Ryan Kuhl, Andrea Campbell, Megan Tersteeg, Kaitlyn Greenwood

Dr. Popescu

CORE 201

November 19, 2018

Drury Educational Gardening Program with Boyd Elementary Proposal

Program Overview

Drury University Honors students and members of the Think Green! Organization on campus

will host an event to spread the awareness of the need for school gardens. Students from Boyd

Elementary School would experience a hands on learning opportunity in the Drury University

garden with Drury Honors students and Think Green! Members who will explain the importance

of plants in their local community and the effect plants can have on people worldwide. There

will be multiple stations where the students can learn about medicinal gardens/plants, sugar and

its alternatives, plant’s effect on the brain and in education. During this event, the students will

also be able to plant their own seed and take it home to encourage building their own home and

school gardens.

The ultimate goal of the program is to spread awareness and educate the next generation

about the beneficial impacts that gardening can have on the lives and education of young

students. As Drury students, we hope to gain positive feedback from this program and,

ultimately, actual results. With emphasis on education, we hope to see the students of Boyd

become more engaged in their environment and classroom. This includes an increase in engaged

learning, international knowledge, and nutritional value. The project also hopes to encourage the

students to start their own gardens and influence others to do participate as well.
 Research Information

Medicinal World Gardens

Plants have been a vital part of human life since the beginning of time. People use them for food,

religious ceremonies, decoration, shelter, and medicine. Medicinal plants have been used for

centuries by traditional cultures all around the world to treat illnesses and conditions. Even in

modern healthcare, many of the medicines are made from “natural products and their

derivatives” and “represent more than 50% of all drugs in clinical use in the world” (Wyk &

Wink, 2004, p. 7). Because “approximately 70 to 90% of healthcare worldwide is delivered by

alternative practice or traditional medicine”, it is important to consider the source of the healing

substances and why they are preferred to western medicine (Lewis, 2003, p. 11).

In many areas of the world, traditional healing methods are preferred to western

medicine. These groups of people have cultural beliefs or traditions that promote natural

remedies to cure illness and ailments. In order to provide these natural substances, traditional

healers collect medicinal plants from surrounding environments as well as grow home gardens.

These gardens may appear immensely different in various different parts of the world, but they

are all used for similar purposes. Many families rely on them to provide food and natural

remedies especially if they do not live near a hospital or do not have enough money to pay for

expensive treatments. Others use gardening as a treatment in itself because it has been known to

lower blood pressure, promote good coordination, balance, and endurance. It also improves

mental well being by reducing stress (Sciencedirect, 2016). Lastly, some people plant and

maintain gardens to improve social status and which gives them a higher sense of purpose in

their community. By examining practices from different countries around the world, we can gain

an understanding of the role that gardens have in varying cultures.

Andes region

In the community of Saraguro, Ecuador, home gardens are a vital part of the country’s

agricultural systems. Women take pride in their efforts and their harvests in the garden and use it

as a way to earn respect and a purpose in their community. Although it is not completely

necessary to maintain gardens in this culture, the communities traditions and beliefs in the

healing power found in the plants allow these practices to thrive in the Andes. They also serve as

a symbol of a family’s economic and health status in the community since the varying plants

found in these gardens reflect the needs of the members of the household. Gardens are also

viewed as one of the most private areas of the house and are treated like sacred ground

(Finerman & Sackett, 2003). Women are in control of the family garden and know the specific

location of each plant, its uses, and the method necessary to prepare it for healing. They also

know where the seeds or cuttings were obtained from and how and when they were borrowed.

This incredible knowledge gives a women higher status in the community. As with anything,

knowledge is gained through time and experience. In this culture, obtaining introducing a new

plant species to your garden can prove to be extremely challenging. Most of the time, seeds or

cuttings can be bought and sold at high prices at the agricultural center. However, the plants are

so desirable that the prices can sometimes be too high for certain families to buy and they have to

rely on family or friends to obtain new seedlings.

The plants in these gardens can vary immensely, but are known to be “overwhelmingly

devoted to the cultivation of medicinal plants” and act as “medicine cabinets that supply women

with most of the resources they need to treat family illnesses” (Finerman & Sackett, 2003, p.

