Back to the Benefits & Research Page

Here are some useful links in pursuing an understanding of the role of plants and landscapes in human health and well-being:

Human Issues in Horticulture – A seminal and important, groundbreaking paper on Human Issues in Horticulture, written by Diane Relf in 1992. This is a piece that changed the way that many view horticulture, and started a new wave of emphasis on plants and human well-being in horticultural research.

Landscape and Human Health Laboratory – A multidisciplinary research laboratory based at the University of Illinois at Urbana-Champaign dedicated to studying the connection between greenery and human health.  Recent findings include improved concentration for children with attention deficit disorders after taking a walk in the park and lower crime rates in inner-city neighborhoods with greenery.

Children & Nature Network – Chaired by Richard Louv, author of Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder, C&NN offers a link between researchers, educators, and organizations dedicated to children’s health and well-being.

Therapeutic Landscapes Resource Center – Excellent source of information in healing benefits of landscapes.

Human Dimensions of Urban Forestry and Urban Greening – Research from the University of Washington focusing on  peoples’ perceptions and behaviors regarding nature in cities.

Restorative Commons: Creating Health and Well-being through Urban Landscapes– A publication by the USDA, US Forest Service, Northern Research Station and Meristem.

Human Flower Project – An international newsgroup, photo album, and discussion of how people live through flowers. Reports on art, medicine, society, politics, religion, and commerce.

Place-Based Education Evaluation Collaborative (PEEC) – PEEC hosts an extensive collection of research around place-based education, school gardens, the impact of nature on learning and well-being, and related issues.

Green Plants for Green Buildings – A national campaign working to inform building industry professionals and the public about the benefits of interior plants.

Back to the Benefits & Research Page

Below is a summary of research findings on several key benefit areas of garden-based learning for children, youth, adults, and families. Click here for a downloadable pdf version, Highlights from Journal Articles.

There is also a Cornell Garden-Based Learning Zotero webpage that includes additional and more recent research findings. Zotero is a free, easy-to-use tool to help you collect, organize, cite, and share research sources. Visit the Zotero page here.

Nutrition Awareness
Environmental Awareness
Learning Achievements
Life Skills
Health and Wellness
Community Building and Social Connections
General Garden-based Learning

Nutrition Awareness

Gardening improves opportunities for children, youth, adults and families to gain interest and eat more fruits and vegetables.

Results from this study of middle school-aged students indicate that school gardening may affect children’s vegetable consumption, including improved recognition of, attitudes toward, preferences for, and willingness to taste vegetables. Gardening also increases the variety of vegetables eaten. (Ratcliffe, M.M., et al. (2011) The Effects of School Garden Experiences on Middle School-Aged Students’ Knowledge, Attitudes, and Behaviors Associated with Vegetable Consumption. Health Promotion Practice 12.1: 36-43.)

The article reports that school gardens can positively impact children’s food choices by improving their preferences for vegetables and increasing their nutrition knowledge. (Graham, H. et al. (2005) Use of School Gardens in Academic Instruction. Journal of Nutrition Education and Behavior. 37: 3: 147-151.)

A study in Tucson, AZ showed that children who participated in the garden learned to like healthy foods. The vegetables that the children grew had a high intrinsic value. (Cavaliere, D. (1987). How Zucchini Won Fifth-Grade Hearts. Children Today, 16(3), 18-21.)

After gardening, children have shown more positive attitudes toward fruit and vegetable snacks and an improvement in vegetable preference scores. (Lineberger, S. (1999). The Effect of School Gardens on Children’s Attitudes and Related Behaviors Regarding Fruits and Vegetables. Thesis, Texas A&M University.)

This study reports that the adolescents who participated in the garden-based nutrition intervention increased their servings of fruits and vegetables more than students in the two other groups. Although further research is needed, the results of this study seem to indicate the efficacy of using garden-based nutrition education to increase adolescents’ consumption of fruits and vegetables. (McAleese, J. D. & L. L. Ranklin. (2007). Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. Journal of the American Dietetic Association, 107:662-665.)

This study assessed school teachers’ perceived attitudes and barriers associated with school gardens, as well as the purpose and use of gardens in schools, specifically in relation to the link between gardens and nutrition. Results indicate that the teachers perceived the garden to be somewhat to very effective at enhancing academic performance, physical activity, language arts, and healthful eating habits. This research provides evidence for needed standards-based curricula materials and teacher training in relation to gardening and nutrition. (Graham, H. & S. Zidenberg-Cherr. (2005). California teachers perceive school gardens as an effective nutritional tool to promote healthful eating habits. Journal of the American Dietetic Association, 105:1797-1800.)

In a project that involved integrating nutrition and gardening among children in grades one through four, the outcomes have gone well beyond an understanding of good nutrition and the origin of fresh food, to include enhancing the quality and meaningfulness of learning. (Canaris, Irene. (1995). Growing Foods for Growing Minds: Integrating Gardening and Nutrition Education into the Total Curriculum. Children’s Environments, 12(2): 264-270.)

Two programs, a standard nutrition program titled Professor Popcorn (PP) and a gardening and nutrition program using lessons from the Junior Master Gardener: Health and Nutrition from the Garden were compared to investigate their influence on nutrition knowledge improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruit and vegetables in an out-of-school setting. There was a change in gardening self-efficacy for the summer JMG group compared with that of the fall JMG group. Gardening self-efficacy of the summer JMP group increased whereas that of the fall JMG group decreased. (Poston, S. A. et al. (2005). A Comparison of a Gardening and Nutrition Program with a Standard Nutrition Program in an Out-of-school Setting. HortTechnology. 15(3), pages 463-467.)

An eight-lesson gardening and nutrition curriculum with a hands-on gardening emphasis was taught as an after-school program to determine the effect it had on increasing children’s nutrition knowledge, fruit and vegetable preference, and improving children’s self-efficacy and outcome expectations for gardening and for consuming fruit and vegetables. Seventeen fourth grade students participated in the experimental group as part of an after-school gardening club, and 21 fourth grade students served as the control group. At baseline, measurements of gardening self-efficacy and outcome expectations were significantly different between the groups. The experimental group was able to maintain high self-efficacy and outcome expectations scores during the program, but the control group’s scores increased significantly for gardening self-efficacy and outcome expectations at the end-program assessment. Further research to clarify aspects of gardening that have the greatest impact on influencing preference, self-efficacy and outcome expectations is needed. (O’Brien, S. A. et al. (2006). An After-school Gardening Club to Promote Fruit and Vegetable Consumption among Fourth Grade Students: The Assessment of Social Cognitive Theory Constructs. HortTechnology. 16(1), pages 24-29.)

After participating in the nutritional program, children’s knowledge about the benefits of eating fruit and vegetables significantly improved, but there were no significant differences found in participants’ attitude scores toward fruit and vegetables. However, the participants did report eating healthier snacks after participation in the nutritional program. (Koch, S., Waliczek, T.M., and Zajicek, J.M. (2006). The Effect of a Summer Garden Program on the Nutritional Knowledge, Attitudes, and Behaviors of Children. HortTechnology. 16(4), pages 620-624.)

