"You can imagine how short our growing season must be here in Anchorage (AK)," reports teacher Glenn Oliver. "But my second through sixth grade students don't let that get in the way of our gardening."
"We just have to do things a little differently, such as raising certain crops inside our greenhouse," he adds. Not a bad choice. Those Alaskan summer days pushed his students' greenhouse-grown corn to 13 feet! (Consider sharing this with your students, then exploring what, besides being in a greenhouse, could account for such phenomenal corn growth.)
"Early in the year, I suggest classroom plant investigations, model how to develop predictions about what might happen, and help students set them up," reports second grade teacher Diane Gore from Durham, NC.
"Our city of San Antonio is a culturally diverse melting pot," reports Master Gardener Vernon Mullens. "Since foods can be a window on cultural understanding and appreciation, we're attempting to open that window with an after-school kid's garden that features foods of ethnic groups from around the world that live in our city." Vernon reports that they've borrowed the African word Sankofa, which means "Go back and fetch it," since participants will "go back and fetch" information and explore and discover through plants something of the cultures that make up their community.
"When one of my fifth graders delightedly exclaimed, 'I can't believe I ate a radish!,' I knew my efforts to use our school garden to expand kids' healthy food choices were a success," reports Tucson, AZ, teacher Michelle Tuchek. "The class conducted a wide range of garden-based nutrition activities, but the biggest catalyst for students' making healthy food choices was their enthusiasm about nurturing, harvesting, and eating their own garden plants."
"Imagine the kinds of looks my second graders must have gotten when they asked the grocery store clerk if they could clean the onion skins out of the vegetable bin," reports Cambridge, MA, teacher Bisse Bowman. "But the foraging was fun for them because it was part of our exploration of using plant colors to dye cloth."
"I believe that inquiry-based learning gives students more ownership of what they learn and how they learn it," reports third/fourth grade teacher Cheryl Zelenka from Grants Pass, OR. "By finding out what students already know about a given topic and what they're curious about, then giving them an opportunity to dig deeper, I'm able to promote independent thinking and memorable learning experiences on a much deeper level," she adds.
A million of them could live in an acre of soil. They can "eat" their own weight in soil and organic waste every day. We're hearing more and more from classrooms using nature's recyclers to engage, motivate, and spark investigations and understanding of key life science concepts. Here are highlights from some schools that have gotten hooked on worms.
What does it really look like in the classroom when a teacher is supporting student inquiry with plants? In developing a visual library of effective teaching strategies, we videotaped progressive segments of a four-week-long potato inquiry in classrooms at the Indianapolis, IN, Center for Inquiry at Public School 92. In the process, we asked teachers to reflect on their teaching styles as they helped students uncover answers to their questions about potatoes.
"Late one summer, my first graders noticed that the lettuce plants in our school garden were getting taller and sending up flowers," reports Westfield, IN, teacher Nedra Hoard. "So we took our hand lenses, observed what was happening, and eventually noticed that seeds were forming where the flowers had been."