459). Although they help a women gain status in the community, their ability to treat illnesses

without having to visit a doctor make them even more desirable in the community. In a study
taken place in Saraguro, Ecuador, researchers found most of the home gardens contained plants

that could treat nerve pain, “evil air”, colds, colic, and improve reproductive health (Finerman &

Sackett, 2003). Many people in this region maintain 250-500 medicinal plants showing that

home gardens are an important part of their culture. The species found in the gardens reflected

the age of the family and medical problems at the time. For example, elderly family’s gardens

contained many plants for the treatment of nerve damage and colds. On the other hand, young

families’ might grow plants to improve reproductive health.

Because these gardens can vary in size and variety, it can be hard to compare specific

components and draw and overall conclusion. However, all of the gardens had common

characteristics to one specific garden studied in the town. Out of the 194 plants found in the

garden, 132 were used for herbal home remedies to treat a wide range of ailments. The remaining

plants were used as food, ornamental, or fabrics. 24 out of the 48 food crops and 40 out of 73

ornamental plants found were also used in curing practices showing that many plants can have

multiple uses (Finerman & Sackett, 2003). Because there is some variation on the crops that are

believed to be “medicinal”, it can be hard to specify a ratio of medicinal plants to overall species.

For instance, an older more experienced women in the village may claim that a certain plant can

be used for both ornamental and medicinal purposes while younger gardeners may only claim its

ornamental use. However, on average 70% of the species in the gardens were medicinal plants

making it an important part of their everyday life (Finerman & Sackett, 2003).

People in this region believe that illnesses are a result of an imbalance of hot and cold in

the body. Traditional treatment reflect this ideology. For example, a stomach ache is considered

a hot illness and it is treated with “cool” mint tea. However, a plants does not earn a “hot” or

“cold” prosperity based on planting practices. The intrinsic quality of the plant is what
determines its healing capability regardless of soil type of location of the garden. By examining

and understanding their cultures belief, we begin to understand the role herbal remedies play in

these traditional cultures.

Ethiopia

In many African countries, home gardens are crucial for survival. Because most of the

population is found far outside any access to medical centers, families must be able to treat

illnesses at home. Even people in the urban cities cannot afford the cost of western medicine and

have to rely on traditional healing methods. As a result, crucial information about medicinal

plants and gardening is now intertwined with their culture. Sharing the family’s secrets of

gardening builds honor in a family’s lineage and continues their cultural traditions. The family’s

methods are past down to the offspring by word of mouth and information is also shared between

neighbors. This can cause problems, however, if a family member becomes a physician or

medical personnel and fails to pass on the traditional ideals to their children. Techniques and

information can be forgotten leading to less fruitful gardens and of valuable medicinal plants.

Most medicinal plants in Ethiopia are collected in natural vegetation, but home gardens

are used to supplement the plants that cannot be found naturally. This means the home gardens in

Wonago Woreda, Ethiopia contain more medicinal plants than other type. In a study that

followed thirty healers, found that 72 out of 155 naturally found plants and 27 out of 65 home

garden plants were found to have medicinal properties. Home gardens produced a majority of

herbs (48%), but also had shrubs, trees, climbers, and food crops as well. The 35 species of

shrubs were mostly used for medicinal purposes (Mesfin & Teklehaymanot, 2009). These plants

were used to treat both human and livestock illness and are prepared in three ways: powder,

concoction, and decoction. Many treatments are given orally, but there are dermal and nasal
remedies as well and they are prepared from the root, bark, leaves, and stems of plants. In

Ethiopia, nearly every home garden has medicinal plants that treat malaria and diarrhea which

are the most common diseases that patients visit medicinal practitioners (Mesfin &

Teklehaymanot, 2009). Malaria is an extremely common disease in this area due to the high

density of infectious mosquitoes. Naturally, the human body has already tried to adapt to the

condition by changing its allelic frequency in the population. This change in the genetic and

amino acid sequence causes a new condition of sickle cell to from. Heterozygous individuals

produce both normal and sickle red blood cells. The sickle cells prevent malaria in the body, but

there are not enough to cause other problems in the blood stream. Unfortunately, this does not

prevent malaria for everyone in Ethiopia. Therefore, people use the natural home remedies to

treat and cure the disease without having to pay for expensive medical treatment. One of

common plants used to treat malaria is Vernonia amygdalina and Croton macrostachyus is

preferred to treat diarrhea (Sciencedirect, 2017).