This study highlights the advantages of solar cookers and gardens to nutrition, health, and the environment. Study results indicate that growing their own vegetables encouraged adults and children to try new foods, which in turn improved their eating habits. Free seeds were distributed for container gardens, which motivated new and experienced gardeners to make gardens. Both rural and urban participants gained enthusiasm for the fresh, flavorful, nutritious, and economical vegetables they grew, and for the varied foods they cooked in solar cookers. They realized that gardening helped to improve their nutrition, health, family, economics and the environment. (Dow, R. M. & C.R. Dow. (1999). Using solar cookers and gardens to improve health in urban and rural areas. Alfalit International, Inc. 99: 9).

This study measured food security and hunger of households in a rural Appalachian county and assessed factors that could affect food security and hunger. Hunger was related to a variety of household characteristics including participation in food banks, dependence on family members and friends outside of the household for food, lacking reliable transportation, and not having a garden. (Holben, D.H. et al. (2004). Food Security Status of Households in Appalachian Ohio with Children in Head Start. Journal of the American Dietetic Association. 104: 238-241.)

Being a single parent, lack of savings, larger household size, having unexpected expenses, adding $50 or more to food stamps to purchase sufficient food, and having low food expenditures were variables linked to food insecurity. The variables contributing to low levels of household food supplies were low educational level, low food expenditures and not vegetable gardening. (Olson, Christine M., Barbara S. Rauschenbach, Edward A. Frongillo, Jr. and Anne Kendall (1996). Factors Contributing to Household Food Insecurity in a Rural Upstate New York County (pdf). Institute for Research on Poverty Discussion Paper no. 1107-96.)

The rural low-income sample was significantly more likely to give food to family, friends, and neighbors and obtain food such as fish, meat, and garden produce from friends and family compared to the urban low-income group. Further, 58% of the low-income rural group had access to garden produce while only 23% of the low-income urban group reported access. In a rural random sample of the whole population access to garden produce increased chances of attaining recommended vegetable and fruit servings controlling for income, education, and age. Access to a garden also significantly increased the variety of fruits and vegetables in diets. (Wright M. et al. (2008). Accessing food resources: Rural and urban patterns of giving and getting food. Agriculture and Human Values. Volume 25, Number 1.)

This study examined the life-course experiences and events associated with current fruit and vegetable consumption in 3 ethnic groups. Results showed that black, Hispanic and white respondents differed fruit and vegetable consumption. Among white respondents, having a garden as an adult was positively associated with fruit and vegetable consumption. An understanding of the determinants of food choice in different subcultural groups can be used to design nutrition interventions. Experiences such as eating fresh-picked fruits and vegetables while growing up or vegetable gardening as an adult may enhance the fruit and vegetable consumption among members of some ethnic groups. (Devine, C. M. et al. (1999). Life-course events and experiences: Association with fruit and vegetable consumption in 3 ethnic groups. Journal of the American Dietetic Association. 99: 309-314)

This study found that neighborhood aesthetics, social involvement, and community garden participation were significantly associated with fruit and vegetable intake. Community gardeners consumed fruits and vegetables 5.7 times per day, compared with home gardeners and non-gardeners (3.9 times per day). Moreover, 56% of community gardeners met national recommendations to consume fruits and vegetables at least 5 times per day, compared with 37% of home gardeners and 25% of non-gardeners. (Litt, J. S. et all. (2011). The Influence of Social Involvement, Neighborhood Aesthetics, and Community Garden Participation on Fruit and Vegetable Consumption. American Journal of Public Health, Vol. 101, No. 8, pp. 1466-1473.)

The purpose of this study was to identify whether or not there are associations between frequency of eating homegrown produce among rural parents and their preschool children and overall intake in eight rural Southeast Missouri counties. Frequency of eating homegrown fruits and vegetables promoted a positive home environment with increased availability of produce, preschooler’s preference for them, and parental role modeling. (Nanney, M.S., et al. Frequency of Eating Homegrown Produce Is Associated with Higher Intake among Parents and Their Preschool-Aged Children in Rural Missouri. Journal of the American Dietetic Association (2007) 107.4: 577-584.)

This is a systematic review summarizing evidence on environmental influences on fruit and vegetable (FV) consumption among adults (18– 60 years old). Findings showed there was a great diversity in the environmental factors studied, but that the number of replicated studies for each determinant was limited. Most evidence was found for household income, as people with lower household incomes consistently had a lower FV consumption. Married people had higher intakes than those who were single, whereas having children showed mixed results. Good local availability (e.g. access to one’s own vegetable garden, having low food insecurity) seemed to exert a positive influence on intake. Improved opportunities for sufficient FV consumption among low-income households are likely to lead to improved intakes. Carlijn, B. M. et al. Environmental determinants of fruit and vegetable consumption among adults: a systematic review. British Journal of Nutrition (2006) 96: 620-635.
top

Environmental Awareness

Elementary school and junior high school students gained more positive attitudes about environmental issues after participating in a school garden program (Waliczek, T.M., Zajicek, J.M. (1999). School Gardening: Improving Environmental Attitudes of Children Through Hands-On Learning. Journal of Environmental Horticulture. 17(4): 180-184.)

“Gardens are often the most accessible places for children to learn about nature’s beauty, interconnections, power, fragility, and solace.” (Heffernan, M. (1994). The Children’s Garden Project at River Farm. Children’s Environments. 11(3): 221-231.)

Both passive and active interactions with plants during childhood are associated with positive adult values about trees. However the strongest influence came from active gardening, such as picking flowers or planting trees as a child. (Lohr, V.I. & Pearson-Mims, C.H. (2005). Children’s Active and Passive Interactions with Plants Influence Their Attitudes and Actions toward Trees and Gardening as Adults. HortTechnology. 15(3): 472-476.)

Gardening has been shown to increase scores on environmental attitude surveys of elementary school children. (Skelly, S. & J. Zajicek. (1998). The Effect of an Interdisciplinary Garden Program on the Environmental Attitudes of Elementary School Students. Hort Technology, 8(4): 579-583.)
top

Learning Achievements

Third, fourth, and fifth grade students that participated in school gardening activities scored significantly higher on science achievement tests compared to students that did not experience any garden-based learning activities. (Klemmer, C.D., Waliczek, T.M. & Zajicek, J.M. (2005). Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students. HortTechnology. 15(3): 448-452.)

Several variables may have affected the outcome of the study, but the results show weekly use of gardening activities and hands-on classroom activities help improve science achievement test scores. (Smith, L. L., and Motsenbocker, C. E. (2005). Impact of Hands-on Science through School Gardening in Louisiana Public Elementary Schools. HortTechnology. 15(3), pages 439-443)

The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of third, fourth, and fifth grad students using a garden curriculum. The development of the test instruments occurred in three phases: 1) an initial set of test instruments which served as a prototype for length, scope, and format; 2) an adapted set of test instruments which were piloted; and 3) a final set of test instruments which were used for the assessment of the school gardening curriculum. (Klemmer, C.D., Waliczek, T.M., and Zajicek, J.M. (2005). Development of a Science Achievement Evaluation Instrument for a School Garden. HortTechnology. 15(3), pages 433-438.)

