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SCCOE's Curriculum & Instruction Resources 

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SCCOE's Curriculum & Instruction Resources 

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Tips for Creating an Accessible School Garden

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Tips for Creating an Accessible School Garden

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K-12 Sustainability Resources & Videos for Teachers - University of Michigan  

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K-12 Sustainability Resources & Videos for Teachers - University of Michigan  

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Sustainability Resources for Teachers | Food

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This curated collection contains 7 videos, 6 podcasts and 5 games/activities. For more information on the topic of food, check out the University of Michigan's Center for Sustainable Systems' U.S. Food System Factsheet.

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Please add photos and/or descriptions of your School Garden spaces

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Please add photos and/or descriptions of your School Garden spaces

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https://www.cde.ca.gov/ls/fa/sf/cagrsaward.asp

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The California Green Ribbon Schools (CA-GRS) recognition award uses the applications submitted for nomination to the U.S. Department of Education Green Ribbon Schools (ED-GRS) to recognize schools and school districts across the state for environmental excellence and demonstrated achievement of the three Pillars of ED-GRS.

No application is required for CA-GRS. All complete ED-GRS applications of public schools and school districts will be automatically considered for the California Department of Education's state award. Private school awards are conferred by the California Association of Private School Organizations.

ED-GRS applicants will be recognized as California Green Ribbon Schools in the following manner:

Bronze Level: Achievement of 55.0 - 64.9%

Silver Level: Achievement of 65.0 - 74.9%

Gold Level: Achievement of 75% or better

Green Achievers: The highest achievement, given to the ED-GRS nominees

Public schools and school districts selected as California Green Ribbon Schools are recognized as part of the California School Recognition Program.
CA-GRS Selectees Like us on Facebook Follow us on Twitter Follow us on Instagram
Last Reviewed: Thursday, January 14, 2021

Trending in School Facilities

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The California Green Ribbon Schools (CA-GRS) recognition award uses the applications submitted for nomination to the U.S. Department of Education Green Ribbon Schools (ED-GRS) to recognize schools and school districts across the state for environmental excellence and demonstrated achievement of the three Pillars of ED-GRS. No application is required for CA-GRS.

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Garden Experience Tub and Braille Book | Paths to Literacy

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A student of mine is what I call "tactually hesitant". She's not defensive, just hesitant with new textures and experiences. She is in a life skills class and is learning braille, and recently she surprised me! It took me nearly a school year for her to feel comfortable exploring a tub of dried beans and then a tub of uncooked rice. A couple of years ago I made her a "beach tub" based on the book "The Beach".

This year I created "The Garden". Originally I was going to just call it "Dirt", but with flowers in the mix, my student called it "The Garden", so I changed it's name. She willingly explored the tub with NO hesitation! She helped create the sentences as well. I was going to braille "I feel...", but she said, "I see...".

Putting Together an Experience Tub

We started with an "experience tub", in which we gathered items related to the theme of gardening, including dirt, leaves, small stones, plastic bugs, artificial flowers, and rubber snakes. We spent time looking at examples of real flowers, leaves, etc. before looking at the artificial ones to be sure that she was familiar with each of the items. Using artificial ones allows the tub and book to last longer (and is also better than using real bugs and snakes!).

The goal was to encourage tactile exploration, while also familiarizing her with the items and using the vocabulary to talk about them.

Creating a Braille Story Book

This weekend I created her braille story book to go along with her vocabulary words and her experience tub. I used a combination of hot glue and clear Gorilla glue to secure the items to the page. And, yes, that is potting soil glued down to the page. I did a "glob" of hot glue and then pour dried potting soil on to it. tap down with a ruler and then waited for it to dry. Once it was dry, I shook off the extra dirt.

Items needed:

potting soil, dried

artificial flowers

artificial leaves

toy bugs

toy snakes

toy worms

rocks

pennies

braille paper (11 x 11.5 cut in half)

hot glue/gun

clear Gorilla glue

binding comb

plastic tub with lid (shoe box size works best)

Building Vocabulary and Literacy Skills

Here's the additional item I created for the activity. Her vocabulary words are in the red folder. Each word is brailled onto a note card with a notch cut out of the top right corner and then placed on rows of Velcro. The word cards are stored on the top two rows, and the bottom strip is for placement of the words to create sentences or short phrases.. Currently she's identifying a word when given a choice of two.

I'm hoping to expand on this by brailling the words: I, see, a, and the. With these 4 additional words, I can encourage her to create and read sentences, as well as create sentences for her to read.

Update After Co-Treating with SLP

The speech therapist did what she always does and makes my lessons better! She thought we should have both the plural and the singular of each word. She also wanted us to work on using adjectives to help her with describing things. Based on this conversation, I made some changes to the folder. Personally, I REALLY like the changes. This is why I like to co-treat! My focus is on the braille and the speech therapist is looking more at language. Together we create some pretty phenomenal lessons!

Completed Activity

This activity now has the tub, a book, and vocabulary activity folder.

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A student of mine is what I call "tactually hesitant". She's not defensive, just hesitant with new textures and experiences. She is in a life skills class and is learning braille, and recently she surprised me! It took me nearly a school year for her to feel comfortable exploring a tub of dried beans and then a tub of uncooked rice.

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https://www.valleywater.org/project-updates/grants-and-environmental-protection

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Grants and Environmental Protection | Santa Clara Valley Water

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Alert
1/19/22 | 3:03 PM: The drought emergency continues in 2022 and residents are encouraged to keep conserving water. Learn more

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Learning Gardens and Sustainability Education - Dilafruz R. Williams & Jonathan D. Brown

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Learning Gardens and Sustainability Education - Dilafruz R. Williams & Jonathan D. Brown

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https://www.amahmutsunlandtrust.org/

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The Amah Mutsun Land Trust

The Amah Mutsun Land Trust (AMLT), an initiative of the Amah Mutsun Tribal Band, is the vehicle by which the Amah Mutsun access, protect, and steward lands that are integral to our identity and culture. The AMLT returns our tribe to our ancestral lands and restores our role as environmental stewards. Due to our difficult history and generations of physical, mental, and political abuses, our land stewardship practices were disrupted, and much of our culture was lost. AMLT serves not only in the re-learning of our history and restoration of indigenous management practices, it also serves as a vehicle for healing. By restoring our traditional ecological knowledge and revitalizing our relationship to Mother Earth, we also restore balance and harmony to the lands of our ancestors.

Our Mutsun Identity

The people of the Amah Mutsun Tribal Band, collectively referred to by many as "Ohlone", are the indigenous peoples of the territories ranging from Año Nuevo to the greater Monterey Bay area. Historically comprised of more than 20 politically distinct peoples, the modern tribe represents the surviving descendant families of the indigenous people who survived the Santa Cruz and San Juan Bautista missions. Working the lands known to them as Popeloutchom for millennia, it is the goal of AMLT to restore the Mutsun people and their knowledge to better conserve and protect these lands.

Our stewardship area stretches from Año Nuevo in the north, along the ridge-lines and west slope of the Santa Cruz Mountains to the Pacific Ocean and Monterey Bay, south to the Salinas River and inland to include the Pajaro and San Benito watersheds.

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The Amah Mutsun Land Trust (AMLT), an initiative of the Amah Mutsun Tribal Band, is the vehicle by which the Amah Mutsun access, protect, and steward lands that are integral to our identity and culture. The AMLT returns our tribe to our ancestral lands and restores our role as environmental stewards.

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Drip Irrigation Training - SGSO Network 

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Drip Irrigation Training - SGSO Network 

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Drip Irrigation Systems can save time, conserve water, and enhance ease and health of your school garden plants. This webinar from the University of Arizona Community and School Garden Program shows how to set up and manage a simple drip irrigation system, as well as the components needed to create a system, steps to calculate/order materials, demonstrate basic skills to build/repair your system, and tips for year-round management within a school garden context.

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U.S. Department of Education Green Ribbon Schools

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U.S. Department of Education Green Ribbon Schools

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https://www2.ed.gov/programs/green-ribbon-schools/index.html

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The aim of U.S. Department of Education Green Ribbon Schools (ED-GRS) is to inspire schools, districts, and institutions of higher education (IHEs) to strive for 21st-century excellence by highlighting promising school sustainability practices and resources that all can employ. To that end, the award recognizes schools, districts, and IHEs that:

1. reduce environmental impact and costs;

2. improve the health and wellness of schools, students, and staff; and

3. provide effective environmental and sustainability education

Combined progress in ALL three of these areas, known as Pillars, serves as the basis for recognition.

This award conveys no ED funding to states, districts, schools, or IHEs. ED has limited authorities in the areas of school facilities and grounds, health, and curriculum. Most policies and practices in these areas fall within the purview of state and local education authorities. Thus, this school sustainability initiative is a well-intended federal communications and outreach tool structured as a recognition award. It is not a certification or tracking program, though some states may choose to connect it to existing state-based certification programs.

The award uses a small number of honorees each year to communicate practices and resources that all schools can employ. To this end, ED-GRS launched Green Strides, an effort to connect all schools with the resources these honorees are using in the three 'Pillars' of the award. Annual Highlights Reports detail honorees' replicable practices. Social media and newsletters share resources and practices in the areas of school facilities, health, and environment. An annual Green Strides Tour brings further attention to the honorees and their practices.

Another key function of the award is helping to facilitate state and local collaboration around school facilities, health, and environmental education. States are asked to show ED how their nominees are progressing in all three Pillars and encouraged to work with partners to develop their selection process. How each state does that is entirely up to the individual state. There is no required federal application.

Honored schools, school districts, and IHEs are announced each spring. The selectees are invited to a fall ceremony in Washington, D.C. where they receive a sustainable plaque; are the subject of media attention; and feel their efforts celebrated. Other schools, in turn, learn about and adopt their practices. States are encouraged to offer additional state recognition titles and events, and to partner with private sector to offer cash prizes, amplifying the impact of their award implementation.

What's New

Note: Schools, districts, colleges and universities do not apply for the award to ED, but to their state education authorities.

ED's award is called "U.S. Department of Education Green Ribbon Schools" and has "District Sustainability Award" and "Postsecondary Sustainability Award" categories. "Green Ribbon Schools" without the "U.S. Department of Education" is not ED's award, but instead is a separate program overseen by another organization.

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awards; educational innovation; excellence in education; recognition (achievement); school effectiveness;

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U.S. Department of Education Green Ribbon Schools

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An overview of U.S. Department of Education Green Ribbon Schools (ED-GRS) a recognition award for schools, districts, and postsecondary institutions that save energy, reduce costs, feature environmentally sustainable learning spaces, protect health, foster wellness, and offer environmental education to boost academic achievement and community engagement.

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Want to start a school garden? Our lessons cover planning, building, and caring for your garden, plus a video on overcoming common student fears.

