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Seed-to-table at Gilmore City-Bradgate
[Want to be the Seed-to-Table Manager here? Read the job description and then email the superintendent.]
Shovels busy at work, three young children dig and cut through the earth, turning over the rich black soil underneath. They have a long planting row to create, but the sun is out and the weather is perfect.
Their female classmate, in her blue-striped jumper and pink flip flops, carefully pats dirt around a seedling. It’s one of many in her grade’s row. Another student will be by shortly to make sure that it’s watered.
Walking tenderly to avoid the young shoots, a boy carries a few small boxes with new plants to be added to the garden. Apparently he’s a bit chillier than his t-shirt-clad peers since he’s wearing long sleeves and a down vest.
Inspired by their teachers’ visit to the Muse School in Los Angeles, elementary students in the Gilmore City-Bradgate School District in Northwest Iowa are diving deep into the seed-to-table movement. The early childhood and daycare kids are in charge of the onions, radishes, spinach, lettuce, peas, and potatoes. Kindergarten has pole beans, bush beans, tomatoes, and peppers. First and second grade has zucchini, cucumbers, carrots, and beets. Third and fourth grade has kohlrabi, eggplant, and some more beans. The fifth and sixth graders do the heavy lifting with corn, cantaloupes, and watermelons.
There’s a small shed for tools and equipment. Over on the side is the herb garden, where the students are growing chives, oregano, dill, basil, and cilantro. Old pallets are being re-used to make compost bins. The tree stumps constitute an ‘outdoor classroom’ where students and teachers can sit, talk, and learn together.
The produce will be used both in the school district’s food service program and to help the food insecure in the local community. Families and staff will receive vegetables and herbs as well. And there are plans to get involved in the local farmer’s market…
Achieving science, numeracy, literacy, and other instructional outcomes while being connected to both nature and the community? Awesome.
What could your school do to reconnect students to the natural rhythms of the earth and the people around them?
Thinking about charter schools
Stephen Dyer says:
I get and am sympathetic to the argument that kids need opportunities to escape struggling schools. And I have little problem with the few really excellent school choice options that are out there that genuinely do give kids opportunities to achieve their potential.
But when the vast majority of those opportunities aren’t any better (and are usually much worse) than the struggling school, and paying for these mostly worse options means the kids who remain in the struggling public school have far fewer resources with which to achieve, or the school to improve?
Well, I’m sorry. I just don’t get that.
via http://10thperiod.blogspot.com/2014/01/ohios-school-choice-funding-scheme.html
Rethink. Redesign. LEAD.
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