagating and transplanting seedlings, refer to the
section entitled: More Gardening Science.

20

Here are some general planting guidelines.

l

Most seeds should be planted in the soil twice

the depth of the seed size. (Example: Plant a
1 cm. squash seed 2 cm. deep.)

Planting Depth

Planting Depth
Some Examples
Length of
Roots

Sunlight

Carrot

medium/deep

partial sun

keep soil moist

below 4 cm.

Onion

shallow

bright

keep top soil

moist

Pepper

medium

bright

keep soil moist

below 2 cm.

Plant

(green and red)

Moisture

Spacing. How large will the plant be when it is full grown? The
answer should dictate plant spacing. Space the plants about one
hand width apart. The foliage of a plant above ground and the
roots underground both spread about the
same amount.

21

Wide plantings with groupings of plants produce higher yields

and conserve nutrients, water and soil. For example, plants such
as spinach and green beans grow better in a wide row of about
6 plants across instead of in a single row of the same number of
plants.

Companion planting. When deciding what plants to put close

together, consider the varied root depths. Varied root levels are
preferable because each plant can use the nutrients at different
levels in the soil.

Some plants like a lot of sunlight, while others grow better with
more shade. Plant your garden so that each plant has favorable
growing conditions.

Water seeds and plants thoroughly as soon as they are planted.

The Pocket Guide provides more guidelines to help you decide when
to plant, and includes some specific information for the various
vegetable crops you may plant in your gardens. Also, seek help and
advice from people in the community who have been growing plants
like those you will be cultivating in your garden.
As your gardening skills and knowledge improve, you may want to
try some additional gardening techniques such as companion
gardening and saving seeds. Both are described later in this Manual.

22

STEP 4
TendingtheGarden
Like all
ecosystems,
a sustainable
garden will
include a
multitude of
organisms.

Planting the right seeds or plants in the

right place is only one part of the
formula for good food production.
Remember that the garden is an
ecosystem. And like all ecosystems, a
sustainable garden will include a
multitude of organisms. Our task is to
control our ecosystem by retaining
beneficial organisms and omitting unwanted ones. Simply put, this
means taking good care of your garden by composting, managing
unwanted plants, watching for pests and disease, and watering.
We must monitor what non-living elements are being removed or
added. For example, if the garden is on a steep slope, do you expect
all of the nutrients in the soil to remain in the garden or to leach
downhill? What happens to your garden if you use synthetic
fertilizers or insecticides? This section addresses these issues.

a.ThinandTransplantYoungPlantsasNecessary
Some plants such as carrots or beetroot should be thinned out
after they sprout. Thinning improves yield because it helps the
remaining plants grow larger and stronger. Other plants such as
tomatoes may be transplanted (after they grow a few centimeters)
from a more protected area to a place that gives them more room for
vining and growing.
There are two ways to thin plants.
1. Thin the seeds themselves before planting.
"Pre-thinning" works well for small seeds such as carrots and
lettuce. Mix 1 part seeds to 4 parts sterile sand. Sprinkle or
scatter onto the soil. (Sand can be sterilized easily by heating it
in a pan or tin over a fire for about an hour.) This method
produces the most plants from the fewest seeds, requires less
labor for thinning, and makes the most of scarce seeds.
2. Remove excess plants after they have sprouted.
Spread seed thinly over soil. After plants germinate, remove
many of the seedlings so remaining plants have ample space
and resources.

23

b. IncorporateComposttoProvideImportantPlant
Nutrients
In order to grow healthy and complete their life cycle, plants need
essential nutrients:
l for green growth and protein in the plant,
l for plant reproduction: flowers, fruits, and seeds,
l for root growth, water uptake, and disease resistance.
Compost is an organic fertilizer that provides these essential plant
nutrients. Compost provides a free and effective fertilizer for your
plants and soil. Add compost to your garden when you plant a new
crop; do so by working it into the soil with roughly one part compost
to three parts soil. While a plant is growing, add compost to the base
of it every several days so the soil depth remains about the same.
More information on compost and how to make it is provided in the
section entitled More Gardening Science.

Compost fertilizer works best when you use a small

amount frequently, rather than a lot at one time.

24

c.ApplyMulch
Mulch is composed of coarse plant materials such as leaves, fibers,
wood chips, etc. that can be placed directly into the garden at the
base of plants, or used to create pathways and borders. Keep adding
mulch to your garden so that it is about 8 cm. deep. Continually
adding mulch has many benefits:
l
l
l
l
l

Conserves water protects the soil from sun and wind

evaporation.
Controls weeds blocks sunlight to reduce weed growth.
Insulates soil keeps soil cooler in hot temperatures.
Reduces erosion slows water flow.
Improves soil structure reduces compaction of soil, increases
biological activity, and adds nutrients.

Larger objects can also be used for compost. Dead logs will rot in the
garden and provide mulch. Trees decompose quickly in the tropics
and can act as markers or barriers in the garden.
More information on mulch is in the section on More Gardening
Science.

25

d.WatertheGarden
Since water is often a limiting
factor for gardening during the
dry season, wise use of all
available water is essential.
Plants need about 3 cm. of rain
each week. Set out a container to
measure the rain. If you do not
have 3 cm. of rain in about 7
days, you will need to water the
garden.
The best time to water is in the
morning or early afternoon so
that the leaves can dry before nightfall, thereby reducing the chance
of disease from mildew. Tomatoes do not do well if their leaves get
wet; when watering by hand, water deeply at the base of the tomato
plant, thereby minimizing water on the leaves.
Keep in mind that plants have different root depths that affect how
much water they need. Plants with shallow roots should have moist
topsoil and, therefore may need water more often than plants with
deeper roots. Plants with medium-length roots can have dry topsoil,
but the soil should be kept moist approximately 2 cm. below the
surface. Plants with deep roots can have dry topsoil but should be
kept moist approximately 4 cm. below the soil.
The Pocket Guide provides information about root depth for some
vegetables.

26

e.RotateCrops
Rotate crops from season to season. It helps to do so because
different plants use and/or return different nutrients to the soil. Also,
plants that are related tend to have the same pest and disease
problems. In sum, if you rotate your crops pests will be less likely to
eat them, and diseases may not establish or spread as easily.
In addition, when you rotate crops you lessen the depletion of
nutrients from the soil and actually help to rejuvenate it.
This illustration shows how to rotate plants. Note the 5 categories of
plant families.

Group 1

Group 2

Group 3

Group 4

Group 5
Wide
Row Bed #1

Leafy Vegetables

Root Vegetables

Fruit Vegetables

Legumes

Vines

5 meters
5 steps

1m

Wide
Row Bed #2
Vines

Legumes

Group 5

Group 4

Fruit Vegetables Root Vegetables

Group 3

Group 2

Leafy Vegetables

Group 1

For crop rotation, it is important to know that the Leafy Vegetables

and Fruit Vegetables families are the most likely to attract pests or
become diseased, and they deplete more nutrients from the soil than
plants in other plant families. Therefore, do not plant leafy
vegetables or fruit vegetables in the same place successively.
For example: first plant and harvest a crop of tomatoes and peppers.
Next, plant peanuts in that same soil. After the peanuts are harvested
the soil will be replenished. Next plant vegetables from another
family such as vines or leafy vegetables.

27

Leafy Vegetables
Cabbage, cauliflower, broccoli
and amaranth. Crops in this
family are heavy feeders.
Provide these plants with plenty
of animal dung and compost
fertilizer for optimum growth.

A diverse
garden
is a healthier garden
and a more
interesting garden

Root Vegetables
Carrot, beet, sweet potato, and onion. Do
not apply fresh dung near the planting time
for these crops, as this may lead to forking
of roots. Similarly, if too much nitrogen
fertilizer is applied, the crops may produce
many leaves but fewer roots and tubers. As
mentioned above, plant these vegetables in different
places from year to year to prevent disease.
Fruit Vegetables
Tomato, potato, green and red pepper, eggplant,
lettuce and Swiss chard. These crops are grouped
together because the first four vegetables listed
must not be grown one right after the other. They
are all in the same family. Lettuce and Swiss chard
are really leafy crops, but are placed in this group
for rotation purposes; all in this group can harbor
similar pests in the soil.
Legumes
Bush bean, pole bean, peanut and pea.
Legumes are not very heavy feeders so they
require less fertilizer.
Like peas and peanuts, legumes replenish the
soil by fixing nitrogen in the soil. As such, they
are particularly valuable for crop rotation,
because nitrogen is generally the most common
limiting factor nutrient for plant growth.
Vines
Cucumber, pumpkin, squash, melon, watermelon. These
vine crops are all part of the Cucurbits family and are subject to
relatively few soil-borne diseases.

28

f.ManageWeeds,PestsandDiseases
The garden is an ecosystem, and a sustainable garden generally does
not incorporate the use of synthetic fertilizers or pesticides. These
chemicals are expensive and usually have side effects which interfere
with natural, ongoing ecological processes. For example, over-use of
artificial fertilizer keeps beneficial soil bacteria and fungi from
growing and helping the soil, thus leading to long-term soil infertility.

Weeds
Weeds compete with garden plants for water, nutrients, and sunlight,
and therefore should be removed as soon as possible. When weeding,
be sure to remove the roots along with the plant. Many plants will
sprout again if a portion of the plant or root is left in the soil. The
best way to suppress weed growth in your garden is to cover areas of
exposed soil with mulch. Also, remove weeds from areas next to your
garden so that fewer weed seeds will blow into or be carried into
your garden.

Pests
l To control pests, have a variety of plants. Diversity discourages
dissemination of crop-pests by insects because they must
crawl/hop/fly to find the particular plant they are looking for.
l

Plants with a fragrance such as onions, garlic, marigolds,

cosmos, and licorice basil deter insects because they can mask
the fragrance of other plants and at the same time repel
harmful insects.

Closely monitor your garden for pests. If any damage is found,

try to determine the type of pest causing the damage. In many
cases, if the pests are discovered early enough, they and their
eggs can be removed by hand.

If the infestation is beyond simply removing the pests by hand,

you may need to spray a natural insecticide. Refer to Natural
Pesticides within the section on More Gardening Science for
directions on how to prepare this.

Other approaches to pest management include nature itself. If

you let chickens run through the garden, they may eat a few
tomatoes but they will also eat a large number of pests and
deposit a little animal dung, a natural fertilizer.

29

Diseases
Plant diseases caused by viruses, bacteria, and fungi are more difficult
to control. Most microbial plant diseases take advantage of already
diseased or over-stressed plants.

30

Monoculture (growing only one type of plant), poor soil,

incorrect plant culture, improper watering (too little or too
much), or poor insect pest management increases the likelihood
of plants becoming diseased.

Avoid overhead watering of leaves late in the day or at night, as

some plants are more likely to become infected by fungal
diseases such as mildew.

If diseases are discovered early enough, try to remove the

infected portions as soon as possible; after such trimming be
sure to thoroughly wash your hands (and any trimming
equipment) before you touch healthy plants.

Burn or discard diseased portions and do so as far as possible

from your garden. If much of the plant is diseased, it is probably
best to remove the entire plant and dispose of it.

Helpful and Harmful Animals

While chickens can be beneficial to your garden (as mentioned
above), animals such as goats may harm your garden by eating the
plants and vegetables. It is important to keep these animals out of
the garden. To do so, you can make a living hedge or a fence of living
plants. This natural barrier is an easy way to keep unwanted animals
away while creating fertilizer at the same time.
Some plants work especially well in deterring animals. For example, if
you plant Minguegue fig closely together you can create a living wall.
Meanwhile, you can eat the figs and use the leaves as mulch and
composting materials, and the vine creates a thicket that animals
cannot easily penetrate. Adding an additional barrier of lemongrass
outside of the Minguegue will create yet another layer to your
border. Besides discouraging pests, lemongrass can be used as a food
seasoning, a tea beverage, for mulch, and in compost.
Other creatures of all sizes contribute to the richness of your garden
soil. For example, earthworms aerate the soil and increase the quality
of the soil. Chickens and frogs eat unwanted pests and deposit
fertilizer in their dung. Bacteria that is naturally present in the soil
helps mulch and dead plants decompose into soil. These various forms
of life help to create a more diverse and balanced garden system.

g.KeepYourSoilFertile

Soil, like the

garden, is far
more than the
sum of its
parts.

Keeping your soil fertile is just as

important as tending your garden. As
mentioned earlier, you should prepare
your soil properly before you plant your
garden; do so by adding a natural
fertilizer (see page 68), along with
compost. During the growing season you need to take the same steps
to increase the life span and productivity of your garden:
l apply compost,
l apply mulch, and
l rotate crops.
Soil, like the garden, is far more than the sum of its parts. The soil is a
complex, dynamic, living system; it is a repository, or bank, for the
needs of the plant's roots. These include a constant supply of water
and air, along with numerous minerals such as nitrogen, iron,
magnesium, and calcium. Because roots cannot photosynthesize
below ground, they must respire (explained on page 50). Most plants
with roots submerged in water will eventually die.

31

Soil is composed of materials from its parent material. This includes

local rocks and accumulated dead plant and animal materials,
combined with the organisms living within these materials. Hundreds
of species of various organisms exist in just a spoonful of soil from
microscopic bacteria, fungi, and nematodes, to larger invertebrates
such as insects, spiders, earthworms, and so on. Soil fertility is
maintained by the constant weathering of inorganic materials
combined with the addition of new organic material (compost) and
the decomposition of these complex materials back into smaller,
useable forms available for plants.
Plants do best when they have a continual, long-term source of
nutrients and water. When a crop is finished and debris is cleaned
out, it is time to add organic matter to your garden soil. Use 2-4 cm.
of compost or livestock dung; spread it over the entire garden area,
and turn it into the top few centimeters of soil.

Garden Challenges
and Garden Solutions
Challenges
No water source
nearby.

32

Solution

Dig a well. You may need to go very deep.

Have students bring water from home.
Recycle gray water

Wild animals
get into garden.

Plant sisal barrier outside fence.

No seeds
provided by
garden sponsor.

Learn how to save seeds.

Use funds from the sale of garden produce to
buy seeds.

Materials wear
out.
(For example,
watering cans,
hoes.)

l
l

Have students bring hoes or buckets from home

for one day/week when it is their turn to work
in the garden.
Use funds from the sale of garden produce to
buy new materials.

Garden Challenges
and Garden Solutions (Continued)
Challenges
Garden requires
care during
school holidays.

l
l
l
l

Garden is too
large to manage
weeds and
watering.

Compost supply
is too meager.

Garden produce
is stolen.

l
l

Parents or
students are not
motivated to
help.

l
l

l
l
l

Students do not
want to eat new
foods from the
garden.

l
l
l

Solution
Schedule students and parents to come to school
to tend the garden.
Schedule older students to supervise younger
students who are tending the garden.
Time planting so few or no plants need tending
during holidays.
Use funds from the sale of garden produce to
pay someone to care for the garden during
holidays (or pay them with produce).
Alternate planting half of the garden at a time.
Plant one half with vegetables. Plant the other
half with a legume such as Angolan peas
(cajanus indicus) for green manure. You will be
enriching the soil so it is ready for the next
planting cycle. Then plant vegetables in the
second half and legumes in the first half.
Create new compost piles.
Have students bring organic materials from
home for the pits.
Build theft-proof fence with a door that locks.
Increase security by involving the community in
the garden.
Relocate garden to more secure site.
Choose committee members who know how to
handle people as well as plants.
Give praise, rewards, prizes and other incentives
for children, teachers, helpers and committee
members.
Publicize success and make garden activities
visible to the public and the whole community.
Create pride, status, achievement and pleasure
in the garden.
Have competition between the classes.
Give lessons about the new foods.
Invite parents to a workshop on how to prepare
the new foods.
Have the cooks mix the new foods with rice,
cassava, or other familiar food.

33

STEP5:
Harvesting,Preparing,andEatingtheFood
Some plants will need to be harvested frequently and others just
once. Use the Pocket Guide for an idea of when you should harvest
each vegetable or fruit. Fruits are ready to harvest when they can be
removed easily from the plant. Fruits that are harvested before they
are fully ripe are less tasty and will have fewer nutrients. Explain to
the students why we pick the crops only after they are ripe.

Days to Harvest and Method

Some Examples
Plant

34

Days to
Harvest

Harvest
Method

Beans
(bush)

45-60 days

Harvest frequently to
encourage new growth.

Spinach

45-60 days

Pick when larger leaves are

15-20cm. long. Harvest often
so spinach continues to
produce new leaves.

Sweet
potato

100-130 days

Does not need water in the

last weeks before harvest.
Dig small amount to
determine if ready to harvest.

a.WhattodoWithGardenProduce
The students need to learn how to harvest the garden
vegetables, and should be able to observe the way they are
prepared for eating. Students miss an important part of the
garden and growing cycle lesson when they are not asked to
help harvest the produce or to take it directly to the market.
Further, Garden Committee members or teachers are missing the
point if they take these steps on their own without the students.
Instead, help the students connect what they do in planting and
tending the garden to good eating and nutrition.
As mentioned earlier in this Manual, the main purposes of the
school garden are to do the following:
1. Produce food for a school feeding program.
2. Provide a laboratory to supplement the standard school
curriculum.
3. Contribute to the intellectual, psychological, and physical
development of the students.
4. Transfer skills and knowledge from the school garden to
home and community.
Use these purposes as your guide when determining what to do
with the produce from the garden. As a teacher you actively
encourage students to come to school (and to learn about
gardening). Meanwhile, you should encourage the support and
involvement of parents and the wider community.

35

In addition to these guiding purposes, there is no reason why a wellplanned and managed garden cannot also serve as a source of
income for the school. This serves as another purpose for the school
garden:
l

Produce income generating plants.

No single plant is best for providing income, simply because of the

widely varying local situations. It is best to first plan for the school's
needs, and then to plant and perfect the cultivation of plants that
will best provide income.
Explore the local market and learn from parents and community
members just which vegetables and fruits are most desired and which
are limited in supply; these usually fetch the highest prices. Among
these, determine if you have the area within your garden or school
grounds, the expertise, the labor, and the resources to develop one or
more income generating crop.
The following table offers some recommendations for the use of
produce, along with potential advantages and disadvantages of each.
You can choose one or two approaches or a combination.
Keep in mind that if garden produce is sold, the profit should go
towards the greater good of the school, garden or students. It is not
appropriate to use the earnings for parties, for bonuses to the
Director, or for personal gain.

Ways to use Produce

and the Advantages/Disadvantages of Each
Use of
produce
Use in the school
food program

Advantages
l

36

Students will eat

more nutritious and
tasty meals, be
exposed to new
foods, and see a
connection between
their work and the
vegetables.
Serves as an example
for home gardens.

Disadvantages
l

May not be enough

food to serve all
students.
Produce may not be
ready for
consumption on a
day when school is in
session.

Ways to use Produce

and the Advantages/Disadvantages of Each (Continued)
Use of
produce
* Sell in the
village market.

Advantages
l

** Sell to
parents.

Give as payment
to people who
work in the
garden.

Disadvantages

Can earn money for

the school for more
seeds, fees, volunteer
teachers, supplies,
sports equipment,
academic prizes,
building repair,
supplies and foods
for the feeding
program, etc.
Can promote the
school garden to the
wider community.

Parents are aware of

the benefits of the
school garden.
Can earn money for
the school as listed
above.

Same as above

Can help maintain

garden when
students are not in
school.

No nutritional
benefit for students.

No nutritional
benefit for students.
Students see the
garden as a way to
earn money rather
than to eat better.
Students may not be
exposed to new
foods.
Students may not
learn how to prepare
and use the produce.
Students may not
understand how
fresh produce can
improve their health.

* If you sell in the market, be sure to make a sign or to tell

buyers that the vegetables came from the school garden. This
will help build community awareness of and support for the
school garden.
**Have the students tell parents when the produce will be
available so more parents have an opportunity to purchase.

37

b.EataVarietyofFoods
We cannot live on fruits and
vegetables alone. We need grains and
proteins to provide us with additional
nutrients. Section C which follows
details the major nutritional
benefits of each of the foods in the
garden.
Because many households around the world
are food insecure, it may be difficult for students to eat a variety of
good food. The school garden is designed to provide foods that are
healthy and to provide many of the nutrients the students need.
Understanding the importance of different foods may motivate
students and parents to strive for variety in their diets.
1. Different plants provide different benefits, and no single food
has all the nutrients we need. The chart at right shows the
benefits of three common foods from the garden.
2. Some nutrients stay in our bodies for several days; others we
need daily. We store the vitamin A from sweet potatoes for
several days because it is fat soluble. Conversely, we need
vitamin C every day because it is water soluble and washes out
of our bodies quickly in our urine. Vitamin C is found in many
fruits and in tomatoes.
3. Some nutrients need to work with another nutrient or partner
in order to reach their full potential. For example, we cannot
absorb calcium unless we also take in vitamin D. In turn, vitamin
D is present in eggs and can also be absorbed directly from the
sun on our skin. The vitamin C in tomatoes helps us absorb the
iron in spinach.
4. Good nutrition can help fight malaria and other diseases. Foods
rich in vitamin A work best in combination with foods rich in
zinc. This pairing is especially beneficial and easy to achieve. For
example, combine spinach, carrots, and/or sweet potatoes
(foods high in vitamin A) with green beans and/or cabbage
(foods rich in zinc).

38

Common Vegetables and their Health Benefits

Some Examples
Plant
Cabbage

Vitamin
l
l

vitamins A, C
zinc

Health Benefits
l

l
l
l

Tomato

vitamins A, C

l
l

Yellow/orange
vegetable such
as sweet potato

l
l

vitamin A
iron

l
l

helps heal cuts and wounds;

protects from infection;
boosts the immune system;
keeps skin and gums
healthy.
helps absorb iron.
helps eyes see at night.
fights malaria and other
diseases.
helps heal cuts and wounds;
protects from infection;
boosts the immune system;
keeps skin and gums
healthy.
helps absorb iron.
helps eyes see at night.
builds and maintains healthy
eyes, skin, bones.
iron builds blood cells to
fight anemia.

Eat Well!
Food is important not only
to relieve hunger. Food is
also important to help boys
and girls grow up strong
and healthy. Eating the
right foods gives us energy
to do our work and to play.
Children who eat breakfast
and eat well can
concentrate and do better
in school. There are things
one can do in harvesting,
preparing and eating food
that can help us make the
best use of its benefits.

39

c.EatNutritionalFoods
The fruits and vegetables grown in the school garden help our bodies
in many ways. Here is an overview of their nutritional benefits.
Nutritional Benefits
of Common Fruits and Vegetables

40

Amaranth

Good source of vitamin A, B, C, and calcium, iron.

Banana

High in potassium and energy.

Easily digested (good for infants and elderly
persons).
Small amounts of vitamin A and C.

Cabbage

Vitamin A, C, zinc and fiber.

Carrot

Excellent source of vitamin A.

Cassava

High in vitamin C.
Good source of fiber and some energy.

Citrus

Excellent source of vitamin C.

Collards

Excellent source of vitamin A and C, iron and

calcium.
Some vitamin B and K, folate and potassium.