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Identify and manage pests in homes, gardens, landscapes and lawns - UC Statewide IPM Program

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Integrated Pest Management · Agriculture and Natural Resources

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Discovery Charter Schools Falcon Campus (San Jose, CA)

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Discovery Charter Schools Falcon Campus (San Jose, CA)

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An interview featuring the parent who founded our school garden. A memorable story that didn't make the final cut: The fertilizer that was donated to the school mostly consisted of horse manure. Our garden volunteers soon found out that horse manure includes a lot of seed, which meant a lot of weeding for years. Alas. You can't look at gift horse manure under a microscope!

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Presidential Innovation Award for Environmental Educators

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Presidential Innovation Award for Environmental Educators

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Presidential Innovation Award for Environmental Educators | US EPA

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About the Award

Teacher awardees will receive a Presidential award plaque and an award of up to $2,500 to be used to further the recipient's professional development in environmental education. Teacher awardees will also receive a congratulatory letter from a senior official from EPA and/or the White House.

The teacher's local education agency will also receive an award of up to $2,500 to fund environmental educational activities and programs (and not for construction costs, general expenses, salaries, bonuses, or other administrative expenses).

Honorable Mention recipients will receive certificates of recognition.

Eligibility Requirements

To be eligible for the Presidential Innovation Award for Environmental Educators, teachers must meet the following eligibility requirements.

Teach K-12 on a full-time basis in a public school that is operated by a local education agency, including schools funded by the Bureau of Indian Education;

Hold a current teaching license from the state (or valid reciprocity from the state for a license from another state);

Have a minimum of 5 years of K-12 teaching experience, including at least 3 years of teaching environmental education and/or an environment-based curriculum;

Anticipate a classroom teaching assignment involving environmental education for the upcoming school year;

Be a citizen of the United States, its territories or possessions, or lawfully admitted to the United States for permanent residency;and

Has not been a recipient of this award in the past 5 years.

Notes:
¹ For this program, a local education agency is one as defined by section 198 of the Elementary and Secondary Education Act of 1965 (now codified at 20 U.S.C. 7801(26)).
² The U.S. Citizenship and Immigration Services defines lawful permanent residency as any person not a citizen of the United States who is residing in the United States under legally recognized and lawfully recorded permanent residence as an immigrant, also known as "Permanent Resident Alien," "Resident Alien Permit Holder," and "Green Card Holder."

Selection Criteria

Teachers must have an outstanding record of teaching. Each of the factors below is meant to illustrate the applicant's record of teaching. Applicants will be judged by the responses to the questions in each of these five factors, as well as their sample teaching materials and letters of support.

Innovation (25 points)

How does the teacher make learning about the environment unique, fun and exciting for his or her students? For example, does the teacher using experiential or place-based learning in ways that go above and beyond the practices of other teachers? Please be sure to demonstrate or exemplify this in the sample teaching materials.

How does the teacher tailor his/her teaching methods to the needs of his/her student population?

Achievement (15 points)
What positive changes has the teacher seen in students' academic achievement and behavior or attitude because of their participating in the teacher's environmental education program?

Service to the Community and Underserved Populations (20 points)
Many schools are part of communities that are considered minority, indigenous, low-income and underserved populations. Communities and their schools may also be located in places that are heavily impacted by environmental pollution. While your community and school may or may not be considered one that is impacted, please answer the following:

How does the teacher extend environmental education beyond the classroom? Are the teacher's students participating beyond the classroom in environmental, conservation, or earth science extracurricular or community based-projects and activities?

How does the teacher inspire the surrounding community, including parents/guardians and members of the community, to participate in environmental education activities?

Leadership (15 points)

Integration (10 points)
How does the teacher help to integrate environmental education into the broader school curriculum or coordinate environmental education with other teachers and academic subjects?

Sample Teaching Materials (10 points)

Letters of Support (5 points)

Judging Process

Applications will be reviewed according to the EPA Region in which the teacher's school is located by a panel composed of internal and/or external reviewers. The panel will rank the applications according to how well they meet or exceed the criteria and make recommendations to EPA and CEQ.

During the review period, teachers may be asked to provide additional information or documentation to verify their eligibility, such as proof of a minimum of 5 years employment as a teacher with their local education agency and 3 years of teaching environmental education and/or environment-based curriculum. The teacher's response to the request for additional information must be received within 14 days from the date the request is sent; if the information is not received by that date, the application will not be considered further.

Disclaimer

EPA reserves the right to reject all applications in one or more of the EPA regions and to make no awards in those region(s) under this announcement. In addition, EPA reserves the right to make fewer than two awards in one or more regions. If EPA decides to make fewer than two awards in one or more regions, it will do so in a manner that does not prejudice any applicant or affect the basis upon which the applicants were evaluated or selected for award and maintains the integrity of the competition and the evaluation and selection process.

How to Apply

For complete details on application requirements from last year's cycle, please review the application process and application packet provided below.

Notification of Winners

Award winners and honorable mention recipients will be notified during the late spring or early summer following the application year.

Bartlett Award

In previous years, EPA and the National Environmental Education Foundation partnered together to administer the Richard C. Bartlett Award to one of the Presidential Innovation for Environmental Education Award Winners. The Richard C. Bartlett Award was established by the NEEF in 2007 to distinguish teachers who best represent Richard C. Bartlett's passion for and leadership in environmental education. Richard Bartlett (1935-2011) believed that the role of teachers in integrating environmental education is critical to preserving the natural world for future generations. His commitment to conservation and environmental education spanned over four decades and inspired environmental educators nationwide.

No Bartlett Award will be presented during this cycle of the PIAEE program.

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Presidential Innovation Award for Environmental Educators | US EPA

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Teacher awardees will receive a Presidential award plaque and an award of up to $2,500 to be used to further the recipient's professional development in environmental education. Teacher awardees will also receive a congratulatory letter from a senior official from EPA and/or the White House.

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Gardening Tips for People who are blind. 

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Gardening Tips for People who are blind. 

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Are there special gardening tips for people who are blind?

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1. CDFA Home

2. CA Farm to School Incubator Grant Program

The California Department of Food and Agriculture - Office of Farm to Fork (CDFA-F2F) is excited to share that the Budget Act of 2021 includes a $60 million one-time General Fund allocation for the CDFA-F2F to sustain and expand the California Farm to School Incubator Grant Program, with $30 million allocated for fiscal year 2021-22 and $30 million allocated for fiscal year 2022-23!

2022 California Farm to School Incubator Grant Program

The 2022 California Farm to School Incubator Grant Program will award competitive grants to support projects that cultivate equity, nurture students, build climate resilience, and create scalable and sustainable change.

Program Timeline

Item | Date
Grant Application Opens | May 9, 2022
Grant Application Closes | July 6, 2022 @ 5 PM PT
Review Process | July – August 2022
Award Announcement | September 2022
Grant Term Begins | Estimated December 1, 2022
Grant Term Ends | Estimated November 30, 2024

4 Funding Tracks

To support a systems approach to advancing farm to school throughout the state, the 2022 California Farm to School Incubator Grant Program offers four funding tracks. See the 2022 Request for Applications below for details.

Track 1: The California Farm to School K-12 Procurement and Education Grant

Track 2: The California Farm to School Partnership Grant

Track 3: The California Farm to Early Care and Education (ECE) Grant

Track 4: The California Farm to School Producer Grant

Webinars

During the application period, the CDFA Office of Farm to Fork will conduct a series of webinars about the California Farm to School Incubator Grant Program Request for Applications. Each webinar will include an overview of the grant program and time for questions and answers. They will occur on the following dates via Zoom. To register for each webinar, please follow the Zoom registration links below.

2022 Webinar Slide Deck

Webinars

View the May 12, 2022 Webinar Recording

May 18, 2022 at 11am PT – Register here

May 24, 2022 at 10am PT – Register here

May 31, 2022 at 1pm PT – Register here

June 8, 2022 at 11:30am PT – Register here

June 14, 2022 at 10am PT – Register here

June 23, 2022 at 12pm PT – Register here

June 29, 2022 at 9am PT – Register here

Call for External Technical Reviewers

Deadline to Submit: June 16, 2022

The external technical review committee for the 2022 California Farm to School Incubator Grant Program will consist of individuals outside of the CDFA Office of Farm to Fork who have expertise related to the funding track(s) they review. Individuals who are interested in learning more about participating in the external technical review process should review the External Reviewer Interest Form for more information.

If interested in participating in the external technical review process as an external reviewer, please complete and submit the form online.

2022 California Farm to School Incubator Grant Program – External Reviewer Interest Form

Please note: applicants to the 2022 California Farm to School Incubator Grant Program may not participate in the external technical review process (this includes supporting project partners that are part of Track 2 applications).

Previous Grant Awards

Program Status

Open

The application period for the 2022 Farm to School Incubator Grant Program is now open.

Sign Up for Grant Updates

To stay up to date on the 2022 California Farm to School Incubator Grant Program, we encourage you to  sign up for our newsletter.

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California Department of Food and Agriculture

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CDFA - California Farm to School Incubator Grant Program

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California Farm to School Incubator Grant Program

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Braiding Sweetgrass - Robin Wall Kimmerer

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Braiding Sweetgrass - Robin Wall Kimmerer

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https://milkweed.org/book/braiding-sweetgrass

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https://www.ebmud.com/water/conservation-and-rebates/watersmart-gardener/watersmart-plants/

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Whether you're converting your grass to a new water wise garden or simply looking to add color to an existing one, we've got the plant for you!

Create a plant list

Are you applying for a lawn conversion rebate? Low-water use plants from the lists below all qualify. Avoid common mistakes by reviewing our "Do Not Plant" list.

Calscape Garden Planner

Find the perfect native plants for your garden. Want to attract butterflies or avoid deer? Full sun or partial shade? Plants lists are customized based on your location and preferences.

UC Davis Arboretum All-Stars

100 "All Stars" were field-tested by UC Davis Arboretum and found to thrive even under difficult growing conditions.

Bay-Friendly Plant Lists

Download a Bay-Friendly Plant List for your specific needs: lawn alternatives, butterfly plants, hedges, plants that don't need shearing, and more.

Let EBMUD's award-winning plant book inspire you! Order a copy here or from a local bookstore.

Free designs

Native Planting Guide and Designs

Starting a native plant garden doesn't have to be complicated. This easy guide takes the guesswork out of which plants to use where. (Printer friendly version here).

Landscape Design Templates

Eight contemporary front yard plans are available for various styles, and can be scaled for landscapes up to 2,500 square feet. Templates are courtesy of the Sonoma-Marin Saving Water Partnership.

Median Strip/Parkway Designs

Five design plans featuring artful mixes of low-growing groundcovers and shrubs with varying textures and colors to beautify sidewalk lawn/median strips. Includes step-by-step instructions for median strip lawn conversion.

Gardens for San Lorenzo

You don't need to live in San Lorenzo to use this book: it includes four garden design for various lot types, illustrations, plant lists, estimated costs, and how-to guidance.