4-H Center for Youth Development – From the University of California Cooperative Extension, comes a series of in-depth, research-based papers relevant to youth development. Check out Garden-Based Learning in Basic Education: A Historical Review (pdf) for a history of garden-based learning and its long-standing place in prominent educational thinking and theory.
top

Life Skills

A 2010 study by Farming Concrete (www.farmingconcrete.org) measured total vegetable yields and produce value from 110 gardeners in 67 community gardens in New York City. These 110 gardeners, collectively only using a total of 1.7 acres, grew 87,700 pounds of produce worth more than $200,000. This means the average community gardener in the study got produce valued at $1,818 out of their plot. Farming Concrete. (2010 Harvest Report).

This evaluation of the Philadelphia Urban Gardening Project Garden sites noted plots yielded an average of $160 worth of produce. Gardeners ate 6 out of 14 vegetable categories significantly more frequently, and milk products, citrus, sweet foods and drinks less frequently. Gardening was positively associated with community involvement and life satisfaction. Blair, D., Giesecke, C. and Sherman, S. (1991). A dietary, social and economic evaluation of the Philadelphia Urban Gardening Project. J. Nutrition Education 23, pp. 161–167.

A skilled gardener can grow up to $2000.00 in produce per year on a ten-foot by ten-foot plot with minimal inputs. Jeavons, John. How to Grow More Vegetables. Berkeley, CA: Ten Speed Press, 1995. Print Book.

Students in a one-year school gardening program increased their overall life skills by 1.5 points compared to a group of students that did not participate in the school gardening program. The gardening program positively influenced two constructs: “working with groups” and “self-understanding.” (Robinson, C.W. & Zajicek, J.M. (2005). Growing Minds: The Effects of a One-year School Garden Program on Six Constructs of Life Skills of Elementary School Children. HortTechnology. 15(3): 453-457.)

As early as 1909, Montessori had identified several benefits to children’s gardens: enhances moral education, increases appreciation for nature, increases responsibility, develops patience, and increases in relationship skills. (Montessori, M. (1964). The Montessori Method. Schocken.)

Studies in Bexar County, Texas showed that school gardening increased self-esteem, helped students develop a sense of ownership and responsibility, helped foster relationships with family members, and increased parental involvement. (Alexander, J. & D. Hendren, (1998). Bexar County Master Gardener Classroom Garden Research Project: Final Report. San Antonio, Texas.)

Children with learning disabilities had enhanced nonverbal communication skills, developed awareness of the advantages of order, learned how to participate in a cooperative effort, and formed relationships with adults. (Sarver, M. (1985). Agritherapy: Plants as Learning Partners. Academic Therapy, 20(4). 389-396.)

Studies have shown that fifth, sixth, and seventh grade students developed better interpersonal relationship skills after participating in a garden program. (Waliczek, T. & J. Zajicek. (1998). The Effect of a School Garden Program on Self-Esteem and Interpersonal Relationships of Children and Adolescents. Hort Technology (submitted).

Since 2002, a variety of methods has been employed to train teachers and administrators in using gardens, and this has resulted in establishment of successful gardening programs. Southern Nevada has experienced a 400% population increase in 25 years. Results of surveys of area stakeholders between 2000 and 2002, Clark County elementary school staff in 2001, and Clark County school principals in 2004, indicate a desire to incorporate gardens in schools, but concerns about establishing and maintaining them persist. When offered training in use of gardens, however, a majority of principals surveyed responded positively. They also expressed interest in tracking the educational and social impacts of gardens on students and faculty. (O’Callaghan, A. M. (2005). Creating a School Gardens Program in the Challenging Environment of Las Vegas, Nevada. HortTechnology. 15(3), pages 429-433.)
top

Health and Wellness

Gardeners directly experience nearby nature by ‘getting their hands dirty’ and growing food. They enjoy the way vegetables taste and form emotional connections with the garden. The physical and social qualities of garden participation awaken the senses and stimulate a range of responses that influence interpersonal processes (learning, affirming, expressive experiences) and social relationships that are supportive of positive health-related behaviors and overall health. This research suggests that the relational nature of aesthetics, defined as the most fundamental connection between people and place, can help guide community designers and health planners when designing environment and policy approaches to improve health behaviors. (James H., et al. (2011) Connecting food environments and health through the relational nature of aesthetics: Gaining insight through the community gardening experience. Social Science Medicine, 72: 11: 1853-1863.)

Community gardens enhance nutrition and physical activity and promote the role of public health in improving quality of life. Opportunities to organize around other issues and build social capital also emerge through community gardens. (Twiss, J., et al. (2003). Community Gardens: Lessons Learned From California Healthy Cities and Communities. American Journal of Public Health 93.9: 1435-1438.

This study reports that consumption of fruits and vegetables, as a habit in childhood, is an important predictor of higher fruit and vegetable consumption as adults and can help to prevent or delay chronic disease conditions. (Heimendinger, J. & M. Van Duyn. (1995). Dietary behavior change: the challenge of recasting the role of fruit and vegetables in the American diet. American Journal of Clinical Nutrition, 61:1397S-1401.)

Beneficial bacterium in soil makes us happier. This study discusses a strain of bacterium in soil, Mycobacterium vaccae, that has been found to trigger the release of serotonin, which elevates mood and decreases anxiety. This bacterium has also been found to improve cognitive function. (Lowry C.A., et al. (2011). Identification of an immune-responsive mesolimbocortical serotonergic system: potential role in regulation of emotional behavior. Neuroscience 146.2: 756–772.

Gardening promotes relief from acute stress. Stress-relieving effects of gardening were hypothesized and tested in a field experiment. Thirty gardeners performed a stressful task and were then randomly assigned to 30 minutes of outdoor gardening in their own plot or indoor reading. Gardening and reading each led to decreases in cortisol during the recovery period, but decreases were significantly stronger in the gardening group. Positive mood was fully restored after gardening, but further deteriorated during reading. These findings provide the first experimental evidence that gardening can promote relief from acute stress. (Van Den Berg, Agnes and Custers, Mariëtte H.G. (2011). Gardening Promotes Neuroendocrine and Affective Restoration from Stress. Journal of Health Psychology 16.1: 3-11.)

Greenery makes life more manageable. In a study conducted in a Chicago public housing development, women who lived in apartment buildings with trees and greenery immediately outside reported greater effectiveness and less procrastination in dealing with their major life issues than those living in barren but otherwise identical buildings. In addition, the women in greener surroundings found their problems to be less difficult and of shorter duration. Exposure to green surroundings refreshes the ability to concentrate, leading to greater effectiveness at coping with major life issues. And, in this study, even small amounts of greenery—a few trees and a patch of grass—helped inner city residents to feel and do better. (Kuo, F.E. (2001). Coping with poverty: Impacts of environment and attention in the inner city. Environment & Behavior 33.1: 5-34.)

Participation with nature enhances health and well-being. Participation with nature enhances mental health, reduces stress, and can produce physiological benefits such as lower blood pressure and reduced muscle tension. (Relf, D. People-Plant Relationship. in Horticulture as Therapy. Ed. S.P. Simson and M.C. Straus. New York: The Food Products Press, 1988. 21-42. Print.