Corn

Energy, potassium, fiber, vitamin B.

Cucumber

High in potassium and fiber.

Some vitamin A, B, C.

Eggplant

High in potassium.

Endive

Vitamin A, C, K, iron, calcium, potassium, folate.

Green Bean
(French Bean)

High in fiber, iron, zinc and potassium.

Gumbo

Vitamin C, iron, calcium and potassium.

Mango

Excellent source of vitamin A and C, and

potassium.

Nutritional Benefits
of Common Fruits and Vegetables (Continued)
Onion

Vitamin C and potassium.

Papaya

Excellent source of vitamin C.

High in vitamin A.
Contains papain, an enzyme which aids digestion.

Peanut

Excellent source of protein, fat, iron, vitamin B.

Pepper
(green or red)

Excellent source of vitamin A. High in vitamin C.

Mostly useful for adding flavor.

Pineapple

High in vitamin C.

Plantain

High in vitamin A and C. Some iron.

Pumpkin

High in vitamin A and energy.

Safu

Excellent source of plant oils and protein.

Aids in the absorption of some vitamins,
especially vitamin A.

Sorrel

Some vitamins, minerals and fiber.

Spinach

Excellent source of vitamin A.

High in many other vitamins and nutrients,
including vitamin B, C, K, iron, calcium,
folate and potassium.

Sweet Potato

Excellent source of vitamin A and C.

Raw leaves are high in iron, vitamin A and
C, and energy.

Tomato

High in vitamin A and C, and lycopene.

Yam

Good source of vitamin C.

41

d.CookFoodsforMaximumNutrition
Most foods are healthier when they are eaten as directly from the
garden as possible. Vitamins are very sensitive to heat, water and
oxygen and are easily destroyed when we cook, bake, or dry the
fruits and vegetables that contain them. For example, when we boil
greens, many of the vitamins move from the greens to the water.
When we cook tomatoes, some of the vitamin C is destroyed. Drying
sweet potatoes destroys the vitamin A that benefit our eyes.
Therefore, it is best to cook fruits and vegetables with as little water
and in as short a time as possible. That way, when you pour off
the excess water, you are pouring out fewer nutrients. Better yet, do
not waste the water and instead use it as a base for soup.
A food safety reminder:
Everyone is vulnerable to a variety of food-related illnesses. It is
always helpful to remind everyone of this important safety tip:
Wash your hands!
Remind everyone of this important safety tip!
Everyone is vulnerable to a variety of food-related illnesses, these
illnesses are spread easily by dirty hands.
Wash hands before preparing food!
Wash hands after using the toilet!
These steps are easy
and effective ways to
prevent disease.
Children in particular
often suffer from
diarrheal diseases that
could be prevented
simply by washing
their hands.

42

C.MoreGardeningScience
As your school garden becomes more productive, you may want to try
some of the following gardening variations.

1.AlternativePlantingMethods
a.CompanionGardening
This method mixes plants together to
maximize space, provide natural pest
control, and promote favorable growing
conditions for each plant in the grouping.
To maximize yields, interplant crops that
have varied root levels. For example,
onions, eggplant and peppers each have roots which seek nutrients at
different depths in the soil. Each plant also promotes the proper
biological functions to restore the nutrients that the other companion
plants use.
Plant marigolds among your vegetable plants. Each plant emits a
fragrance which deters unwanted insects and at the same time
attracts beneficial insects.
Some plants should not be planted together. They may stunt each
other's growth, attract harmful insects, or release chemicals that
suppress growth.
l

Do not plant corn with tomatoes.

Do not plant potatoes near squash or peas.

Do not plant peas or beans next to

onions.

43

An Example of Companion Gardening

Keep trying!
It takes a while to establish a school garden. The
first three years can be the most challenging. Use
this time to observe and understand the plants
and the garden and how you can integrate the
garden into your school more thoroughly.
During this time, think of every failure as a
success. Every time something fails we learn from
it and improve our knowledge and experience.
There is usually more than one solution to a
challenge. Keep trying!

44

b.GardeningwithTerraces
Does the ground slope, or
have a lot of uneven
terrain? A level garden is
not necessary, but it sure
makes gardening easier.
If the site is on a slope,
severe soil erosion problems can be caused by heavy rains, which can
wash soil and valuable nutrients down to lower areas. Through time
the garden will lose valuable topsoil, along with the compost and
animal dung that you have worked so hard to add to build your soil.
You do not want all your hard work to wash away over time! This can
happen slowly or swiftly. If the site is sloped you can build simple
terraces that will prevent runoff, thereby preventing soil erosion and
saving your valuable topsoil.

c.GardeningwithRaisedBeds
Raised beds are simply regular garden beds that are raised above
ground level. The beds can range from only a few centimeters high to
nearly a meter high. There are advantages and disadvantages to
gardening with raised beds.
Advantages of a defined bed above the soil level (or directly upon
rock, when no soil is present)
l easier to add compost and mulch
l easier weeding and tending
l reduced watering (depending upon how constructed)
l increased soil aeration
l reduced pests
l improved growing surface for trailing plants such as squash.

Garden Path

45

Disadvantages of raised beds:

l require more materials than regular beds
l require more labor than regular beds.
To construct a simple, raised bed dig out the bed and mix in extra soil
and compost to increase its height to the desired level. As the
compost decomposes and the soil compacts, the level will go down.
To compensate for this add more compost regularly, especially after
harvest when the bed is fallow.
Higher raised beds higher than 20 cm. should have structural
edges, or walls. Make these from boards, logs, branches, palm leaves,
large rocks, old metal or plastic roofing, and so on. If available, use a
thin layer of plastic or woven palm leaves to line the sides (not on the
bottom); this will help retain water and extend the life of walls made
from wood or other organic materials.

d.ShadeHouseGardening
This method takes advantage of the shade. In sunny, tropical, and
arid regions, there is often too much sun for the moisture available in
the soil. This condition stunts plant growth. The shade house provides
some partial shade during the hottest part of the day, thus saving
precious water. In addition, a shade house is often necessary to start
some plants, and can serve as a nursery for seedlings.
To use a shade house, first determine the path of the sun, as the
structure must provide shade from the sun during the hottest part of
the day. Construct a simple rectangular structure poles and a roof of
loosely woven palm leaves. Take care to let in light during the cooler
morning and afternoon hours. Experiment with various plants and
determine which
do better in partial
shade rather than in
direct sunlight.

46

2.BasicPlantScience
Understanding the basic parts of plants
and how they function together will
help you create conditions that are best
for your garden vegetables.

Plant Sugar
Cellulose is hydrophilic;
it attracts water much
the way paper
wicks up water.

The parts of a plant can be divided into

two groups:
l vegetative parts: roots, stems,
leaves and leaf buds,
l reproductive parts: flower buds, flowers, fruits, and seeds.

Principle Parts of Plants

Leaf
Flower
Fruit
Bud

Stem

Roots

47

a.HowPlantsGrowandDevelop
You need to know how plants grow and develop if you hope to take
good care of them in your garden. In an attempt to provide this
information, we begin with the three major functions that are basic
to plant growth: photosynthesis, respiration and translocation of
water.
Unlike animals, plants do not have a heart. Instead they take
advantage of the unique properties of both plant structure and
water.
Photosynthesis and Respiration:
Energy Conversions for Growth and Food
The first process we describe is referred to as photosynthesis.
l Carbon dioxide (CO2) diffuses through tiny pores (stomata) into
the leaves.
l Within the leaves sunlight and chlorophyll transform CO2 and
water (H2O) (obtained from the roots) into sugar
(carbohydrates).
l Like animals, plants use the stored energy in sugar for growth.
l A by-product of this reaction is the release of oxygen (O2) into
the air.
The opposite of photosynthesis is respiration.
l Energy from the sun (visible light) is used to form energy
storage molecules (sugars).
l The stored sugar energy is released and used.
l The by-products of respiration are carbon dioxide (CO2) and
water (H2O).
Transpiration: The Plant's Water Pump
Transpiration is the upward movement of water through a plant, and
every plant is composed of a water-transporting network of tubular
"veins" (xylem).
Water and the nutrients it contains enters the plant through the
roots. A combination of root pressure, capillary action, and water
tension moves the water and nutrients up the xylem and throughout
the plant, until the water is finally released as vapor through tiny
holes (stomates). This evaporation process helps plants keep cool.

48

Photosynthesis

UV
Sunlight

CO 2
Carbon Dioxide
Sunlight

UV

O2
Oxygen

O2
Oxygen

Carbon
Dioxide

CO 2

Water

H2O

Minerals

Transpiration

Dots represent
relative humidity

Stomates

Some of the water is used in the plant cells for processes like
photosynthesis, but over 90 percent of the water that enters plant
roots ultimately evaporates through the stomates.

49

Photosynthesis and Respiration Compared

Photosynthesis

Respiration

1. Food is produced.

1. Food is broken down for

energy.

2. Energy is stored.

2. Energy is released.

3. Occurs in all cells that

contain chlorophyll.

3. Occurs in all living cells.

4. Oxygen is released.

4. Oxygen is used.

5. Carbon dioxide is used.

5. Carbon dioxide is produced.

6. Water is released.

6. Water is released.

b.WhatPlantsNeedforGoodGrowth
Now that you have a basic understanding of a plant's "skeleton" and
how a plant grows, let us explore what a plant needs to grow and
prosper.
Vegetables and fruits come from many different plant families. We
eat many parts of plants leaves, seeds, fruits, roots, tubers and
flowers. Most plants need full sun, but some can tolerate or even
prefer shade. Some vegetables and fruits grow well in cool weather.
Others like it hot. Finally, plants differ in hardiness. Some can tolerate
cool temperatures, while others die at the first frost.
Despite these differences, all plants need certain things to grow, and
how well a plant grows depends on the environment. Five factors
influence the environment around a plant and the plant's growth:
Moisture + Air + Nutrients + Temperature + Light = Environment.
If any factor is less than ideal, it will limit a plant's growth. A smart
gardener manages the plant's environment so the plant grows well.
These factors are now described.

50

Moisture (Water)
Water is essential for plant life and is the major part of all living cells.
As mentioned earlier, water is important in photosynthesis; it moves
nutrients throughout the plant, and it helps the plant control its
temperature.
Air
Air is made up of many kinds of gases, including nitrogen, oxygen
and carbon dioxide. Plants need carbon dioxide for photosynthesis. In
a greenhouse that is too airtight, lack of carbon dioxide can limit
plant growth. Oxygen, necessary for respiration, is rarely a limiting
factor. Plants usually give off more oxygen than they use.
Nutrients
Like animals, plants require certain nutrients for healthy growth.
Sixteen nutrients are necessary:
Nutrients Required by Plants
Non-mineral
Nutrients

Primary
Macronutrients

Secondary
Macronutrients

Micronutrients

Needed by the
plant in large
amounts.

Needed by the
plant in relatively
large amounts.

Needed by the
plant in large
amounts.

Needed by the
plant in relatively
small amounts.

Provided by
the air.

Provided by the
soil and compost.

Provided by
the soil.

Provided by
the soil.

H
O
C

Hydrogen
Oxygen
Carbon

N
P
K

Nitrogen
Phosphorus
Potassium

Ca Calcium
S Sulfur
Mg Magnesium

B
Cl
Cu
Fe
Mn
Mo
Zn

Boron
Chlorine
Copper
Iron
Manganese
Molybdenum
Zinc

Among these nutrients, nitrogen (N) is often the most scarce. A

simple and effective way to increase nitrogen in your garden is to
grow leguminous "green manures" such as Angolan peas (cajanus
indica) or ground nuts (arachis hypogea) 6-12 months before you
plant. This is very important if you notice a decline in productivity or
yellowing of leaves, even after you have added compost.

51

Plants obtain all mineral nutrients from the soil, thus a healthy soil is
vital for healthy plants and high produce yields. Soil fertility varies
widely, and without official soil tests it is difficult to know how good
your soil is. Nevertheless, you can make excellent soil easily by adding
compost.
Temperature
Plants have a comfort zone, much like people. Extreme temperatures
(both hot and cold) stunt growth, resulting in poor quality plants.
Some plants such as tomatoes, peppers, eggplant, cucumbers, and
melons prefer warmer temperatures, and are best suited for the
hottest growing season. Others such as lettuce, spinach, Swiss chard,
and broccoli prefer cooler temperatures and are better suited to the
cooler part of the growing season.
Light
Both quantity and quality of light have a major effect on plant
growth.
l Light quantity refers to the amount of sunlight. Of course, this
varies with the seasons of the year. The more sunlight a plant
receives, up to a point, the more food it can produce.
l Light quality refers to the color or wavelength of the light that
reaches the plant surface. It affects growth and flowering.
l Photoperiod refers to the length of day and night, which affects
flowering and other events in some plants.

3. Compost:ARecipeforSuccessinthe
Garden
Compost is created by combining organic materials to make a natural
fertilizer. It is easy and costs nothing but can make a big difference in
how well your garden produces. Compost can be made with or
without animal dung.
The decay of leaves, plant stalks, grasses, fruits and vegetables creates
a nutrient-rich compost. When you add this compost to your garden
you reintroduce required nutrients.
It is important that all of these essential ingredients be present in
compost:
Air + Water + Carbon + Nitrogen + Microorganisms + Moisture = Compost

52

Microorganisms such as fungi and bacteria make the materials

decompose. After the microbes begin the decomposition, larger
organisms such as worms and insects also help to break down the
organic materials.
From the organic compost materials, the microbes use the carbon (C)
for food and the nitrogen (N) to build proteins. Without both types
of materials (such as dung that is high in nitrogen and dried grass
that is high in carbon), the microbes cannot do their job, and the
compost process will be slow.

a.Compost
Materials
While anything that
was once alive can
be composted, you
should not put
everything in your
pile. These items are
not good for the
compost:
l protein such as
meat scraps and
bones; they will
attract
unwanted
animals
l cat, dog, or
human dung, as
it may contain
disease
l diseased plants of

Compost Materials
Green Materials
High in Nitrogen

Brown Materials
High in Carbon

Comes from things

that are green
or relatively fresh.

Comes from things

that are brown
or drying up.

animal dung
ok: dung from cattle,
chicken, goats
not ok: dung from
cats, dogs, or humans
kitchen waste
banana peel
coffee or tea grounds
egg shells
fruit waste
green leaves
green weeds

bean pods
corn stalks
dried grasses
dried leaves
millet stalks

the tomato family

Large materials like sticks and big chunks of wood will take longer to
break down. If these are used in the compost, use a machete to chop
the larger materials into smaller, finer pieces; this will speed up the
composting process. Palm leaves and dead logs will rot in the garden,
initially providing mulch and later providing compost. Most dead
trees decompose quickly in the tropics and can act as markers or
barriers in the garden.
Smaller materials like sawdust or chopped leaves have more surface
areas; this means the microbes have more area available on which
they can do their work, and the materials will break down more
quickly as a result.

53

Moisture
Good compost will be made when the compost materials are damp,
not wet. If it is too wet, the decomposing material will have a foul
odor and be cool in the center. If it is too dry, the material will not
break down quickly into compost. During the rainy season, cover the
materials with a layer of grasses or long leaves to shed the extra rain.
In the dry season, covering with leaves will help keep the moisture at
the best level.
After several weeks turn and mix the compost to accomplish two
important steps. Turning will start the heating or decomposition
process again and will provide you with an opportunity to check the
moisture level. Add dry leaves if the compost is too wet. Sprinkle it
with water if it is too dry.
Wood Ash
Sprinkle a little clean wood ash on the layers of materials when
starting compost. Clean means no plastics have been burned in the
ashes. Ash neutralizes the natural acidity that builds up during the
composting process. While adding ash is not absolutely necessary,
doing so may make the compost evolve more quickly. A little calcium
(often called "Cal") or limestone (often simply called "lime") can also
be used in place of ash to neutralize the compost.

54

b.StartingtheCompost
It is very important to add some completed compost as a starter for
the whole process. If you have no mature compost, add some good
garden soil. This introduces the bacteria that are necessary if the
decomposition process is to proceed quickly.
A compost can be set up as a compost heap or a compost pile.
Climate and resources will determine what is most appropriate.
Compost can be made with or without animal dung, which is
considered a green/high nitrogen material.
Make a Compost Heap or Pile
1. Cover an area 2 meters x 2 meters square with a thick layer of
brown/high carbon materials.
2. Add a layer of green/high nitrogen materials.
3. Sprinkle with wood ash, calcium, or limestone.
4. Add a few full shovels of finished compost or good garden soil.
5. Repeat the process until the pile is
heaped high.
6. Water well and cover.
7. Turn the pile in a few weeks, adjust
the moisture level and cover again.
8. Turn one more time.
9. After several more weeks the
compost should be complete and
ready to use.
Make a Compost Pit
1. Choose a place at the edge of the
garden to build a compost pit.
2. Dig a pit 2 meters long x 2 meters
wide and 1 meter deep.
3. You may build a shade structure to
conserve moisture.
4. Mix two parts brown/high carbon
materials to one part green/high
nitrogen materials.
5. Let the mix rest for 1-2 weeks until
it breaks down. Move it to another pit and begin again.
6. You may want to make several compost pits so that you have
compost at different stages and ready for fertilizer when you
need it. If so:
l Spread compost from pit 3 on the garden.
l Move compost from pit 2 to pit 3.
l After 2 weeks, move compost from pit 1 to pit 2.
l Start new compost in pit 1.

55

4.FuturePlantings
a.SavingSeeds
Saving seeds from your harvested crop is the traditional way to
ensure you have seeds to plant for the next season. This only works
with open-pollinated seeds, meaning plants that self-pollinate or are
pollinated naturally by the wind or insects. Some commercial seeds
that you may buy are hybrids, meaning they are a cross between two
different varieties. While they may be good plants, they will produce
seeds that are sterile or of unknown quality. Whether the seed is
hybrid should be a major consideration when buying seeds.
Make plans to save seeds while you are planting the garden, keeping
in mind that you will select out plants to save for seed and, therefore,
will not be able to eat the fruits or vegetables from these plants.
Select the best plants and biggest fruits or vegetables to save for
seed.
Further, save seeds from plants that go to seed quickly, those in the
middle, and those at the end of their cycles so you will have a
diversity of plants that will mature at different times. You want to
have diversity in your seeds and plants so that you have a diverse and
consistent garden. Finally, once you have selected a plant, be sure to
mark it with a stick or other method so that everyone knows not to
harvest it for food.
It is easy to save seeds from certain vegetables and difficult to do so
for others. Two plants that are easy to start with are beans and
peppers. First, let the mature bean pods dry and the peppers turn
red. Then collect and save the dry seeds until you are ready to plant a
new crop.
Tomato and cucumber seeds are also easy to save. Collect seeds from
the mature fruits and place them in a small amount of water. Then
place them in the sun for several days. The fungus that forms on the
water will help preserve your seeds and prepare them for new
growth. After three or four days, rinse your seeds, dry them, and save
them for your next planting.
Seeds are often produced in abundance, and they are easy to collect,
store, and distribute. These are just some of their advantages over
vegetative propagation (discussed below).
For more information on saving seeds refer to Basic Seed Saving by the
International Seed Saving Institute. (Complete citation in References
Section.)

56

b.DirectSeedingintheGardenBed
Some plants such as such as carrots, radishes, and spinach do best
when directly seeded into the garden because they do not transplant
well. For others (next page), it is better to start seedlings in a
protected seedling nursery, where you can concentrate the tender
young seedlings and more easily control the growing conditions such
as water, soil, and sun.
Make a hole in the soil with a small stick or pencil, 2-3 times the size
of the seed. Place the seed in the hole and cover with soil. Never pack
the soil, especially a wet soil. Refer to the section on spacing
requirements located earlier in this Manual.
Plant a small seed like carrots very shallow, barely 0.5 cm. below the
surface. Plant a larger seed such as beans 3-4 cm. below the surface.
Some seeds may be soaked in water to improve germination; for
example, soak beans and peas one hour in warm water before
planting.
After the bed is seeded, lightly tamp down the area planted to help
the seed make good contact with the soil.

Vegetables for
Transplanting from the Nursery vs. Direct Seeding
Best for transplanting
seedlings
Vegetable

Seedlings ready
for transplant

Best for
direct seeding
Vegetable

Seedlings ready
for full sun

cabbage

3-5 weeks

amaranth

1-2 weeks

eggplant

4-6 weeks

beet

kale

3-5 weeks

carrot

okra

4-6 weeks

green bean

onion

3-6 weeks

pumpkin

2-3 weeks

pepper

5-6 weeks

spinach

3-6 weeks

tomato

4-6 weeks

squash

2-3 weeks

immediately
1-2 weeks
immediately

57

c.VegetativePropagation
Vegetative propagation is the
Plants resulting
second traditional way to produce
from
vegetative
more plants for future planting.
propagation
Not all plants can be propagated
by vegetative means, but those
are genetically identical to
that can (e.g., bananas and sweet
the parent plant.
potatoes) have some important
advantages over seeds. First,
cuttings from the parent plant will
"breed true." This means the resulting plants will exhibit exactly the
same qualities as the parent plant. In addition to retaining the same
genetic line, numerous cuttings can be taken from the parent plant
throughout the growing season and lifetime of the plant. Seeds can
be obtained only later in the growing season (often at the end of the
plant's life cycle) when the fruit has matured.
Seedlings and a Seedling Nursery
You can make a small shelter out of poles and shade netting and/or
leaves to serve as the protective shelter for a nursery. Constructing a
simple roof of grass or palm leaves can make a good alternative to
shade netting.
Note: Some light should penetrate through the shading roof; do not
make the roof too dense.

58

To construct your seedling nursery get a few good strong poles with a
forked end. The poles should be about chest height so that when
they are put into the ground they are about waist high. You may
place a few poles across the top to serve as a frame for the shading
roof. The shelter does not need to be very big for an average school
garden. One meter wide by three meters long should provide plenty
of space and transplants for a traditional garden.
Growing, Placing and Caring for Transplants
You may start transplants in individual containers, such as metal cans
or you may start them directly in the soil in the ground of the
nursery. If you use containers make sure you make holes in the
bottoms so excess water can drain out. Start your transplants early
enough so they will be ready for planting when the time is right.
Growing seedlings in the nursery requires some dedication and skill.
Melons, cucumbers and squash can be difficult to transplant. Grow
them from seed in large containers so they only have to be
transplanted once: right into the garden when the seedlings are
ready. Or direct seed these plants right into the garden.
When starting plants, consider the soil. To use ordinary topsoil from
your garden, sterilize it first so it is free of disease organisms. It is
easy to sterilize the soil: bake it in the sun for several days under a
sheet of clear or black plastic, or under tin roofing material.
Enrich the sterilized soil with good amounts of organic matter such as
compost or very well-rotted dung. This mixture is important, whether
you are planting in containers or directly in the ground.