Home gardens in Ethiopia are used for both survival and cultural purposes. Because it is

sometimes the only medical treatment for families, it serves as a necessary safeguard to cure

diseases.

India

Similar to home gardens in Andes region, Indian women use home gardens to earn status in their

community and learn to care for themselves and their family. Although it is not entirely

necessary for family’s to have home gardens due to the easy access to western medicine, many

women prefer medicinal plants to pharmaceuticals. According to the women interviewed during

a study, western medicine is viewed as an effective way to cure illnesses, but doctors and

medical personnel are viewed as “businessmen who are only concerned about making money”
(Torri, 2012). They also claim that many times they are given large list of medications that they

do not understand how to use. In India, everyone has access to free state run health care post, but

medications run out frequently and patients end up buying their prescriptions directly from

expensive drug companies anyway. Additionally, women have far lower social status than men.

When a male gets sick, they are taken into the doctor sooner than women even if she has been

sick for a longer period of time.

By having home gardens, women are able to be in control of their medical care and know

what they are using to treat their symptoms without having to spend money on expensive drugs.

Home gardens are used as a first defense of medical care in order to limit the amount of times a

family must visit western medical practices. As with Ecuador, women are in control of the

gardens. They take pride in their gardens and use it to earn a purpose in their culture. When

asked by researchers, many of them said that the main reason for planting gardens was to give an

increased sense of autonomy in healthcare as well as at home. Some women even mentioned that

they use their knowledge of medicinal plants to treat themselves with natural contraceptives. In

their culture, it is negatively viewed to hinder reproduction in anyway, so the women feel like

they do not have control over their own bodies. Because of home gardens, women are able to

feel like they have a say in their healthcare without offending their culture.

Women gain knowledge for tending to their gardens and plant species through experience

and communication with others. If they do not know somethings, they will consult with their

neighbors and family members to advance their understanding. Additionally, they attend

workshops in the community to be able to identify and use more medicinal plants properly. On

average, “women were able to recognize 5-8 different plants before training and it improved to
30-40 plants after training” (Torri, 2012). Because of the shared culture between these women,

social bonding strengthens between families and communities grow stronger.

Another benefit to homegardens in this region is survival. India is known for having a

high risk of being bitten by poisonous snakes. ⅔ of the interviewees in the recent study, have

known at least one member of their family that was bitten by a snake (Torri, 2012). Since

hospitals are too far away, home remedies but be used quickly to counteract the lethal poison.

Because of medicinal plants and the knowledge gained by women, a majority of these cases

survived.

In a recent study, 328 urban gardens were analyzed to see what plants were utilized in

city spaces. These gardens varied in size and type which included shared apartment gardens to

single domestic gardens. Researchers found that “30% of all species found in the gardens had

uses of food, spices, medicinal properties, or religious significance” (Jaganmohan, Vailshery,

Gopal, & Negendre, 2012). It was also observed that single domestic gardens housed a greater

proportion of flowering and medicinal plants that could be used for daily worship. Furthermore,

large shared apartment gardens and single domestic gardens had a greater number of trees and

plant diversity than small shared apartment gardens. About “23% of plant species in the gardens

were used for food or medicine” and a majority of these plants were shrubs or herbs

(Jaganmohan, Vailshery, Gopal, & Negendre, 2012).

United States

The healthcare system in the United States defaults more on contemporary medical practice

rather than traditional healing methods. However, “a 1997 survey found that over two-fifths

(42%) of Americans used some form of complementary and alternative medicine” and other

studies have also shown an increased interest in alternative treatments (Lewis, 2003, p. 11). In
the nation’s history, alternative medicine was commonly practiced by Native Americans who

used the land to treat illnesses with herbal remedies. As time progress, technology advanced and

the chemicals in the medicinal plants used by the natives became key ingredients for

pharmaceuticals in modern day medicine (Wyk & Wink, 2004, p. 12). Since this explosion of

research and focus on manufacturing drugs, people are skeptical of the effectiveness of herbs and

other traditional methods. Because of the introduction of new cultures such as the Hmong and

Chinese to the United States, traditional healing practices are returning as an alternative to

expensive western medical treatments.

While researching this topic, it became clear that medicinal gardens in the United States

are not valued as in other countries. Research on home gardens was extremely limited with only

a few articles describing the effect they have on food supply and cultural diversities.