Nearby nurseries with low-water plants

Some of the greatest nurseries in the world are just down the street. Below is a list of local nurseries with dedicated low-water use plant sections. If we are missing your nursery, please let us know! Also visit Stop Waste to check out Bay-Friendly Partner Nurseries and nurseries featuring California native plants.

Research tools

How much water will your plant require? What will grow best in your site? Use these great databases to find the perfect plant and learn about estimated water requirements.

Calscape - Search for CA native plants

Quickly identify low-water use plants native to your location, use advanced search to narrow results based on your garden conditions, and filter by local nurseries! Exportable results.

How much water? (WUCOLS)

Discover the water needs of your plants, or make a list of low-water use plants in the WUCOLS database. The database catalogs over 3,500 plants commonly found in California landscapes.

WaterWonk

WaterWonk is another way to search WUCOLS for the water needs for any of your plants. You can also find plants that need no summer water, and create plant lists that can be saved, printed or downloaded.

CalFlora

Click on the map, and search for low-water use or shade plants. Calflora uses soil, climate, and elevation factors to generate a complete planting list for you. Exportable results.

Plants to avoid

Some plants aggressively spread beyond the garden and into neighboring open spaces, negatively impacting the local ecosystem. Learn what to avoid, and what to plant instead!

Lawn conversion applicants: Avoid common mistakes by reviewing our "Do Not Plant" list.

Plants may be invasive in some regions of California, and not invasive in others. Use this map and list to identify the best choices based on where you live.

Find beautiful and hardy alternatives to common invasive plants in the Bay Area. This list is updated regularly by the California Invasive Plant Council.

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Whether you're converting your grass to a new water wise garden or simply looking to add color to an existing one, we've got the plant for you! Are you applying for a lawn conversion rebate? Low-water use plants from the lists below all qualify. Avoid common mistakes by reviewing our "Do Not Plant" list.

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A fantastic resource for planning and sustaining your school garden programs. They also provide training and support.

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Life Lab cultivates children's love of learning, healthy food, and nature through garden-based education.

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How to Start a School Garden

A wealth of information on how to start a school garden, linking school gardens to California Education Standards, funding, and so much more, is available from the California School Garden Network.

Agriculture in the EEI Curriculum

Throughout the K-12 EEI Curriculum students learn about the importance of agriculture in California. Starting in kindergarten, students learn that fruits and vegetables come from farms and gardens, not just the grocery store. Second graders read a story about a young girl's search for strawberries as the context for learning about producers and consumers. Compost is featured in fourth grade EEI Curriculum lessons as students learn about decomposition. In high school, students learn about genetic engineering and the pros and cons of this controversial technology.

This list of EEI Curriculum units shows the lessons that relate to agriculture.

Compost and Mulch in the Garden

Both new and established gardens benefit from the use of compost and mulch. Many schools purchase compost when they initially establish their garden, then they start making their own compost. You can use grass clippings, yard trimmings, rotten vegetables, and in some cases even food scraps from the cafeteria and/or students' lunches. While some schools choose to make compost piles in the garden, others compost with worm boxes right in the classroom!

Recycled-Content Garden Supplies

Integrated Pest Management

Schools can use integrated pest management strategies to help manage school garden pests.

Water Conservation

School gardens can incorporate various water conservation methods. The University of California Cooperative Extension outlines various garden irrigation techniques in Soil and Water Management for Vegetable GardensPDF download .

Still Have Questions?

Contact Bendan Blue, the Office of Education and the Environment's School Garden Coordinator.

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California Department of Resources Recycling and Recovery (CalRecycle) information on the benefits, resources, and funding needed to start a school garden.

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President's Environmental Youth Award | US EPA

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Your project--or one you are sponsoring--could be an award winner. Apply or encourage a student you know to apply for PEYA and see what a difference they can make for the environment with an award-winning project. Applicants from all 50 states as well as U.S. territories are eligible to compete for a regional certificate of special recognition and a national Presidential award.
The 2020-2021 PEYA competition is now open! Please see below for how to apply.
The President's Environmental Youth Award (PEYA) recognizes outstanding environmental projects by K-12 youth. The PEYA program promotes awareness of our nation's natural resources and encourages positive community involvement. Since 1971, the President of the United States has joined with EPA to recognize young people for protecting our nation's air, water, land, and ecology. It is one of the most important ways EPA and the Administration demonstrate commitment to environmental stewardship efforts created and conducted by our nation's youth.

Each year the PEYA program honors a wide variety of projects developed by young individuals, school classes (kindergarten through high school), summer camps, public interest groups, and youth organizations to promote environmental awareness. Thousands of young people from all 50 states and the U.S. territories have submitted projects to EPA for consideration. Winning projects in the past have covered a wide range of subject areas, including:

restoring native habitats

recycling in schools and communities

construction of nature preserves

tree planting

installing renewable energy projects

creating videos, skits and newsletters that focused on environmental issues

participating in many other creative sustainability efforts

Evaluation results consistently demonstrate that participation in the PEYA program is frequently a life-changing experience for many of the young people and their project sponsors.

PEYA has two parts - a regional award for Grades K-5 and a regional award for Grades 6-12.

EPA has ten regional offices across the country. Based on the evaluation criteria, each regional office will be responsible for selecting up to two winners per region- one for Grades K-5 and one for Grades 6-12. Applicants are welcome to include youth across multiple grade levels; however, the application will be categorized based on the applicant with the highest grade level. For example, if one applicant group consists of two 4 th graders, one 3 rd grader and one 6 th grader, the application will be evaluated in the Grade 6-12 category.

Each award-winning project will receive a Presidential plaque. All qualified applicants will receive recognition from EPA leadership honoring them for their efforts to protect human health and the environment.

Eligibility

Step 1: Review the Eligibility Criteria

Project is completed while the applicant(s) is in kindergarten through 12th grade.

Applicant(s) is a citizen of the United States or its territories or has been lawfully admitted for permanent residency.

Represented by a teacher sponsor. If the sponsor is not a teacher, the sponsor must seek a co-sponsor that is a teacher. For home-schooled applicants, teacher sponsor can be a parent.
The sponsor/co-sponsor must be an adult at least 21 years of age.

Projects started on or after January 1, 2020, are eligible for consideration. As long as there was activity on the project after January 1, 2020, a project initiated prior to that date is eligible for consideration.

Project must include an environmental stewardship component.

Step 2: Complete an Application

Download the application.

A project summary of up to 300 words must be provided on the application form. Please note that applicants that are applying in the 6-12 grade level category must complete the project summary section themselves. Applicants in the K-5 grade level may be advised by the sponsor and sponsors may assist in the writing of the project summary.

A more detailed description of the project, no more than five pages, and addressing each of the evaluation criterion should be attached to the application.

Applicants may submit up to five additional pages of photographs, newspaper articles, and other supporting materials to provide a more comprehensive view of the project. Accompanying videos must be web-based with functioning links (e.g., no CDs).

Sponsors must sign and date page A-3 of the application.

Step 3: Submit the Application

For this year's competition, applicants are strongly encouraged to submit all application materials electronically (email). If you plan to mail some or all of your application materials, please contact us at peya@epa.gov so that we can ensure receipt.

All teachers and sponsors/co-sponsors will receive a confirmation email upon receipt of the application package.

Email completed application materials to peya@epa.gov by 11:59 p.m. ET on February 19, 2021. Applicants are encouraged to combine complete set of application materials into a single email.

Mailed applications must be received by February 19, 2021, at the address below to be eligible for consideration:
U.S. Environmental Protection Agency
Office of Environmental Education
Attn: President's Environmental Youth Award Program
William Jefferson Clinton North, Room 1426
1200 Pennsylvania Ave, NW, MC 1704-A
Washington, DC 20460

Each application is evaluated by a regional awards panel. The panel members review and evaluate each application based on the criteria. There are separate evaluation criteria for K-5 and 6-12 applications. A maximum of 100 points can be awarded to a given application.

Achieving Project Goals: Winning projects may highlight environmental stewardship in a variety of areas, including:

environmental sustainability;

a healthy school environment, including projects that reduce food waste in school cafeterias;

environmentally-friendly agriculture practices;

reducing and preventing human contributions to ocean litter;

school gardens;

recycling; or

using STEM to teach environmental education.

How did the project address one of the focus areas of the competition, including:

projects that reduce food waste in school cafeterias;

environmentally-friendly agriculture practices;

reducing and preventing human contributions to ocean litter;

school gardens;

recycling; or

using STEM to teach environmental education?

15 points

Community Involvement: To what extent did the project involve others in the school or community? Please describe the community.

15 points

Project Creativity and/or Innovation: What creative and/or innovative approach(es) did the applicant(s) use for the project?

15 points

Environmental Stewardship* and Impact: Was there an environmental stewardship component to the project?How did the project positively affect the community? Were there any long-term environmental benefits or outcomes of the project? Did the student(s) complete the project?

15 points

Achieving Project Goals: Winning projects may highlight environmental stewardship in a variety of areas, including:

environmental sustainability;

a healthy school environment, including projects that reduce food waste in school cafeterias;

environmentally-friendly agriculture practices;

reducing and preventing human contributions to ocean litter;

school gardens;

recycling; or

using STEM to teach environmental education.

How did the project address one of the focus areas of the competition, including:

projects that reduce food waste in school cafeterias;

environmentally-friendly agriculture practices;

reducing and preventing human contributions to ocean litter;

school gardens;

recycling; or

using STEM to teach environmental education?

15 points

*Definition: "Environmental or Conservation Stewardship" is voluntary commitment, behavior, and action that results in environmental protection or improvement, or conservation of our natural resources. Stewardship refers to an acceptance of personal responsibility for actions to improve environmental quality and to achieve conservation outcomes. Stewardship involves lifestyles and business practices, initiatives and actions that enhance the state of the environment and natural resources. Some examples are:

living or conducting business in such a way as to minimize or eliminate pollution at its source;

using natural resources efficiently;

decreasing the use of hazardous chemicals;

recycling wastes effectively; and

conserving or restoring soil, forests, prairies, wetlands, rivers, and parks.

Stewardship can be practiced by individuals, groups, schools, organizations, companies, communities, and state and local governments.

Each year, EPA gives a Presidential plaque to the national award winners, and EPA leadership recognizes all qualified applicants in a letter or certificate.

Read about current and past PEYA winners.

Each applicant or group of applicants applying for PEYA must be represented by a teacher sponsor. For home-schooled applicants, the teacher sponsor can be a parent. The teacher sponsor must certify that the project was been completed by all applicants.

Typically, a sponsor offers suggestions and advice throughout the project to:

develop a well-thought-out project;

implement the project;

work with other groups and individuals in the community;

complete the application form (for K-5 applicants); and

assist in preparing accompanying materials.

The sponsor/co-sponsor must also sign and date the application.
Questions about the role of a sponsor should be directed to peya@epa.gov.

Resources for Sponsors

Questions about the program should be sent to peya@epa.gov.