59

Steps for Starting Transplants

1. Mix half sterilized garden soil with good compost or wellrotted dung for your seedling germination soil.
2. Placement
l In garden:
Make rows 15 centimeters apart and
0.5 centimeters deep
across the nursery
planting bed.
Sow 2 seeds per 1
centimeter in the row.
l In containers:
Make holes in the bottom for
drainage.
Fill the container with seedling germination soil until it
overflows, and then pat it down gently.
Sow a number of seeds as appropriate for the size of
container.
3. Cover seed with the soil no deeper than twice their thickness.
Press lightly. Water gently with a watering can or spray lightly
over a palm leaf. Take care not to water with a strong stream or
you may erode the soil and seeds away.
4. When seedlings emerge you must thin them to allow enough
room for a healthy transplant to grow. Whether in the garden
or containers, this means 1 seedling every 2 centimeters. Larger
seedlings may need additional thinning. Overcrowded plants
will look thin and
spindly and will be
less healthy.

The seedling on the right is the

correct size for transplanting
into the garden.

60

5. Reduce watering and expose the containers to a little more sun

each day for a week before transplanting. This will toughen the
plants and reduce the shock of transplanting.

d. Transplantinginto
theGarden
Have the garden soil ready
before you transplant.
Transplant in late
afternoon or early
evening; this will give the
tender young transplant
the night and early
morning to recover and it
will be less likely to wilt
before being exposed to
the full sun.
1. Dig a hole large enough to hold the transplant roots. Add a
handful or two of compost to the transplant hole to help
seedlings get off to a good start. Fill the hole with water and
allow it to drain. This will ensure that the soil surrounding the
transplant will have adequate moisture.
2. Transplant only the most healthy and vigorous seedlings. This
means the seedlings must have good roots and at least two sets
of well-developed, true leaves.
3. Take special care to handle the transplants. To avoid damaging
the roots or stems, you should handle them gently by the
leaves, not the stem. Remove the seedlings with a trowel, taking
along a good size root and soil ball. This will help minimize the
"transplant shock" to the seedling.
4. Except for tomatoes, replant all seedlings at a depth that
matches their depth in the seedling container. Tomatoes are an
exception to this and can be planted 4 cm. or so deeper than
they were in the seedling bed. Tomatoes will sprout new roots
from the stem and have a stronger, deeper root system.
5. Space the plants according to the guidelines on page 23.
6. Press soil firmly around the roots of transplants and water
lightly to allow soil to settle around the transplant.

61

Water each plant regularly

to keep the soil from
drying out. An occasional
watering with a very dilute
fertilizer made from animal
dung tea may help if your
plants are growing slowly
and lack a healthy green
color.
Refer to the section:
Natural Fertilizers for
recipes to make fertilizer
teas.

e.ProtectingNewTransplantsfromtheSun
Plants recently transplanted from the shade nursery are not
accustomed to the full sun. To prevent new transplants from wilting
and to allow them to slowly adjust to the full sun of the garden, use
small branches with leaves attached to give them some shade for a
few days.
Even with this care, seedlings will undergo some transplant shock
from being exposed to the harsh sun of the garden, as opposed to
the protected environment of the seedling nursery.

Plants recently transplanted from the

shade nursery are not accustomed to the
full sun. Use small branches with leaves
attached to shade the seedlings for a few days.

62

5.AgroForestry
Agro forestry is the combination of a garden mixed with trees. In
Central America this technique was developed over a thousand years
ago and gave rise to sophisticated "kitchen gardens" which provide a
wide variety of native foods including avocados, papayas, chocolate,
and vanilla.
Trees can provide many benefits to your garden's ecosystem. Wood
from branches that have died back can provide fuel for cooking, as
can dried leaves, which are also useful for mulch or in compost. At
the same time, nutritious and flavorful additions to the school lunch
can come from the fruits and nuts produced by the trees, and the
honey produced by bees as they pollinate the trees' flowers when it is
in bloom.
As discussed under the section on Shade House Gardening, some
locations benefit from partial shade. Gardens in these situations can
use partial shading from selected canopy trees, just as is the case with
coffee and cocoa plants in many regions of the world. Before you
select a specific tree think about what species could yield the most for
your garden. Do you want fruit only? Firewood? Shade? Choose
wisely!

TransplantingTrees
To transplant a tree to your garden:
l

Be sure that the tree is compatible with your garden. When it

matures will it shade your garden? Does it form root sprouts
that will grow into new trees? Could it eventually monopolize
your garden? Does it suppress other plants from growing by
emitting plant growth inhibitors (allelopathic)?

Look at the tree you will be bringing into your garden and
observe its natural environment. Notice things such as the
direction it is facing, if it is in a shaded or sunny area, or if the
ground is moist or dry. If possible, replant the tree so it is placed
in a direction that matches the original orientation.

63

Look at the plants that are growing next to the tree. If possible,
take some of the earth the tree was growing in, as well as the
plants surrounding it (excluding weeds). Bringing some of the
tree's original environment along with it gives the tree an easier
transition from its old home to its new home. Simply put: there
is already an ecosystem set up for the tree; if you bring some
along with the tree, it will provide more benefits.

Small trees are far easier to transplant than those which are more
mature. Plant smaller trees in your garden every year or two so that
you have trees of different ages. Then you will have fruit to harvest
every year. When a tree stops bearing fruit, remove it and plant a
new one in about the same place.

6.StepstoaHealthyGarden
Plan your garden to include vegetables and plants that are
indigenous to the area; they will be a good source of food. When you
plant native plants they are already in balance with the natural
environment. Through genetic and biological diversity the plants have
characteristics that help them to be healthy and to grow well for that
particular environment. Besides needing less watering and weeding,
native plants are more likely to be disease resistant.

a.KnowYourGarden
Smart gardening is based on
To learn about
understanding nature's interactions,
your garden
and savvy gardeners know what is
get down on your
happening in their gardens. They
hands and knees
regularly inspect the plants for insect
and
look closely!
damage, for disease, and for other
signs indicating that intervention is
needed (such as plant wilt, for
example). Many times pest problems
are cyclical; they repeat at the same time or same season of the year,
or during periods of similar weather, for example, the rainy season.
Do not turn to chemicals at the first sign of a pest. The more often
we use garden chemicals, the greater the risk we have of running
into health, environmental or resistance problems. Besides, most
insects are helpful; only a few are harmful. Usually a garden can
tolerate some harmful insects without experiencing significant
damage.

64

It is important to make your garden a healthy place for your plants

and a place that is unattractive to pests.
l

Choose the right plant species.

Provide the right amount of

moisture.

Do not over- or underfertilize.

Rotate vegetables.

Keep your garden clean. Remove weeds because they can

harbor disease and insect pests.

Time plantings to avoid peak insect infestations. Sometimes the

most destructive phases of an insect's life are brief and
predictable. Plant so that you avoid pest attacks.

Encourage naturally occurring and beneficial insects, as well as

frogs, toads and other insect-eating creatures. These are your
garden's best friends. Certain insects cause no damage and
actually do good work in the garden, such as eradicating other
insects that injure plants. Lady beetles, lace wings, certain mites,
praying mantises, braconid wasps, assassin bugs, and minute
pirate bugs are all "good bugs."

Identify the problem. Do not jump to conclusions. Think back.

Did a past experience with this pest require control? Did you
have trouble with this pest last year?

Determine the problem potential. Is the current problem likely

to become serious enough to justify some kind of treatment?
Sometimes when you first encounter a problem it will have
already run its course, meaning no further damage may occur.
Sometimes the damage will be minimal. Decide what you and
your garden can tolerate.

Select the least toxic approach. Try the simplest and safest
control first. Observe results. Record your results for future
reference. Besides detailing which plants were attacked by
which pests, include information such as actions taken and the
outcome. Keep in mind that overuse or continuous use of
pesticides or herbicides can lead to pesticide or herbicide
resistance in insects and weeds.

Your gardens
best friends
are naturally occurring
and beneficial insects!

65

b.ApplyingNaturalFertilizers
The ecology of your garden is a great source of natural wealth for fertilizing
your plants without the expense and negative consequences of artificial or
chemical fertilizers. Prepare these recipes for compost tea/dung tea or plant
tea; they are ready-to-apply fertilizers that cost nothing but have great yields.

NATURAL FERTILIZER TEAS

Recipes and Uses
COMPOST TEA or ANIMAL DUNG TEA
Place 1 full shovel of animal dung or compost in a large
bucket.
(Bucket size: approximately 20 liters.)
Cover loosely or not at all.
Stir once a day.
Allow this tea mixture to ferment for two weeks.
After fermentation:
Strain or filter the tea.
Dilute 1 part tea to 2 parts water.
Apply:
Use to water large plants.
NOTE: Do not use dung from dogs, cats or humans.
PLANT TEA (also called Green Manure)
Chop green sappy leaves into small pieces.
Place 1 full shovel of choppings in a large bucket.
(Bucket size: approximately 20 liters.)
Cover loosely or not at all.
Stir every three days.
Allow this tea mixture to ferment for two weeks.
After fermentation:
Strain or filter the tea.
Dilute 1 part tea to 2 parts water.
Apply:
Use to water large plants.

66

c.ControllingPests
Pests are objectionable organisms that can harm crops. As such, a pest
can be a plant, an insect, or an animal. When most people think of
pests they think of insects, but fungi, viruses, bacteria, weeds, rodents
and other organisms can be as destructive as insects. They may all
compete with us for food, inflict injury, or just be annoying.
Fortunately, we can control pests or limit their impact without
damaging our environment.
Insects and other creatures are an important part of a healthy
ecosystem. A pest-free garden is expensive and impractical. In fact, a
pest-free garden is actually undesirable. Your goal should be to keep
pest populations below the level at which they cause unacceptable
damage. If you allow a low level of pests to survive, some of their
natural enemies will also survive. That is good!
In the village, it is usually not practical to control pests with chemical
pesticides, which are often unavailable and expensive. When a
pesticide is used improperly negative effects can result: it may leave
harmful pesticide residues on the food; it may make handling the
plants more hazardous; and it may harm beneficial insects,
earthworms, birds and even livestock.
Insects
Insect pests can be controlled in two ways:
1. non-toxic control methods such as natural pesticides
2. chemical pesticides.
The natural methods are always less expensive and more benign.
Here is a list of non-toxic methods:
lPrune

out insect-infested areas of plants.

insects gently with a stream of water or a brush.
lHandpick insects from plants and drop them into a bucket of
soapy water.
lIf cutworms shear off your transplants, gently dig in the soil to
find and kill the cutworm. Then you can transplant another
plant.
lRemove diseased plants and harvested plant remains.
lDislodge

67

Remove Spent Plants to Reduce Disease

and Insect Carryover
Remove plants in the garden when they stop producing
fruits and vegetables.
For example, after harvest remove all of the cucumber
and squash vines.
Compost these plants if they have not been infected by
disease or insects. If diseased, dispose of far away from
the garden.

Weeds
Weeds can be controlled in various ways:
lPull by hand.
lCultivate with a hoe where appropriate.
lUse mulches generously.
lUse chemical or natural herbicides.
Diseases
A plant disease is the disturbance of the physiology, structure or
function of the plant.
There are two causes of plant diseases.
1. Biotic causes involve infectious pathogens that spread from
plant to plant. The three most common are: fungi, bacteria and
viruses.
2. Abiotic causes are non-living; including such things as excess
moisture, shortage of plant nutrients and heat extremes.
Disease symptoms are the changes in the plant produced by the
disease. Usually these are discolored, malformed or dying regions on
plants.
Examples are:
lNecrotic or dead areas: rots, spots and blights.
lDiscoloration: yellowing or chlorosis of leaves.
lGalls are overgrowth of plant tissue.
lStunting of plants or general overall poor growth.
lWilting of the whole plant.
For more see the illustration of plant symptoms which follows.

68

Plant Diseases: Signs and Symptoms

SIGNS

SYMPTOMS
Shoot blight
Leaf blight

Fungal fruiting
structures

Fruit spot
Fruit rot

Mycelia
(mildew)

Leaf spots
Canker

Ooze
Wilt
Vascular streaking
Gall

Root rot
Cysts

69

Diseases can be controlled in various ways.

As is shown in this Disease Triangle illustration, there are three main
factors in disease prevention and control. They are listed on each
corner.
A susceptible host must be planted, the pathogen must be present,
and the environment must be favorable for the disease.
All three factors must be present or there will be no disease, as is
illustrated inside the center of the triangle.

Plant Diseases
The Disease
Triangle

Susceptible
Host
No
Disease

Disease
No
Disease

No
Disease

Pathogen

No
Disease

Favorable
Environment

What can you do? Here are a few ways to control each factor;
lSusceptible

Host Plant disease-resistant varieties or vegetable.

Environment Use proper watering techniques; time

watering so that foliage dries by nightfall and allow adequate
space between plants; prune for good air circulation.

lFavorable

Maintain clean plantings to reduce pathogen

amount; remove diseased plants and harvested plant remains
out of the garden; rotate by planting different crop families
after one another; use organic homemade sprays.

lPathogen

lChemical

70

pesticides are the last option.

d.NaturalPesticides
Always test a homemade spray before using it. To do so, place a little
of the natural pesticide on a few leaves of several types of plants,
wait a day, and check for damage. If no problems occur, go ahead
and apply the natural pesticide.
To make these recipes stronger, add one small spoon of high-quality
cooking oil. Remember: never treat during the hot and sunny part of
the day, especially if the mixture contains oil. Doing so could cause
leaf burning.
Rain will rinse off the insecticide; reapply when necessary. Re-check
plants often and apply to new plant growth.
The following recipes are for simple and natural pesticides which are
safe to use in the garden.
START with SIMPLE
NATURAL INSECTICIDES
NATURAL TEA
Crush the leaves and make a strong tea from marigold,
cosmos, or licorice basil.
SOAPY MIXTURE
To control soft-bodied insects like aphids, use a small spoon of
soap in four liters of warm water.
After preparation, apply to portions of plants being attacked
by pests (include both upper and lower sides of leaves). Use a
small mop, broom or brush made from twigs, grass, or strips of
cloth tied together. Rain will rinse off the insecticide; reapply
when necessary.
Always test a homemade solution before using it. To do so,
apply a little of the solution to a few leaves of several types of
plants, wait a day, and check for damage. If no problems
occur, go ahead and apply the solution.

71

CONSIDER these
NATURAL REPELLENTS
A GARLIC SOLUTION...
will repel aphids, caterpillars, cutworms and flea beetles.
Put 3 small spoons of chopped garlic and 2 small spoons of
mineral oil in a pint of water for 24 hours.
A HOT PEPPER SOLUTION...
will repel aphids, beetles and thrips.
Put 2 small spoons of chopped hot peppers, 2 small spoons of
chopped garlic, and 1 small spoon of soap in a liter of water for
24 hours.
A NEEM LEAF SOLUTION...
suffocates soft-bodied insects like aphids. It also is effective as a
repellent to many insects early in their life.
Chop the leaves and seeds of the neem tree into a bucket of
water to soak for a day.
METHOD
1. Strain the mixture through a cloth (a sock will work).
2. Mix the first or second pesticide mixture in a bucket of
water; the neem leaf spray need not be diluted.
3. Apply to portions of plants being attacked by pests (include
both upper and lower sides of leaves). Use a small mop,
broom or brush made from twigs, grass, or strips of cloth tied
together. Rain will rinse off the insecticide; reapply when
necessary.
Always test a homemade solution before using it. To do so,
apply a little of the solution to a few leaves of several types of
plants, wait a day, and check for damage. If no problems occur,
go ahead and apply the solution.

72

RECIPE for a
NATURAL FUNGICIDE
INGREDIENTS
1 heaped spoon of grated soap
2 cups hot water
1 heaped spoon of sodium bicarbonate
(baking soda)
METHOD
1. Dissolve soap in water.
2. Add baking powder and mix well.
3. Mix one cup of fungicide mixture with
10 cups (1 small bucket) of water.
4. Apply to portions of plants (including
both upper and lower sides of leaves)
before the disease progresses. Use a
small mop, broom or brush made from
twigs, grass or strips of cloth tied
together. Rain will wash off the
insecticide, so reapply solutions when
necessary.
Always test a homemade solution before
using it. To do so, apply a little of the
solution to a few leaves of several types of
plants, wait a day, and check for damage.
If no problems occur, go ahead and apply
the solution.

73

D.Nutrition
For many people around the world, food security is a problem. This
means they do not eat regularly, or if they do, they are not always
able to eat the right types of foods.
Food is important for far more than relieving hunger. All foods
contain nutrients including vitamins and minerals that our bodies
need. How our bodies use these nutrients is the science of nutrition.
Food is also important to help boys and girls grow up strong and
healthy. Eating the right foods gives us energy to do our work and to
play. It can help people of all ages to avoid getting some diseases and
can also help us get better if we are sick.
In this section we will review some of the basic theory of nutrition
and learn how to make the most of the foods in our gardens and in
Africa.
We can organize or categorize foods by the type of nutrition and
vitamins they provide as well as by the types of food products that
are derived. A combination of both methods helps to ensure that we
choose balanced diets.

1.TypesofNutrients
Nutrition is the science of how food nourishes our bodies.
Foods are complex substances. You might enjoy food because it tastes
good and satisfies you when you are hungry. But your body needs the
substances in food to function.
All foods contain nutrients that your body cannot make. These
nutrients and the energy they provide are essential to your health.
During digestion, food is broken down into nutrients which are
absorbed into your bloodstream and carried to every cell of your
body, where the major work of body function happens. There are
more than 40 nutrients in food that fit within six major groups. Each
nutrient has a specific and unique function that works in partnership
for good health.

74

Carbohydrates
Provide energy. Most fruits and many vegetables are good sources of
carbohydrates. One type of carbohydrate is fiber. Fiber helps us digest
our food and helps protect us against some diseases. Because fiber
helps food move more quickly through our digestive system, many
believe it helps prevent diseases such as colon and rectal cancer.
Good food sources: All sweet fruits, cereal grains (rice, maize,
wheat, millet, etc.); and starchy roots (cassava, potatoes, yams) are
the body's main source of energy, or calories.
Fats
Provide energy. Some fats are needed as building materials and help
the body to use certain vitamins. They supply energy, too. But they
have other uses. Fats help carry nutrients and are part of many cells in
our bodies. There are many types of fats; some are beneficial and
some can be harmful.
Good food sources: All vegetable and animal oils and fats; lard,
butter, ghee, margarine; some meat and meat products; some
types of fish; nuts and soybeans.
Minerals
Minerals have a role similar to vitamins. Each mineral helps you in
different ways.
Calcium Important for body maintenance and for strong and
healthy bones and teeth.
Good food sources: Milk and dairy products; small fish eaten with
bones; beans and peas; dark-green leaves.
Iron A major component of red blood cells, necessary to keep all of
the body's cells working properly. Iron is especially important for girls
and women of child-bearing age. The body can use iron more
efficiently if it is eaten along with vitamin C.
Good food sources: Liver, meat, whole grain cereals, fish, eggs,
many legumes, green leafy vegetables and dried fruits.
Potassium Maintains the body's fluid balance, a vital function. Also
helps our body use carbohydrates and proteins.
Good food sources: Most fruits especially bananas and
cantaloupes; vegetables, dairy products, fish, lean meats and
poultry.
Zinc A mineral, that when used in combination with vitamin A,
helps our body fight malaria and other diseases.
Good food sources: Cabbage, green beans.

75

Proteins
Proteins are made up of amino acids, the building blocks that build,
repair and maintain body tissue. Proteins build and maintain muscle,
blood, skin, bone and other tissues and organs in the body.
Good food sources: All types of meat, poultry, fish, beans, peas,
soybeans, groundnuts, milk, cheese, yogurt and eggs.
Vitamins
Vitamins start many body processes by setting off chemical reactions
in body cells. Each vitamin regulates different body processes. The
vitamins and minerals in our foods help us.
Vitamin A Needed for building and maintaining healthy tissues
throughout the body, particularly the eyes, skin, bones and tissues of
the respiratory and digestive tracts. It is also important for effective
functioning of the immune system.
Good food sources: Breast milk, liver, eggs and dairy products;
palm oil; many dark-colored vegetables (e.g. carrots, dark-yellow
and orange sweet potatoes, pumpkin); mango, papaya).
Vitamin B complex: Thiamin, riboflavin, niacin, vitamin B6, folate,
pantothenic acid, vitamin B12, and biotin. Needed for converting
carbohydrates, fat and protein into energy and for them to build and
repair the body's tissues. Folate, a type of vitamin B, is needed to
make healthy blood cells. We need foods with vitamin B every day.
Good food sources: Dark-green vegetables, groundnuts, beans,
peas, cereals, meat, fish, eggs, dairy products.
Vitamin C Needed to increase absorption of dietary iron and for
connective tissue, which binds the body's cells together. Speeds
healing and boosts the immune system. We need foods with vitamin
C every day.
Good food sources: Most fruits, especially citrus and guava, and
many vegetables.
Vitamin D Helps body absorb and use calcium.
Good food sources: Fish oils, eggs and milk; is also produced by the
body when the skin is exposed to sunlight.
Vitamin K Helps blood clot.
Good food sources: Leafy green vegetables, milk, soybean oil,
eggs.

76

Fiber
While fiber is not a nutrient, it is critical to digestion. Fiber carries
other nutrients, helps us feel full, and assists in digestion.
Good food sources: Whole grain cereals, starchy roots, fruits, most
vegetables, beans, peas, oilseeds.
Water
Water carries nutrients and other body chemicals to your cells and
carries away waste products. Water helps your body maintain normal
temperature.

2.TypesofFoods
To help us eat the right balance of these nutrients, we group foods
into 5 main categories. Getting the right amount or a balance of food
from each category is the key to eating right. It's best to eat foods
from each category every day.
Dairy
Helps build your bones and keeps them strong. Calcium also helps
your teeth. Younger children need 2 servings. A small cup (about .25
liters) of milk or 1 handful of cooked spinach is 1 serving. People who
cannot digest milk should be sure to eat the equivalent vegetables.
Teenagers need 3 servings from this group each day.
Good food sources: Milk and foods made from milk, such as yogurt
and cheese. Vegetables such as green soybeans, okra, and spinach.
Fruits
Most fruits have many different vitamins that are important to help
your body grow and heal itself when you are sick or hurt. They help
heal cuts and wounds, keep your teeth and gums healthy, and help
protect you against infections. The minerals in fruits help your heart.
It is nearly impossible to eat too many fruits. At least 2 servings of
fruit each day are best for people of any age. A small, ripe mango is
about one serving.
Good food sources/examples: Mangoes, bananas, papaya,
tamarind, watermelon and guava.

77

Grains
Grains are also a good source of energy. The vitamins and minerals
found in grains help your blood and help your body release energy
from protein, fat and carbohydrates. Some grains have iron,
something our blood needs. Teenage youths should try to eat the
equivalent of 5 servings of grain each day. About 1 adult-size handful
of cooked grain is considered a single serving.
Good food sources: Rice and bread. Even better are foods with
whole grains and the additional nutrients they provide; these
foods include whole grain cornmeal, millet and sorghum.
Meats
Meat is a source of protein, and protein is a building block for bones,
muscles, nerve tissue, skin and blood. Meats are also a source of iron,
a mineral essential to hemoglobin. Hemoglobin carries oxygen from
our lungs to every cell in our bodies. Girls and women who
menstruate are constantly replenishing blood in their system and can
become anemic if they don't have enough iron for healthy blood.
Girls, younger boys and women need 2 servings of food from this
group each day. Older boys and active men need 3 servings. An egg is
one serving.
Good food sources: Meats such as beef, chicken, pork; fish; also
peanuts, lentils, soybeans and other types of beans.