Additionally, after contacting several gardens across the country, the same result was obtained.

Unfortunately, herbal gardens are not an important part of the culture in the US and are easily

forgotten by many people. Botanical gardens such as in St. Louis, Springfield, and New York

have many individual sections of the larger garden, but focused more on various cultural gardens

rather than medicinal plants themselves. The St. Louis, Missouri garden has a section for Health

and Wellness, but it focused more on the benefits of gardening itself rather than medicinal

plants.

Specific cultures such as the Hmong and the Chinese living in America still continue

practicing their herbal remedies. In the Hmong culture, shamanistic ceremonies utilize many

spices and herbs to expel evil forces away from patients. Chinese use teas and other home

remedies to treat a wide range of illnesses. Because of their strong belief in the powers of
medicinal plants, these groups have many home gardens that are clustered in ethnic

communities.

Many home gardens in the United States thrive and produce in the background. Although

there are a large amount of Americans that utilize traditional healing methods, it is still silenced

in a country that rely on modern medicine to diagnose and treat physical and mental illnesses. It

is important to use this opportunity to consider the benefits of herbal treatment and bring

important medical information to light.

Importance

It is obvious that the purpose of home gardens vary from culture to culture. In the Andes region

they are used as an additional healing method and to continue their cultural traditions. On the

other hand, they are used as the main source of medical care and survival in Ethiopia. In other

places such as India, home gardens are used to improve social status of minority groups and to

avoid high medical costs. Finally, places like United States use traditional medicine as a quiet,

hidden alternative to contemporary western medical practices. In these countries, it is not the

main source of medical care, but many citizens believe that it is more effective than the preferred

medical care in their country. Home gardens are a vital part of health care throughout the world.

They may be used for different purposes in a variety of regions, but they play and important role

in treating illnesses first hand and give people a sense of purpose and belonging. This crucial

interaction of people and plants is necessary to improve our understanding of the medicinal

properties of plants and to improve medical care.

Nutritional Perspective: Sugar and Natural Substitutes

With childhood obesity and chronic metabolic health issues on the rise in the United

States and worldwide, the role of sugar and it’s contributions to these rising rates of obesity and
other health problems ought to be examined as well as the benefits and/or contraindications of

other natural sweetener options. Sucrose, also considered “table sugar”, remains the most

commonly used sweetener in the United States and the majority of the world. Sucrose may also

be found as an additive in many processed foods and beverages and remains a common

household ingredient for cooking, baking, etc. Sucrose may also be split into fructose, glucose,

and used in high fructose corn syrup (HFCS). All of these products may be referred to as

“sugar”. High sugar intake has been linked to increased risk of obesity, cardiovascular disease,

diabetes, hyperlipidemia, and several other metabolic issues. Educating the general public,

especially children, about these dangers of sugar is paramount to reducing sugar intake and these

potential health risks. Equally important to investigating the health risks of high sugar intake is

investigating alternative options and educating children about these and their possible benefits as

compared to sugar. Several natural sweetener options exist and have proved to have less negative

effects than sugar, with some even beneficial to the body.

Sucrose (or “sugar” as it is commonly referred) is most commonly harvested from

sugarcane and sugar beets. Sugarcane produces the majority of the world’s sugar supply with

sugar beets producing the second most. Not only is sugarcane the world’s largest supplier of

sugar, it is the most-harvested crop in the world. As of 2016, approximately 1,890,662,000

tonnes of sugarcane was harvested -- nearly double that of the next highest crop, maize (FAO,

2016). No other crop harvested for sweetener approaches the amount of sugarcane harvested

worldwide, including sugar beets.

The history of sugarcane dates back to ancient times. According to the book Sugar: A

User’s Guide to Sucrose, “there are indications of primitive sugar manufacturing in New Guinea

more than 12,000 years ago” (Pennington and Baker, 1990). From New Guinea, evidence
suggests that sugarcane migrated to civilizations in the Near East/Mediterranean. Christopher

Columbus then introduced sugarcane to the Caribbean in 1493 (Levetin and McMahon, 2016).

After introduction to the Caribbean, sugarcane quickly developed into a major crop that began

supplying the world with sugar. As the demand for sugar grew, so did the demand for hands to

harvest it. African slaves were brought to the Americas to work on sugarcane plantations,

therefore introducing slavery to the region. This significant social impact resulting from the

harvesting of sugarcane continues to affect society today.

