Westhills Elementary School in Alabama details plans for a Peace Path made with concrete stepping stones to teach students to resolve conflict peacefully.
The first stepping stone should have the following words written on it: “Use an ‘I’ message. Tell how you feel or what happened.”
Written on stone number two are the words: “Listen and retell.” Place this stone above stone number one.
Place stepping stone number three above stone number two and write these words on it: “Suggest possible solution(s).”
Stone number four goes above number three and should read, “Listen and retell.”
Place stone number five above number four with the words: “Suggest possible solution(s)” written on it.”
Stone six should be placed above number five and should have the words: “Listen and retell.”
Finally, stone number seven should be the largest stone placed at the end of the pathway. Written on this stone should be the words: “Agree upon solution. Exit garden in Peace.”
Students facing a conflict with a friend can be guided along this pathway, by the words inscribed on each stone, to come to an understanding. When planning your Peace Path, look for an area of the garden/schoolyard that is peaceful so students won’t be distracted while using the path. Be creative with the placement of the stepping stones. The path could have students wind through trees, circle a bench, or stroll through the garden. Stepping stones can be purchased pre-made or can be made by the garden club using a kit/concrete. Words can be written on the stones with paints and then covered with a clear sealant. Once your pathway is in place, model its use for the students so they understand how this tool can be effective.
C3: Voices from the Field “We love C3 because it leads to behavior change, not just knowledge,” say educators from the EAT.RIGHT.NOW. nutrition education program in the Philadelphia school district. “The curriculum is set up to draw in students, build on their personal experiences, and provoke discussion. Students in sixth to ninth grade tend to have more control over their food choices; C3 helps them apply what they learn when they visit their corner stores and fast food places.
“Teachers love the lessons because they are hands-on and don’t just wag a finger at students. Rather, they build knowledge and empower students to make their own choices. C3 is about gaining the ability to make better choices by setting small attainable goals, keeping track, and seeing where you stand – rather than feeling that you have to be perfect or tackle big sweeping changes.”
“C3 helped my students gain a basic understanding of nutrition and how their habits affect their health,” says seventh grade Michigan teacher Aleta Damm. “Students are unaware of the influences on their eating and exercise habits. C3 gives me the vehicle to provide my students with important information in a meaningful way. It involves lots of discussions, sharing of experiences, talking through scenarios, and thinking out loud. The hands-on experiences help students visualize concepts, and there is a lot of personal reflection.
“The activity that used homemade Play Dough to help students visualize how much fat and sugar are in everyday foods was eye awakening for them. We were then able to have some good discussions and we referred back to these often. I hope their experiences will create lifelong habits down the road.”
What influences our food and activity choices? What do we notice about the food labels on packaged snacks? How can we balance the food energy we take in with the physical energy we expend? These are some of the questions that middle school students tackle when their teachers use Choice, Control, & Change (C3), the newest curriculum guide in the Linking Food and the Environment Series (LiFE) published by Teachers College at Columbia University and the National Gardening Association.
One blooming schoolyard oasis offers solace, hope, and healing as it honors lives lost in an urban community. Elsewhere, an annual Memorial Day planting ceremony becomes a springboard for discussing what peace can look like in daily life. Across the country – and beyond – schoolyard and community gardens have been created or enhanced to serve as living memorials to people and ideals.
Objective: Students will explore and investigate different chemical concentrations to determine the dose-response for seed toxicity. They will gain an understanding of the basic principles of toxicology.
Time: 1 hour, plus time for observing the results of the investigation
1. As a class, list what the students think are the most important plants for their nation. Discuss why each of these plants may be on the list. Ask the students to give a general location of where these plants (regions and climates) are grown.
Elementary science teacher Steve Tomsik feels that it is his primary job to get his students into the garden as much as possible because of the great extensions between knowledge and exploration.
Right Side Box:
Nutrition Program Highlights
The school now maintains a partnership with Wellness in the Schools, an organization that has facilitated a gradual change in lunch meals, and provides chefs and cooking interns who work with cafeteria staff to prepare healthy lunches. The lunch menu now offers freshly prepared meals (including an occasional special lunch of grass-fed beef) with a daily salad bar. They have also held parent-lunch days to show how the lunches have improved.
The school sponsors a Harvest Day each year in October to showcase food harvested from the garden. Students enjoy a special lunch (with available garden produce), tasting tables, visits from local farmers, and Garden to School Café programs. Pictures of the Harvest Day can be seen on the school’s website.