Vegetables
Like fruits, vegetables have many different nutrients that help our
bodies in many ways. Also like fruits, it is difficult to eat too many
vegetables. At least 3 servings of vegetables each day are best for all
ages. About 1 adult handful of cut up or cooked vegetables is one
serving.
Good food sources and specific benefits:
Green beans provide protein as well as other nutrients.
Spinach has iron, which is good for your blood.
Sweet potatoes, yams, carrots, and plantain help your eyes and
skin.
Tomatoes, green and red peppers, okra, and cucumbers help heal
wounds and help our skin.
Starchy vegetables like cassava, corn, and potatoes help us feel full
and help produce energy in our cells, but they are not as nutritious
as many other types of vegetables.

78

SECTIONII
HelpforTeachers:Bringingthe
SchoolGardenintotheClassroom
A.IntroductiontoSchoolGardens
Gardening can be a fun and interesting way to help students learn.
Meanwhile, of course gardens and their bounty help to improve food
security.
Many factors influence the success and sustainability of a school
garden, including good gardening practices. Fortunately, we can learn
from the successes and challenges of others around the world, made
possible by research conducted by organizations such as the World
Food Program and the Food and Agricultural Organization of the
United Nations. Meanwhile, experience also tells us that school
gardens are more beneficial and sustainable when they are
incorporated into the school curriculum and classroom activities.
Sustaining a school garden is just one goal of this project. We also
aspire to improve the primary school curriculum to help students
succeed in school, in their community, and in life. This section of the
Manual integrates experiential (child-centered) learning methods to
bring the school garden into the classroom. We present materials and
activities that include ideas for managing and improving the school
gardens, and offer recommendations for classroom lessons aimed at
helping students learn across the curriculum.
School gardens have many benefits and not just for the students
who work in them and those that enjoy the food produced. When
students learn new gardening techniques, they can pass them on to
their parents and households. Communities benefit in turn when
their citizens work together to support the garden, and community
members can learn new gardening techniques. Local organizations
and school gardens can enhance and complement each others'
programs in nutrition and health, income generation, and other
social programs.

79

1.MajorAimsofSchoolGardenPrograms
EducationalAims
lIncrease

the relevance and quality of education for rural and

urban children by introducing into the curricula important life
skills.
lTeach students how to establish and maintain home gardens
and encourage the production and consumption of
micronutrient-rich fruits and vegetables.
lProvide active learning by linking gardens with other subjects.
lIncrease access to education by attracting children and their
families to a school that addresses topics relevant to their lives.
lImprove children's attitudes towards agriculture and rural life.
lTeach environmental issues, including how to grow safe food
without synthetic fertilizers and pesticides.
lTeach practical nutrition education in order to promote healthy
diets and lifestyles.
lProvide students with a tool for survival at times of food
shortages.

EconomicandFoodSecurityAims
lFamiliarize

school children with sustainable production of food,

especially methods that are applicable to their homestead or
farm and important for household food security.
lImprove food availability and diversity.
lEnhance the nutritional quality of school meals.
lReduce the incidence of malnourished school children.
lIncrease school attendance and compensate for the loss in
transfer of "life skills" from parents to children especially in
child-headed households.
lPromote income-generation opportunities.
Source: Special Programme for Food Security Doc 31, School Gardens
Concept Paper, Food and Agriculture Organization of the United Nations
(FAO), September 2004.

80

2.MajorBenefitsofSchoolGardens
Students and communities can learn many things from school
gardens.

IntellectualDevelopmentAcademicSkills
lSupport
l
l
l

core academic training, particularly in science and

mathematics real world hands-on experiences.
Enrich core curriculum in language arts through the
introduction of new learning topics.
Learn about the environment and promote sustainable
development.
Learn scientific methods.

PsychologicalDevelopmentSocialandMoralSkills
l
l
l
l
l
l

Develop responsibility.
Learn the joy and dignity of work foster work ethic.
Increase self-esteem and confidence.
Develop patience.
Develop a sense of cooperation and school spirit.
Learn respect for public and private property.

VocationalDevelopmentLifeSkills
l
l
l
l
l
l
l

Demonstrate basic skills and vocational competencies.

Produce food and other commodities.
Make the most of limited resources, including food.
Engage in community service and environmental care.
Work with community organizations for mutual benefit.
Invest in lessons of leadership and decision making.
Transfer to household the skills learned in school.

PhysicalDevelopment
l
l

Provide nutritious food for students.

Reinforce public and personal health concepts.

81

3.CoreBeliefsandConvictionsofSchoolGarden
Projects
Most teachers and school administrators at schools with gardens
agree that school gardens have many benefits and purposes. At the
same time, the primary purpose of the garden and how it will
function may vary from school to school, in part because of historical,
cultural, and community differences. Before you take steps to
establish a school garden it is important to explore the various
beliefs, values and convictions which you and members of your school
Garden Committee may have.
In many cases, school gardens are partially sponsored by aid agencies.
That means the sponsoring organization may have specific
requirements of or intents for the school gardens. Be sure you
understand these as you discuss some core beliefs about the purposes
for your garden or how it will operate.
The following chart offers a range of possible beliefs or guidelines
about school gardens. There is no right or wrong list of beliefs, and
some of these statements may actually contradict each other. Use a
pencil to check the beliefs you think are true for your school. You
may want to discuss this with your school Garden Committee.
The garden can be integrated into animal husbandry projects. Nongovernmental organizations can provide school garden expertise and
resources.

82

Guidelines For Our School Garden

p

The primary purpose of the school garden is to produce food for

students to eat at school.

The garden is a way to address food security concerns.

The garden should be used as a laboratory to help support

lessons in geography, math, science, social studies, languages and
music.

The garden is one tool that can help students expand their
academic, vocational and social skills.

Students of all ages and abilities can contribute to and learn

from the garden.

All students will work and learn in the garden.

The garden will not be used as a reward or as a punishment.

The garden will be planned and managed by a team

composed of community and school leaders and students.

The produce from the garden can be sold to generate income for
the school.

Garden labor will come from students, teachers, and persons

hired to cultivate and tend it.

We will have a school garden only if we find time and local

interest.

Other _____________________________________________________

Other _____________________________________________________

83

4. ElementsNecessaryforaSchoolGarden
Program
Lessons learned from past experience around the world tell us there
are key elements necessary for building and sustaining school
gardens.
This figure summarizes the main policy and strategic elements
required for a successful school garden.

Strong political commitment at national level

(policy framework and guiding principles)

School gardens initiative is

part of the national strategy
to expand rural peoples
access to education and enhance its quality.

Program is designed locally

and adapted to specific local
needs, with strong involvement of ministries of education and agriculture.

Educational role of school gardens reflected in curricula

Adequate access to land, water and technical assistance
Students, parents and community all participate in planning
and implementation
Children become familiar with improved methods of sustainable food production
School gardens linked with school feeding programs

Source: School Gardens Concept Paper, Special Programme for Food Security. Document
#31, Food and Agriculture Organization of the United Nations (FAO), Rome, Italy. (2004).

84

B. InvolvingtheCommunityinGarden
Management
Experience tells us that to be able to
develop and sustain a school garden,
there is much work to do from
sociological and scientific perspectives
alike. Good management is critical to
the success of the garden.

The more people

you have involved
in the Garden
Committee, the more
support you will have
for the garden.

The previous pages outline some of

the benefits and key elements of a school garden. All of these need
to be considered. While the technical aspects of growing a garden are
the same whether for a household or a school, there are many more
factors that influence the success of a school garden.
Elsewhere in this Manual we outline some of the benefits and key
elements of a school garden.

1.CreateaGardenManagementCommittee
Both a benefit of and a challenge to a school garden is the number of
people who have a stake or an interest in it. This combination of
individuals and organizations includes the following:
Local government officials
Agriculture experts
Farmers
School administrators
Teachers
Students
Parents
School committee
Community members
Influential community members
Business leaders
Church or religious leaders
Sponsoring aid organizations
Other:
_______________________________________________
_______________________________________________

85

The support of each group is vital; without it starting or maintaining

your garden will be more difficult. People are more likely to support
a project or activity if they feel they have had an opportunity to
contribute to the related decisions and management. Each of these
stakeholders will have influence or a perspective that will help
improve the school garden.
Gather a potential committee to manage and oversee the school
garden. Include people who represent each of the stakeholders listed.
Before you agree to have a garden, meet with this committee and
discuss some of the tasks and issues involved.
Think about ways that community problems or needs are addressed.
Use that as one guide to set up a Garden Committee for your school.
At the first meeting, discuss the following points:
l

Purpose Clarify the purpose of the garden. There are many

possibilities:
- to grow food for the students,
- to grow food to sell to support the school,
- to provide a laboratory,
- to supplement the curriculum,
- to further the social development of the students,
- to demonstrate to the community
- other_______________________________.

Benefits How the garden will benefit the students, the school
as a whole, and the community.

Community Support Think about how the community can

help the school garden. Will community members agree that
the food grown is for the school children? How will you keep
the garden safe?

After discussing some of these issues, determine whether everyone is

Share the News!

Inform persons who could have an interest in using
the area, or who may pass through the area with
vehicles, animals, etc. about the garden site; this
will eliminate the possibility of damage to the site
or potential conflicts of interest.

86

willing to support a school garden and if you should continue to

explore any additional issues. If so, take time to consider these issues:
l

Costs Tools, seeds, land, etc. What can be donated? What will
you need to buy? Will you need to buy things (such as some
seeds) in subsequent years to maintain the garden? Who will
pay for this?

Maintenance The students will do some of the garden work

when they are at school. Meanwhile, teachers are very busy
with their lessons. Are there additional people who can provide
overall management and supervision of the garden? Who will
do the gardening during school holidays or on weekends? Will
parents take turns volunteering? Are there any community
members who like to garden and who are willing to volunteer?
How will you organize this? Will you hire people or use
volunteers?

Leadership and Structure Who will make decisions about

managing the garden? Will it be the Garden Committee?
Teachers? School administrator? You may want to select a
chairman for the Garden Committee and ask other members to
take responsibility for some specific tasks.

Site Where will you locate the garden? Will the land be
donated or lent to you? Is the location politically, religiously,
and culturally appropriate for all students and their families?
Think about security, access to water, and ways the community
can learn from and support your garden.

Technical Assistance A successful gardening project needs

access to technical assistance when it is sought. Identify local
experts who can help. This may include people with indigenous
knowledge, agricultural professionals, or other persons.

Contracts Between Schools and Others Some sponsors of

school gardens develop agreements or contracts with schools to
clarify the responsibilities of donors and stakeholders. Such a
document may also list expectations for reporting or the role of
the students. You may want to develop an agreement with your
school and sponsors. If you do, make sure everyone who is
addressed in the agreement receives a copy of it.

Other issues:

Summary

__________________________________________
__________________________________________

87

There is no one correct way to manage your garden. Still, you must
make sure you have leadership from people who represent all of the
interested persons involved, and you must communicate progress and
effects of the school garden to the people you represent.
After you discuss and make decisions about these issues, determine
how your Garden Committee will function. This may include how
often you will meet, how any money will be handled, how long
members will serve on the Garden Committee, and so on. Will you
decide that individuals should retire from the committee after one or
two years? Will the retirees be expected to ask others to join the
committee?
Share your management plan with the rest of the teachers, the
parents' committee, and other groups who will be interested. Be
transparent in your management. This transparency will increase the
support you receive from the community, students, and parents,
which in turn will improve the likelihood of a productive and
successful garden.
Good luck! You have a big responsibility that will influence the
education and health of many boys and girls!

2. BuildCommunity
SupportandInvolvement
withOpenDoorEvents

Reaching out
to the community can
take a lot of time
and effort, but the
benefits far outweigh
the efforts.

A wonderful way to gain community

support for your garden is to foster
ways for community members in addition to the students to learn
and benefit from it. Teachers and students enjoy learning about new
and productive gardening techniques, and so do community
members. Instead of merely telling parents or neighbors about the
garden, or letting them observe as they pass by, plan some events and
take advantage of opportunities to invite them into the garden.
An Open Door event is an excellent way to reach out to parents and

88

the community.
Community Open Door events are popular around the world as
opportunities to show new agricultural techniques. These events also
help develop community support for the school garden because they
permit others to see the garden firsthand and to benefit from it
directly by learning new agricultural techniques.
There are many, many different ways to organize an Open Door
event. Here are steps or suggestions. Choose those activities that are
most practical for and beneficial to your community.

a.StepstoPlanninganOpenDoorEvent
1. Establish a Planning Committee
Set up an Open Door planning committee. Start planning early.
These events can be a lot of work and it is usually best to
involve many people. Students should also be involved in
planning and implementing the eventAfter all, it is their
garden!
2. Determine Goals
The Open Door event might incorporate any or all of these
goals, and can provide an opportunity:
l for students to show off their work
l to demonstrate food production techniques
l to provide aid or partner agencies with an opportunity to
describe their programs, especially as they may relate to
gardening, farming, nutrition, or health
l to recognize and perhaps reward gardening efforts.
3. Choose a Date

La conservation de lsau et les avantages de lutilisation du

1. ARROSER LE JARDIN LE MATIN

2. ARROSER LE SOIR

3. LUTILISATION DU PAILLIS

PAILLIS

89

Choose a date that best shows off the garden and is one when
many community members might be able to come. Consider the
school schedule, too.
4. Promote
Advertise or promote the event with a variety of culturally
appropriate methods. Keep in mind the fact that some people
cannot read. Invite local dignitaries. This will attract more
people and publicity and help promote the event. Be sure
students know to invite their parents and neighbors, etc.
5. Determine How
How will you "teach" those who come to the Open Door event?
Short demonstrations both ongoing or at set times are good
teaching methods. Some people may want to talk one-on-one
with an expert or have their gardening questions answered.
Others may be simply curious; perhaps they like to observe
experiments or look at a new variety of a fruit or vegetable in
the garden. Finally, dramatic and entertaining presentations will
engage students and community alike. The Planning Guide
Worksheet and ideas for posters which follow will help you
organize some of the tasks required for the Open Door event.
6. Determine Who
Who will do what? Who will teach? Who will greet visitors?
Who will answer questions, etc.? Be sure to invite local experts
as part of your Open Door team, and that they come with a
wide variety of expertise. Trained individuals from some aid
organizations will be eager to share their knowledge and skills.
Students can teach by demonstrating how they set up
experiments and explaining what they learned as a result.
7. Invite Partners
Invite various public agencies, non-governmental and/or aid
organizations to set up displays or kiosks to promote their
programs that are relevant to the school garden, girls'
education, public health and nutrition, and many other issues.
These organizations will vary from community to community.
8. Involve the Community
Designate a regular time when community members and
parents can visit the garden. For example, 3-5 PM on the third
Thursday of each month in which school is in session. Post a sign
with this information near the garden so people will know this
is an ongoing opportunity.
9. Involve Students

90

As detailed later, by having students help prepare for and host

an Open Door event, you help them enhance some of the many
life skills that gardening helps to teach.
10. Evaluate
After the event, spend some time discussing what went well and
what you might do differently the next time.
11. Congratulate
Congratulate each other. Celebrate your success!

b.InvolveStudentsinOpenDoorEvents
It takes a lot of people to host a successful Open Door event.
Fortunately, you have the Garden Committee and students to help
out. Take time to carefully consider ways to involve the students as
promoters, hosts, teachers, and more.
As mentioned above, while working in gardens teaches students
important life skills, when students help prepare for and host the
open door events, these skills are enhanced and enriched even
further.

91

Skills students develop include the following:

l Communication skills
l Management and organization skills
l Agricultural and vocational skills
l Leadership and cooperation skills
l Academic competencies
Students can benefit by participating in many ways:
1. Promote
Students should help promote the Open Door event. They
should start by telling news of the upcoming event to their own
family or household and continue to spread the word among
the households nearby. It is good if people hear of the Open
Door event more than once, even a number of times.
2. Host
A few older or advanced students should monitor different
parts of the garden. They should be ready to answer questions
or explain some of the technology, an experiment, or some of
the ways in which they used the garden in their classroom.
3. Make Signs
Students should make signs explaining some of the experiments,
detailing results and/or directions that others may try in their
home gardens.
4. Assign Student Roles
Make the Open Door event a type of "assignment" for the
students. They will learn oral and written communication skills
as well as more about the techniques they are explaining.
Rotate the responsibilities so each student or group of students
has an opportunity throughout the day. Those students who
cannot host an Open Door station can contribute by preparing
materials ahead of time.
5. Introduce Parents
Parents may make a special effort to come to an Open Door
event when their child is a host. Teachers or members of the
Garden Committee should make an effort to meet the parents
and express appreciation for their support of their child's
education.

c.ShareResponsibilityforanOpenDoorEvent

92

When you plan an Open Door event, think of the many tasks that
need to be managed. Make a list and assign or ask people to be
responsible for some of the tasks. Students, other teachers, local
experts, and the Garden Committee are all potential helpers. Here are
some examples of tasks. Some are optional.

School Garden Open Door Event

List of Tasks

Person(s)
Responsible

Coordinate promotion
Invite and host dignitaries and local officials.
Organize stations/places in the garden for each
lesson or demonstration.
Coordinate lessons or demonstrations.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Etc.
Make informational signs and posters.
Greet people at the gate/door.
Manage traffic flow.
Greet and visit with parents.
(The Director, head teacher, and/or teachers
may want to do this.)
Have students sing and dance for guests.
Supervise students who are helping.
Gather feedback from guests.
Say good-bye, thank people for coming.
Other ________________________________________

93

d. DemonstrateLessons,ExperimentsorPractices
atanOpenDoorEvent
Managing and conducting an Open Door event takes many hands.
You will probably need to delegate demonstrations, lessons and other
activities to other people or teams of people. These could be other
teachers, the Garden Committee, parents or students.
Some people may need a little help organizing all the tasks assigned
to them. The Lesson Planning Guide and Planning Guide Worksheet
which follows are presented to help you think about some of the
event's components and how their related assignments will be carried
out.

94


School Garden Open Door Event
Sample Demonstration / Lesson Planning Guide
Activity/Lesson:

Soil preparation demonstration.

Purpose/Goal:

Illustrate three major steps in preparing

soil before planting.

Person in charge:
Persons assisting:
Time being presented:

Jean Pierre
Andre, Brigitte, Gabriella
Entire day, at 15 minute intervals.

Location being
presented:

Southwest corner of garden next to

compost pits.

Supplies needed:

hoe, rake, shovel,

two 1 meter x 1 meter garden beds,

1 wheelbarrow of compost

sign with directions and ingredients,

green bean seeds

Steps: (What you will say and do)

Before the demonstration/lesson:
1. Make informational poster with advantages of good soil
preparation, how much compost to add.
2. Prepare 1 bed with finished product.
3. Turn up half the soil in the first bed; use this to mix in
composting.
During the demonstration/lesson:
1. Explain purpose of good soil preparation. (Improved soil
textures, drainage, better germination, better root growth,
more nutrients in soil.)
2. Demonstrate how to: remove weeds, turn over soil, add
composting, rake smooth.
3. Demonstrate how to sow seeds in well-prepared soil.
4. Ask for questions.
After the demonstration/lesson:
1. Return supplies and tools.
2. Mark seeds planted with stick and label.
3. Remove sign. Save for next Open Door Event.

95

School Garden Open Door Event

Demonstration / Lesson Planning Guide Worksheet
Activity/Lesson:
Purpose/Goal:
Person in charge:
Persons assisting:
Time being presented:
Location being
presented:
Supplies needed:
Steps: (What you will say and do)
Before the demonstration/lesson:
During the demonstration/lesson:
After the demonstration/lesson:

e. HelpPeopleLearnattheOpenDoorEvent:
UseInformationalSignsandPosters
An Open Door is an informal educational event. Participants gain the
most from such an event when a variety of visual aids are
incorporated. When possible, use real materials to illustrate concepts
and for demonstrations. Informational signs and posters also help.
They reinforce what the demonstrator might say, provide detail that
is difficult to remember, and help people learn on their own in
situations when no one is on hand to elaborate.

96

Here
are some ideas for signs or posters you may want to make for

an Open Door event:

l Sponsors of the school garden non-government groups, or
Ministry of Agriculture, etc.
l Purposes of the school garden.
l Management of the school garden Garden Committee
members.
l Production vegetables and fruits grown in the garden. What
happens to the produce? (Do students eat it? Is it sold? If sold,
how is the money used?)
l Topic of each demonstration or lesson Composting, Nutrition,
Vegetable Varieties, Soil Preparation, Natural Insecticides,
Natural Fungicides, Water Conservation/Mulching, Transplanting
Seedlings, Testing Seeds for Germination, etc.
For each demonstration or lesson, make a poster that includes the
following:
l Title of experiment or method
l Purpose
l Simple steps or directions
l How to apply or use in the garden
The poster style is important, too:
l Make your posters on newsprint or a large piece of paper.
l With a marker, use block printing, not cursive. People who do
not read well cannot read cursive.
l Use drawings whenever possible to further explain
measurements and directions. Illustrations help people
remember better especially those who do not read well.

Sample
Poster for
an Open
Door Event

97

C. ExperientialLearningMethods
andTheory
When we use learning methods that involve experiences
such as hearing, saying and doing, it is called Experiential
Learning. This section first reviews some theory of
experiential learning, several activities and suggestions
follow to help you incorporate experiential learning in
your classroom.
Think about a learning experience that was especially
valuable for you, as the learner/student. How was the event
structured or managed that made it a good experience?
Think about a learning experience that was not productive
or beneficial for you as the learner/student. Compare the
structure and characteristics of the event with the positive
event you just reviewed.
In the positive learning experience you were probably
highly involved or engaged in the lesson. The lesson was
probably focused on you, rather than on the teacher and
his/her expertise. The key concept here is how we learn,
because how we learn information directly influences
whether we remember or retain the concepts taught.
The chart that follows tells us that the more we involve the
students and their senses in the learning process, the more likely
they are to remember or retain the information or skills being
taught.

98

Teaching Methods Influence Learning

Teaching
Methods

Learning
Methods

Retention
Rate

When teachers
use...

When
students...

Students
remember...

Lecture, Radio

Hear

10%

Leaflet, Textbook

Read

20%

See

30%

Hear and See

50%

Discussion

Say

80%

Simulation, Practice,
Laboratory, Game

Do

90%

Display, Video
Drama,
Demonstration, Film

What learning methods do you usually use in the classroom?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What are the implications of this for your students?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

99

1.TheExperientialLearningCycle
Learning is more than a student taking in information or
participating in an activity. That is just one step in many. The learning
cycle requires the learner to progress through three different phases
so that information can be retained and used immediately and in
the future. When we have learned effectively we are able to apply
the principles we have learned to new situations.