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President's Environmental Youth Award | US EPA

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Your project--or one you are sponsoring--could be an award winner. Apply or encourage a student you know to apply for PEYA and see what a difference they can make for the environment with an award-winning project. Applicants from all 50 states as well as U.S.

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Gardening After Vision Loss: Tips from an Experienced Blind Gardener - VisionAware

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You may wonder if you can garden after losing your vision. You can, and here are a few ideas to make it more enjoyable. Container gardening is a particularly easy, fun way. Flowers, herbs, and many vegetables grow well in containers. Whatever your growing conditions, you can have wonderful plants in your life. Even shallow 6-inch-deep pots can sit on a porch rail full of basil, parsley, or chives-fresh herbs for cooking or salad. No trip to the store needed!
Advantages of Containers

1. They make identifying plants and seed locations easy.

2. They let you garden anywhere without digging garden beds.

3. They allow you to have the best soil, moisture, and growing conditions for a particular plant.

4. They make changing a plant's location easier.

Sample List of Plants That Grow Well in Containers
The list is divided into plants that need big containers and ones that can grow in shallow, small containers. Anything you plant in a small container could be planted in a big container along with other larger plants. Note: All of these containers are "outside," on a porch, balcony, or outside a window.
Big Containers:

tomatoes

bush beans

broccoli

cabbage

cauliflower

red, green, or yellow sweet peppers

hot peppers

greens such as chard, kale, and collards

celery

carrots

beets

potatoes

Small Containers:

herbs such as parsley, chives, basil, oregano, mint

leaf lettuces of all kinds (hundreds of choices)

spinach

radishes

There are many more possibilities. Some grow best from seed and some from little "sets" or starter plants, available in gardening stores.
Soil
Soil is the foundation of a garden. Good soil lets plants thrive. Try using top soil or potting soil from a garden center to fill containers. You know the quality will be good and it will be free of weeds and weed seeds. You'll have to do less weeding that way later in the season!

Use containers with good drainage holes in the bottom. Holes must be small enough so soil stays in the pot, but large enough to let excess water drain out. If water pools in the bottom of a container it will damage plant roots. Put a layer of small pebbles or wood chips in the very bottom of the container about a half inch deep. It will absorb water, helping drainage.

Next, fill the container to within about an inch of the top. That inch is so water or rain falling on the container has somewhere to go. If the container is full of soil to the rim, water might wash off the top layer of soil or wash off seeds. Try a mixture of two-thirds good soil and one-third peat moss. Peat moss adds lightness to the soil and nutrients, and helps soil retain moisture. It comes in big bags at most gardening centers.

Next plant seeds, checking instructions for spacing them. Planting seeds and little plants in the same container is nice. You can enjoy the little plant while the seeds are germinating and sprouting. Planting lettuce or spinach "sets" and seeds in the same container means your lettuce crop comes in over time.

You might put a parsley or basil plant in the center of a five-gallon bucket and space four bush bean seeds around the rim. The buckets has a nice green plant in it while the seeds sprout.

Finding Containers
Before spending money on expensive containers, think about recycling. An old plastic trash can with holes punched in the bottom becomes a gardening container. So does that plastic quart container from take-out food, yogurt, or cottage cheese. Restaurants, stores, and delis sometimes have five-gallon buckets from purchasing coleslaw or pickles they may give you. Spackle buckets work well too, once thoroughly cleaned.
Thoughts About Labeling
The approach you take to labeling will vary according to the amount of vision you have and your own personal style. Here are a few things to consider:

If you keep notes about your garden you can include location along with information about what you planted and when. Use whatever notetaking system works for you.

Marker plants can help you identify the contents of each container. Plants with a distinctive shape (like broccoli), scent (like basil), or supporting trellis (like tomatoes) can make good marker plants.

Use labels in large print or braille to mark containers. The labels can be placed on the containers themselves or on markers made of wood or metal which can be bought from garden stores or made from popsicle sticks. Waterproof tape and markers can be used to create your own large print labels.

Gardeners always ask each other questions. We form gardening clubs. There are entire societies dedicated to one plant such as roses or day lilies. VisionAware is dedicated to our particular interests and needs as gardeners who are blind or visually impaired. Please post your questions and comments on the message boards; let us know who you are and what you want to discuss. If you have gardened before, welcome back to your garden. If you are just taking up gardening, welcome to a new hobby.

Getting Started 2020

Cover of Getting Started Guide 2020

APH ConnectCenter Mission

Empowering people toward greater independence and lifelong success by providing curated information and resources to assist children, parents, job seekers, adults, and older people who are blind or visually impaired.

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Gardening After Vision Loss: Tips from an Experienced Blind Gardener

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You may wonder if you can garden after losing your vision. You can, and here are a few ideas to make it more enjoyable. Container gardening is a particularly easy, fun way. Flowers, herbs, and many vegetables grow well in containers. Whatever your growing conditions, you can have wonderful plants in your life.

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Whole Kids Foundation Garden Grant Program

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Whole Kids Foundation Garden Grant Program

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Whole Kids Foundation | Garden Grant Program

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About the Program

At Whole Kids Foundation, we know that the more kids know and feel connected to their food, the more curious they become about how things grow or taste, and the more willing they are to try new foods. This is why we believe in edible garden learning spaces!

Our Garden Grant program provides a $3,000 monetary grant to support a new or existing edible educational garden located at either a:

K-12 School

Non-profit organization (501(c)(3) in the US/Registered Charity in Canada) that serves children in the K-12 grade range

Eligibility

To be eligible to apply for this grant, the school or organization must meet the below criteria:

Be a charter or public school including tribally controlled and Bureau of Indian Education schools, non-profit private school, a non-profit organization or tribal entity that serves children in the K-12 age range, or a government entity

Engage at least 10 children on a regular basis

Be growing edible plants in your garden

Eligible to re-apply for a second grant if your previous funds were received in 2021 or earlier. Completion of Progress Report on previous grant required to apply again. *Recipients can only receive a total of two Garden Grants.

To Prepare

You can find a copy of the 2023 Garden Grant application here. All final applications MUST be submitted online but we share the application PDF as a way for you to prepare and get started!

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At Whole Kids Foundation, we know that the more kids know and feel connected to their food, the more curious they become about how things grow or taste, and the more willing they are to try new foods. This is why we believe in edible garden learning spaces!

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Plants and Landscapes for Summer-Dry Climates 

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Plants and Landscapes for Summer-Dry Climates 

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This award-winning book contains more than 525 beautiful color photographs and features 650 Californian and Mediterranean plants well suited to summer-dry climates of the Bay Area and beyond.

320 pages, 9" x 12"

Discounts: $20.00 discount per book automatically applied at checkout for online orders mailed within the EBMUD service area. One discount per book. Discounts not valid for orders mailed outside of EBMUD service area or with any other coupons or promotions.

For more information see: Plants and Landscapes Book

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This award-winning book contains more than 525 beautiful color photographs and features 650 Californian and Mediterranean plants well suited to summer-dry climates of the Bay Area and beyond. 320 pages, 9" x 12" Discounts: $20.00 discount per book automatically applied at checkout for online orders mailed within the EBMUD service area.

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https://www.living-classroom.org/

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Gardeners and volunteers of Living Classroom harvested vegetables from edible gardens at Campbell Union and Mountain View Whisman Schools. West Valley Community Services greatly appreciated the donation and noted that their demand is huge right now.

Living Classroom gardens have donated 235pounds of produce to local community service agencies since the shelter in place order was issued last March.
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Living Classroom Garden Based Education Program

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Gardeners and volunteers of Living Classroom harvested vegetables from edible gardens at Campbell Union and Mountain View Whisman Schools. West Valley Community Services greatly appreciated the donation and noted that their demand is huge right now. Living Classroom gardens have donated 235pounds of produce to local community service agencies since the shelter in place order was issued last March.

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School Garden Support Organization Network

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School Garden Support Organization Network

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Home - SGSO Network

School Garden Resources

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The School Garden Support Organization Network is made up of organizations and individuals that support multiple school garden programs at a regional, school district, or state level. What Does the School Garden Support Organization Network Do? There is no "one way" to sustain school garden programs. By sharing resources and ...

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Blind community proves anyone can garden at Third Eye Sensory Garden

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Farm to School Grant Program | Food and Nutrition Service

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On an annual basis, USDA awards competitive Farm to School grants that support planning, developing, and implementing farm to school programs. USDA’s Farm to School grants are an important way to help state, regional, and local organizations as they initiate, expand, and institutionalize farm to sch…

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How to Teach Nature Journaling - John Muir Laws

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How to Teach Nature Journaling - John Muir Laws

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This is a fabulous resource for curriculum ideas for all ages. I am currently using it for my middle schoolers.

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Description

31 hands-on field activities to connect art, science, math, and critical thinking, while encouraging students and mentors alike to recognize and record the wonder and beauty in the natural world.

Expanding on the philosophy and methods of my last book, The Laws Guide to Nature Drawing and Journaling, I teamed up with experienced curriculum developer and educator, Emilie Lygren, to develop this unparalleled and comprehensive guide to using nature journaling as a tool to engage young people with the outdoors. This teacher-friendly book combines curriculum plans, practical advice, and in-the-field experience so that educators of all stripes can bring journaling to their students or families. Full-color illustrations and sample journal pages from notable naturalists and novices show how to put each lesson into practice.

Best of all, it encourages the things we need most at this moment: routines and rituals, creative expression, observation and concentration, engagement with nature, and connection with each other (even if from a distance!).

Are green spaces near you closed or inaccessible? Nature journaling can happen anywhere, from a kitchen window to a neighborhood stroll. With the right tools and ways of observing, you can document the bird sitting on a telephone wire, the beans in your pantry, the flower blooming in your neighbor's front yard, the weed pushing through the cracks in the sidewalk, or the vine creeping up the side of your apartment building.

Learn How to:

give students step-by-step strategies for effective nature journaling

manage student groups in the outdoors

encourage participation from all learners

modify instructions to meet your students' needs

teach drawing, math, writing, and scientific thinking

connect journaling to educational standards

incorporate journaling into longer lessons

Can be used with:

5E Instructional Model

Charlotte Mason-Inspired Education

Common Core State Standards

Next Generation Science Standards

Waldorf Education, Forest Schools, Outdoor Education, and more

A great way to get started is to watch this video workshop from a class I gave on how to teach Nature Journaling.

Free download! You can download the book today. If you like the book, consider also buying the full version and making a donation to directly support Heyday, our amazing non-profit publisher. You may download the book for use in your home, classroom, or at your institution. You may not reproduce any part of the book for sale. The version with double-page spreads is best for viewing on a screen or device. If you plan to print the book at home, download the single-page version but be aware that for close to the cost of printing you can get the bound full-color book. Home printing is a good option if shipping the book is too expensive.
Read the foreword by Amy Tan.
Praise for How to Teach Nature Journaling

"From the beginning of time, we have been connected to nature, but for the first time in history, that connection threatens to be broken for most of an entire generation and perhaps generations to come. In this book and this work, I find hope. Laws and Lygren have created a powerful and practical resource for teachers to help children and adults discover, explore, love, and protect the natural world around them. Nature is magic, and everyone needs it."

