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Presenter Note: This presentation has a lot of content. You may consider modifying it for your purposes.
CSYSG Workshop Goals OPTIONAL: Share the goals that you plan to cover during your workshop. Refer to the list of goals in the notes below.
Creating and Sustaining Your School Garden Workshop Creating and Sustaining Your School Garden Workshop is part of the California School Garden Training Program (CSGT) The CSGT is funded by the California Department of Food and Agriculture The CSYSG Workshop Model was developed by Life Lab, UC Davis Children’s Garden Program, and the Resource Conservation District of San Diego.
Optional Stuff Site Information Trainer Information
Other ways gardens are used Survey Slide of other areas that garden are used www.lifelab.org/schoolgardensurvey
Teachers Know It Research Shows It 84.3% of teachers exposed to school gardens think gardens help students learn more effectively. (Skelly and Bradley 2000) www.csgn.org/research
Academic Gains www.csgn.org/research Participants in a school garden program experienced significant gains in overall GPA in math and science. (Murphy 2003) Students engaged in hands-on gardening lessons showed increased positive attitudes towards content material and learning in general. (Bell 2001; Waliczek 2003)
Studies show that school gardening increased self- esteem, help students develop a sense of ownership and responsibility, help foster relationships with family members, and increase parental involvement. (Alexander, J. & D. Hendren, (1998) www.csgn.org/research
I’ve accomplished many aspects from making beds, weeding, transplanting, flipping compost, improving my hard work and work ethic. I’ve developed more skills working as a team player and communicating with others. I’m mainly proud of providing food for my family and getting a chance to help out my community. – Tyree, Garden Youth Program Participant
Our students know where their food comes from. Judy Honerkamp 5 th Grade Teacher Paso Robles
Students at schools that incorporate hands-on gardening into their curriculum demonstrate more concern for and willingness to care for living things. (Eames-Sheavly 1994; Murphy 2003)
Proper adolescent nutrition can reduce the risk of overweight, obesity, and diet-related diseases later in life. Therefore, it is essential for the health and wellbeing of children that we find a way to encourage their consumption of fresh fruits and vegetables. (McAleese and Rankin 2007) www.csgn.org/research
Source: Behavioral Risk Factor Surveillance System, CDC. Obesity Trends* Among U.S. Adults BRFSS, 1990 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% www.cdc.gov/obesity/data/trends.html
Source: Behavioral Risk Factor Surveillance System, CDC. Obesity Trends* Among U.S. Adults BRFSS, 2000 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19% ≥20% www.cdc.gov/obesity/data/trends.html
Obesity Trends* Among U.S. Adults BRFSS, 2010 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30% www.cdc.gov/obesity/data/trends.html
2000 Obesity Trends* Among U.S. Adults BRFSS, 1990, 2000, 2010 (*BMI 30, or about 30 lbs. overweight for 5’4” person) 2010 1990 No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30% www.cdc.gov/obesity/data/trends.html
Garden-Enhanced Nutrition Education Students who received garden- based nutrition education were more willing to try vegetables than students who received nutrition education without gardening activities. This changed behavior continued for at least six months after the nutrition education program. (Morris 2002) www.csgn.org/research
School Gardens can be an integral part of Farm to School Programs. www.cafarmtoschool.org
$93 of school garden produce sold to the cafeteria.