Experience...
the activity. Perform it.

DO
Process

Apply...

Discuss and look at the

experience; analyze and reflect.

what was learned to a similar

or different situation; practice.

APPLY

REFLECT

Generalize...
to connect the experience
to the real-world. Give examples.

What are the implications of experiential learning for you as learners

in this training?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What are the implications of experiential learning for the students
when you are teaching gardening concepts?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

100

2.DemonstrationMethods
As mentioned in the beginning of this section, when students hear
and see something, they remember 50%. In addition, students of all
ages usually learn best by doing. Science provides endless
opportunities to demonstrate how theory is applied. Some
demonstrations are exact replicas of a process, while others are
simulations when the real thing is not practical. We are not able to
see or visualize some scientific theories, so demonstrations are
essential.
A first step to understand a process or to develop a skill is to see it
demonstrated presented and explained at the same time. Teachers
and students alike should strive to master demonstration skills.

Uses
l
l

To teach a specific skill or technique.

To model a step-by-step approach.

Advantages
l
l
l
l

Easy to focus learner's attention.

Shows practical applications of a method.
Involves learners when they try the method themselves.
Involves many of the learner's senses, which helps them learn
and remember more.

Things to be aware of before you decide to use a demonstration

l
l
l

Requires planning and practice ahead of time.

Requires having adequate materials on hand for everyone who
will participate (if applicable).
Requires providing feedback to learners when they try on their
own.

101

Process
l
l
l
l
l
l
l
l

Introduce the demonstration: What is the purpose?

Present the material you are going to use.
Demonstrate.
Demonstrate again, explaining each step.
Invite the students to ask questions.
Have the students practice on their own. This will increase
retention to about 90%.
Discuss how easy/difficult it was for them: summarize.
Innovation: Incorporate students' ideas to improve the
demonstration.

Tips
l
l
l
l

Arrange the learning space and students so everyone can see.

Face the students as much as possible.
Have all your materials ready and in one place.
Ask some of the students to assist with the preparation and/or
demonstration.

What are some things you might demonstrate in your school garden
or classroom?
_______________________________________________________________
_______________________________________________________________

Source: Training Trainers for Development, The Centre for Development and
Population Activities, Washington, DC, U.S.A. (1995).

102

3.ClassroomAids
Science and math concepts come alive when you use the garden
to demonstrate or reinforce what is in your textbooks. Some
textbooks assume you have access to laboratory equipment;
whether or not this is the case, keep in mind that you and the
students can make your own scientific equipment.
A little creativity and resourcefulness is all you need to stock your
own laboratory. You can use existing things from your natural
environment (plants, insects, water, etc.) or make many simple
devices that are locally available and free for demonstrating
scientific concepts. Look around you. Collect discarded or free
things you can use to demonstrate scientific or mathematical
concepts. This might include the following items:
Items Useful for Demonstrating
Scientific or Mathematical Concepts
insects
large food tins
metal cans
old newspapers
plants
sticks, long and straight
stones
string

plastic bottles
(1 liter or other sizes)
plastic bowls, trays and
cups (various sizes)
other:
____________________
____________________
____________________

The above items are used in the Classroom Lessons found later in
this Manual.
The next few pages present Classroom Activities. First are
directions for making two items that are important in studies
with gardening and science: rain gauges and measuring tapes.
Following these are two Classroom Activities that can be used for
many disciplines: writing and performing songs, and writing and
performing dramas.

103

CLASSROOMACTIVITY:
MakeaRainGauge
We can tell if the garden needs rain with our own eyes and
judgment. But collecting and measuring rain in a gauge can provide
countless ways to involve students in scientific inquiry. You can use
rain gauges and the data you collect from them in many lessons or
experiments.
By making your own rain gauges your supply will be plentiful; this
means you can set out several in the garden for many students to see
and use at one time. Meanwhile, these rain gauges will remove the
worry about the possibility of a commercial rain gauge being broken
or stolen.
To make a rain gauge:
Collect these materials
l The school's commercial rain gauge. (Note: store it in a secure
place after you have finished this exercise.)
l A discarded clear or transparent, 1-liter plastic bottle (cap and
label removed).
l A waterproof/permanent marking pen.
l A knife or scissors to cut the bottle.
l A pan or small bucket of water.
Complete these steps
1. Cut the top off of the bottle so it is about half the original size.
2. Pour exactly a depth of 1 cm. water into the commercial rain
gauge.
3. Pour the water from the rain gauge into the bottom of the
bottle. Mark a line on the bottle at the top of the water and
write "1 cm." next to the line.
4. Repeat steps 2 and 3, 1 cm. at a time until you reach the top of
the bottle. As you add each centimeter of water, add 1 cm. to
the amount you mark on the bottle (2 cm., 3 cm., 4 cm., etc.).
Use the commercial rain gauge to calibrate your handmade gauge.
Note that it is necessary to mark the bottle after you pour an
accurate amount of water into it because the bottom and sides of the
bottle may not be flat or the bottle width may vary.

104

To use a rain gauge:

l Attach it to a bamboo stake with string or tape. Place the stake
in the ground away from trees, buildings or fences so that the
rainfall above it will not be obstructed. Make sure the gauge
itself is at eye level so students can read it easily.
l

Collect data from the rain gauge for use in experiments or

teaching. Refer to the Classroom Lessons in this Manual for
several ideas.

Use the rain gauges or similar devices in your classroom to

measure liquids in experiments or in demonstrations of scientific
principles.

105

CLASSROOMACTIVITY:
MakeaMeasuringTape
Gardens provide many opportunities for students to learn and apply
theories in measuring. Each classroom or group of students can make
their own measuring instrument out of inexpensive rope or string.
To make a measuring tape:
Collect these materials
l A meter stick. (Note: store it in a secure place after you have
finished this exercise.)
l A length of string or lightweight rope or cord at least 3
meters long. (Note: Nylon cord is durable but can stretch and is
difficult to mark.)
l A waterproof/permanent marker.
l A knife or scissors to cut the string.
Complete these steps
1. Tie a knot very near the end of the rope.
2. Place the knot at the end of the meter stick. Hold the rope taut
along the stick and measure 1 meter length.
3. Move the mark to the beginning of the meter stick and mark
off another meter.
4. Repeat this process until you have marked 3 or 4 meters.
5. Cut the rope at the 4 meter mark PLUS enough to make another
knot at the end of the rope. Try to place the knot so that it is
exactly at a full meter.
6. Using the meter stick and marker, mark the rope at every 10
centimeters.
Instead of indicating meters with a marker, you may tie a knot in the
rope at each meter. If you use this method you will need a little extra
rope to accommodate that taken up by the knot.

106

CLASSROOMACTIVITY:
WriteandPresentaSong(PerformanceArts)
Songs are a powerful way to transmit
Use songs
our culture from one generation to
for an entertaining
the next. When we sing we use
way to teach during a
different skills and we can express
garden Open Door
ourselves in ways that reflect our
event.
culture. Many teachers use music and
songs in school to help students
remember important lessons while entertaining them at the same
time. Meanwhile, songs also help to reinforce knowledge and
attitudes about the school garden. Finally, writing and performing
songs helps boost self-confidence and poise.
A good song for students is simple and easy to remember, repeats
important concepts, and has a melody that everyone can sing.
Write a song about your school garden that you can teach the
students. Or have the students write songs. Provide some guidelines:
1. All students in the group must be involved in some way.
2. List the specific gardening concepts that should be presented in
the song. For example:
l coming to school every day
l cooperation and working together
l appreciating nature
l contributing to the garden
l being respectful of the plants in the garden
l keeping the garden secure
l washing hands
l nutrition and eating food grown in the garden
The songs can include actions for the students. For example, include
gestures that simulate planting, the sun or rain, cooperation, etc.
Because the students will be using more of their senses when they
incorporate actions into songs this way, they will remember the
concepts presented even more.
3. Present the song to the rest of the class. Be respectful of each
group when they are presenting their song.
After each presentation, review and discuss the lessons learned from
the song.
Several activities presented later in this Manual actively use music to
teach. Refer to Classroom Lessons: Write a Song and Teaching Garden
Skills Through Dance and Music.

107

CLASSROOMACTIVITY:
WriteandPresentaDrama(PerformanceArts)
Dramas help students apply
and reinforce some of the
technical skills they learn in
the garden and help them
sharpen their proficiencies in
social studies, language,
mathematics, geography, and
science all at the same time
and in a fun way.

Use dramas for an

entertaining way to
teach during a garden
Open Door event.

Most children enjoy dramas. Like singing, with dramas students are
free to use many of their senses; this means they will remember more
of the concepts presented.
With dramas, students can develop their creativity, talents they cannot
otherwise demonstrate in the traditional classroom, and they can
explore and express their attitudes about concepts that are otherwise
off-limits.
Finally, creating dramas and performing in them helps boost selfconfidence and poise.
Have the students work in groups of 20 to develop and act out skits or
dramas about the garden. Provide some guidelines:
1. All students in the group must be involved in some way.
2. The drama should be about 5 minutes in length for primary
students.
3. List the specific gardening concepts that should be presented in
the drama. For example:
l coming to school every day
l cooperation and working together
l appreciating nature
l contributing to the garden
l being respectful of the plants in the garden
l keeping the garden secure
l washing hands
l nutrition and eating food grown in the garden
4. Present the drama to the rest of the class. Be respectful of each
group when they are presenting their drama.
After each presentation, review and discuss the lessons learned from
the drama.
For several ideas on how to use dramas in the classroom, refer to the Classroom Lesson:
Rainstorm.

108

4.InvolveStudentsintheGarden
A successful school garden depends on students working in the
garden. But it is not feasible to have more than 100 students or an
entire classroom in the garden at one time. Students can be
distracted, trample the plants, throw things, and play with each
other. They also need to handle the plants, water, compost and
harvest correctly, and to pull only weeds, not plants.
Here are some suggestions for making the most of the students' help
and time in the garden.
l

Have a very positive and enthusiastic attitude about the garden

and be an example of that for the students. Do not use working
in the garden as a punishment for students.

Coordinate garden tasks (and lessons in the garden) with the

other teachers in your school so that there will be only one
group of students in the garden at a time.

Make a list of garden "rules" with the students. For example: no

eating foods, listen to the teacher in the garden, walk on the
paths only, do not step on plants, etc. Post the rules in the
classroom. Decide what will happen if the rules are not
followed. Because students are more likely to follow rules when
they have had a say in them, make sure the students are asked
to contribute to the list.

Before you go to the garden, explain to the students and if

possible demonstrate what they will do in the garden. Remind
them of the rules. Keep in mind that you should provide garden
updates throughout the season, telling students what they
might see in the garden that is new or things they must avoid.

Have students help keep records of what they have done in the
garden and when they have done it. Keeping a record in this
way will help them feel more responsible for the success of the
garden.

Students should work in groups of four or five, or more and

should take turns as group leader. The leaders can help monitor
the other students in their group. When you are demonstrating
something, make sure the group leaders for that day can see
and understand the process well so that they can demonstrate it
to the others.

Students who feel a sense of responsibility for the garden will

be more likely to cooperate in hard work to make the garden a
success. Think of opportunities for students to lead activities,
demonstrations, and so on.

What other ideas can you think of to involve students in the school
garden?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

FriendlyCompetition
Students often enjoy competition between classmates or with other
classes. Discuss with the class and the other teachers how you might
design some friendly competition with the other students. Such goodnatured competition can be a great incentive to do well in the
garden.
Decide what will determine the "winning entry." The best
vegetables? The best experiment? The most productive plot? The
biggest sweet potato?
Decide what kind of prize the winners will receive. Material prizes
may be difficult to determine or obtain, so think of creative ways to
reward students. Perhaps the losing team must clean the classroom of
the winning team, for example. Again, involve the students; they may
offer some innovative ideas for rewards.

110

ChildLabor
Students can learn a lot by working in
the garden. But they should not be
treated as free labor. Discuss and set a
school policy for how often the
students will work in the garden.

Do not treat
students as if they
are free labor:
1 hour/week/student is
reasonable.

The World Food Program has determined that 1 hour/week/student is

reasonable. Since most schools have many students, this allotment
may be substantial for adequately tending the garden. Additional
students may volunteer to work more hours as part of a club or for
other reasons. The school Garden Committee should set this policy.
Can you think of other ways to involve students in the school garden?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

111

5.ExperimentintheGardenandClassroom
WhatisanExperiment?
Much of our knowledge of science including agriculture and
nutrition comes from experimentation. An experiment is a test of a
hypothesis or prediction; the results of this test help us understand
something. The term "experiment" is often used incorrectly. For
example, when we try something to see what happens, but lack a
second activity to compare our experience, this is not a true
experiment. Without comparison we cannot be sure why or how the
results came to be.
In an experiment, all variables must be kept the same except one. The
design of an experiment is sometimes called protocol.

WhyExperiment?
Experimentation is a common and respected way to test a theory or
procedure; the results of the experiment help us choose to adapt new
practices or to change our behavior. When we do, see, or learn from
an experiment, we can solve problems and improve the way we do
something. The experiment and interpreting its results is a vital
tool for agriculture, for science, and for many other disciplines.
Experiments have other additional benefits as well:
Experimentation teaches students many skills:
l think critically
l question
l observe
l analyze
l keep records
l apply mathematical theory
l apply scientific theory
l be a better consumer of information
Experiments should apply experiential learning methods.
Therefore students:
l retain more information/knowledge because they learn by
doing
l learn according to learning styles that best suit them
l apply experimentation to many facets of their lives
l use experimentation to teach others new gardening practices
The next page illustrates how to set up an experiment about the
value of compost. The design of an experiment is sometimes called
protocol.

112

Basic Elements
of a Good Experiment
Element
1. A problem or situation that
needs to be improved or
changed.

Example
1. The problem does not have to
be complex. It may be as simple
as wanting a plant to grow.

2. Hypothesis.
2. We could hypothesize that
We predict something will or
watering or adding fertilizer to
will not happen as a result of
a plant will increase
a change or intervention. We
production. The fertilizer is the
have to do something to
variable.
change the current condition.
3. Design.
3. If we want to see how fertilizer
We need to set up the
affects a plant, we need to
experiment so that we can
plant some vegetables that we
test our hypothesis. This
fertilize. We decide how much
includes how we will apply
and how often to apply
our intervention and setting
fertilizer. Next to the fertilized
up a control. We cannot be
plants we have some plants
sure why our intervention
that we do not fertilize.
worked if we do not have
something else to compare it
to.
4. Observation.
4. This may entail measuring the
We need to observe and then
fertilized and unfertilized
record what we see so that we
plants every few days, as well
can analyze what happened.
as tracking and recording the
temperature, the climate, and
rainfall amounts.
5. Analysis of data.
5. Look at the data you have
The data either proves or does
recorded about the plants.
not prove your hypothesis.
Compare the fertilized plants
to the unfertilized plants. Was
your prediction about the use
of the fertilizer correct?
6. Draw conclusions
6. Using the data, come to a
and generalize to other
conclusion about the value of
situations.
fertilizing your plants. Can you
apply this conclusion to other
situationsother plant
varieties, for example?

113

EXPERIMENTEXAMPLE:
ExperimentwithCompost
HowDoesCompostAffectPlantGrowth?
1. Identify the problem.
Plants need natural fertilizer/compost to grow. You do not know
how much compost to apply.
Set up an experiment in which you grow green beans or any
other vegetable for at least five weeks, using three methods:
l
l
l

a lot of compost at one time

a little compost often
no compost

2. Develop a hypothesis.
What do you predict will happen?
(e.g. The plants with the most compost applied all at
once will grow most quickly and produce the most
fruit.)
3. Design your experiment.
Plant 12 seedlings. Divide into three groups of four
plants each A, B, and C. Make sure all the plants are in
one shared location.
l Group A add 5 cm. of compost at planting
l Group B add 1 cm. of compost each week for 5
weeks
l Group C do not compost
Post signs on sticks so you and the students will know how
each group was treated.
For example:
l Compost once at planting
l Compost frequently
l No compost
Water each group the same.

114

4. Observe all of the groups.

Observe all groups for an equal length of time or until the plants
are ready for harvesting. Once a week, measure the plants in each
group and make a chart like the one here for recording the data.
Calculate the average height of the plants in each group. If you
continue the experiment until you harvest, count or weigh how
much you harvest from each of the groups. Also observe and
record any differences in quality.
5. Analyze the data.
At the end of the experiment, compare the growth of the plants in
each group.
l Which group grew the best?
l How did the amount of composting influence the growth of
the plants in that group?
l Based on the data from your observations, did you prove
your hypothesis?
l Why or why not?
6. Draw conclusions and generalizations.
l What can you conclude about the use of composting in
growing this plant?
l Is it better to use a lot of compost all at once? What about a
little compost more frequently? None at all? Why?
l Would this practice apply to other plants?
l How does composting benefit plants? What is in compost
that helps plants grow?
l What is in compost that makes more frequent application
better?
l Can you trust the results of your experiment? Could it be
improved? Should it be repeated?
l Are 12 plants a large enough sample?

115

Experiment with Compost

Observations Chart
Group A

Group B

Group C

5 cm. of compost
added at planting

1 cm. of compost
added each week
for 5 weeks

no compost
at any time

Plant Height

Plant Height

Plant Height

A-1

A-2

A-3

A-4

B-1

B-2

B-3

B-4

C-1

C-2

Week 1
average
Week 2
average
Week 3
average
Week 4
average
Week 5
average
Etc. = Expand table (to include Week 6 until date of harvest.)
Height at
harvest
Average
height
at harvest
Total for
produce
at harvest
Average for
produce at
harvest
Quality of
produce
at harvest

116

C-3

C-4

MOREEXPERIMENTIDEAS
ExperimentwithCompost
WhatMakesGoodCompost?
What are the best conditions for making compost?
l What kinds of organisms are in the compost? Do they remain
the same during the process?
l Does all compost decompose at the same rate?
l What kind of liquid compost works the best?
For a specific lesson on compost, refer to Classroom Lesson:
Soil and Organic Matter Experiment.
l

ExperimentwithLight
HowdoPlantsRespondtoLight?
l
l

How much light do plants need to be healthy?

Are all plants the same?

117

6.UseObservationSkills
Seeing and recording the garden environment are critical elements in
experiments and science. Therefore, when using the school garden as
a teaching tool it is important to include student observations. Some
students are naturally observant and notice many things they see,
hear, smell, or feel around them. Others are not so observant and
need help developing their observation skills.
A second part of observation skills is describing what we see, hear,
smell or feel. Some students will be good at describing their
observations, others will need help. Observation skills are important
in science and mathematics, as well as in other concepts. Good
observers use all of their senses and, therefore, are more actively
involved in learning. That means they are more likely to remember
concepts. It is a type of experiential learning.
At the beginning of the school year try the Observing, Comparing
and Describing activity (on the following two pages) to help students
develop their observation skills. The game teaches students how to
describe something by discussing its properties. This may include size,
shape, texture, color, and weight.
This activity works well when accompanied by the Classroom Lesson
entitled How Would You Describe It?

118

CLASSROOMACTIVITY:
Observing,ComparingandDescribing
PART1:DescribeanObject
Do this before Ten Questions (next page).
Objectives:
l Students will understand that all matter has properties that can
be observed, defined, and recorded.
l Students will observe, compare, and describe the structure of
various objects.
Materials:
l large box or opaque plastic, paper bag, or cloth
l two objects for students to describe
l a collection of objects for students to describe, which might
include a bowl, book, fruit or vegetable, rocks, leaves, shoes,
cooking utensil, etc.
Introduction:
1. Ask students to name their favorite food. (Make sure it is a food
that is familiar to all the students.) Say, "How could you
describe, or tell about, your food so that someone else would
have a very clear picture of it?"
2. Help students think of words to describe properties, such as size,
weight, color, hardness, shape, texture, odor, taste.
3. Explain to students that everything in our known physical world
has a structure that can be observed and described.
4. Hold up an object and ask students to notice its parts. Explain
that the parts of an object form its structure.
5. Pass the object around the room. Ask the students to think of
ways to describe its texture how it feels. Think of words that
describe texture. These might include rough, smooth, hard, soft,
furry, etc.
6. Pass the object around the room again and ask students to
describe another property, such as weight ("It is as heavy
as "), size ("It is as big as") and so on.
7. Test the students' understanding of observing, comparing and
describing by playing Ten Questions (next page).

119

CLASSROOMACTIVITY:
Observing,ComparingandDescribing
PART2:TenQuestions
Do this after Describe an Object (previous page).
1. Show students the plastic or paper bag.
Tell them that you will place one of the two objects in the bag and
hide the other. (You must hide the second object so students
cannot guess the object in the bag by the process of simple
elimination.) Students will try to guess which object is in the bag.
2. Explain the rules:
l Guesses must be stated in the form of questions.
l The teacher may answer only "yes" or "no" to each question.
l Students may not ask the name of the object. For example, they
may not ask, "Is it a pencil?"
l Questions should be about the object's size, weight, color,
shape, or texture. For example, students may ask, "Is it yellow?"
or "Is it as big as my foot?"
l Students who think they know what is hidden in the bag should
keep their guesses to themselves until all 10 questions have
been asked.
l After the group has asked 10 questions, remove the object from
the bag and show it to everyone.
3. Model how to ask questions.
For example, you might point to your shirt and say, "If I were
going to hide this shirt in the bag, I might ask, 'Is it soft?' 'Is it as
heavy as a book?' 'Does it have words on it?'" One question not to
ask is, "Is it a shirt?'" Allow time for students to practice asking
suitable questions.
4. Hide an object.
Out of the sight of the students, place one object in the bag and
hide the other. Play the game until all 10 questions have been
asked. Then have the students guess what is in the bag.
5. Play the game with two new objects.
Pass the objects around and have the students observe them
carefully to notice their size, weight, color, shape and texture.
Then hide one of the objects and place the other one in the bag
and repeat the game.

120

CLASSROOMACTIVITY:
Observing,ComparingandDescribing
PART3:DrawConclusions
Do this last, after Describe an Object and Ten Questions (previous
pages).
Lead a discussion with the students about what they have learned.
Some sample questions:
l

What are some different ways to describe something?

Answer: Texture, size, weight, etc.

What sorts of questions helped you figure out what was hidden
in the bag?
Answer: Questions about the object's properties.

What do we mean when we talk about structure?

Answer: The parts of an object.

How will observation skills be used in the garden?

Answer: Can describe the parts of plants and the environment.
Can observe more closely and accurately.

Tell the students they will use their skills in observing and describing
throughout the year. Journaling is one way to use these skills.
For additional ways to improve student skills in observations and
description, refer to Classroom Lesson: How Would you Describe it?