-Robert Bateman, artist, naturalist, and founder of the Bateman Foundation

"Here is a natural way for parents and teachers to integrate the beauty and mystery of nature into the lives of children. The book itself is a work of art."

-Richard Louv, author of Our Wild Calling and Last Child in the Woods

"This book beautifully demonstrates how nature journaling is a valuable, multidimensional approach to science. Through this work, students build neural pathways that enable different brain regions to communicate with each other, resulting in more flexible thinking and creative problem-solving in all areas of life. This approach to nature journaling also offers students an excellent way to learn and practice a growth mindset through nature and science."

-Jo Boaler, Professor of Education and Equity, Stanford University; founder and faculty director of youcubed.org; author of Mathematical Mindsets and Limitless Mind

"The writing, the illustrations, the demonstration of an intentional, informative, and wonderfully educational approach to nature journal writing-it's all here. From field activities with clear examples to an inquiry-based approach to learning, this book is a gem for educators, first-time journalers, and for the experienced naturalist as well. It's art, it's writing, it's education, it's science, naturally so."

-José González, Founder of Latino Outdoors

"Engaging students in learning about nature is a compelling need in these turbulent times. Just as important is communicating clearly, precisely, and truthfully. Naturalists and educators John Muir Laws and Emilie Lygren help teachers achieve these goals with How to Teach Nature Journaling. This is a wonderful response to educators' request for meaningful ways to implement contemporary standards. The book is useful, full of activities, and manageable for classroom teachers."

-Rodger W. Bybee, Executive Director, BSCS Science Learning (Retired)

"Imagine if every teacher taught nature journaling, every student spent enough time outside to fill a journal each year, and our kids were becoming writers, artists, and scientists all at once. I'd send my kid to that school. Thanks to Emilie Lygren and Jack Laws, we now have the vision and the tools to make this our reality."

-Craig Strang, Associate Director, Lawrence Hall of Science

"Nature journaling is the single most valuable tool and skill a teacher can possess and use to move the Next Generation Science Standards and environmental literacy forward in their school. You need to do this!"

-Rob Wade, Science & Outdoor Education Coordinator, Plumas Unified School District/Plumas County of Education

About the Authors

John Muir Laws is an award-winning scientist, educator, artist, and author of The Laws Guide to Nature Drawing and Journaling and The Laws Field Guide to the Sierra Nevada, among other titles. For a wealth of nature journaling resources, visit johnmuirlaws.com.

Facilitator, author, educator, and poet Emilie Lygren has co-written dozens of outdoor science publications with the award-winning BEETLES Project and has published poems in a range of literary journals.

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How to Teach Nature Journaling (Print and free PDF download)

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31 hands-on field activities to connect art, science, math, and critical thinking, while encouraging students and mentors alike to recognize and record the wonder and beauty in the natural world.

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http://www.muwekma.org/

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Makkin Mak Muwekma Wolwoolum, 'Akkoy Mak-Warep, Manne Mak Hiswi!
We Are Muwekma Ohlone, Welcome To Our Land, Where We Are Born!

HorŠe Tuuxi! = (hor-sheh troo-hee) Welcome to the Official Website of the Muwekma Ohlone Tribe of the San Francisco Bay Area. The present-day Muwekma Ohlone Tribe is comprised of all of the known surviving American Indian lineages aboriginal to the San Francisco Bay region who trace their ancestry through the Missions Dolores, Santa Clara, and San Jose; and who were also members of the historic Federally Recognized Verona Band of Alameda County. The aboriginal homeland of the Muwekma Ohlone Tribe includes the following counties: San Francisco, San Mateo, most of Santa Clara, Alameda, Contra Costa, and portions of Napa, Santa Cruz, Solano and San Joaquin. This large contiguous geographical area, which historically crosscuts aboriginal linguistic and tribal boundaries, fell under the sphere of influence of the aforementioned three missions between 1776 and 1836. The missionization policies deployed by the Catholic Church and militarily supported by the Hispanic Empire, brought many distantly related, and in some cases, already inter-married tribal groups together at the missions.

Comprehensive genealogical analysis of the Mission Baptism, Death, and Marriage Records from the three Bay Area Missions traces the surviving Muwekma lineages of the late 19th century through today back to their aboriginal villages. The present-day tribally enrolled Muwekma lineages are represented by the: Armija / Thompson, the Santos-Pinos / Juarez / Colos / Armija, the Guzman / Nonessa, and the Marine-Guzman-Peralta, Marine-Alvarez / Galvan, Marine-Sanchez, Marine-Munoz, Munoz-Guzman, Marine-Arellano, and Marine-Elston / Thompson / Ruano descended families.

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Muwekma Ohlone Tribe | American Indian | Native American Tribes

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Welcome to the Official Website of the Muwekma Ohlone Tribe (Native American Tribes) of the San Francisco Bay Area.

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Regular time outdoors helps children thrive.

But over the past few generations, childhood has moved indoors. On average, today's kids spend up to 44 hours per week in front of a screen, and less than 10 minutes a day playing outdoors. And for too many kids, regular and safe access to nature is determined by race, income, identity, ability and postal code.

We support a global movement of leaders working to turn the trend of an indoor childhood back out to the benefits of nature - and to make sure that all children have equitable access to outdoor spaces where they can learn, play and grow.

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Children and Nature Network is committed to the belief that nature makes kids healthier, happier and smarter. Join us!

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Create an Accessible Garden for Those of all Physical Abilities 

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Create an Accessible Garden for Those of all Physical Abilities 

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For individuals with mobility challenges, gardening opportunities may need some adaptations. By designing your garden with accessibility in mind, you can create a garden that can be enjoyed by everyone. Here are some ways to plan a garden that is welcoming to individuals of all abilities.

Install accessible pathways. Navigation to and through the garden requires careful consideration to ensure ease and safety.

Pathways should be at least 4' wide, but preferably 5' wide, for optimum accessibility.

The surface must be smooth and level; fill large holes or cracks that may catch a toe or impede a wheelchair.

Ensure that water drains properly to prevent muddy or slippery spots.

Avoid steps; if an elevation change is needed, create a gently sloping ramp, ideally with handrails.

Concrete is an excellent pathway material; however, there are many crushed rock products that will provide a similar surface if installed properly.

Read more about building accessible pathways.

Build raised beds. Bring soil and plants up to an easier working height by installing raised beds. Wood, stone, concrete blocks, and plastic timbers are some good building materials.

Build beds to the height needed for the audience you plan to serve.

Construct beds so that gardeners can reach the entire planting area. In general, beds can be 3' or 4' wide if they're accessible on multiple sides. If beds are against a wall or fence they should be no wider than 2'.

If feasible, create a broad, sturdy ledge at a comfortable sitting height along the sides of the beds to allow gardeners to sit rather than stand or squat while they work.

Raised beds shaped like tables allow gardeners in wheelchairs to roll under them so the work surface is in their lap. Without this feature, gardeners in wheelchairs may need to garden alongside the bed rather than facing the bed.

Read more about installing raised beds.

Plant container gardens. Install planters to raise plants so they're easier to reach.

Ensure that every planter is secure, stable, and heavy enough so it won't move, wobble, or tip if gardeners lean on the rim.

If necessary, attach planters to the surface beneath them before filling with soil.

Smaller planters can be placed on a sturdy platform to raise their height.

Use hanging baskets positioned at a reachable level. Or, place them on a sturdy pulley system so they can be easily and safely raised and lowered for planting, watering, and tending.

Plant vertical gardens. Plant up instead of out! Growing on vertical supports frees up garden space that would otherwise be taken up by sprawling plants.

Install a trellis for vining plants like squash and pole beans to climb.

Secure containers to a wall at varying heights.

Create a vertical garden by repurposing a shoe organizer.

Avoid garden clutter. Tools, empty pots, and piles of weeds and other debris are a safety hazard for all gardeners, especially running children and individuals with impaired movement and vision impairments.

Put away tools after each work session.

Keep pathways clear. Remove plant matter and other debris and place in a compost bin or trash can.

Make sure that garden storage is nearby and accessible.

Purchase or create adapted garden tools. Look for tools that are designed for accessible gardening, with features for ease and safety. For example, tools with hook-and-loop straps to secure tools to the arm help distribute weight and steady tools in the hand. As you stock your garden shed, look for:

lighter-weight tools and hoses

tools of varying heights and sizes

tools with padded handles for a looser grip

kneeling pads with handles

tools with brightly colored handles for those with a visual impairment

In some cases you can create your own adaptations; for example, wrap padding around a handle and secure it with heavy-duty tape. You can also get creative with household items, such as using an ice cream scoop as a trowel.

Incorporate places to sit. Include comfortable, easy-to-access seating areas throughout the garden so gardeners have convenient spots to take a break, rest, and reflect. Make sure some of them are in the shade of trees or structures.
10/26/2022: This resource has been updated to reflect our values in diversity, equity, inclusion, and accessibility.

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Create an Accessible Garden for Those of all Physical Abilities

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For individuals with mobility challenges, gardening opportunities may need some adaptations. By designing your garden with accessibility in mind, you can create a garden that can be enjoyed by everyone. Here are some ways to plan a garden that is welcoming to individuals of all abilities.

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Creating An Accessible Raised Garden | Paths to Literacy

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Create a garden that is accessible to children who are blind, low vision or deafblind!

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Kid to Parks Day Grants (Field Trip funding)

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Kid to Parks Day Grants (Field Trip funding)

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https://www.cybergrants.com/pls/cybergrants/quiz.display_question?x_gm_id=7616&x_quiz_id=10102&x_order_by=1

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Applications are now being accepted until February 11, 2022 for the 2022 Kids to Parks Day School Grants Program. Projects must engage Title I students in grades PreK through 12 in distance learning or in-person park experiences.

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The School Garden Curriculum (K-8) - Kaci Rae Christopher 

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The School Garden Curriculum (K-8) - Kaci Rae Christopher 

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Home › The School Garden Curriculum

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The School Garden Curriculum

An Integrated K-8 Guide for Discovering Science, Ecology, and Whole-Systems Thinking

The world needs young people to grow into strong, scientifically literate environmental stewards. Learning gardens are great places to build this knowledge, yet until now there has been a lack of a multi-grade curriculum for school-wide teaching aimed at fostering a connection with the Earth.

The School Garden Curriculum offers a unique and comprehensive framework, enabling students to grow their knowledge throughout the school year and build on it from kindergarten to eighth grade. From seasonal garden activities to inquiry projects and science-skill building, children will develop organic gardening solutions, a positive land ethic, systems thinking, and instincts for ecological stewardship.

The book offers:

A complete K-8 school-wide framework

Over 200 engaging, weekly lesson plans - ready to share

Place-based activities, immersive learning, and hands-on activities

Integration of science, critical thinking, permaculture, and life skills

Links to Next Generation Science Standards

Further resources and information sources.