This study examines the history of healing gardens, problems facing veteran populations today, current treatment methods for PTSD, and how healing gardens could be beneficial to veterans with PTSD. A Veterans Affairs (VA) healthcare facility that is in the process of implementing a healing garden was used to determine how their PTSD patients will potentially use a healing garden space during treatment.  Anderson, B. J. (2011). An Exploration of the Potential Benefits of Healing Gardens on Veterans with PTSD.  All Graduate Reports and Creative Projects. Paper 50.

Results from survey respondents at the Tennessee Green Industries Field Day (McMinnville), and the Tennessee State Fair (Nashville) suggest that although gardeners select from a wide range of plant materials and activities in an individualistic manner, the interaction with nature in a nurturing environment provides a number of benefits important to them, including an opportunity for self-expression, physical and physiological benefits, and restorative experiences. (Catanzaro, C. and Ekanem, E. (2004). Home Gardeners Value Stress Reduction and Interaction with Nature. Acta Hort. (ISHS) 639:269-275.)

Directed attention plays an important role in human information processing; its fatigue, in turn, has far-reaching consequences. Attention Restoration Theory provides an analysis of the kinds of experiences that lead to recovery from such fatigue. Natural environments turn out to be particularly rich in the characteristics necessary for restorative experiences. Kaplan, Stephen (1995).  The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology. Volume 15: Issue 3: 169-182.

Results from this study reinforce findings of an earlier investigation of New Zealand mid-aged women gardeners that gardening serves a wide range of needs and benefits on many levels, including psychological, emotional, social, and spiritual. The data also provide an understanding of the type of persons who engage in gardening and give an overall picture of their motivations for gardening. Finally, the study identifies which factors are apparent indicators for someone to find satisfaction and a sense of well-being from gardening. (Kidd, J.L. and Brascamp, W. (2004). Benefits of Gardening to the Well-Being of New Zealand Gardeners. Acta Hort. (ISHS) 639:103-112.)

This study revealed important benefits of gardening on physical , emotional, social, and spiritual well-being, and highlighted a key role of gardening as a coping strategy for living with stressful life experiences. The prospective nature of the study revealed the personal and subjective ways in which interest in gardening might change in response to the person’s own situation and needs. (Unruh, A.M. (2004). The Meaning of Gardens and Gardening in Daily Life: A Comparison Between Gardeners With Serious Health Problems And Healthy Participants. Acta Hort. (ISHS) 639:67-73.)
top

Community Building and Social Connections

In a study conducted at a Chicago public housing development, residents of buildings with more trees and grass reported that they knew their neighbors better; socialized with them more often; had stronger feelings of community; and felt safer and better adjusted than did residents of more barren, but otherwise identical, buildings. Such settings support frequent, friendly interaction among neighbors–the foundation of neighborhood social ties. These ties are the heart of a neighborhood’s strength, encouraging neighbors to help and protect each other. (Kuo, F.E., et al. (1998). Fertile ground for community: Inner-city neighborhood common spaces.” American Journal of Community Psychology 26.6: 823-851.)

A study on a youth gardening program in Detroit reports that after gardening, children have an increased interest in eating fruit and vegetables, possess an appreciation for working with neighborhood adults, and have an increased interested for improvement of neighborhood appearance. In addition, they made new friends, and showed increased knowledge about nutrition, plant ecology, and gardening. (Pothukuchi, K. (2004) Hortaliza: A Youth “Nutrition Garden” in Southwest Detroit. Children, Youth and Environments. 14(2): 124-155.)

Results from this study examining formal and informal community-based social networks and family adaptation in military communities suggest that communities can be important sources of tangible information and expressive support. Further, a sense of real belonging in a distinct place can help to balance the turmoil of the deployment cycle. (Bowen, G. L.  et al.(2003). Promoting the Adaptation of Military Families: An Empirical Test of a Community Practice Model. Family Relations. 52, 33–44.)

This survey of community gardens in upstate NY indicated gardens in low-income neighborhoods (46%) were four times as likely as non low-income gardens to lead to other issues in the neighborhood being addressed; reportedly due to organizing facilitated through the community gardens. (Armstrong, D. (2000). A survey of community gardens in upstate New York: Implications for health promotion and community development. Health & Place. 6: 4: 319-327).
top

General Garden-based Learning

School Gardens Measure Up – The National Gardening Association scoured the country in search of results of school gardening research studies that might help fuel your arguments and proposals about the benefits students reap from living garden laboratories.

Fostering Children’s Interests in Gardening [abstract only, fee for full article] – This study by Kristi S. Lekies and Marcia Eames-Sheavly examined the ways in which gender, length of time working with the garden project, different types of gardening activities, and garden skills learned influenced interests in gardening. Regression analysis indicated that gardening skills had the strongest effect on gardening interest, followed by participation in planning and management activities, gender, and length of time. Part of a special issue of Applied Environmental Education & Communication (Volume 6 Issue 1 2007) devoted to children’s gardening.

Benefits of Gardening for Children– Fact sheet published by the University of Colorado at Denver and Health Sciences Center in 2011.

Victory Grower – “A garden for everyone. Everyone in a garden.” A comprehensive website published by Rose Hayden-Smith of the University of California Agriculture and Natural Resources.  Be sure to read the brief to teachers and administrators Reasons to Garden: School Gardens Improve Academic Performance (doc).
top

Back to Planning & Organizing

Establishing Roles
Recruitment
Orientation
Preparation
Communication and Feedback
Retention
Appreciation

Every gardening project requires committed volunteers. Volunteers contribute a wealth of experience and enthusiasm. They also bring abundant skills, fresh ideas, and extra hands to help with garden activities. Volunteers often join because they care about the project and its participants. They may want to be more involved in their communities, meet new people, and “make a difference.” Perhaps they become involved because their children are in the program, or they want to be associated with a worthy community effort. Before you can effectively manage volunteers, it helps to know their motives, in order to sustain a fruitful relationship that builds your program while meeting their needs as well.

Whatever their reasons for becoming involved, the following are the major components to ensure success with volunteers, as identified by the National 4-H Foundation.

• Identify and recruit people with the competence and attitudes essential to accomplishing the goals of the program
• Select and place volunteers in roles that meet their needs, and yours
• Orient volunteers to the goals of the project and the role that they will play
• Train volunteers in the specific skills, knowledge, and attitudes necessary for them to successfully accomplish their tasks
• Utilize volunteers’ time and skills effectively
• Recognize and appreciate volunteers’ contributions
• Evaluate volunteers’ performance and provide useful feedback
• Help volunteers reach their desired goals within the project

Establishing Roles for Volunteers

Before recruiting, define the role you want volunteers to play in your garden program. Create a list of specific jobs with detailed descriptions. For example:

• Do you want volunteers who can be there on a weekly basis or just for special events?
• Do you want them to help plan and prepare garden programs?
• Do you just want them to help with the activities?

Keep in mind that people volunteer for different reasons, and any group of people will have a wide range of talents.  If you communicate the jobs available for volunteers to complete, then they can determine whether your opportunities match their interests and skills. The time you spend preparing for volunteers and establishing clear responsibilities will help you create an effective and efficient volunteer team.

All volunteers want to feel that they are contributing in a meaningful way. Volunteers benefit from taking part in both menial and highly important tasks. Many volunteers will continue to be involved if they develop a sense of pride and ownership of the project and believe that the role they play is truly effective. Involve them in as much of the planning and decision-making as possible to foster a sense of ownership and independence. Although you will certainly need help with some “grunt work,” as long as volunteers know their efforts are helping the program, they will feel like valuable team members.