121

CLASSROOMACTIVITY:
KeepaJournal
Journals are records of what
happens around us. A
newspaper is often called a
journal because it records what
happens in the community,
region or world. Scientists and
writers use journals to record
what they see, hear, smell, feel
and taste. By reviewing what is
in the journal, we can have fun
remembering what has
happened as well as draw some
conclusions about something
over a long period of time.
Have your students make an
individual or class journal about
the garden or the environment around the school.
1. Make a "journal" using a notebook, some loose papers, or a
piece of flip chart paper. Direct students to use a pencil to write
in their journal; because the pencil is waterproof their entries
will not wash away if they get wet. Describe how to use the
journal.
2. Throughout the season, have the students list things they see,
hear, smell, feel, etc., in the garden. Have them list the date,
what they observe, and their name. They can do the same thing
when they try a new food or activity.
3. You can assign the students with the task of recording things in
the journal at certain times or they can do it throughout the
year. At particular times they may want to focus on particular
things the weather, the plants, the sun and rain, etc. If you
have a year-long journal, you may need to remind them to write
in it.
4. During the year or at particular times, review the journal with
the students. Have them draw some conclusions or make some
observations. For example, are there themes or common
observations that appear throughout the year? Are there other
things that they have observed only at certain times? Why is
this? What kinds of things did they observe? Did writing
observations in the journal help them become more observant?

122

Reviewed needs for school garden and

selected site. Garden site is directly south of
classroom. Size of garden is to be 10 meters
by 20 meters. Site needs to be secured,
cleared, planted with Angolan Peas and
fenced.

November 13, 2006:

Garden site has been cleared by a

community member, Mr. Gasana.

Garden site partially fenced by Father Semba.

November 14, 2006:

November 15, 2006:

was sunny today

Discussed School Gardens concepts and

developed a garden management plan.

November 10, 2006:

This journal is a chronicle of our School Gardens activities.

Class Journal Garden School, Your home town

December 5, 2006:

November 24, 2006:

November 22, 2006:

November 20, 2006:

November 18, 2006:

rained in afternoon

Started digging compost in pit.

Student (Marika Z.) measured rain,

15mm.

Class set up rain gauge.

Class prepared soil and planted

Angolan Peas.

Garden completely fenced by

Father Semba.

SampleJournalEntry

123

7.UseExperientialActivitiesintheGarden
a.GuidelinesforTeachers
Remember what you learned about experiential learning? When
students learn by doing they remember about 90 percent of what you
teach. Teachers in many countries traditionally use a standard
curriculum and lecture to the students, rather than adapt or use new
teaching methods. Fortunately, the Ministries of Education are very
supportive of school gardens as a teaching method.
Rather than trying all of these lessons right away, take time to read
them carefully. Which lessons best fit the concepts you have been
directed to teach your students? Choose lessons that are appropriate
for the level of your students. Work with the Inspector or other
teachers if you need a little guidance.
There are endless ways to integrate the school garden into your
standard curriculum. Challenge yourself to try one or two classroom
lessons each term that include concepts that relate to the garden.
Share your ideas with the other teachers. Over time, you will think of
more opportunities.
This section of the Manual provides activities to use in teaching.
Teachers should take time to become familiar with the contents.
While some terms and concepts may be used in ways that are new to
you, you can easily adapt them to best fit your classroom.
Instructors should decide what standard course objectives are
appropriate for each lesson, and when to teach the lesson.
The following list of Classroom Lessons and their corresponding areas
of discipline should help you plan your classroom activities.

124

b.HowtoUsetheLessonRecommendations
1.

The chart which follows lists dozens of lesson titles in seven

different disciplines. The Xs in the grid indicate the disciplines
that each lesson listed on the left will address. To find which
lessons listed in the first/left column might be useful for you:
l
l
l

2.

Locate your discipline(s) at the top of the columns in the

chart (e.g. Social Studies).
Follow the column down the grid to find Xs.
Move across the grid to the left to find the title and
page number of lessons that will address your discipline
(e.g. Social Studies lesson title: Rainstorm, page 136).
Turn to that page.
You will notice that some lessons can help teach concepts
that fit multiple disciplines.

Look over the lesson for ideas on how to teach particular

concepts. Ask yourself these questions:
l
l
l

l
l

Are the objectives consistent with what you are trying to

teach?
Will the proposed activities help students learn more
about the concepts or principles you are trying to teach?
Are the activities appropriate for the grade level you are
teaching? Can you make the lesson simpler or more
challenging if necessary?
Is this a good time in your curriculum to use this activity?
Do you have access to the material listed?

If the answers are yes, think about how you will integrate
these activities into your lesson plans.
3.

Most likely the lesson recommendations are not written or

presented in the same format that you use to write your lesson
plans. These are only suggestions. Use the Lesson Planning
sheet on page 172 to further develop the lesson.

4.

After you have tried the new lesson, evaluate yourself and how
effective the lesson was. Make notes so that you can repeat
your successes and make improvements for the next term or
school year when you will teach the lesson again.

5.

As you think of new lesson ideas, share them with your fellow
teachers. Ask them to do the same. Keep your ideas with this
manual so that you and others can benefit.

125

Science
Social Studies

Mathematics,
Statistics

Geography

How Would You Describe it?

Word Search
Scrambled Vegetables Game
How Do You Spell Vegetable?
Do Not Fall in the River Vocabulary Game
Rainstorm
Garden Storytelling
Write a Song
How Do Different Surfaces Affect Air
Temperature?
How Does Running Water Change a
Landscape?

130
132
134
135
136
137
139
140

How Do Roots Prevent Soil Erosion?

145

Measuring Rainfall
Geometry in the Garden

147
150

Which Soil Soaks up More Water?

152

What Does the Plant Factory Need?

154

Soil and Organic Matter Experiment

Describe an Ecosystem
How Do Plants Reproduce from One
Parent?
Where Do Plants Store Food?
Which Items are Biodegradable?
Seed Germination Experiment
Insects in the Garden

156
157

More Classroom Lessons

l French
l Geography
(Map Reading, Map Making)
l Mathematics
l Music
l Science
l Social Studies

126

French, Spelling

page

Lesson Title

Drama,
Performance Arts

Recommended Classroom Lessons by Area of Discipline

l
l
l
l
l

l
l

141

143

l
l
l

l l

l
l

l l

158

160
162
164
166

168

l
l

l
l

l l

l l

CLASSROOMLESSON
HowWouldYouDescribeIt?
Disciplines:
French
(You can do this activity in any language.)
Objectives:
Improve vocabulary
Understand use of adjectives
Improve observation and journal skills
Note: You can make this lesson more simple or difficult to fit the
grade level of the students.
Standard Course Objectives:
Month or Unit:
Materials:
Paper and pencil/pen
Proposed Activities:
1. Explain how scientists need to have good observation and
journal skills so they can accurately describe and report on their
activities.
l Use an example of something you have already discussed in
the classroom that relates to the garden the soil, the
weather, the color of something, etc.
l Give an example of how a word can be vague: heavy, dense,
large. When you use these words, do they help the listener
understand what is being described?
Vague words are less helpful than more specific ones.
2. For older students: Review what an adjective is. (An adjective
describes a noun or pronoun.)
Categories
Color
Taste
Consistency
Temperature
Shape
Texture
Size
Weight
Smell

127

3. Have students list at least five terms to describe each of the

prior ways we might describe things we see in the garden.
4. Have students share their lists with each other. How many
adjectives did the class think of for each category?
5. Discuss the adjectives to make sure each student understands
them.
6. For each category, have students write a sentence using one
of the adjectives. Read them to the entire class.
7. Discuss how their adjectives can be applied to scientific
observation and records.
Variations:
1. Use fewer categories.
2. Have students develop additional categories for listing
adjectives.
3. Have students write an entire paragraph using an adjective
from each category.
4. Have students translate adjectives from one language into
another. For example: In French: sol; in English: sunny.
5. Show students something from the garden (a small plant,
etc.).
Have students write a paragraph describing the item using
vague or broad adjectives. Discuss the accuracy of their report.
Have students rewrite the paragraph using more specific
adjectives. Discuss the difference and value in the second
paragraph.
6. For older students: Give an example of how a word can be
vague. For example: heavy, dense, and large. When you use
these words, do they help the listener understand what is
being described? Vague words are usually not as helpful as
more specific terms in understanding science.
Evaluation:
Correct use of vocabulary.
Composition, sentence structure.
Questions asked.
Discussion and participation in the activity.

128

CLASSROOMLESSON
WordSearch
Discipline:
French
Objectives:
Improve vocabulary
Improve word recognition skills
Improve observation skills
Standard Course Objectives:
Month or Unit:
Materials:
Chalkboard and chalk
Proposed Activities:
1. Make puzzles like the one which follows, using current
vocabulary words from the garden. For elementary students,
list the words vertically or horizontally. Older students can
find words on the diagonal. Or, students can make their own
puzzles.
2. Put the puzzle on the chalkboard. List the words they should
search for in the puzzle.
3. To play the puzzle, circle the word on the puzzle and mark it off
the list when students find it. The first time you use a puzzle
like this, circle one word in the puzzle to help the students get
started. (Refer to example provided.) Have students take turns
coming to the board to circle a word they see. Letters can be
used or circled for more than one word.

129

legumes

fruits

compost

alimentaires

jardinage

sante

vitamine

terre

ecologie

nutrition

frais

graine

arbre

soleil

pluie

nature

Evaluation:
Correct identification of all the vocabulary words.
Discussion and participation in the activity.

130

CLASSROOMLESSON
ScrambledVegetablesGame
Discipline:
French
Objectives:
Learn to spell some of the foods grown in the school garden.
Increase vocabulary.
Standard Course Objectives:
Month or Unit:
Materials:
List of vegetables scrambled
Vegetable card set
Chalkboard and chalk
Proposed Activities:
1. On the chalkboard, write the list of scrambled words.
2. Draw or hold up a picture of each vegetable. (You can omit this
step for older students who need no hint and can unscramble
the words without knowing what the choices are. Younger
students may need the picture to help them.)
3. Have students unscramble each word to spell it correctly, either
orally or in writing. Tell students the pictures may help them.
4. Provide the correct answers.
Evaluation:
Discussion and participation in the activity.
Scrambled:
roterca
nabane
tadecu pateo
hocu
nepadir
metota
nopvori
bienaugre
sima
tocirah
oucger

Correct:
carrotte
banana
patate douce
chou
epinard
tomate
poivron
aubergine
mais
haricot
courge

131

CLASSROOMLESSON
HowDoYouSpellVegetable?
Discipline:
French Level 3/4
Objectives:
Correctly write names of garden vegetables or fruit.
Increase vocabulary
Increase spelling skills
Materials:
Vegetable card set
Proposed Activities/Performance Objectives:
1. Beginning Check prior knowledge by asking students names
of some of the vegetables in the garden.
2. Presentation Motivate the students by asking them to spell
some vegetable names orally.
3. Practice Show pictures of four vegetables. Write the names of
each of the four vegetables on the board. Ask the students to
identify and spell the names of the vegetables.
4. Production Write scrambled names of each of the four
vegetables on the board. Show the vegetable cards to the
students. Have a student unscramble the vegetable names on
the cards and the board. Match each vegetable card with its
name and proper spelling.
5. Evaluation Have the entire class spell the name of each of the
four vegetables.
6. Ending Tell the students they will learn additional vegetables
at another time.
This lesson was developed by: Anatole BIKINDOU, Brigitte BOUNGUIENA, Jean Yves
MALENGUE, Jean MBOU, Sylvain MOUKIAMA, and Jean Pierre NIATI, Lekoumou
District, Republic of . It was the third-place winner in a lesson development
competition as part of the School Garden Teacher Training conducted by the U.S.
Department of Agriculture, January 2007.

132

CLASSROOMLESSON
DoNotFallintheRiverVocabularyGame
Disciplines:
French
Science (or other area depending on vocabulary choices)
Objectives:
Improve vocabulary and spelling
Standard Course Objectives:
Month or Unit:
Materials:
Chalkboards and chalk
Proposed Activities:
Perform the exercise with the entire class, or instead divide the
class into smaller groups.
1. Choose a vocabulary word but do not tell the class what the
word is. Draw dashes on the board to represent the number of
letters in the word.
2. Also on the board, draw a river with a person hanging by
his/her hands from a tree limb above the river. The person
should be holding on with both hands and the fingers should
be clearly visible. (The quality of the drawing is not important.)
3. Ask a student to guess a letter. If the letter is in the word, write
it in the correct location(s) on the dash(es). If the letter is not in
the word, write it on the board and adjust the drawing so that
one of the person's fingers is no longer hanging onto the
branch.
4. Continue the game until the person has fallen in the river, or
until the word is correctly guessed.
Evaluation:
Discussion and participation in the activity.

133

CLASSROOMLESSON
Rainstorm
Disciplines:
Drama/Performance Arts
Social Studies
Objectives:
Reinforce the concept of teamwork and cooperation
Improve observation skills
Standard Course Objectives:
Month or Unit:
Materials:
None
Proposed Activities:
1. Ask for four student volunteers. Assign each one of the
following actions and ask them to demonstrate how to do it:
l Snap fingers
l Rub palms together
l Slap hands against thighs
l Stomp feet on the floor
2. Point out that on their own each volunteer can do only so much
with those sounds. Next, tell the class to watch what happens
when everyone has a chance to get involved.
3. Divide the group into four sections; assign a volunteer to lead
each group. Explain that once you give the group the signal to
start, they must keep up the action until you give the signal to
stop.
4. Signal the finger snappers to begin. A few seconds later give
the signal for the palm rubbers to join in. Wait a few more
seconds before signaling the thigh slappers to get started.
Finally have the foot stompers begin. (What started out
sounding like a gentle rain should by now have turned into
quite a storm!)

134

5. Wait a few seconds and then reverse the action to make the
rainstorm subside. Begin by signaling the foot stompers to stop.
Then have the thigh slappers stop, followed a few seconds later
by the palm rubbers, until all that remains is the gentle sound
of fingers snapping.
Evaluation:
What did you learn?
What was the message in this activity?
Answer: It is a good example of what can happen when everyone
cooperates and works together.
Using what you learned:
Ask how this relates to working in the garden? In other situations
at home or at school?
Answer: Point out that the same thing is true whenever there is
work to be done or a problem needs to be solved.

135

CLASSROOMLESSON
GardenStorytelling
Disciplines:
Drama/Performance Arts
French
Social Studies
Objectives:
Increase language usage
Improve creative and logical thinking
Practice listening and cooperation
Standard Course Objectives:
Month or Unit:
Materials:
None
Proposed Activities:
1. You or an advanced student should start the story, making sure
it has a garden theme.
2. Ask each student to contribute a part to the story orally. Instruct
students to listen to the previous parts of the story so they can
make a logical contribution.
Example story starters:
l I was walking by the garden as the sun was setting. I heard
something...I couldn't quite make out the sound.
l Claudette and Isaac were preparing the garden soil. They
were hoeing in the hot sun and sweating and sweating. It
felt like they had been digging forever, but they weren't
moving very much soil. Claudette said she was really going to
break up the dirt. She heaved up the hoe and hit the ground
with all her might. A mighty clang sounded as her hoe
bounced up into the air.
Alternate Activities:
1. For young students: use this to review the activities they did in
the garden that day. Begin with, "Today we worked in the
garden. First"
2. For larger classes: divide the class into smaller groups.
3. This activity is easily adaptable to other themes such as: current
local events, cultural events (holidays), school, vacation, and so
on.
Evaluation:
Discussion and participation in the activity.

136

CLASSROOMLESSON
WriteaSong
Disciplines:
Drama/Performance Arts
French
Science
Objectives:
Express knowledge of plant needs
Standard Course Objectives:
Month or Unit:
Materials:
None
Proposed Activities:
1. Have students review what plants need in order to survive and
thrive. List them on the chalkboard.
2. Have students create a song about these important items and
about taking care of plants. Provide criteria on length or type of
song.
3. Have each group present her/his song to the rest of the class.
Vote on the best two or three. Have everyone learn the song(s)
and practice as a class warm-up activity.
Alternate Activities:
1. Require older students to include more details, such as common
plant illnesses and remedies.
2. For large groups: divide students into groups, each with a
particular focus taking care of specific types of plants or
specific types of animals.
Evaluation:
Song creation and performance.
Discussion and participation in the activity.

137

CLASSROOMLESSON
HowDoDifferentSurfacesAffectAirTemperature?
Discipline:
Science
Objectives:
Understand how
different materials
affect air temperature.
Improve observation
skills
Standard Course
Objectives:
Month or Unit:
Materials:
Measuring instrument
with a 10 cm. mark.
Thermometer
Clock or watch
Class journal

Celsius
50
40
30
20
10
0
-10
-20
-30
-40

Celsius
50
40
30
20
10
0
-10
-20
-30
-40

Proposed Activities:
1. Select at least 4 sunny locations around your school building
with different kinds of surfaces. Choose places that have some
shade, some grass, are in the garden, and are on the cement or
dirt soccer field.
2. Use a chart like the one which follows. Ask students to predict
the air temperature in each location.
3. Instruct students on the proper way to hold the thermometer:
l so that it is straight up
l so that it is 10 cm. above the surface
l so that the heat from your hands does not affect the
temperature
l with the bulb facing away from direct sun rays
4. Go to each location as a group; have a different student
measure the air temperatures. After 2 minutes, read and record
the temperature.
5. When you have finished collecting the temperature data, discuss
the results.

138

How Do Different Surfaces Affect Air Temperature?

Observations Chart
Location

Surface

Predicted Air
Temperature

Actual Air
Temperature

1.
2.
3.
4.

Evaluation:
What did you learn?
1. What were the lowest and highest temperatures?
Answers: Will vary. Discuss the differences between the highest
and lowest temperatures.
2. Which surface had the lowest reading?
Answer: grassy surfaces.
Which surfaces had the highest readings?
Answers: cement, bare dirt.
3. How did your predictions compare with the readings?
Answers: Will vary. Help students improve their abilities to
predict.
Using what you learned:
1. Which surface would warm your water fastest?
Answer: the cement or hard surfaces.
2. Which surface is the best for growing fruits and vegetables in
the garden?
Answer: Probably the garden or grass. While the grass is a
little cooler, it still is able to use the heat from the sun to give
energy to the plants.

139

CLASSROOMLESSON
HowDoesRunningWaterChangeaLandscape?
Discipline:
Science
Objectives:
Understand erosion
Improve observation skills
Note: This activity works well
when followed by the next
activity How Do Roots Prevent
Soil Erosion?
Standard Course Objectives:
Month or Unit:
Materials:
Soil
Large, shallow pan
Cup
Water 5 L
Marking pen
3 wooden blocks or cement slabs or 10-15 books
Class journal
Proposed Activities:
1. Make a "micro-landscape" with a hill of slightly moist soil at
one end of the pan. Leave half of the pan empty to collect
water.
2. Draw a picture of the landscape.
3. Place 1 block or a few books under the hill end of the pan.
4. Have a student pour water from the cup slowly, like a slow and
steady rainfall on the hill.
5. Record the changes you observe in a chart like the one which
follows.
6. Draw a picture of the new landscape.
7. Place 2 more blocks or some more books under the hill end of
the pan.
8. Have a student repeat steps 4-6.
9. Record your observation in a chart like the one which follows.
10. When you are finished, discuss the observations and results.

140

How Does Running Water Change a Landscape?

Observations Chart
Water

Changes

Pan with
-1 block
-a few books
Pan with
-2 or more blocks
-several books
Evaluation:
What did you learn?
1. Where did the erosion happen in your landscape?
Answer: Accept students' observations and help them conclude
that most erosion occurred in the high regions of the landscape.
2. Where were materials deposited?
Answer: Where the running water slowed, especially in the low
areas.
3. What does erosion do to the landscape?
Answer: Wears it down.
4. How did the increase in slope affect the erosion of soil?
Answer: More material was eroded and larger material was
moved farther.
Using what you learned:
1. Describe how you think a landscape would look after many
years of erosion by water.
Answer: The landscape would be more level. Higher areas
would be carried away; lower areas would fill in. May see
crevasses in the hillside.
2. How would erosion and deposition affect a steep landscape?
Answer: The erosion of the landscape would be increased if the
slope were increased. Deposition would increase.
3. How would erosion and deposition affect a nearly flat
landscape? Plan, experiment, and test your predictions.
Answer: Erosion and deposition would be decreased if the
landscape were nearly flat.
4. Some land is hilly. How can we help decrease erosion in the hilly
areas?
Answer: Maintain vegetation year-round. Plant across the hills
instead of up and down to stop the soil from eroding.

141

CLASSROOMLESSON
HowDoRootsPreventSoilErosion?
Discipline:
Science
Objectives:
Understand the role of vegetation
in preventing soil erosion.
Improve observation skills.
Standard Course Objectives:
Month or Unit:
Materials:
2 large shallow pans
Cup
Piece of sod
Soil
Books or blocks
Water
Scissors or blade to cut grass
Class journal
Proposed Activities:
1. Have a student cut off the blades
of grass from the piece of sod so
only the roots remain. Place the piece of sod in one end of the pan.
2. In the second pan, have a student pack enough loose soil so it is about
the size and height of the soil in the piece of sod.
3. Have the students tilt their pan by resting one end of each on about 5
or 6 books, stones, or boards. (Each stack should be the same height.)
4. With the cup, have each student water the contents of his/her pan. Use
the same amount of water for each pan. Pour the water slowly, like a
slow and steady rain.
5. Observe the runoff materials in each pan and record your observations
on a chart like the one which follows.

142

How Do Roots Prevent Soil Erosion?

Observations Chart
Pan 1
With sod

Pan 2
With loose soil

Amount
of Runoff
Material
in Runoff
Amount
of Runoff
Material
in Runoff

Evaluation:
What did you learn?
1. How were the piece of clipped sod and pan of loose soil
different? Why did you need to cut off the blades of grass?
Answer: We needed to see how the blades of grass affected the
soil. The roots were left.
2. Which pan contained the least amount of runoff materials?
Why?
Answer: The pan with the grass sod contained the least amount
of runoff materials because the soil was held together by roots.
3. What did you find in the runoff from each pan?
Answer: There was more loose soil in the runoff from the pan
without the sod.
Using what you learned:
1. What do the roots of trees and forest plants do for the soil?
Answer: They hold the soil together and prevent erosion of the
topsoil.
2. In addition to soil erosion, what other problems are caused by
completely clearing a forest area?
Answer: The habitats of many animals and plants are destroyed
and rainwater runs off instead of being absorbed by the soil.
3. Why is reforestation important?
Answer: To preserve the forests for use by future generations of
organisms, including people.
4. What are some things we can do in our villages to prevent
erosion?
Answers: Will vary.

143

CLASSROOMLESSON
MeasuringRainfall
Disciplines:
Geography (Map Reading)
Mathematics
Science
Social Studies
Objectives:
Understand how rainfall affects the climate and garden
Improve observation skills
Standard Course Objectives:
Month or Unit:
Materials:
Rain gauges
Class journal
Textbook or reference book map of rainfall in Africa (optional)
Proposed Activities:
1. When rain is expected, have students place 2 or 3 rain gauges
around the school grounds (in the garden, near the road, and in
the play/soccer area).
2. Measure the rain every day for a particular amount of time and
record the amount in a notebook, using a chart like the one
which follows. Record the day, location of the gauge and
amount of rain. Try to measure at the same time each day. After
measuring, empty the gauge. What time of the day does most
of the rain come?
3. Measure or observe the growth of the garden. Is plant growth
correlated to precipitation? How? (Add columns to your chart
for noting the measurements of additional plants at each
location.)
4. Calculate the average amount of rain by location and/or by day
or week.