A model and guide for all educators, The School Garden Curriculum is the complete package for any school wishing to use ecosystem perspectives, science, and permaculture to connect children to positive land ethics, personal responsibility, and wonder, while building vital lifelong skills.

Download The School Garden Curriculum worksheets here.

Kaci Rae Christopher is the volunteer Farm and Garden Educator for Oregon's Redband Ranch. She was previously the School Garden Coordinator for the Springwater Environmental Sciences School and the Outdoor Educator for ERA. Her passion is fostering a healthy land ethic, personal empowerment, and environmental literacy in children of all ages through outdoor immersion and skill building. She lives in Bend, Oregon.

Click here to search for books for this author.

Book Awards

FINALIST: 2019 Foreword INDIES: Education

"Zach Loeks, author, The School Garden Curriculum addresses something near and dear to my heart and probably the most critical issue in society today - the need for garden, food and ecology education for school-age children. This book will help transform society with each new generation. Well done."
The Permaculture Market Garden

"Not just for teachers, this hands-on, down in the dirt, fun, imaginative and eminently practical guide should be in the hands of anyone involved with kids and gardening. The author's depth of teaching experience shows in her well-thought-out lessons and projects suitable for each age group. This is a wonderful resource for introducing children to science as they discover ecological principles for themselves along with the rewards of gardening."Linda Gilkeson, author,
Backyard Bounty

"Early and regular interaction with nature is critical to healthy childhood development. With half of all people living in urban environments, school gardens offer one of the best opportunities for children to connect with the earth. Kaci Rae Christopher's Darrell Frey, author, School Garden Curriculum shows us how to make the most of lessons of ecology and gardening, to provide an intimate experience with nature and skills that will last a lifetime."
Bioshelter Market Garden, co-author of Food Forest Handbook

"Ever been enthusiastic about a school garden project only to come up against typical pitfalls - summer maintenance, how beds are allocated, it's one more chore, etc.? This book to the rescue! Simple, well-thought out solutions to better school yard gardening have arrived. Not only will you build soil, grow edibles and learn how to forage, be prepared for a healthy harvest of community building, rituals, empathy, and gratitude."
Lindsay Coulter, David Suzuki's Queen of Green

"A school garden makes the perfect outdoor classroom. As learners step off the edge of chemistry into the new lands of biology, new experiences evoke paradigm shifts and epiphanies. Life begins to write itself! For all the talk of teaching methods, learning styles, and motivational techniques, the best teachers simply point the student toward an edge. No better place to do that than in the garden. The School Garden Curriculum shows you how."
John Wages, Publisher, Permaculture Design magazine

"The school gardening movement has long been a laboratory of educational innovation. By fusing permaculture with science, Kaci Rae Christopher takes it one step further in effectively promoting systems thinking and garden ethics. Her teacher-friendly new book offers hundreds of lessons for fall, winter and spring that can be accomplished within a single class at each grade level from K-8. Highly recommended."
Tim Grant, editor emeritus, Green Teacher magazine

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An Integrated K-8 Guide for Discovering Science, Ecology, and Whole-Systems Thinking by Kaci Rae Christopher The world needs young people to grow into strong, scientifically literate environmental stewards. Learning gardens are great places to build this knowledge, yet until now there has been a lack of a multi-grade c

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https://www.valleyverde.org/

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Creating access

to healthy and culturally appropriate

food for everyone

Our healthy communities are thriving and generating sustainable income by growing seedlings in their backyards and providing others with the possibility of cultivating their heritage food ingredients.

Valley Verde

Organic Seedlings are grown at our community greenhouse

FOLLOW US ON INSTAGRAM

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Creating access to healthy and culturally appropriate food for everyone Our healthy communities are thriving and generating sustainable income by growing seedlings in their backyards and providing others with the possibility of cultivating their heritage food ingredients. FOLLOW US ON INSTAGRAM

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Green Schoolyards America

Setting School Gardens Up for Success

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National OutdoorLearning LibraryA free online resource library designed to help schools and school districts move their classes and programs outside across the country and around the world. The Library is filled with interdisciplinary content that helps PK-12 educational institutions design, use, ma…

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Like Go Fund Me for school and community gardens. Takes donations for the months of November to December.

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SeedMoney is offering 370 garden grants this year to school gardens, community gardens, and food bank gardens nationwide.

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The Growing Classroom Activity Guide - Life Lab

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The Growing Classroom Activity Guide - Life Lab

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https://veggielution.org/

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Veggielution connects people from diverse backgrounds through food and farming to build community in East San José. Our goal is to engage residents throughout Silicon Valley, with a special emphasis on fostering community and family engagement in the low-income, working immigrant community of East S

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Sowing the Seeds of Wonder - Discovering the Garden in Early Childhood Education - Life Lab

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Sowing the Seeds of Wonder - Discovering the Garden in Early Childhood Education - Life Lab

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Sowing the Seeds of Wonder: Early Childhood Educat

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Sowing the Seeds of Wonder: Early Childhood Educat

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Seed libraries are a place where communities receive seeds for free or a small fee. The San Jose Public Library, Vineland Branch Seed Library offers seeds to the public for free. Seed libraries are created in response to climate change, loss of seed integrity, and to preserve genetic diversity. The Vineland Seed Library was created in response to a growing need in the community for locally adapted seeds. By taking, donating and returning seeds the community develops a sustainable food network and cultivates self sustainability.

Interested in visiting other seed libraries? Meander over to these locations to take a look at what their seed libraries have to offer:

San Jose Public Library, Almaden Branch Seed Library

San Jose Public Library, Berryessa Branch Seed Library

Santa Clara City Library

Santa Clara County Library, Gilroy Branch

Santa Clara County Library, Los Altos Branch

Mountain View Public Library

San Mateo County Library, East Palo Alto Branch

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The San Jose Public Library, Vineland branch is happy to announce the opening of the Vineland Seed Library this Monday, January 24!

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One of the continuing jobs for the planning committee will be to find funding and secure resources for the work of the garden. Funding can come from a variety of sources including grants, produce sales, and donations. If you are a 501 (c) 3 or are connected to a school, you are eligible to receive grants.

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All We Can Save - Ayana Elizabeth Johnson & Katharine K. Wilkinson 

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All We Can Save - Ayana Elizabeth Johnson & Katharine K. Wilkinson 

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"All We Can Save" showcases the wisdom and experiences of dozens of women actively contributing to environmental initiatives in the United States. These women are scientists, journalists, farmers, lawyers, teachers, activists, and innovators, who all come from different backgrounds. Their diverse perspectives offer a range of ideas and insights on how we can swiftly and significantly reshape society for a sustainable future.

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Truth, Courage, and Solutions for the Climate Crisis

"Two powerful phenomena are simultaneously unfolding on Earth: the rise of the climate movement and the rise of women and girls. The People's Climate March and the Women's March. School strikes for climate and the #MeToo movement. Rebellions against extinction and declarations that time's up. More than concurrent, the two trends are deeply connected. From sinking islands to drought-ridden savannas, the global warming crisis places an outsized burden on women, largely because of gender inequalities. In many parts of the world, women hold traditional roles as the primary caregivers in families and communities, and as the main providers of food and fuel, they are more vulnerable when flooding and drought occur; the U.N. estimates 80% of those who have been displaced by climate change are women. Women are on the front line of the climate-change battle, and are uniquely situated to be agents of change--to find ways to mitigate the causes of global warming and adapt to its impacts on the ground. Today, across the world, from boardrooms and policy positions to local communities, from science to activism, women everywhere are using their voices to take leadership and call for action on climate change. This anthology is a collection and celebration of these diverse voices, asking critical questions and providing invaluable insight and solutions. Curated by two climate leaders, this book leads us away from the brink and toward the possibility of a life-giving future"--

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All We Can Save - Santa Clara County Library

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All We Can Save - "Two powerful phenomena are simultaneously unfolding on Earth: the rise of the climate movement and the rise of women and girls. The People's Climate March and the Women's March. School strikes for climate and the #MeToo movement. Rebellions against extinction and declarations that time's up.

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Walden West- Growing Gardens for Growing Minds

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Walden West- Growing Gardens for Growing Minds

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https://sites.google.com/sccoe.org/walden-west/school-programs/growing-gardens-for-growing-minds

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Growing Gardens for Growing Minds gets students outside, exploring and learning Life Science. Children gain an appreciation for where their food comes from and will experience a deeper understanding of natural systems and become better stewards of the Earth. The curriculum is aligned with NGSS (Next Generation Science Standards) which encourages exploration, independent thought and inquiry. The program provides all lesson supplies and a Garden Specialist who visits your school and helps teachers and students have a garden experience. A kindergarten through 6th grade curriculum is offered and individualized for each level. A school garden can be utilized for the lesson but is not necessary.

First Visit - $150/class ($125 each additional class), 1.5 hours. Teacher assistance required.

Multiple Visits - $TBD

Curriculum by Grade for Gardens

Register for this program by emailing growinggardens@sccoe.org or calling 408-573-3054

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Growing Gardens for Growing Minds gets students outside, exploring and learning Life Science. Children gain an appreciation for where their food comes from and will experience a deeper understanding of natural systems and become better stewards of the Earth. The curriculum is aligned with NGSS

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Copyright 2020 The Edible Schoolyard Project. All rights reserved.

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School Gardens

Ag in the Classroom is proud to support school garden programs. Check out our garden-related resources for garden lesson ideas, a guide to starting your school garden, and more! Be sure to also explore the opportunities on our Grants & Scholarships page.

Prolific Pollinators

How does your food get pollinated? Pollinators are essential to agriculture and the environment. Students will learn about the various categories of pollinators and their contribution to producing California agriculture commodities. Includes three activities, a math exercise and ideas for Service Learning and Citizen Science. This resource is aligned to California Common Core and Next Generation Science Standards.

WE Garden Lesson Packet

These one-page lessons have great ideas for hands-on, garden-based learning that can be used within or outside the classroom walls.
Subjects: Science, Mathematics, English Language Arts, Health/Nutrition

School Garden Links and Resources

Gardens for Learning Book

Download the guidebook developed through a collaboration with the Collective School Garden Network.

CROP Circles

CROP (California Regions of Optimal Planting) Circles

This easy-to-use diagram illustrates proper planting and harvesting times for 18 crops commonly found in California school gardens.

California's Fruit & Vegetable Crop Seasons

Check out the chart of California's fruit and vegetable crop seasons, created by the California Department of Food and Agriculture.

Garden-Related Acrostic Poems

An acrostic is a structured poem in which the first letter of each line forms a word or phrase, vertically. The poem can describe the subject or tell a brief story about it. Use this download for students to create their own garden-related acrostics.

Agricultural Fact and Activity Sheets

The fact sheets include one page of information related to an agricultural commodity and one page of lesson plan ideas for using that information. The set includes everything from almonds to table grapes, as well as plant nutrients: Nitrogen, Phosphorus, and Potasium.