Along with the social and geographic impacts that sugarcane carries, it also has and

continues to affect the overall nutrition and health of Americans and citizens of many other

countries. Studies on the effects of high sucrose intake on the body have revealed ties to obesity,

hyperlipidemia, diabetes, heart disease, and several other chronic health issues:

“It is important to point out that [...] abundant evidence exists suggesting

that consumption of all energy dense nutrients, including added sugar,

represents an important step along with decreased physical activity in

increasing the risk of interrelated metabolic diseases such as obesity, CHD,

T2D, and NAFLD.” (Rippe and Angelopoulos 2016).

However, the study cited above concluded that “normal” sugar intakes have not yet

revealed any significant risk to consumers. According to the American Heart Association,

women should not exceed one hundred grams of added sugar each day and men should

not exceed one hundred and fifty grams (Added Sugars 2018). The typical American diet,

however, contains a high amount of added sugars that can quickly add up to excessive

levels. One study cites that “An estimate of the consumption of HFCS [high fructose corn

syrup] from beverages indicates a daily range between 132 and 316 kcal for Americans
aged over 2 years” (Ochoa et. al. 2015). This statistic alone proves that many Americans,

including children, consume significantly higher amounts of added sugars than

recommended. Therefore, the health concerns previously correlated to high sugar intakes

still prove valid.

The correlation of high sugar intake to obesity has been researched heavily. With

childhood obesity rates on the rise, the importance of these studies is paramount to

properly educating the public, including children, on the risks of sugar. A study published

by the US National Library of Medicine claims that

“obese children have an increased likelihood of becoming obese

adults compared with children who are not obese. And the incidence

of childhood obesity is rising: during 2003-2004, 17.1% of children

(<20 years) had body mass indexes (BMIs) ≥95% for age and sex.

Increases in weight in the pediatric population are on the rise; by the

year 2010, almost 50% of North American children and 38% of

European children are expected to be overweight” (Austin and

Marks 2008).

These high rates of childhood obesity may be attributed to dietary, physical,

social, and environmental factors. However, excess sugar consumption may serve

as a catalyst leading to dietary changes and a decrease in physical activity.

Research suggests that excessive sugar intake, especially through sugar-

sweetened beverages, correlates to decreased physical activity and increased

consumption of calories. These factors can lead to weight gain and obesity in all

people, including children.

 The precise method(s) by which sugar can lead to weight gain have yet to be

discovered. However, multiple studies have tested hypotheses regarding this phenomenon

and have produced possible explanations. The Ochoa et. al. study found that

“fructose, compared to glucose intake, produces smaller increases

in plasma glucose and circulating satiety hormones, i.e. insulin,

leptin, glucagon-like peptide-1 (GLP-1), peptide tyrosine tyrosine

(PYY), and attenuates postprandial suppression of ghrelin [...]. This

suggested an endocrine mechanism by which fructose might induce

a positive energy balance and weight gain”. (Ochoa et. al. 2015).

Satiety hormones control appetite and feelings of hunger. Therefore, changes to the levels of

these hormones directly affects appetite. If fructose, a derivative product of sucrose,

disproportionately changes the levels of satiety hormones resulting in increased appetite, that

would be clear cause for weight gain. Another perspective of how sugar can lead to weight gain

and obesity lies in the “empty” calories that sugar contains. One gram of sucrose sugar contains

four calories. With the added sugars found in the many foods and beverages in the typical

American diet, these calories can accumulate quickly: “Fructose containing sugars can [...] lead

to weight gain and other unintended harms on cardiometabolic risk factors insofar as the excess

calories they provide.” (Khan and Sievenpiper, 2016). A recommended sugar intake results in the

metabolizing of the sugar to glucose in the body, used for production of ATP. However, excess

sugars provide the body with no benefit; instead, they only provide empty calories along with

increased risk of diabetes, cardiovascular disease, etc: “it has been argued that added sugars

consumption, in general, is associated with increased risk of various metabolic diseases” (Rippe

and Marcos, 2016). With these risks regarding sugar, the discovery and use of natural sweetener
alternatives that contain fewer calories and less potential for harmful health contraindications is

vital to forming a healthier next generation.