144

Measuring Rainfall (and Growth)

Observations Chart
(Try to measure the rainfall at the same time each day.)

Location 1
Date

Time

Location 2

Location 3

Amount Height Amount Height Amount Height

of
of
of
of
of
of
Rain
Plant
Rain
Plant
Rain
Plant

Evaluation:
For science disciplines:
1. How many centimeters of rain does your school receive, on the
average? What is the most rainfall received in one day?
Answers: Will vary.
2. At what times of the year does most rain fall?
3. At what time of day does most rain fall? Morning, afternoon,
evening?
4. What locations have the most rain? The least?
For mathematics disciplines:
Correct calculations of averages.
Using what you learned:
1. How does the amount of rain influence the growth of the
garden?
Answer: Too much rain can damage the plants. Too little rain,
the plants will not grow.
2. If the rain comes at particular times of the year, how does that
influence when we plant our garden?
Answer: It is important to time planting so plants will grow
during the rainy season. Seedlings must have time to establish
strong roots before rains come, otherwise plants could be
damaged and/or washed away during heavy rains.

145

3. Is a lot of rain always good?

Answer: Not always. Some plants need only a little moisture.
Also, we do not want the plants to wash away. When it is too
wet, plants will not establish good roots and then cannot
absorb the nutrients in the soil.
4. What are the implications of the amount of rainfall in your area
for your garden?
Answer: For food security.
5. Why does the government measure and record rainfall?
Answer: They can anticipate which areas of the country will
have inadequate rainfall. This is useful for establishing food and
irrigation policies, developing housing for people, developing
crop varieties, and other policies and programs.

146

CLASSROOMLESSON
GeometryintheGarden
Discipline:
Mathematics Level 5
Objective:
Calculate the area of a garden bed by using a measurement tape.
Materials:
Syllabus copy
Measurement tape (2 decameters)
This activity takes place in the garden, next to 2 garden beds.
Proposed Activities/Performance Objectives:
1. Beginning
Ask students to count in tens (100-200).
Ask students to say the multiplication table by 5s.
2. Presentation
Check prior knowledge by asking students to state
measurement units of geometric length.
Answers: meter, cm., dm., km.
Check prior knowledge by asking students for the formula for
calculating area.
Answer: (length X width)
3. Practice
Show students the measuring tape.
Explain the features units of measure, measurement starts
with 0, total length. Demonstrate how to use the tape.
4. Practice
Ask two groups of students to measure the length and width of
the two beds in the garden.
Answer: The teacher should know the correct length and width ahead
of time to verify that the students have measured correctly.

147

5. Production
Ask students to calculate on their slates the area of the two
beds. Ask students to write down the lesson summary. Write
down the summary in the teachers copybook.
6. Evaluation
Ask students for the answer to the calculation of the area of
each of the 2 beds. Ask how this practice could be applied when
measuring other areas. Ask for examples.
7. Conclusion
Provide feedback to the learners. Inform them of the next step
in the lesson.
This lesson was developed by: Thomas MABIKANA, Jean NGAMVALA, Obongo
OLEKONO, and Jean Pierre TSAMBA, Lekoumou District, Republic of Congo. It was
the second-place winner in a lesson development competition as part of the School
Garden Teacher Training conducted by the U.S. Department of Agriculture, January
2007.

Geometry in the Garden

Objective:

Calculate the area of a garden bed using a 2 decameter

measurement tape.

Proposed Activities/Performance Objectives:

1. Beginning - Count from 100-200 in tens.
Recite multiplication table by 5s.
2. Presentation - State measurements of geometric
length.
3. Practice - Demonstrate the features of and how to
use a measuring tape.
4. Measure the length and width of garden beds.
5. Production - Write a lesson summary.

148

9 10 11 12 13 14 15 16 17 18

CLASSROOMLESSON
WhichSoilSoaksupMoreWater?
Discipline:
Science
Objectives:
Understand how soil condition affects water infiltration
Improve observation skills
Standard Course Objectives:
Month or Unit:
Materials:
2 different kinds of soil
(perhaps some from the garden and some from the roadside)
2 medium to large clear plastic bottles or metal cans
Water
Cup
Watch with a second hand
Marking pen
Class journal
Proposed Activities:
1. Fill each bottle half full with a soil. Pack it down.
2. Label each bottle/can with the type of soil.
3. Pour 1/2 cup of water in each bottle or can with soil. With the
watch, see how long it takes for the water to soak into the soil.
Record the number of seconds on a chart like the one which
follows.
4. Add 1/2 cups of water until the soil cannot soak up any more.
Record the number of cups on a chart like the one which
follows.
Evaluation:
Answers:
Soaking time answers will vary but should indicate that the garden
soil soaks up water faster.
Number of cups answers will vary but should show that the garden
soil soaks up more water.

149

Which Soil Soaks up More Water?

Observations Chart
Soil Type

Soaking Time

Number of Cups

Garden
(with compost)
Roadside
(without compost)

What did you learn?

1. Which soil soaks up water faster?
Answer: Sandy soil soaks up water faster.
2. Which soil soaks up the most water?
Answer: Garden soil holds more water because it has more
organic matter. It requires more cups of water to fill the soil.
Using what you learned:
1. Which soil would have the least runoff during a heavy rain?
Why?
Answer: The garden soil would have the least runoff. It soaks up
water faster than the hard, poor, soil from the roadside.
2. Which kind of soil would have the largest mud puddles after a
heavy rain? Why?
Answer: The soil from the roadside and soil like it that is hard
and low in organic materials, because the water would not soak
in as fast.
3. Which type of soil is better for the garden? Why?
Answer: The soil enriched with organic matter is better for the
garden. That matter not only helps the plants, it helps manage
soil moisture.

150

CLASSROOMLESSON
WhatDoesthePlantFactoryNeed?
Discipline:
Science
Objectives:
Understand how water and sun
affect plant growth.
Improve observation skills.
Standard Course Objectives:
Month or Unit:
Materials:
3 identical bean plants in cans the same size
String and piece of paper to label each plant
Marking pen
Water
Ruler
Class journal
Proposed Activities:
1. Label the Plants A, B, and C.
2. Add water to Plant A until the soil is moist. Put Plant A in a dark
place.
3. Add the same amount of water to Plant B. Put Plant B in bright
sunlight.
4. Do not water Plant C. Put Plant C in bright sunlight.
5. Add water to Plants A and B every other day.
6. Measure each plant for 10 days. Record your observations on a
chart like the one which follows.
Evaluation:
Observation Answers:
After 10 days
Data should show Plant A grows but not well, Plant B grows the
best, Plant C grows the least.
What did you learn?
1. Which plant is tall and healthy?
Answer: The plant that had sun and water (plant B) should look
tall and healthy.

151

What Does the Plant Factory Need?

Observations Chart
Plant A

Plant B

Plant C

Watered,
no light

Watered,
bright light

No water,
bright light

Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10

2. Which plant is tall but doesn't look healthy?

Answer: The plant with water in the reduced light (plant a)
should be tall but have limited foliage. It may also be pale
green or yellow.
3. Which plant grew the least?
Answer: The plant without water (plant C) probably died.
Using what you learned:
1. What do plants need to grow?
Answer: The needs of the plants are varied; however, all plants
need water and light in order to make food and grow.
2. What would happen if you kept the soil soaked with water all
of the time?
Answer: Too much water is a problem for plants also. Roots that
stand in water have difficulty getting the nutrients they need
from the soil.
3. How can we make sure the plants in our garden get the right
amount of water to grow?
Answer: Irrigate, water, use mulch to conserve moisture. Best to
get plants started before the rains are too heavy so they can
establish roots and obtain the nutrients they need from deeper
in the soil.

152

CLASSROOMLESSON
SoilandOrganicMatterExperiment
Discipline:
Science
Objectives:
Understand how compost affects soil
Standard Course Objectives:
Month or Unit:
Materials:
2 cups of soil that is hard and sticky
cup of compost
2 plates
Water
Mixing bowl or bucket
Proposed Activities:
1. Write COMPOST on one plate and NO COMPOST on the other.
(If you cannot write on the plates, use two differently colored
plates and write on the chalkboard which color is COMPOST
and which is NO COMPOST; save the information so you and the
students can refer to it later.)
2. Measure 1 cup of soil. Place the soil in the bowl. Add enough
water to the soil to make a mud cake. (A soil low in clay will not
hold together well, so you may have to try some different soil.)
Put the mud cake on the plate marked NO COMPOST.
3. In the bowl, mix the other 1 cup of soil with the cup of
compost. Add water to the mixture to make another mud cake.
Put this cake on the plate marked COMPOST.
4. Put both plates in the sun to dry. When the cakes are
completely dry, break them with your fingers.
5. Observe the differences in the two cakes. Have the students feel
the cakes on each plate.
Evaluation:
Discussion and participation in the activity.

153

CLASSROOMLESSON
DescribeanEcosystem
Disciplines:
French
Science
This activity works well after discussing ecosystems.
Objectives:
Develop creativity in describing science
Use questioning techniques
Improve observation skills
Standard Course Objectives:
Month or Unit:
Materials:
Paper and pencil/pen
Proposed Activities:
1. Take the class to the garden or somewhere else outside the
classroom. Have the students look around at the ecosystem.
Discuss some of the things they might be seeing.
2. Ask the students to describe an ecosystem, in writing. Remind
them that some parts of the ecosystem may be visible to them,
while other parts will not.
3. Provide guidelines for the students on the description, length,
etc. Keep in mind that you will need to evaluate the quality of
the description.
4. Ask some of the students to share parts of their description with
the rest of the class. Ask the other students to comment on the
accuracy of the content and the use of the terms used.
Alternate Activities:
Have students interview each other in pairs. One student can
pretend to be a writer for a local newspaper. The second student
can pose as a part of the ecosystem (people are!) and should
describe the ecosystem. The second student can also take the role
of another living organism a leaf, soil, water, carrot, etc.
Evaluation:
Correct use of vocabulary. Composition, sentence structure.
Questions asked by the interviewer.
Discussion and participation in the activity.

154

CLASSROOMLESSON
HowDoPlantsReproducefromOneParent?
Discipline:
Science
Objectives:
Understand vegetative reproduction
and how it can be used in the
garden.
Improve observation skills.
Standard Course Objectives:
Month or Unit:
Materials:
Sweet potato/yam
Large plastic bottles or tins with top
cut off
Four small sticks/twigs
Plant cutting
Water
Class journal
Proposed Activities:
1. Place a sweet potato in a large bottle of water so that at least
half of the potato is under water. If needed, use wood sticks to
hold the potato. (Only part of the potato should be immersed.)
2. Keep the bottle in a dark place for a few days. After some roots
have formed, place the jar in a warm, well-lit place.
3. Place the plant stem cutting in a small bottle of water. Put the
bottle in a warm, well-lit area.
4. Observe the sweet potato and plant cutting several times a
week for 3 weeks. Add water to the sweet potato when
needed. Replace the water around the plant cutting every other
day.
5. Record your observations each week on a chart like the one
which follows.

155

How do Plants Reproduce from One Parent?

Observations Chart
Item

Week 1

Week 2

Week 3

Sweet
potato
Plant
cutting

Evaluation:
What did you learn?
1. What changes did you observe in the sweet potato and plant
cutting?
Answer: New parts began to grow.
2. What was the new growth in the sweet potato?
Answer: The sweet potato grew stems and leaves.
3. What was the new growth in the plant cutting?
Answer: The plant cutting grew roots.
Using what you learned:
1. If you planted the sweet potato and plant cutting in the
garden, what do you think would happen?
Answer: They would grow into new plants.
2. How many parent potato plants are needed to reproduce?
Answer: One parent potato plant is needed. This type of
reproduction is called vegetative reproduction.
3. How can this help us in our garden?
Answer: We need to save some potatoes or cuttings to grow
new plants. Then we do not need to buy seeds.

156

CLASSROOMLESSON
WhereDoPlantsStoreFood?
Disciplines:
Science
This activity builds on the previous activity: How do Plants
Reproduce from one Parent?
Objectives:
Understand how plants use stored food
Improve observation skills
Standard Course Objectives:
Month or Unit:
Materials:
2 potatoes: 1 whole, 1 cut in half
2 onions: 1 whole, 1 cut in half
2 plates or bowls (or old newspaper)
Class journal
Proposed Activities:
1. Have students look at the cut onion and potato. Ask them to
draw a picture of what they see.
2. Place a whole onion and a whole potato on plates or bowls and
set them aside in the classroom.
3. Have students observe the potato and the onion for three
weeks. Ask them to draw or describe what they observe on a
chart like the one which follows.
Where Do Plants Store Food?
Observations Chart
Item

Week 1

Week 2

Week 3

Potato
Onion

157

Evaluation:
What did you learn?
1. How did the potato change?
Answer: The potato began to sprout. Shoots grew up and roots
grew down. The potato shriveled because it used the food in
the potato to grow sprouts.
2. How did the onion change?
Answer: The onion sprouted leaves above and roots below. The
outer layer of the onion shriveled.
3. Why do you think they began to change?
Answer: The onion and potato were exposed to light and used
the stored food to grow. They shriveled because they used the
food to grow sprouts and leaves.
Using what you learned:
1. What are some of the plants that we have in our garden that
store food this way?
Answers: Will vary. Perhaps cassava, yams, onions.
2. How does this relate to people?
Answer: The food stored in plants is the source of food for us.
3. How did the onion change?
Answer: The onion sprouted leaves above and roots below. The
outer layer of the onion shriveled.
4. Why do you think they began to change?
Answer: The onion and potato were exposed to light and used
the stored food to grow. They shriveled because they used the
food to grow sprouts and leaves.

158

CLASSROOMLESSON
WhichItemsareBiodegradable?
Discipline:
Science
Objective:
Understand what kind of items decompose
Standard Course Objectives:
Month or Unit:
Materials:
Refuse such as aluminum can, glass jar, plastic bag, plastic bottle,
paper, banana peel
4 stakes/sticks
String
Meter measurement
Hoe
Class journal
Proposed Activities:
1. Use stakes and string to mark off a one square meter area in the
school yard. Remove the soil to a depth of 30 cm. in the area.
2. Place the refuse in the bottom of the pit you have made.
Separate the items so they do not touch.
3. Have students make a top-view map of the pit. Instruct them to
mark the location of each item. Ask students to predict what
will happen to the items in the pit. Write down their answers.
4. Carefully replace the soil in the pit. Do not disturb the refuse as
you cover it with soil. Wait 30 days.
5. Carefully reopen the pit. Observe. Ask the students to write a
description of each item.
6. Remove the items and dispose of them in a refuse container. Try
to make the area look like it did before you dug the pit, or
better.

159

Evaluation:
What did you learn?
1. What changes happened in the pit?
Answer: Students should mention both chemical and physical
changes. Some of the items will have started to decompose,
such as the paper and the banana peel. Other items, especially
those made of metal or plastic, will remain relatively
unchanged.
2. Were these results what you expected? Explain.
Answers: Will vary. Refer back to the predictions the class made
when you dug the pit.
Using what you learned:
1. Suppose you put all the items back in the pit and closed it.
What would you expect to see if you reopened it after 30 more
days?
Answer: The biodegradable items would be more decomposed.
The other items would not change significantly.
2. What could you do to eliminate the amount of items along the
roads or in the homesteads that do not biodegrade?
Answer: It is best not to buy them. Re-use items, if possible.
Dispose of items properly.

160

CLASSROOMLESSON
SeedGerminationExperiment
Disciplines:
Mathematics/Statistics
Science
Objective:
Understand how to test seed
germination rates (seed viability).
Standard Course Objectives:
Month or Unit:
Materials:
Seeds (minimum of 20)
Clean cloth 2 pieces
Clean water
Class journal
Proposed Activities:
1. Select the type of seed you
want to test beans, carrots,
spinach, etc. If you obtain seeds from
different sources, be sure to label them and keep them separate
for a separate germination test.
2. Soak the pieces of clean cloth in clean water. Wring out the
cloths so they do not drip. Place a minimum of 20 seeds in
organized rows on one of the cloths. Cover it with the second
piece of cloth and loosely roll up the cloths. Repeat the test for
other types of seeds or the same types of seeds from different
sources. Label each roll of cloth with the type of vegetable,
source of the seeds and the date.
3. Place the rolled cloth in shade for 5-7 days. Unroll the cloth and
examine the germination. Most seeds that are viable will have
germinated by then.
Count the number of seeds tested. (e.g., NS=20)
Count the number of seeds that germinated (e.g., GS=14).
4. Calculate the germination rate.
(See example in box at right.)

GS 14
= GR 0.7, or 70%
NS 20

5. Record the germination rate (GR).

161

Evaluation:
What did you learn?
1. What was the seed germination rate? Is this good or bad?
Answer: Varies depending upon seeds tested.
The number should be between 0 and 100%.
85 - 100% good
51 - 84% fair
0 - 50% poor
2. What factors influence the viability of seeds?
Answer: Numerous factors influence seed viability including the variety
of the seed, the age of the seeds and the conditions in which they
were stored.
Using what you learned:
1. This experiment used a special type of mathematics to determine a
rate. What is this called? Can you think of any other applications?
Answer: This type of mathematics is called statistics. Statistics are used
for many different types of situations in which a small sample of a
population is tested to infer information about the entire population.
2. What other simple statistics problems can be developed from the
garden?
Answer: There are many possibilities. Examples: the survival rate of
different types of plants. The amount of fruit per plant that different
plants produced.
3. If a seed has a low germination rate, what should we do?
Answer: Plant more of them to increase the number of those that
germinate. Then there will be more plants. If the school has access to
seeds from different sources, plant the seeds that have the highest
germination rate.
4. How can we improve the germination rate of our seeds?
Answer: Collect and save seeds appropriately. Collect and save seeds
from those species that have a high germination rate and that produce
well and are free of disease.

162

CLASSROOMLESSON
InsectsintheGarden
Discipline:
Science
Objectives:
Describe the effect of insects on the garden
Determine if insecticides are needed in the garden
Materials:
Sample of insects Stinking cricket and other insects beetles,
caterpillars.
Samples of vegetable plants affected by insects.
Samples of healthy vegetable plants, not affected by insects.
Proposed Activities/Performance Objectives:
1. Beginning Build interest in the lesson by asking students to
state the names of some of the insects they know.
2. Presentation Present a cricket to the students. Ask them what
they see. Repeat this process with other insects.
3. Practice Show students some plants affected by insects. Ask
students the names of the plants or tell them.
Compare the affected leaf/plant with a healthy one.
Ask students what they see.
Answer: The sick plants have holes, chewed spots, or other
damage.
Ask students what causes the damage.
Answer: Insects.
4. Practice Ask questions about crickets and other insects the
effect on the garden, on crops, etc.
Where can you find crickets?
Are crickets good or bad for the garden?
What happens to a plant or its fruit if an insect attacks it?
Are insects good or bad?
Answer: Some insects are good because they eat harmful
insects. Some insects are bad because they damage plants.

163

5. Production State strategies for managing crickets and other

insects. Ask students for ways of keeping insects out of the
garden.
Answers:
l Clear plants and weeds 2-5 meters on the outside of the
fence around all sides of the garden so insects cannot jump
into the garden.
l Plant a root crop such as cassava around the outside of the
garden fence. This will reduce the insects coming into the
garden.
l Plant other fragrant plants, such as marigolds near the
vegetables.
Ask students how to keep insects from damaging vegetables if
they do get into the garden.
Answer: Removal by hand and/or insecticides.
6. Evaluation Have students state how insects can damage plants.
Have them state different ways to prevent insect damage.
7. Ending State the next class topic will be how to make natural
insecticides.
This lesson was developed by: Daniel MBAMA, Jean Raymond MBAMA, Jean
MAVOUNGOU, Daniel MOUANDA, Alphonse MOUKALA, and Jean Kleber MOUKO.
Lekoumou District, Republic of Congo. It was the first-place winner in a lesson
development competition as part of the School Garden Teacher Training conducted
by the U.S. Department of Agriculture, January 2007.

Caterpillar drawing by David MOUKOUYI.

164

MORECLASSROOMLESSONS
French
l

Write about the rain, the garden, harvesting, working together,

what they have learned in the garden, or other concepts
important to the school garden.

List words that rhyme with the names of some of the plants. Use
the words to write a poem about the garden.

Other:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Geography(MapReading,MapMaking)
l

Maps
Draw a map of the classroom. Discuss relationship and scale.
Draw a map of the garden. Discuss the benefits of drawing
fewer details, rather than too much detail. How can maps help
us?

Rainfall
Show maps of the rainfall or topography of your country.
Discuss the implications for your garden the growing cycle,
erosion, irrigation, soil quality, etc.

Other:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

165

MORECLASSROOMLESSONS
Continued
Mathematics
Have teachers develop math story problems appropriate for their curriculum,
using the garden as the context or application.
l

Use the meter measures to have the students measure the garden, the
school, the classroom, or other parts of their environment. Have them
work in teams and compare their results to see if they are correct.

Have the students measure their foot or hand and calculate how many
"feet" or "hands" it is from one end of the garden to the other.
Measure fingers to use as a guide to determine how far down in the
dirt to plant the seeds.

Measure or calculate the distance between plants, rows, etc.

How much does the produce from the garden weigh? Use a variety of
formulas to determine, for example, how much 10 carrots weigh.
Compare the weight of different foods.

Discuss volume vs. mass. Which is heavier, one pail of yams or one pail
of beans. Why?

Find out how much rice the cooks prepare for one day and how many
students are in the school. Calculate how much each student would
get.

Other:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

166

MORECLASSROOMLESSONS
Continued
Music
l

Ant Chant
Point out that all insects have three body parts and six legs.
Then divide students into groups of three to form ants: the first
person is the head, the second person is the middle (thorax),
and the third person is the stomach (abdomen). Have the
second and third student place their hands on the shoulders of
the student in front of them.
Ask the students to practice walking together in rhythm, slowly
chanting "left, right, left, right..." until their steps are together.
Next, have them try marching to the "Ant Chant." Ask them to
take turns as leader.
"Ant Chant" (slowly)
Left and right, left and right,
Ants work hard all day and night.
Left and right, left and right,
Don't get left, step just right. (repeat)

Optional
Students can make up their own chants.

Other:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

167

MORECLASSROOMLESSONS
Continued
Science
l

Compost
Compare the pit compost methods described with an area
where everything is thrown together randomly. See the
difference in how fast they decompose. Measure the
temperature in the compost pile. Compare it to other
temperatures in the garden or school. Why is the compost
hotter than the garden?

Decomposition
Observe a dead log, what it attracts, what grows on it, and
what happens.