Certain parts of your garden design will require a skilled project leader to coordinate and complete construction. Find members of the garden team or school community to lead these specific projects, or, if necessary, find an outside expert to do the work.
top

Recruiting Volunteers

Once you know how you are going to use volunteers, begin the recruiting process. Look for volunteers who will encourage exploration and inquiry-based learning during garden activities and who will approach the garden with a fun and adventurous attitude. Think outside the box too. Volunteers lacking gardening experience can often be just as helpful as those with gardening experience. They are eager to learn new skills and–more often than not–have another useful skill to share. Think about the types of skills you might need from volunteers. These might include carpentry, engineering, landscape design, grant writing and event planning.

Try to recruit volunteers with a connection to the majority of garden participants’ backgrounds (be it ethnicity, neighborhood, culture, language). –Mark Miller, Education Manager at Franklin Park Conservatory and Botanical Gardens in Columbus, Ohio

Some volunteers will be available only for special events. For instance, a Boy Scout might develop an Eagle Scout project at your garden. Other volunteers–for example, a stay-at-home parent with a horticulture degree– may be available to help on a regular basis. Garden programs benefit from a diverse set of volunteers.

• Search for volunteers through local horticulture clubs (e.g, garden club members, college and university horticulture or sustainability clubs), “green industry” businesses (e.g. garden centers, landscape design firms), senior citizen organizations, service organizations (e.g. Cooperative Extension Service Master Gardeners and 4-H, Rotary, Boy Scouts, Girl Scouts, AmeriCorps and FoodCorps), and local volunteer service programs.
• Most schools find their strongest volunteers through parent groups. Reach out to parents in newsletters, on the school website, at parent meetings, and at open houses.
• The garden team members who help plan the garden will often be transformed into a core of strong volunteers.
• Recruiting older students to provide support for garden activities is another possibility. Elementary school students love to interact with middle school and high school students, and a mentoring relationship provides an excellent learning experience for both students involved.

As you reach out to potential volunteers:

• Schedule a special meeting to share information about the program and the opportunities available. If possible, hold this event during the same hours you typically need volunteer help. If people are available for the informational meeting at that time, they may well be available to volunteer in the future during the same time frame.
• Be sure to inform potential volunteers of your expectations, including time commitments and tasks. You may even consider writing a short volunteer job description to make sure the message is consistent. Be as specific as possible; give the dates and times their services will be needed.
• If you are working with a school garden, check your school’s policy on volunteer recruitment procedures. Most schools require volunteers to complete a background check with fingerprinting before service can begin. Individuals should be informed of this type of requirement during the recruitment stage.
• You may find it helpful for volunteers to complete a short application so you know a little more about their interests and backgrounds. Requiring an application is also a good way to get emergency contact information. A sample application can be downloaded from Cornell Cooperative Extension-Tompkins County (pdf).
• When people sign up or indicate an interest in volunteering, follow up with a phone call or in-person conversation to reiterate these expectations and give them a chance to ask questions. Not all individuals are a good fit with a school garden program, and it is best for both parties to figure this out during the recruiting stage rather than in the middle of the program.
• Consider making phone calls or sending personal invitations to individuals you have met who would be good volunteers or who have been recommended to you by others. Although mass recruiting is less time consuming, keep in mind that people like to be asked in person. It is a first step in making them feel important; it conveys respect and builds confidence.

The recruiting process may sound like a substantial undertaking, and it is. However, you will be rewarded by a supportive, dedicated, and informed volunteer group who will help sustain your garden efforts.

top

Volunteer Orientation

Use this Volunteer Orientation Checklist (pdf) to ensure you provide thorough information.

You will likely receive interest from people who want to volunteer once-in-a-while and others who want to participate regularly. It is helpful for all volunteers to be given an orientation. Depending on the size and scope of your project and the degree of interest from volunteers, you may find you need to provide this orientation several times throughout the year.

It is recommended to begin by orienting them to the program. Start by reminding them of your expectations, as you noted in your publicity and/or job descriptions. Next, brief them on policies. For example, let them know where to park, where to sign in, and what the procedures are for screening. Provide the group with a tour of the garden. They need to know things like the locations of bathrooms, where tools are stored, water sources, etc.

Provide regular volunteers with a log sheet to track the hours they spend helping the program.  Volunteer hours can be documented as “in-kind” donation for grant purposes and demonstrate documented community investment in the project.  (You may want to have regular volunteers log information about drop-in volunteers as well.) And, be sure to introduce regulars to key personnel, for example: the principal and office secretaries if you are working with a school project.

top

Volunteer Preparation

For volunteers who offer to help out regularly–and who you will want to encourage to take on more leadership roles–you will need to provide volunteer preparation to properly prepare them for their jobs and to assist with coordinating other volunteers. Always provide clear instructions as to what you want them to do and give them a chance to ask questions. To be successful, volunteers must know what is expected of them.

Provide background on any specific skills or knowledge needed to complete tasks by sending copies of your lessons a week ahead of time along with links to information on websites or a list of recommended books.

In addition to regular preparation and information related to activities and programs, it is a special treat for volunteers to attend “advanced preparation.” For instance, you can invite a guest speaker to introduce a new curriculum or teach volunteers a new skill. Depending on their level of involvement, certain volunteers might be invited to attend workshops conducted for educators by school districts and other organizations. Preparation is a powerful tool to motivate your volunteers and keep them excited about your program.

Volunteer Binder

In addition to in-person orientation and preparation, make a simple Volunteer Binder that includes all the information volunteers need to know in writing for later reference. Some ideas of what you may want to include in the binder are:

• Contact information – garden leaders, regular volunteers, school principal, custodian
• Who to call if there is an emergency – 911
• Pertinent health information about any regular volunteers or participating youth
• Volunteer hours log-sheet
• Codes for any locks needed for garden program
• Blank volunteer application forms
• Postcards with garden program information
• Planting/harvest log-sheets

top

Communication and Feedback

As previously mentioned, clear communication with volunteers is essential.  When communication is poor, volunteers feel uninformed, unimportant, and under-appreciated. Disorganization and lack of communication will frustrate them, and they will quit. Here are a few communication tips for working with volunteers:

• Keep a good record of volunteers with up-to-date contact information and how they prefer to be contacted. It would be unfortunate to accidentally miss someone. This may be a simple spreadsheet or an online database. Use a method that works for you and easy to update.
• Establish a standard method of communication that is delivered consistently. This may be a weekly e-mail, a monthly newsletter, or a regular website posting. Choose a method that works well for you and your volunteers. By establishing a routine, you remind yourself to communicate with your volunteers, and in turn they have a place to go for the latest information. Remember, not all volunteers have Internet access all the time. Try to note which volunteers might prefer a phone call or letter.
• Create a written schedule of events that is accessible to all volunteers. It can be mailed out or posted on a website. Make sure you have an effective way to notify volunteers if any changes are made (via either e-mail or a phone tree).
• Hold a regular volunteer meeting either monthly or quarterly. Personal contact allows for more interactive discussions, and it is very important for volunteers to have a chance to provide you with feedback and suggestions for the program. This is also a great time for you to show your appreciation for their work. Provide snacks to share if possible.
• Provide members of the group with comments about their job performance. Although a formal evaluation may not be possible, volunteers need constructive feedback so they can learn and grow during this experience.