The Invasive Species Fact Sheet Set introduces six invasive species, the damage they cause to California crops and how to stop their spread.

Lesson Plans

Our lesson plan collection includes some great resources for garden learning.

What's Growin' On?

Your Link to California Agriculture

This edition of our hands-on student newspaper is focused on gardens. You can also explore the entire collection, as each issue can easily be used to complement a garden-based education.

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ca foundation for agriculture in the classroom

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Judy Culbertson, Administrator and Yasuko Mitsuoka Grow, Designer

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School Gardens | California Agriculture in the Classroom

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Agriculture in the Classroom website provides a network and resources for educators that seek to engage K-12 audiences and improve agricultural literacy.

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Unlock your eco-friendly superpower in this revolutionary call to action, and create a daily practice of sustainability to protect the environment.

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Discover Your Hidden Power to Help Save the Planet

Unlock your eco-friendly superpower in this revolutionary call to action, and create a daily practice of sustainability to protect the environment.

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One Green Thing - Santa Clara County Library

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One Green Thing - White, Heather, - Unlock your eco-friendly superpower in this revolutionary call to action, and create a daily practice of sustainability to protect the environment.

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Coast to Coast Virtual School Garden Tour By the Numbers:
On April 27th...

Over 2,000 Youtube video views

Estimated 30,000 adult and student viewers

Over 80% of guestbook entries watched the whole Tour

47% viewers watched from school

#GrowingSchoolGardens Contest

#GrowingSchoolGardens Contest had 133 entries, 12,799 views

6 - $100 Gardener's Supply Gift Cards awarded

View #GrowingSchoolGardens on Twitter & Instagram

Kids Garden Month Was a Success!

158, over half of the Kids Garden Month Contest submissions were from school gardens!

6 - $500 School Garden Grants awarded as part of Kids Garden Month

Viewers from Around the World & Across the U.S.!

Tune in with your students!

Click button for our Educator Viewing Guide which includes links to individual videos, a related activity, and discussion prompts for each garden stop!

Educator Viewer Guide

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Coast to Coast Virtual School Garden Tour By the Numbers: On April 27th... Over 2,000 Youtube video views Estimated 30,000 adult and student viewers Over 80% of guestbook entries watched the whole Tour 47% viewers watched from school #GrowingSchoolGardens Contest #GrowingSchoolGardens Contest had 133 entries, 12,799 views 6 - $100 Gardener's Supply Gift Cards awarded View #GrowingSchoolGardens on Twitter & Instagram Kids Garden Month Was a Success!

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Set in a world where Florida faces the relentless onslaught of extreme weather and rising sea levels, "The Light Pirate" is the story of a small coastal town preparing for a powerful hurricane. Divided into four parts—power, water, light, and time—this GMA Book Club pick novel mirrors the rhythms of the elements and the gradual transformation of the world as we know it. It serves as a contemplation of changes that challenge our comfort zones and a reminder of the untamed beauty and strength of nature.

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"A reverent observation of nature's power . . . The novel rewards readers with peace and solace after persevering through a series of tragedies that feel too close to home. The Light Pirate is a symphony of beauty and heartbreak, survival and loneliness. Combined, it's a haunting melody of nature."― Associated Press

"Feels like a small miracle: a book about a world wrecked by climate change that manages to be full of warmth and compassion . . . The real genius of The Light Pirate lies in the gentleness with which Brooks-Dalton treats her characters . . . Proof that climate fiction is maturing, producing works that are both nuanced and nourishing."
― Washington Post, Charlie Jane Anders

"Brooks-Dalton has a different sort of vision for the post-apocalypse, one that's not so dystopian . . . It's good to read an alternate and more hopeful story of how life might be experienced on a planet that is partly dying but also evolving, even if fewer humans remain."― New York Times

"A formidable young woman's coming-of-age . . . Brooks-Dalton creates an all-too-believable picture of nature reclaiming Florida from its human inhabitants, and her complex and engaging characters make climate disaster a vividly individual experience rather than an abstract subject of debate." ― Kirkus, Starred Review

"Brooks-Dalton paints a luminous and wrenching portrait of a frighteningly possible future."― Booklist, Starred Review

"Brooks-Dalton turns a devastating dystopian vision on its head in this redemptive tale by asking whether life is sustainable without human connection. This exquisite novel will appeal to a diverse group of readers..." ― Library Journal, Starred Review

"Harrowing and hopeful, reveals an all-too-possible future."― People, Book of the Week

"Timely . . . Reminiscent of Delia Owens' Where the Crawdads Sing , readers especially loved Brooks-Dalton's vivid writing style."― Marie Claire

"Gripping . . . sustains a steady pace from one storm to the next. Climate fiction aficionados will eat this up."― Publishers Weekly

"A stunning work of literary fiction . . . Both an urgent reminder of the various crises that our planet faces and a tender meditation on change and adaptability, The Light Pirate is one of the best, most sobering and downright gorgeous novels I have read in quite some time. Right from the start, Brooks-Dalton immerses readers in the tension and immediacy of an approaching storm, employing the crackling energy not just in the atmosphere but also in her characters' inner lives . . . A searing call to action that is as daring as it is luminous and moving, [Brooks-Dalton's novel] is an instant classic and a damning portrait of our time."― BookReporter.com

"There is a luminescence here, a force that takes on a quality of the intelligence of the universe. In the glow of that light, hope and exhilaration bloom. And in these moments before the new, violent storm hits its readers, the world of this novel is unforgettable."― New York Journal of Books

"A devastatingly beautiful, yet heavy story that pictures a dystopian American in the midst of climate change disaster . . . Wanda's deep connection to her home and a special ability keep her tethered to a place she loves, with people she loves, even if disaster has diminished the community."― Buzzfeed

"Riveting, imaginative, and encouraging."― Christian Science Monitor

"This is one of the most daring, deeply imagined and moving novels I have read. The writer asks us to consider a near-apocalyptic future, but, in prose that is beautiful and precise, Brooks-Dalton offers us hope that we are capable of remaking this world as a gentler and more generous-hearted place. Readers will not forget this beautiful book." ― ― Jillian Medoff, author of Rachel Lyon, author of Anna Pitoniak, author of Meredith Hall, author of Beneficence
​When We Were Bright and Beautiful
Self-Portrait With Boy
Our American Friend
"This is fiction of rare and riveting achievement: it is equal parts prophecy, elegy, and revelation. The Light Pirate describes a world much like ours, one of rising seas and changing coastlines, and peers around the corner into the future to show us what awaits. How will human beings endure such loss? How will we mourn, and how will we persist? Lily Brooks-Dalton has captured the fragile beauty of our world, and our lives, with a tenderness that is both moving and galvanizing."
"I read this book in a whirlwind, voracious as the hurricanes at its heart. Lily Brooks-Dalton writes with the kind of intricate sensitivity that leaves one grateful to be-faultily, flimsily, adaptably, temporarily-human. Harrowing, tender, and urgent, The Light Pirate is a novel of global scope and exquisite intimacy."
"Lily Brooks-Dalton is an audacious, exquisite writer whose work pulses with humanity and hope. In The Light Pirate, her mesmerizing new novel, Brooks-Dalton achieves the impossible: she leaves us feeling grateful to be alive even as she describes, with pinpoint precision, the end of the world as we know it. Gripping, poetic, and wholly original, this book changed how I see the future. I'll never forget it." ― ―

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​#1 Indie Next pick · A Good Morning America Book Club pick · LibraryReads pick · Book of the Month Club selection · Marie Claire #ReadWithMC book club selection · ​2022 NPR "Book We...

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To Change a Planet (Pre K-1st) - Christina Soontornvat 

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To Change a Planet (Pre K-1st) - Christina Soontornvat 

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Spare, poetic text and breathtaking pictures invite readers on a stirring journey that gently illuminates the causes of climate change as well as how our individual and collective actions can make the world better. Meticulously researched and brimming with beauty, hope, and hands-on solutions that will edify and empower even the youngest readers, this loving ode to our planet is vital for every child and family.

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A beautiful ode to our planet and a clarion call to protect it.* "Earth's beauty and fragility provide the impetus for activism in this introduction to climate change...An attractive entree to a vital subject for the youngest citizens." - Kirkus Reviews, starred review"The book's overall tone is hopeful, centered around the conviction that, just as we can exacerbate the effects of climate change, so too can we forestall and reverse them...will educate young readers without demoralizing them." - School Library Journal"Gracefully illuminates how "when one person, and one person... become many" they "can change a planet." Soontornvat's sparse text packs a powerful punch and allows Rahele Jomepour Bell the space to construct sublime illustrations that deliver an equally effective blow...has the potential to inspire all." - Shelf AwarenessOne person.Small, quiet,insignificant.But when one person,and one person,and one personbecome many,they can changea planet.Spare, poetic text and breathtaking pictures invite readers on a stirring journey that gently illuminates the causes of climate change as well as how our individual and collective actions can make the world better.Meticulously researched and brimming with beauty, hope, and hands-on solutions that will edify and empower even the youngest readers, this loving ode to our planet is vital for every child, classroom, and family.

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To Change a Planet - Santa Clara County Library

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To Change a Planet - Soontornvat, Christina - A beautiful ode to our planet and a clarion call to protect it.* "Earth's beauty and fragility provide the impetus for activism in this introduction to climate change...An attractive entree to a vital subject for the youngest citizens."

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After years of harsh monsoon seasons, a forest on the river island of Majuli is in danger of being slowly washed away. Jadav, a boy living on the island, is determined to save the forest he loves. This is the true story of how one young boy dedicated his life to creating and cultivating an expansive forest that continues to grow to this day. In a world impacted by climate change, Jadav Payeng’s inspirational story shows how one person’s contributions can make a difference in helping to save our environment.

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The Forest Man - Santa Clara County Library

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The Forest Man - Matheson, Anne - "This is the true story of how one young boy dedicated his life to creating and cultivating an expansive forest that continues to grow to this day. In a world impacted by climate change, Jadav Payeng's inspirational story shows how one person's contributions can make a difference in helping to save our environment."--Amazon.com.

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When three children endure separate climate change disasters--a wildfire in the California woods, a close encounter with a hungry polar bear in Canada, and a massive hurricane in Florida--they emerge from their experiences committed to changing the world.

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"When three children endure separate climate change disasters--a wildfire in the California woods, a close encounter with a hungry polar bear in Canada, and a massive hurricane in Florida--they emerge from their experiences committed to changing the world."--

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Two Degrees - Santa Clara County Library

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Two Degrees - Gratz, Alan, 1972- - "When three children endure separate climate change disasters--a wildfire in the California woods, a close encounter with a hungry polar bear in Canada, and a massive hurricane in Florida--they emerge from their experiences committed to changing the world."--

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Don't Call Me a Hurricane (Teen/Young Adult) - Ellen Hagan

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Don't Call Me a Hurricane (Teen/Young Adult) - Ellen Hagan

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Told in verse, seventeen-year-old Eliza, an environmental activist, is navigating the after-effects of a hurricane that devastated her coastal town while falling for Milo, a rich tourist who is at the center of a redevelopment that could put her community in danger--again.