Stevia (or stevioside) is a diterpene glycoside extracted from the Stevia rebaudiana plant.

This powerful natural sweetener has been used by certain peoples in South America for

centuries. In more recent years, however, the plant has been cultivated around the world. One

major benefit stevia offers over sugar is the more highly concentrated “sweetness” for less

calories and health risks. Researchers for the Department of Food Technology in Egypt found

that one kilogram of Stevia is approximately sixteen times sweeter than a kilogram of sucrose

(Abu-Arab et al., 2016). The same study also found that:

“Toxicological studies have shown that stevioside does not have

mutagenic, teratogenic or carcinogenic effects and no allergic

reaction have been observed when it is used as a sweetener. So,

Stevia and stevioside have been applied as substitutes for sucrose,

for treatment of diabetes mellitus, obesity, hypertension, and caries

prevention”

Certain compounds contained in Stevia have also shown extensive anti-carcinogenic properties.

This provides another benefit, along with being calorie-free, that sucrose does not. A study on

these anti-carcinogenic properties found that “stevioside has exhibited the remarkable inhibitory

effects on two-stage carcinogenesis induced by 7,12-dimethylbenz[a] anthracene (DMBA) and

12-O-tetradecanoylphorbol-13-acetate (TPA)” (Takasaki, et. al., 2003). These desirable

properties of Stevia are resulting in a growing, worldwide demand for it. Growing and

cultivating it, however, shows to be slightly more challenging than sugarcane and sugar beets.

The compounds that provide Stevia its sweetness must be present at specific ratios in the plant’s
leaves for it to remain desirable. Maintaining this ratio along with the overall plant’s viability in

different climates presents a challenge to agronomists. The best methods on how to achieve mass

cultivation of Stevia to meet the demand for it still continues to be researched.

Educating the public, especially children, about both the risks surrounding sugar and the

benefits of natural alternatives is a major step in improving the overall health of the population.

Using the Garden Based Learning theory as described earlier may significantly help school

children in making more responsible diet choices by getting them directly involved in a garden

setting. By combining the education about sugar and natural sweeteners with the GBL on

responsible nutrition and diet choices may garner higher results than just lecturing students on

sugar.

Educational Perspective

Beyond the basic functions of life, plants play an integral part in the physical and mental

well-being of humans. The simple presence of plants in a room can reduce the stress of

individuals in the room, increase the ability for concentration and attention, and can be used as

forms of coping mechanisms. Studies have shown that employees who work in offices with

plants rate their job satisfaction more positively overall compared to those employees who work

in offices where no plants are present (Dravigne et al, 2008). Biologically, plants produce

oxygen. With modern technologies resulting in a more urbanized lifestyle, people are outside

less, resulting in a decrease of time spent around plants. Bringing more plants indoors leads to a

greater amount of oxygen production as well as a greater absorption of toxins in the air.

The benefits of plants on human function are only increased in an educational setting.

Beyond the before mentioned, plants also play an integral role in the learning process. While the

presence of plants does not ensure academic success, students find a learning environment which
mimics the natural world to be more stimulating and satisfying. Studies have found that the

simple presence of plants in the classroom results in fewer absences for illness, less disciplinary

issues, and overall friendliness of individuals within the learning environment. However, the

greatest impact of interior plants appeared in classrooms that had no other natural elements

(Doxey et al, 2018). Specifically, in students who have educational interventions related to

attention deficit, but applicable to all students, a classroom which has no windows results in a

range of poor to impossible learning. The simple addition of interior plants into those learning

environments results in a more satisfying and effective learning environment.

While the bringing of the outdoors in results in improved learning settings, more can be

done by taking the learning outdoors. This is most commonly seen in the form of the school

garden. While the essence of learning from agricultural experience has existed long before it

could ever be recorded, the modern idea of the school garden was first implemented by Frances

(Fannie) Griscom Parsons in 1902 when she established the Children’s Learning Farm in New

York City. Parsons was the leader of the nationwide school gardening movement, advocating for

the study of the natural world in schools. The movement sought to bring gardens to slum-ridden

areas as a way to counteract the part of the city covered in poverty, disease, and vice. The farm

provided neighborhood children with individual plots where they could learn the fundamentals of

gardening and attempt to grow their own vegetables. These farms were focused on the process

rather than the product, in hopes that this opportunity would teach the children skills such as

responsibility, brotherhood, cooperation, self-respect and the dignity of labor. By 1906, there

were over 75,000 types of these gardens across the country in urban and rural areas (Kohlstedt,

2008).
 The implementation of school gardens resulted in the formulation of educational theories

and practices associated with gardening. The most inclusive is Garden-Based Learning or GBL

which is an instructional approach to science that incorporates a physical environment beyond

the classroom. GBL provides students for hands-on learning through real-life practices as well as

independent exploration beyond learning curriculum. This type of learning exposes students to

the natural world and aides in shaping their thoughts and feelings towards environmental issues.