With your busy schedule, it may seem overwhelming to find time for this level of communication. If you feel that you cannot maintain strong communication, seek out a volunteer willing to assume this role. Communication is not a task that can be neglected even briefly without negative consequences. It is the key to a successful volunteer experience (for the volunteers and for you)!
top

Retaining Volunteers

All the suggestions mentioned thus far will contribute to the satisfaction of your volunteers and help you retain them. In a school setting, you will naturally lose volunteers as students graduate and families move, but by adopting good techniques, you can decrease the number of people who quit because of a negative volunteer experience.

If you are concerned about volunteer retention, take time to find out why people sign up. Volunteers often pitch in because they care about the project and its participants. Some may have children in the program with whom they want to spend more quality time; others may want to be more involved in their communities, meet new people, or make a difference. To keep volunteers interested and motivated, it is important for you to understand and meet their needs as much as possible while still meeting yours. For instance, if someone volunteers because she wants to spend time with her child, but you never assign her to work with her child’s group, she will not stick with it for long. Or, if someone volunteers in order to meet new people, and you always ask him to assist with individual preparation, he will get discouraged and quit.

Also remember that volunteers should support, not replace, educators. Although you may find volunteers who are willing to take on significant planning and educational delivery responsibilities, most volunteers will feel overwhelmed if left on their own to teach a full lesson, or will feel they lack proper guidance. Classroom teachers should be present during all garden activities.

As discussed earlier, not all individuals have the personalities and skills to be strong garden volunteers, so if you find your needs and their needs do not match, you may suggest other volunteer opportunities that would be better suited for them.
top

Volunteer Appreciation

• Thank your volunteers with simple thank you’s and smiles when they come to help or with a quick e-mail after activities.
• Give thanks with handwritten notes (from you and the students) or small gifts from the garden like pressed-flower bookmarks or herbal sachets.
• Recognize volunteers in newsletters and newspaper articles.
• Create awards or certificates for volunteers.
• Hold a special event each year focusing on volunteer appreciation, such as a ceremony in the garden or a luncheon. This event can be specifically hosted for garden volunteers, or you can work with other teachers to recognize volunteers in several programs.

Involve youth as much as possible in appreciation efforts. This helps them learn the importance of being grateful and showing respect for those who help them. It is an important life lesson that is often overlooked in our fast-paced society.
top

Back to Planning & Organizing

Where Did the Idea Come From
Partnerships
The Importance of Ownership
Naming the Garden Project
Logic Model
Downloadable pdf of this webpage.

Where Did the Idea Come From

Developing a plan summary is a good way to ensure your gardening program starts off on the right track. Create your own Plan Summary with this Plan Summary Activity (pdf).

• At the science museum, did the staff agree that a garden would make a dynamic, hands-on exhibit, based on comments by visitors and support from volunteers—or did the director, an enthusiastic gardener herself, make a spontaneous decision that the staff should put in a garden?
• At the school, were most of the teachers eager to utilize a garden because of its opportunities for interdisciplinary education—or did one teacher decide, on a whim, that it would be nice to put in a planting that weekend?
• At the cooperative extension office, did the extension educators and their Master Gardener volunteers determine that a garden would make an excellent outdoor learning facility, based on community demand—or did the county coordinator ask the staff to put in a garden because it would be good public relations?

The long-term success and health of your program will depend a great deal on whether or not you’ve developed a broad base of interest for the project. Imposing a program on anyone, adult volunteers or youth participants, can squelch excitement and momentum. Take a step back–if need be–to generate support, ask for input, and cultivate ownership of the project among the people involved.

There are three approaches to implementing community projects.

Doing to: A top-down approach. For example: An agency feels that a gardening program is needed by the community, and goes ahead and implements it without community support. Essentially they “do the gardening project to” the community. Or, a group of adults think a gardening project would be good for students or community youth, so they go ahead and plan and build the garden. They do all this without youth support.

Doing for: Other well-meaning agencies may sense that there is a demonstrated need, so they do the gardening project for the community. But, without a broad base of involvement, these projects may fall by the wayside for lack of long-term support.

Doing with: The best approach is to collaborate in each phase of the project – to do it with the community. Community members engaged in each phase of the project are much more likely to feel committed over the long haul.

top

Partnerships

• Identify potential partnerships with this exercise focused on Establishing Partnerships (pdf).
• Use the Garden Circle of Influence (pdf) to help establish and articulate the benefits to those involved with the project.
• Having a well-planned elevator speech is a good idea for any project, establish your own with this Elevator Speech Activity (pdf).

Roles should be clearly defined before the spade ever meets the soil. Few garden projects function well without dedicated volunteers, staff, parents, teachers, or other educators working together with clearly defined roles. Ironing these out well in advance will save time, will ensure that the bases are covered, and will prevent tension that can come with wrongly made assumptions.

When the advisory/planning committee first gets together there are a few things to do in order to keep meetings focused:

• Distribute a tight agenda, and stick to it.
• Iron out the project objectives, so that everyone agrees on the goals.
• Clearly define everyone’s roles. If the gardening program will be large, form subcommittees to tackle portions of the project.

Do not be dissuaded just because your organization lacks the people to cover all aspects of the program. After all, is there any one group that can do it all? More importantly, would the program benefit from a “one-man band” anyway? If your program lacks diversity, partnerships will strengthen the program. In fact, partnerships will even enhance the agency that does have the skills at hand. Just be sure that it is clear what is expected of whom before the project begins, and that all parties have agreed to hold up their end of the bargain.

Adults:

• Who are the adults involved with the project: parents, teachers, club leaders, Master Gardeners?
• What are their roles: recruiting volunteers, serving on the planning committee, community outreach, fund raising, garden maintenance, etc?

Youth:

• Who are the young people involved in the project: students at a school, 4-H club members, youth who frequent a community center?
• What are their roles: in planning the garden, in generating support for the garden (enthusiasm, funds, materials), in building the garden, in caring for the garden?

Partnerships:

• What are some possible partnerships in your community: Elementary School – Master Gardeners – Local Nursery- 4-H Club – Garden Club – Nature Center?
• What roles will each partner play: planning the garden, providing expertise, supplying materials, building the garden, recruiting volunteers, raising funds, etc?

Administrative Support:

• Convincing administrators may be quite easy, or very difficult, depending on their philosophical approach to outdoor learning. Some administrators see this type of project as critical, and immediately recognize all the benefits. Others may view a growing project as unnecessary, as an “add-on,” or even as a liability issue. Whatever their perspective, it is critical to involve administrators early on, and to keep them informed of your progress. It is even more critical if they do not fully support the program initially. Be prepared, you may want to present a one-page summary of your plan. A thorough approach will be the first step to persuading a hesitant director of the program’s validity.

The Importance of Ownership

Learn more with this case study and exercise focused on the Importance of Ownership (pdf).

Every step of the way, think about ways to instill ownership. Passing plants and stakes down the line, inviting people to harvest parties, keeping the gardening program highly visible, and otherwise involving people at each step enhances the sense that the garden belongs to the participants.