Transpiration
Put a plant in a plastic bag or closed clear plastic bottle. What
happens to it? Put a plant in some water with some dye (berry
juice). What happens to the plant? Why?

Seed Spacing
Plant carrot seeds in different thicknesses. Thin some. Leave
others. What happens to the carrots as they grow? Which
practice provides the best carrots?

Insect Watch
Have students walk around the school yard, village or their
homestead to identify the most common local insects. Compare
and discuss observations. What conclusions can be drawn?

Cocoon Collecting
Take a nature walk as a class. Collect a cocoon and bring it back
to the classroom. Place it in an appropriate place for
observation. Have the students note any changes in their
garden journal. What is a cocoon? What happens to a
caterpillar when it leaves the cocoon?

Honey
Many people do not understand the role of bees in gardening
and the overall ecology. Invite a beekeeper to bring an inactive
hive to show and handle and to discuss the roles of bees in a
hive. Besides showing what to wear when working with the
bees, have the beekeeper demonstrate how to retrieve the
honey.
Other:
___________________________________________________________
___________________________________________________________
l

168

MORECLASSROOMLESSONS
Continued
SocialStudies
l

Discussions or activities that relate to cooperation and team

work, health and nutrition.

Other:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

169

170

Ending:
Providing and obtaining learners
feedback. Informing learners
about next step.

Production:
Leading learners into new
notion-related tasks (controlled;
semi-controlled; guided; free).

Practice:
Leading learners into the
manipulation of new notion.

Presentation:
Exposing learners to new notion.

Beginning:
Building up learners interest in the
lesson.

Performance
Objectives

Class:
Date and Period:
Lesson:
Content

Teacher
Strategies

Learner
Strategies

Materials:

Objective:

Lesson Plan Framework

Evaluation

Timing

c.LessonPlanFramework

SECTIONIII
Appendices
This Teachers Guide was developed as one of several resources for
training primary school teachers in the Republic of Congo. Therefore,
it is important to remember that some of the plants, pests and
growing advice contained in this manual may need to be adapted to
better fit your home country, city or village. That said, many of the
techniques outlined in this manual are applicable worldwide. The
Manual can stand alone as a source of information, and includes steps
for developing a school garden and for engaging the community in
school garden management. It also details ways teachers can bring
the garden into the classroom, and includes additional materials that
were developed to enhance teacher training and student education.
The first three pages of the Manual provide a context and purpose for
the Manual. We include here additional resources and materials so
that organizations and schools throughout Africa or other continents
can use and/or revise the Manual to help them provide training
appropriate to their goals and contexts.
Appendices
A.

Classroom Posters
Benefits of a School Garden
Parts of a Plant
Lifecycle of the Garden
Photosynthesis

B. Quick Gardening References

Compost as an Organic Fertilizer
Tips for Successful Seeding of Vegetables
Practice Crop Rotation in the Garden
Organic Solutions to Control Pests and Disease
Steps to Minimize Diseases of the Tomato Plant
C. Teacher Training Agendas and Evaluation Instruments
Phase I
Teacher Training Agenda
Teacher Training Evaluation Instrument
Phase II
Teacher Training Agenda
Teacher Training Evaluation Instrument
D. Project Monitoring and Evaluation Instruments
Phase I: School Garden Monitoring Record (NGO)
Phase II: School Garden Monitoring Record (NGO)
Phase II: School Garden Visits Evaluation Instruments (USDA)
Phase III: School Garden Visits Evaluation Instruments (USDA)

171

APPENDIXA:
ClassroomPosters

Parts of a Plant
Leaf
Flower
Fruit
Bud

Stem

Roots

Photosynthesis

173

APPENDIXB:
QuickGardeningReferences

174

Teachers Guide to
School Gardens:

rimary
PSchool Level

Compost as an Organic Fertilizer

Make compost above ground in a heap or below
ground in a pit.
Start with a layer of brown materials (high in
carbon), alternate with layers of rich, green
materials (high in nitrogen).
Chop all materials into smaller pieces.
Add water in the dry season.
Sprinkle in garden soil or mature compost as you
make the pile.
Cover the pile with banana or palm leaves to
maintain moisture.
Turn the pile once every two weeks until the
compost is complete.
Compost is ready when it does not heat or smell
and when original materials are not recognizable.
Add a handful of compost when transplanting
vegetables.
Compost supplies nitrogen, phosphorus and
potassium in a 2-1-1 ratio.

For more information refer to the Manual

(Teachers Guide to School Gardens:
Primary School Level).

175

Teachers Guide to
School Gardens:

rimary
PSchool Level

Tips for Successful Seeding of Vegetables

1. Plant about one third of the package of seeds at
one time.
2. In a month or so plant another third of the seeds.
3. In another month, plant the last of the seeds.
4. When seeding in the nursery, create a small trench
to hold moisture.
5. Mix a little compost with the soil in the trench.
6. Sprinkle the seeds along the trench.
7. Cover with fine soil to a depth equal to two times
the width of the seed.
8. Water carefully and slowly to avoid washing seeds
away.
9. Continue to water the seeds and young plants daily
or when dry.
10. Thin out weak nursery plants to allow strong ones
to grow.
11. When the plants are older, water less often but
deeply each time.

For more information refer to the Manual

(Teachers Guide to School Gardens: Primary
School Level).

176

Teachers Guide to
School Gardens:

rimary
PSchool Level

Practice Crop Rotation in the Garden

Crop rotation means planting a vegetable that is in a
different crop family from the one just harvested.
Crop rotation is important in disease and insect control.
Three crop families are very important to rotate:
1. Leafy Vegetable family includes cabbage, amaranth,
endive and spinach.
2. Fruit Vegetable and others family includes tomato,
white potato, eggplant, pepper, and lettuce.
3. Vine family includes cucumber, pumpkin, squash,
zucchini, and watermelon.

For more information refer to the Manual

(Teachers Guide to School Gardens: Primary
School Level).

177

Teachers Guide to
School Gardens:

rimary
PSchool Level

Organic Solutions to Control

Pests and Disease
SOAP SOLUTIONS
are safe and good for soft-bodied insects like aphids.
Put one small spoon of soap in 4 liters of water.
HOT PEPPER SOLUTIONS
are a taste repellant and will repel aphids, beetles and
thrips. Put 2 small spoons of chopped hot peppers, 2 small
spoons of chopped garlic, and 1 small spoon of soap in a
liter of water for 24 hours. Strain and dilute with water
before using.
BAKING SODA SOLUTIONS
are best for controlling tomato leaf diseases.
Mix one small spoon of baking soda and one small spoon
of soap in a gallon of water.
ALL SOLUTIONS
Always test a homemade solution before using it.
To make these recipes stronger, add one small spoon of
high-quality cooking oil.
To avoid burning the leaves, never treat during the hot
and sunny part of the day, especially if the mixture
contains oil.
Apply early or late in the day, when insects are less active.
Apply to portions of plants being attacked by pests;
reapply after it rains.

178

For more information refer to the Manual

(Teachers Guide to School Gardens: Primary
School Level).

Teachers Guide to
School Gardens:

rimary
PSchool Level

Steps to Minimize Diseases of the Tomato Plant

Diseases of the tomato plant include several leaf
fungus diseases and soil-borne wilt diseases.
LIVING tomato plants
Always stake or tie the tomato plants upright; do
not let them grow on the ground.
Water only the base of tomato plants, not the
leaves.
Water tomato plants early in the morning so the
leaves dry out.
Do not over-water tomato plants. Over-watered
plants are more likely to suffer from wet soil wilt
diseases.
Crop rotation is especially important for tomato
plants.
DEAD tomato plants
Leaf diseases can exist on old plant debris above
ground and/or in the soil.
Do not use old tomato plants in the compost pile.

For more information refer to the Manual

(Teachers Guide to School Gardens: Primary
School Level).

179

APPENDIXC:
TeacherTrainingAgendasand
EvaluationInstruments

180

Teacher Training Agenda

Phase I

Day One
7:00

Garden Session

Opening Remarks
(Government officials, PTA Leaders of School Site)

8:30

Tea Break and Photo

9:00

Classroom Session

1:00

Lunch

2:00

Garden Session

Overview of Training

Basic Steps to Gardening

Step 1) Choosing Site
Step 2) Site Preparation

3:30

Classroom Session

Wrap up and Process Day

Day Two

7:00

Garden Session

Basic Steps to Gardening

Step 3) Planting

9:30

Tea Break

10:00 Classroom Session

Demonstrating in the garden and classroom

11:00 Garden Session

Basic Steps to Gardening

Step 4) Tending the Garden, Mulching

1:00

Lunch

2:00

Classroom Session

Tools for Teaching in Classroom and Garden

Involving students in the garden

3:30

Classroom Session

Wrap up and Process Day

Day Three

7:00

Garden Session

Basic Steps to Gardening

Step 5) Harvesting, Composting,
Conducting Experiments

9:30

Tea Break

10:00 Classroom Session

The Garden as a Learning Laboratory

Teaching observation skills, doing experiments

12:30 Classroom Session

Nutrition and Food Safety

1:00

Lunch

2:00

Classroom Session

Bringing the Garden into the Classroom

Curriculum Integration, Training Evaluation

3:30

Classroom Session

Closing Ceremony
Final Remarks
Presentation of Training Certificates

181

Teacher Training Evaluation Instrument

Phase I

Your evaluation of the school garden training will be used to improve the training and
materials for other schools. Please be honest. Your answers are anonymous. Please tell
us how each part of the training improved your knowledge, if it was useful, and if you
are confident in applying what you learned.
For each topic in questions 1-3, circle the number that best represents what you think.

1. Steps in Gardening

Topic

182

Knowledge
now

Knowledge
before the
training

1 = none
2 = little
3 = some
4 = much

1 = none
2 = little
3 = some
4 = much

Usefulness of
information or
practice
1 = not useful
2 = a little useful
3 = fairly useful
4 = very useful

Confidence in
using in your
classroom
1 = none
2 = little
3 = some
4 = much

Circle the number in each column that best represents your opinion.

Choosing a site

Preparing a site

Planting

Tending

Harvesting

Garden Calendar

Pocket Guide

2. Teaching with a School Garden

Topic

Knowledge
now

Knowledge
before the
training

1 = none
2 = little
3 = some
4 = much

1 = none
2 = little
3 = some
4 = much

Usefulness of
information or
practice
1 = not useful
2 = a little useful
3 = fairly useful
4 = very useful

Confidence in
using in your
classroom
1 = none
2 = little
3 = some
4 = much

Circle the number in each column that best represents your opinion.

Aims, benefits
and elements of
School Gardens

Planning and
managing a
garden with your
community

Experiential
learning

Demonstration
methods

How to do an
experiment

How to involve
students in the
garden

Nutrition

183

3. Classroom Activities and Integration

Topic

Knowledge
now

Knowledge
before the
training

1 = none
2 = little
3 = some
4 = much

1 = none
2 = little
3 = some
4 = much

Usefulness of
information or
practice
1 = not useful
2 = a little useful
3 = fairly useful
4 = very useful

Confidence in
using in your
classroom
1 = none
2 = little
3 = some
4 = much

Circle the number in each column that best represents your opinion.

Make instruments
such as rain
gauges and
measuring tapes

Use songs,
dramas and
journals

Teach
observation skills

Integrate
activities into
French
curriculum

Integrate
activities into
Social Studies
curriculum

Integrate
activities into
Science
curriculum

184

4. The training materials/manual were (check one):

too easy
neither too easy nor too difficult
too difficult
5. The pace of the training was (check one):
too easy
neither too easy nor too difficult
too difficult
6. The best part of the training was:

7. To improve the training I would suggest:

8. Overall, the training (check all that apply):

will help me start a school garden
will help our school sustain a school garden
has overwhelmed me
was outstanding
was average
was poor
has given me the knowledge and skills I need for a school garden
was a waste of my time
9. Please tell us about yourself.
For the purpose of this training I am (check all that apply):
a teacher
a community member
a school administrator
on the parent/school committee
If you are a teacher, how many years have you been teaching? (check one)
1-2 years
3-5 years
6-10 years
11 or more years
What is the highest level of formal education you have had? (check one)
some elementary education
completed elementary education
some secondary education but no diploma
secondary diploma
some higher education but no degree
higher education degree
10. Is there anything else you would like to tell us about the training, the manual, or school gardens
project? If so, please write your comments here.

Thank you!

185

Teacher Training Agenda

Phase II

Goals:
Increase teachers confidence and proficiency in using the garden as a laboratory and
integrating it into the standardized curriculum.
Focus on:
l Curriculum integration
l Improving community support and involvement
l Preparing for open door/community education

Day One: School and Community Concerns

8:00

Opening Remarks

8:30

Get acquainted

9:00

Overview and goals for the 4 days

9:30

Experiential learning philosophy and techniques

Simulations - rainstorm
Songs
l Theory of experiential learning
l
l

11:00

Working with the community

12:30

Planning for Saturday Open Door: What should we teach?

1:00

Lunch

2:00

Designing lessons for the garden

Where to use in current curriculum
l Ideas for lessons
l

4:00

Wrap up for the day

Day Two: Practicum - Teaching about the Garden

186

8:00

Overview of the day

8:15

Preparing/writing lessons
Teachers work in teams by school or discipline to prepare an
original lesson appropriate to their grade level.

11:00

Teachers present lessons to entire group - ciritque/feedback

1:00

Lunch

2:00

Preparation for Open Door

Teachers prepare demonstrations, make signs.

4:00

Wrap up for the day

Day Three: In the Garden

Water and irrigation techniques
Compost demonstration
Pesticides - natural use - how to make
Green manure demonstration for Saturday
Seeds
How to use the Pocket Guide
Science background in Manual
Other techniques
Continue preparing for Saturday Open Door

Day Four: Open House for Community

3+/Teachers and students host and demonstrate school lessons
hours Closing ceremony, certificates

187

Teacher Training Evaluation Instrument

Phase II

Your evaluation of the school garden training will be used to improve the training and
materials for other schools. Please be honest. Your answers are anonymous. Please tell
us how each part of the training improved your knowledge, if it was useful, and if you
are confident in applying what you learned.

1. Teaching with a School Garden

Topic

Knowledge
now

Knowledge
before the
training

1 = none
2 = little
3 = some
4 = much

1 = none
2 = little
3 = some
4 = much

Usefulness of
information or
practice
1 = not useful
2 = a little useful
3 = fairly useful
4 = very useful

Confidence in
using in your
classroom
1 = none
2 = little
3 = some
4 = much

Circle the number in each column that best represents your opinion.

Aims, benefits and

elements of School
Gardens

Planning and
managing a garden
with your
community

Experiential
learning

Demonstration
methods

How to do an
experiment

188

2. Classroom Activities and Integration

What did you learn in preparing and developing lessons for your classroom or school?
(Check all that apply):
how to design a lesson
set objectives, choose learning activities, etc. for my grade level
how to insert a garden-related lesson into the national curriculum
how to adapt a lesson from the gardening manual for my classroom
how the garden relates to my classroom lessons
how to work with other teachers for lesson ideas
how the students will learn better through experiential activities
none of the lessons in the book apply to what I teach
nothing
do not know
other __________________________________________________________

Will do
this now

Did this
before the
training

1 = none
2 = little
3 = some
4 = much

Usefulness of
information or
practice
1 = not useful
2 = a little useful
3 = fairly useful
4 = very useful

1 = none
2 = little
3 = some
4 = much

Confidence in
using in your
classroom
1 = none
2 = little
3 = some
4 = much

Circle the number in each column that best represents your opinion.

Make and use

rain gauges

Use songs, dramas

and journals

Teach students
how to be good
observers in the
garden

Integrate activities
into French
curriculum

Integrate activities
into Social Studies
curriculum

Integrate activities
into Mathematics
curriculum

Integrate activities
into Science
curriculum

189

3. How will the community field day help you as a teacher?

If you conduct a community field day, how do you think it will help your school garden?
4. The best part of the training was:
5. To improve the training I would suggest:
6. Overall, the training (check all that apply):
will help our school sustain a school garden
will help me be a better teacher using the garden
has overwhelmed me
was outstanding
was average
was poor
has given me the knowledge and skills I need for a school garden
was a waste of my time
7. Please tell us about yourself.
Did you come to the school garden training in 2005?

yes

no

For the purposes of this training I am (check all that apply):

a teacher
a community member
a school administrator
on the parent/school committee
If you are a teacher, how many years have you been teaching? (check one)
1-2 years
3-5 years
6-10 years
11 or more years
What is the highest level of formal education you have had? (check one)
some elementary education
completed elementary education
some secondary education but no diploma
secondary diploma
some higher education but no degree
higher education degree
10. Is there anything else you would like to tell us about the training, the manual,
or school gardens project? If so, please write your comments here.

Thank you!

190

APPENDIXD:
ProjectMonitoringandEvaluation
Instruments

191

School Garden Monitoring Record (NGO)

Observation Guide and Evaluation
Phase I
Garden Site - Attach garden plan/drawing if available
Name of person completing this report:
Date:
Name of School:
Location of School (village/town):
Number of Students in School:
Number of Pygmy Students in School:

Step

Progress - check one

Yes

Planning date
expected

Comments

No

Site Chosen

Location: (e.g. next to school)

Garden Prepared

By whom? (students, teachers, committee,

parents...)
Size:

Garden Planted

By whom?

Garden Maintained

By whom?
Improvements made:
If yes, list type and amount of food:

Vegetables/Fruits
Harvested

Use of food:
Sold or School Feeding

Other potential progress:

NO

YES

NO

YES

Students have worked in

the garden:

NO

YES

If yes, example of work done:

Teachers incorporated
garden in classroom or
taught in the garden:

NO

YES

If yes, example:
discipline:
grade level:
# of students:

School Garden Committee

formed:
Developed rules for student
garden conduct:

Other successes
Need help with:

192

If yes, # of people

School Garden Monitoring Record (NGO)

Observation Guide and Evaluation
Phase II
Name of person completing this report:
Date:
Name of School:
Location of School (village/town):
Number of Students in School:
Number of Pygmy Students in School:

Key Processes and Tasks

Condition/status

Needs Immediate
Improvement
Yes/No

If improvement needed,
plans for next
three months

Garden Committee actively

involved
Students working in garden
weekly
Parents involved/supportive
Effective garden design/size
Garden perimeter/fence
Nursery
Soil preparation
Composting pits in
various stages
Planting
Seed germination trials
Pest management (insects)
Pest management (fungi)
Plant health
Mulching
Water management

193

School Garden Monitoring Record (NGO)

Observation Guide and Evaluation
Phase II, page 2

Key Processes and Tasks

Plants labeled
Weeds
Diversity of plants
Effective use of produce
Students aware of how
produce is consumed
Plan for maintenance during
vacation
Recent lessons using the
garden - either inside or
outside. Be specific
(e.g. Level 4, garden
vocabulary)
Recent harvests and
disposition (vegetables,
amount, sold, or eaten
by children, money from
sales used for_______)
Other successes:
Need help with:

194

Condition/status

Needs Immediate
Improvement
Yes/No

If improvement needed,
plans for next
three months

SECTIONIVReferences
AFRICA: One Continent. Many Worlds.
Website: http://www.nhm.org/africa/
American Dietetics Association's Complete Food and Nutrition Guide,
by Roberta Larson Duyff and American Dietetic Association.
Chronimed Publishing, Minneapolis, Minnesota, USA. (1998) (Rereleased 2006 by John Wiley & Sons, Hoboken, New Jersey, USA.)
Basic Seed Saving, by Bill McDorman. International Seed Saving
Institute, Ketchum, Idaho, USA. (1994)
On-line: http://www.seedsave.org/issi/issi_904.html
Building Bridges: Reaching People Through Communication,
Communication Activities for 4-H Clubs and Other Youth Groups, Item
#Comm07, University of WisconsinExtension, Madison, Wisconsin,
USA. (No date.)
On-line: http://learningstore.uwex.edu/
Companion Planting: Basic Concepts and Resources, by George
Kuepper and Mardi Dodson. National Sustainable Agriculture
Information Service (ATTRA), Fayetteville, Arkansas, USA. Publication
#IP 125/71. (2001)
On-line: http://attra.ncat.org/attra-pub/PDF/complant.pdf
Easy Gardening Series, by Dan Lineberger and others. The Agriculture
Program of the Texas Cooperative Extension Horticulture Information
Resource, Texas A&M University System, College Station, Texas, USA.
(Various dates.)
On-line: http://aggie-horticulture.tamu.edu/extension/gardening.html
Food Sources of Selected Nutrients. (Appendix B of Dietary Guidelines
for Americans 2005, published by the Department of Health and
Human Services (HHS) and the Department of Agriculture (USDA),
both in Washington, D.C., USA.
On-line: http://www.health.gov/dietaryguidelines/
Got Dirt? A 5-a-day Garden Tool Kit for Implementing Community,
Child Care and School Gardens. Wisconsin Department of Public
Instruction, Madison, Wisconsin, USA. (2005)
On-line: www.ideas.wisconsin.edu/wyf/gotdirtcomplete.pdf

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Brevard Rare Fruit Council, Inc., Melbourne, Florida, USA. (1988)
Handbook of Tropical and Subtropical Horticulture, by Ernest
Mortensen and Ervin T. Bullard. Agency for International
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University Press of the Pacific in 2005.)
Harvesting Vegetables, by Erv Evans and Larry Bass. Publication # HIL8108. North Carolina Cooperative Extension Service, Department of
Horticultural Science, North Carolina State University, Raleigh, North
Carolina, USA. (1997)
How Food Affects You, Wisconsin Nutrition Education Program. Item
#B3479. University of WisconsinExtension, Madison, Wisconsin, USA.
(2002) On-line: http://learningstore.uwex.edu/
Namibian Vegetable Gardener Course, by Frank Wertheim, University
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Maine, USA [and Food and Agriculture Organization of the United
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Nutrition Education in the Primary Schools: A Planning Guide for
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Italy. (2006)
School Gardens Concept Paper, Special Programme for Food Security.
Document # 31, Food and Agriculture Organization of the United
Nations (FAO), Rome, Italy. (2004)
Science In Your World Textbook Series, by Jay K. Hackett and Richard
H. Moyer. MacMillan-McGraw-Hill School Publishing Company, New
York, New York, USA. (1991)
Setting Up and Running a School Garden: A Manual for Teachers,
Parents and Communities. Accession No: 431461. Food and
Agriculture Organization of the United Nations (FAO), Rome, Italy.
(2005) On-line: http://www.fao.org/docrep/009/a0218e/a0218e00.htm
Training Trainers for Development: Conducting a Workshop on
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United States Department of Agriculture (USDA) internet web sites:

On-line: www.mypyramid.gov and
(The) Young Virginia Gardener, Virginia Tech, Office of Environmental
Horticulture, Blacksburg, Virginia, USA.
On-line: www.hort.vt.edu/envirohort

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TeacherObservationsandNotes

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200

201

202

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204

205

206

207

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50

13

120

160
20

170
10

0 180

40

60

14

110
70

30
150

80

150
30

20
160

100

40

0 180

30

100

90

170

50

120
80

14

10

60

70
110

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