A School Garden Story
By Ashley Fine
Over the past decade, our staff, students, and families at Skyview School (Prescott, Arizona) have been continually expanding our school’s learning gardens. Currently, Skyview has several edible gardens throughout campus, a large native plant and pollinator garden, and an extensive rainwater harvesting system. The gardens around campus are cared for and enjoyed by students from every grade level and the staff have developed curriculum centered around these outdoor learning spaces.
While there are countless benefits to having gardens at our school, there are five main functions of our garden-centered curriculum: Education, Restoration, Sustainability, Empowerment, and Connection.
As a school, Skyview’s main purpose is clearly to educate. Our habitat garden serves as an outdoor classroom and living laboratory where students can learn about subjects across the curriculum. It is a place where students can explore science concepts such as plant and animal life cycles, weather, ecological relationships, nutrient cycles, geology, and technological innovation. The garden is also an environment in which students learn about culture, history, native people, social justice, economics and labor. Our garden provides an opportunity for mathematics to be applied in real world scenarios. For example, the students took measurements and calculated the projected annual yield of rainwater that we can capture off our classroom roof. They collect data each school day to learn about daily changes in weather, and larger scale climate patterns. Our farm stand, in the fall, gives students the opportunity to market their goods, exchange money, and calculate the income and expenses related to their student-led business.
In addition to education, another purpose of our gardens is restoration. Just over a year ago, our habitat garden was a vacant lot filled with years of buried trash, debris, and invasive plant species. In the fall of 2017, the students from every grade level planted approximately 200 native plants, creating viable habitat for a variety of pollinator species. We are promoting the growth of wildflowers as an important food source for wildlife, and native grasses which play a critical role in the carbon cycle.
One year after planting, our students have witnessed dozens of species of butterflies, moths, birds, insects and reptiles in our garden. In September, we found loads of monarch caterpillars munching on our milkweed! Our students are getting the opportunity to transform our school neighborhood for good, and to experience, first hand, the positive impacts of ecological restoration.
Similarly, another important goal of our habitat garden is sustainability. Having numerous rain tanks in the children’s learning environment serves as a daily reminder of the importance of conservation. The students are learning about passive and active rain harvesting techniques and how to intentionally design a landscape to slow, spread, and absorb the water from the few precious rain storms we get each year. They are learning about groundwater, surface water, and captured rain, and the relationship between these water sources. Our ultimate goal with all of our rain harvesting infrastructure is to sustain our vegetable garden with captured rainwater year round and completely eliminate the need to use city supplied groundwater.
Likewise, in our edible garden, students learn the importance of growing local food in order to reduce energy use and transportation costs. Small gardens, such as ours, eliminate the need for chemical fertilizers and toxic pesticides, all of which pose threats to human health and the environment. With changing conditions and a rapidly growing human population, natural resource literacy, and an understanding of sustainable food production, will be among the most valuable intellectual resources our children will need to carry with them into the future.
And this leads us to the next benefit of school gardens, which is empowerment. Some argue that true participatory democracy begins with participatory food production. Most people are passive consumers who simply go to the store to purchase the food they want- or the food they’ve been persuaded to want- rarely stopping to think about quality, process, impact or cost. Wouldn’t it be empowering, instead, to recognize, as Wendell Berry describes, that “the act of eating begins with planting and birth,” and is sustained by humans having a sensitive, responsive, and reciprocal relationship with plants. People with no knowledge or skills in the act and art of producing food lack the opportunity to experience true self reliance and liberty.
As Ron Finley, the gangster gardener of South Central Los Angeles states, “growing your own food is like printing your own money”. When children participate in the act of growing food and saving seeds, they start to recognize that money really does grow on trees!
And this brings us to the final benefit of our school gardens, which is connection. While this article has suggested a lot of idealistic ways our garden can be used as an educational tool and as a catalyst for change, the reality is, our students are probably not going to remember every point and detail of what is taught or discussed at school. What they will remember, though, is getting their hands muddy; holding a snail or earthworm in their palm; their surprise at pulling a giant, oddly shaped carrot out of the ground; the weight of water as they schlep a heavy watering can to their tiny sprouting seeds; and the feeling of simply being alive in a beautiful place.
In the garden, students get the chance to turn their attention away from phones and computer screens, in order to experience things that are alive and beautiful changing each day. They get to feel and appreciate the effort it takes to dig a hole in the ground, under the hot sun. They start to recognize weather as more than just a report, but rather a matter of life and death for tender living things growing in the garden.
When children get the chance to eat food that they were involved in growing, they are consuming more than just nutrients; They are feeding themselves with a story and a feeling of connection to all the resources and events that brought that fresh food to their young, curious mouths.
I had the great fortune of meeting Alice Watters at a Slow Food conference in Denver, CO in 2017. During one of her talks, she said something that really stuck with me. She explained that when children have beautiful spaces within their learning environment, “they know that they are loved without needing to be told.” They know that people who care about them took time to create a special place for them, where they can feel calm, safe, valued, and inspired.
A colorful, fragrant garden is a place that excites the senses and the imagination, where learning can be visceral, memorable, and delicious. It is these deep-tissue learning experiences that result, later on, in responsible decision-making and stewardship. It is my hope that our gardens at Skyview School are one example of a small beginning, and that the school garden movement will continue to take hold in schools everywhere, especially in places where children would never, otherwise, get these kinds of learning experiences and opportunities.
Education, Restoration, Sustainability, Empowerment, and Connection are among the most important things we should be growing and cultivating in our schools, and gardens are the best place to dig in!
Ashley presenting on school garden programming during a Prescott College professional development institute
Have a school garden story to share? Comment and let us know!
Also, stay tuned for more on: School Gardening in Arizona (our climate brings unique challenges and opportunities!), The Dirt on Green Schoolyards (a growing national movement & why!), Planting Standards (state standards, NGSS, and the EE Guidelines are easy in the garden!) and more.