• More people will appreciate the project and feel as excited about it as you do.
• More people will be committed to help caring for the garden, taking the burden off of one or a few people.
• More people with know about the garden and the effort that’s gone into the project, helping to reduce vandalism.
• The garden will likely last over time, even when planners have moved on to another project or are faced with life changes that take them away from the garden project.

top

Naming the Garden Project

Names spark zest, and even impart meaning. It would be a pity to go so far in a program only to wind up referring to it as the “Library Garden,” the “Youth Garden,” or the “School Garden.” “Habitat Discovery” or “Salsa” gardens feel decidedly different from “Ladybug Land.” By the same token, which would volunteers rather join: the “Garden Committee” or the “Green Team”? Holding a “garden-naming” contest can generate excitement, as well as community pride. Remind contestants of program goals, and encourage them to subtly weave the primary objectives of the garden into the title. Short, easy-to-pronounce names tend to be more memorable.

This contest offers yet another opportunity to develop a sense of ownership. Names can even change the flavor of the project. Michigan State’s 4-H Children’s Garden could have had a “Grain Garden,” but instead opted for a “Cereal Bowl.” It is much more creative, appealing, and descriptive, and paints a picture of how the garden might look.

top

Logic Model

The CGBL logic model (PDF download) is a simple work tool to assist you in planning, organizing and assessing your garden project goals, activities, partners and more. The words within each box are only meant to be a guide; feel free to create your own.  This tool is priceless for planning effectively and will surely give you an edge when used for grant writing!

top

Back to Sowing the Seeds of Success Homepage

Getting Started
Planning Your Design
Effective Community Engagement
Effective Youth Engagement
Engaging Volunteers
Sustaining the Garden
NEW: Engaging Low-Literacy Audiences (pdf)

Consult the ‘Before Going Further’ Checklist (pdf) at each step of the process.

It seems that new gardens are springing up everywhere, and for good reason. Gardening projects are a highly visible way to beautify a community and inspire well-being among the many people who live, play, and work there. The bond between plants and people is a potent and historic one, destined to reconnect both the young and the young at heart to our environment. Whether we are striving to foster earth stewardship in school children, making literature come alive through an enchanting Peter Rabbit garden, or giving a facelift to an otherwise uninviting vacant lot, growing plants can be a powerful avenue through which we bring about positive change in our surroundings, and in our lives.

The horticultural aspects of a gardening program deserve scrutiny – indeed, they are critical. And, the instructional components are plentiful and offer rich rewards for educators seeking hands-on, inquiry-based learning opportunities for their audience. But the “people part” is just as significant, and is often overlooked in the excitement of getting a gardening program off the ground.

Back to the Lessons Homepage

Designed to be taught in multiple sessions, though specific activities can be pulled and taught on their own.

Our Favorites:

Dig Art! Cultivating Creativity in the Garden: Integrates gardening with the arts. Activities teach ecological literacy through visual art, music, performance, and more.

Discovering Our Food System: An experiential learning program about how food gets from farm to table, and how we – as eaters – are part of the process.

Seed to Salad:Youth grow salad gardens, with emphasis on decision-making and a multidisciplinary approach, including nutrition, physical activity, math, and language arts. Seed to Salad – Spanish Version.  Gardeners of all ages can visit the Vegetable Varieties for Gardeners citizen science project to share what varieties perform well – and not so well – in their gardens.

Youth Grow: A leadership program that prepares youth to become actively involved in learning about and transforming their local food systems.

Other Great Activities:

Children’s Garden Consultants: Youth become experts in children’s garden design by critically comparing a variety of gardens, and exploring ways to improve them.

Garden in the City (pdf): Designed for youth and adults who have had little experience with gardening and limited space. Information covers starting seeds, planning the garden, cleaning the site, breaking ground, planting, weeding, thinning, and harvesting. Lists the supplies and tools you’ll need, and suggests group activities.

Living Sculpture: Art made with plants. Introduces simple and more involved projects, including topiary, woven branch art, sod sculpture, crop art and more.

One Seed at a Time: Fighting Climate Change in the Garden: Focus on monitoring, alleviating, and mitigating climate change’s impacts in the garden. Activities serve as a springboard for youth community action projects that help to fight climate change.

Radishes to Riches: A Produce Marketing Project for Youth (pdf): This workbook helps youth and adults plan what to grow and how to market their crops. It provides a hands-on experience of producing the crop and carrying out a marketing plan to sell that crop for a profit.

 Sowing the Seeds of Success (pdf): This booklet details the organizational steps needed to initiate a successful community gardening project with kids. Key chapters highlight how to define roles and responsibilities, form and manage partnerships, create an identity, raise funds, and more! Sowing the Seeds of Success is now web-based! Visit our Program Tools section for the web-based version.

Plants and Textiles: Focuses on past and present technologies that convert plants into products. Activities include making paper, ropes, indigo dye, mat weaving and knotted nets.

Using Plants to Bridge the Generations: Horticultural and Intergenerational Learning as Therapy (pdf): A Cornell Cooperative Extension publication and 4-H Leaders Guide. Plan for a Horticultural Intergenerational Therapy program.

Vegetable Fare: Displaying Vegetables at Their Best (pdf): This guide covers proper harvest and storage with emphasis on exhibiting produce at fairs. It highlights both general principles and provides specifics on more than 35 crops. Gardeners of all ages can visit the Vegetable Varieties for Gardeners citizen science project to share what varieties perform well – and not so well – in their gardens.

Vegetable varieties investigation (Vvi): Vegetable varieties investigation (Vvi) is a unique citizen science program designed to engage youth in horticulture.  Participants interview gardeners about their opinions on vegetable varieties, and submit their findings to an online database that serves as a nation-wide online library of vegetable variety data, Vegetable Varieties for Gardeners (VVfG).

Oldies but Goodies:

The Three Sisters: Exploring an Iroquois Garden (pdf): This award-winning publication explores the food, customs and stories that evolved from the traditional companion planting of corn, beans, and squash– the Three Sisters. It includes legends, planting facts, a call for biodiversity and uses of the Three Sisters. Please also visit our Three Sisters link for the web-based project!

Rice: Grain of the Ancients (pdf): Through hands-on activities and an imaginary pen-pal, children learn about rice. They’ll learn how to grow it and about its related nutrition, science, and culture. (Ages 8-12)

The Appealing Apple (pdf): Find out the amazing history and lore of apples, while going on the apple’s incredible journey through time. Hands-on activities include making apple doll puppets, exploring apples in literature and playing historic games. Learn how apple trees grow, flower, and produce their fruit. Try out apple taste tests, making cider, and some unusual recipes using apples. (Ages 9-12)

The Great American Peanut (pdf): Education and entertainment are integrated with history in this publication on peanuts. It’s designed to encourage students to use their imagination while learning about peanuts and the farmers who grow them.

The Humble Potato: Underground Gold (pdf): Come and explore the world of potatoes through the eyes of three imaginary children: one in South America in the year 1300, another in Ireland during the potato famine, and one in present-day Long Island. Through entertaining stories and hands-on activities, children will learn everything there is to know about potatoes! (Ages 9-12)

Heirloom Vegetable Garden (pdf): This publication is a timeless, illustrated – look back – at 36 vegetable varieties commonly grown during the 1800s. It’s history and horticulture under one cover! Excerpts from that century’s garden books as well as recipes included.