The teacher is able to put scientific learning into context and teach through experience. The

usage of GBL in the classroom “has the potential to transform the status quo for contemporary

education from a sedentary, sterile experience to one that contributes to academic skill and a

child’s development” (Desomond et al, 2004).

Educational practices are in a state of divide between traditional styles of teaching to

modernize, inventive styles of teaching. There is a rise for the desire to implement teaching

which allow for the personalization of learning to each student and which encourages higher

levels of thinking. There is great debate over what methods result in the best learning

environment for each student or even what the best learning environment is composed of.

Despite this, the need for engaging and real-world applicable learning is unquestionable.

Environmental business owner and school garden advocator Kristen Berhan explains in her

article with the national company Life Lab Garden:

“This higher-ground is in the garden. It seems that educational experts through the ages
and across the globe have all cited the garden as a master teacher. In the garden, we learn
first-hand about nurturing and caring, patience and discovery, stewardship and respect,
beauty and life. We also learn practical skills such as; mathematics, science, health, and
nutrition. Perhaps even more relevant today is the opportunity that gardening gives us to
reconnect with nature. Research and anecdotal evidence tell us that when this connection
with our natural world is established and nurtured, the child’s mind becomes centered and
focused, eager to attack other areas of academia.”
 The ability of a school garden to apply to a variety of disciplines and age groups while

teaching skills which all students can use in the future, makes it an irreplaceable learning

experience.

School gardens have many benefits for all students, but specifically, fill a learning void in

those students with special needs. A school garden is classified as a multi-sensory environment

in that it has leisure, recreation, therapy, and educational benefits. Multi-sensory environments

are “living environments” in which “the physical environment is determined by the needs of the

user and shaped by the intelligence and sensitivity of the disciplinary team that manages it”

(Pagliano, 1999). Overall, school gardens offer a stimulating environment and opportunities for

observation, investigation, and problem-solving. They are able to be manipulated to suit the

needs of every learner and remove students from the building which often amplifies learning

challenges.

Today a resurgence in school gardens can be traced to the growing concern of childhood

obesity. Research does indicate that children who participate in the growing and maintaining of

school gardens have a greater chance of trying and liking fruits and vegetables. Often the simple

exposure to new types of foods will result in curiosity from the students at least. A school garden

does provide the opportunity for in class discussions on healthy lifestyles and the benefits of

choosing to eat certain foods over others. A healthy lifestyle is one of the four pillars necessary

for implementing a successful school garden.

The other three pillars are environmental stewardship, community and social

development, and academic achievement respectfully (Han, 2009). Environmental stewardship is

the agriculturally based pillar which centers around the engagement of students with agricultural
practices and basic environmental concepts. Students are able to explore the ideas through hands-

on experiences while formulating their own opinions and morals on environmental issues.

A school garden also forms a greater sense of community in the classroom. Students must

work together to maintain a successful garden, dividing up chores and evaluating the strengths

and weaknesses of both themselves and others. The organic learning environment allows for a

greater amount of communication between students, aiding in the development of social skills. A

school garden provides the opportunity to learn beyond the textbook and better prepare students

for the workforce.

The final pillar of the school garden is academic achievement. Nontraditional learning

environments like a school garden help to diversify the ways of learning. Not only are the

learning environments themselves beneficial to the students, but the temporary removal from a

traditional classroom will result in a higher academic success in the classroom overall. In order

to form a foundation of concepts, lecture-based teaching is necessary. However, it is often

difficult to hold student’s interests after a while unless they have had the opportunity to engage

with concepts in another manner before or will have one after the lecture style learning. Beyond

that, plants themselves help ease tension and stressors which often interfere with learning,

especially in an environment which is difficult to engage.

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