Annuals Flowers for your Garden (pdf): Another timeless, beautifully illustrated publication. Learn about growing a variety of amazing annual flowers. Written by E.F. Schaufler and last revised in 1972.

Back to the Lessons Homepage

Short, stand-alone lessons.

A Close Look: Cultivating Plant Observation Skills (pdf): Create secret bags of plant materials for participants to explore with all their senses to practice observations they can then connect to Botany Language Basics for Identification of Flowering Plants (pdf).

Drying Flowers (pdf): Master the process of air-dry flowers, a technique you can use with a variety of flowers and produce a rich array of effects.

Fun With Natural Plant Dyes (pdf): Find out how the science of dyeing has evolved through history, and engage in natural dyeing experiments. This activity includes an excellent colorful handout for students.

Forcing Bulbs (pdf): Learn how you can make bulbs flower out of season for indoor enjoyment. Two types of bulbs are especially easy to “force” — Amaryllis and Paperwhite Narcissus.

Forcing Twigs (pdf): Discover how spring flowering trees and shrubs can be forced into bloom after they have completed their winter dormancy requirement.

Grapevine Wreaths (pdf): A perfect fall activity – collect grapevines and create holiday wreathes with different themes.

Grow Spider Plants (pdf): Learn how to grow spider plants – these easy-to-propagate houseplants are terrific for beginning gardeners, or new gardeners on the go! They are very satisfying to work with and will provide you with enough plantlets to both grow and give away.

Houseplant Clinic (pdf): In the snowy depths of winter, a plant clinic can be the perfect thing for reviving tired houseplants (and winter-weary people as well!)

Hypertufa (pdf): Learn about concrete and its history while working together to make hypertufa planters.

Making Fresh Flower Arrangements (pdf): Handling and arranging fresh flowers is one of the easiest and most pleasant ways to bring the outdoors in!

Making Potpourri (pdf): Learn to make a variety of potpourris. There are numerous benefits to aromatherapy.

Making Rose Petal Beads (pdf): Work with youth to make flower-petal beads while exploring Native American culture and art.

Organizing a Classroom Grow Station (pdf): It’s amazing what we can do with small spaces devoted to gardening—both indoors and out. A small table, portable lidded tub, or shelf can be all the space you and your students need to teach and learn with plants and gardens in the classroom.

Satchets and Catnip Bags (pdf): Sachets have been historically appreciated for their sweet fragrance.

Season Extension: To Tent or Tunnel (pdf): Explore season extension- find out ways to get an early start with spring vegetables or extend the season of your fall garden.

Starting Plants from Seeds (pdf): This is the perfect April activity – starting seeds captures the promise of a new season!

Strawberry Yields Forever (pdf): Try out some tasty experiments with day-neutral strawberries.

Turtle Sprouts (pdf): Join educators around New York State with this easy, introductory garden-based learning activity for children.

Back to Sowing the Seeds of Success Homepage

Benefits of Garden-Based Learning
Research That Supports Our Work

Benefits of Garden-Based Learning

Gardening enhances the quality of life in numerous ways: providing fresh food, exercise and health benefits, opportunities for multi-generational and life-long learning, creating pleasing landscapes and improved environment, and bringing people together.

Garden-based learning programs result in increased nutrition along with environmental awareness, higher learning achievements, and increased life skills for our students. They are also an effective and engaging way to integrate curricula and meet learning standards, giving young people the chance to develop a wide range of academic and social skills.

Garden experiences foster ecological literacy and stewardship skills, enhancing an awareness of the link between plants in the landscape and our clothing, food, shelter, and well-being. They also provide children and youth with the time and space to explore the natural world–something that can occur rarely in today’s era of indoor living.

Why Garden With Children?

Before beginning any new project, you often have to convince administrators that it will be a worthwhile effort. Depending on your approach, you may be able to satisfy a number of educational, community, and developmental needs. Here are some of the benefits:

• Generate pride among community members
• Instill a sense of ownership, pride, and responsibility among students
• Enhance the appearance, image, and popularity of a school or organization
• Improve the behavior and attitude of young people
• Provide a wholesome activity that keeps all kids engaged
• Connect children to the source of their food
• Heighten children’s environmental awareness and promote earth stewardship
• Improve the quality of the curriculum, providing for more effective teaching
• Make valuable connections between disciplines or subject matter areas such as science, math, and social studies
• Foster science literacy

“Children’s gardens provide boundless opportunities to connect with nature, hands-on learning, and they facilitate a sense of wonder and curiosity.”-–Mark Miller, Education Manager at Franklin Park Conservatory and Botanical Gardens in Columbus, Ohio

Gardening in Schools
You may be looking for ways to share the excitement of school gardening with other teachers, or you might need to convince your administrators of the benefits of beginning a gardening program in your school. Although you are familiar with all the merits, you will need research-based justification as to why gardening is so important. Use this PowerPoint presentation Why Garden in New York State Schools? to get everyone on board. Designed as a guided presentation, or a stand alone that can run on its own, this will help you rally others and build enthusiasm for your gardening program. Learn ways to incorporate gardening into school curriculum with this helpful pdf, Integrating a Garden into the School Curriculum. Visit the Sustaining The Garden page for more information on effectively using the garden.

Learn about the Academic Benefits of Garden-Based Curriculum with these helpful resources: Physical and Biological Sciences and Sustainability and Ecology (pdfs).

Community Gardening

Interest is expanding around supporting community gardening as numerous opportunities and benefits are being realized. Two organizations who have compiled much data on the benefits of community gardening include Gardening Matters and the American Community Gardening Association. In addition, Farming Concrete offers a data collection and evaluation toolkit. For even more information, check out University of Missouri Extension’s Community Gardening Toolkit.

So You Want to Start a Garden: Taking the First Step

Getting Started with Garden-Based Learning: An Introductory Guide for Program Leaders/Educators offers the basics to consider if you are starting a new program or wishing to enhance outcomes in an existing program.

Homegrown: Community Gardening on Military Installations  (pdf of a tri-fold)

top

Why Garden With Military Families?

• Helps individuals and families connect with others
• Can engage the whole family
• Strengthens youth and adult relationships
• Reduces stress
• Improves wellness through physical activity and consumption of fruits and vegetables
• Leads to reductions in family food expenses

Why Garden with Military Family Members? presentation to help rally others and build enthusiasm for a gardening program with military family members. Designed as a guided presentation, or a stand alone.

Why Garden with Military Family Members? mini poster is also available to download, print, distribute and display.

top

Research That Supports Our Work

One of the realities of working within the world of garden-based learning is that, inevitably, you may need to write a proposal to support a program or help you initiate a new project. Fortunately, there is research that you can draw from to advocate for your efforts. The following is a summary of research findings that you can cite in proposals, share with your board of directors, and use in countless other ways to support the important work that you are carrying out. Additionally, you’ll find links with more helpful information.  Know of a great article that’s missing? Please send it along to us!

We’ve moved.  Visit our new site at gardening.cals.cornell.edu