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Told in verse, seventeen-year-old Eliza, an environmental activist, is navigating the after-effects of a hurricane that devastated her coastal town while falling for Milo, a rich tourist who is at the center of a redevelopment that could put her community in danger--again.

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Don't Call Me a Hurricane - Santa Clara County Library

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Don't Call Me a Hurricane - Hagan, Ellen, - Told in verse, seventeen-year-old Eliza, an environmental activist, is navigating the after-effects of a hurricane that devastated her coastal town while falling for Milo, a rich tourist who is at the center of a redevelopment that could put her community in danger--again.

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Growing Minds by Growing School Gardens - Laurie Brekke at TED x Navesink

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Growing Minds by Growing School Gardens - Laurie Brekke at TED x Navesink

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Growing minds by growing school gardens: Laurie Brekke at TEDxNavesink

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Inside California Education | Edible Schoolyard | Season 1 | Episode 10 | PBS

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Inside California Education | Edible Schoolyard | Season 1 | Episode 10 | PBS

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Visit a schoolyard garden and kitchen project in Berkeley started by famous restaurateur Alice Waters in an effort to connect students to the land. How the city of Stockton turned around its dismal graduation rate, the accuracy of dropout rates, and a unique summer camp run by a Northern California school district for more than half a century.

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Inside California Education
Season 1 Episode 10 | 26m 46s |

Visit a schoolyard garden and kitchen project in Berkeley started by famous restaurateur Alice Waters in an effort to connect students to the land. How the city of Stockton turned around its dismal graduation rate, the accuracy of dropout rates, and a unique summer camp run by a Northern California school district for more than half a century.

Aired: 03/30/17

Rating: NR

Problems Playing Video? Report a Problem |

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Inside California Education | Edible Schoolyard | Season 1 | Episode 10 | PBS

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Visit a schoolyard garden and kitchen project started by famous restaurateur Alice Waters.

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Food Forward | Pilot Episode: Urban Farming | PBS

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Food Forward | Pilot Episode: Urban Farming | PBS

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Food Forward: Urban Agriculture Across America is a half-hour, character-driven survey of urban farming across the country. The pilot episode for a 13-part series greenlit for PBS starting 2012, we meet the food rebels who are growing food right where we live--in cities. Lively animation starts us off asking some tough questions of industrial agriculture.

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Food Forward
Food Forward: Urban Agriculture Across America is a half-hour, character-driven survey of urban farming across the country. The pilot episode for a 13-part series greenlit for PBS starting 2012, we meet the food rebels who are growing food right where we live--in cities. Lively animation starts us off asking some tough questions of industrial agriculture. Then, onto the streets of New York City wi

Aired: 04/03/12

Rating: NR

Problems Playing Video? Report a Problem |

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Food Forward | Pilot Episode: Urban Farming

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Food Forward Food Forward: Urban Agriculture Across America is a half-hour, character-driven survey of urban farming across the country. The pilot episode for a 13-part series greenlit for PBS starting 2012, we meet the food rebels who are growing food right where we live--in cities.

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Many countries, particularly in the West, have long taken reliable food supplies for granted. But climate change, conflict and population growth are challenging such certainties. How can we ensure food security for everyone in the future?

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Food security - A growing dilemma | DW Documentary

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Food Deserts in D.C. | Let's Talk | NPR 

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Food Deserts in D.C. | Let's Talk | NPR 

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Fast food joints and convenience stores are often the only options for those who live in food deserts, even in Washington, D.C. WAMU highlights one resident’s journey to buy fresh, healthy food.

Can use this video to link the importance of gardens in areas experiencing food deserts.

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Trying to Eat Healthy in a Food Desert - VICE News

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Trying to Eat Healthy in a Food Desert - VICE News

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We take a look at systemic racism in America's food systems.

Illustrates how community gardens are closing the gap for people experiencing food insecurity. Discusses climate justice issues.

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How This Indigenous Farmer Is Solving Food Insecurity - PBS Terra

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How This Indigenous Farmer Is Solving Food Insecurity - PBS Terra

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As climate chaos increases around the world, Michelle Week, a farmer outside of Portland Oregon is drawing on her Sinixt indigenous knowledge to adapt her farm to the changing seasons. By practicing techniques like seed saving and dry farming, Michelle is combating the increasing food security crisis while continuing to provide fresh food to her local community.

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How This Indigenous Farmer Is Solving Food Insecurity

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Backyard Aquaponics Farming Fresh Fish & Vegetables | PARAGRAPHIC

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Backyard Aquaponics Farming Fresh Fish & Vegetables | PARAGRAPHIC

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Backyard Aquaponics Farming Fresh Fish and Vegetables | PARAGRAPHIC

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How This Aquaponics Farmer is Reinventing Urban Agriculture - PBS Terra 

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How This Aquaponics Farmer is Reinventing Urban Agriculture - PBS Terra 

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There are so many barriers in place when it comes to growing food in cities, but education and lack of access to space are the hardest to overcome. Yemi Amu has dedicated her life as a farmer to solving this problem, by starting the only Aquaponics farm in NYC. Oko Farms in Brooklyn is both a working farm which provides fresh food to surrounding neighborhoods, while also actively engaging the public in education on how to grow food for yourself in urban environments.

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How This Aquaponics Farmer Is Reinventing Urban Agriculture

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Aquaponic Farming Saves Water, But Can It Feed The Country?

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Aquaponic Farming Saves Water, But Can It Feed The Country?

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Aquaponic farming saves water, but can it feed the country?

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Next Gen Farming Without Soil and 90% Less Water | GRATEFUL

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Next Gen Farming Without Soil and 90% Less Water | GRATEFUL

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Next Gen Farming Without Soil and 90% Less Water  | GRATEFUL

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Vegetable Planting Chart - UC Master Gardeners Santa Clara County 

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Vegetable Planting Chart - UC Master Gardeners Santa Clara County 

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Recommended times to plant vegetables in Santa Clara County

Use this chart as a guideline for when to plant your vegetables in Santa Clara County. The dates given to transplant seedlings or plant seed directly into the ground are for best results on average in central Santa Clara County. The best times for your garden may vary depending on factors such as your location in the county and any microclimate conditions. The 'P' months indicate this variability.

Y: Yes, should work
N: No, not recommended
P: Possible, indicates borderline months that might work out if your local conditions and the weather are favorable

Growing transplants from seed

To grow your own transplants from seed, use the times under the column headed "From seed to transplant" to calculate when to sow seeds in pots for the transplants to be ready. For example, to have broccoli seedlings ready to transplant in mid-September, you should start your seeds about 6 weeks earlier, around August 1.

Harvest times

Harvest times are not included in this chart because they may vary widely depending on variety and season. Seed packets and plant tags often give an estimated 'days to maturity' from planting to harvest that you can use as a guideline. Note that crops mature more slowly in the cool fall/winter season than in the warm spring/summer season.
Printer-friendly version Vegetable planting chart in Spanish Vegetable planting chart in Vietnamese Vegetable planting chart in Chinese

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University of California, Division of Agriculture and Natural Resources

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Vegetable Planting Chart - UC Master Gardeners of Santa Clara County

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CROP (California Regions of Optimal Planting) Circles

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CROP (California Regions of Optimal Planting) Circles

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California’s Fruit and Vegetable Crop Seasons

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California’s Fruit and Vegetable Crop Seasons

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Growing and Harvesting in California.pdf

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Growing and Harvesting in California.pdf

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Growing and Harvesting in California.pdf

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Creating a school garden with California native plants

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In 1995, the California Department of Education launched "A Garden in Every School" initiative to promote education in fields as varied as nutrition, health, science, math, reading, and environmental studies. All these disciplines can be integrated in a school garden setting to teach students new skills and to enhance their ability to observe and think. A school garden helps students gain an understanding of natural systems through firsthand experience. School gardens foster community spirit by bringing students, school staff, families, local businesses, and organizations together.

The California Native Plant Society promotes the inclusion of native plants in every school garden.

Native plants help students learn the vital connection between plants and higher forms of life. Plants are at the bottom of the food chain, and native plants are a primary component of healthy ecosystems. Just as edible plants are important for human health and survival, native plants are equally necessary to other forms of life. Native plants help pollinator populations survive and thrive, which in turn help pollinate edible crops.

Some ideas for incorporating native plants in school gardens:

Pollinator Garden

Butterfly Garden

Bird-friendly Garden

Hummingbird Garden

Ethnobotanical Garden

Habitat Garden

In addition, native plants can be a part of the following types of gardens:

Alphabet Garden

Cut Flower Garden

Multicultural Garden

Year-round Flowering Garden

Resources

Before starting a school native plant garden, it is important to analyze site characteristics (soil, exposure, grade, existing hardscape, precipitation, etc.) and choose appropriate locally native plants. This will maximize chances for success while minimizing the inputs and efforts required. The resources below offer information for a variety of native plant projects.

Grant Programs

Many CNPS Chapters have their own school garden grant programs, and award funding to local schools yearly. Visit the CNPS Chapter map webpage to find a local CNPS chapter. In addition, there are many programs and organizations throughout the state offering grants and funding opportunities for school gardens. A few include:

Author: Arvind Kumar, Santa Clara Valley Chapter

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School Garden Ideas - California Native Plant Society

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In 1995, the California Department of Education launched "A Garden in Every School" initiative to promote education in fields as varied as nutrition, health, science, math, reading, and environmental studies. All these disciplines can be integrated in a school garden setting to teach students new skills and to enhance their ability to observe and think.

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More and more Californians are choosing native plants for their gardens.

Why? Native plants have a beauty unique to California, are climate conscious, and provide invaluable habitat for the butterflies, birds, and other wildlife that share our home.

The California Native Plant Society is launching Bloom! California in partnership with over 100 nurseries. This statewide campaign aims to increase native plant sales throughout our state's built environment - from backyard gardens to city parks to business fronts and more.

Let's get growing. Visit a participating nursery near you to purchase our select native plants for your garden or outdoor space.

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Bloom! California - Native plants for a bright tomorrow

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More and more Californians are choosing native plants for their gardens. Why? Native plants have a beauty unique to California, are climate conscious, and provide invaluable habitat for the butterflies, birds, and other wildlife that share our home. The California Native Plant Society is launching Bloom! California in partnership with over 100 nurseries.

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Our Native Plant Nursery, stationed at Foothills Nature Preserve since 2003, plays a fundamental role in our efforts to create healthy natural habitat across the Silicon Valley.

Our nursery grows a diversity of locally native species from seeds and cuttings gathered within Santa Clara, San Mateo, and Santa Cruz Counties, then distributes plants for reintroduction within their watershed of origin. We supply plants for our own habitat restoration projects, as well as those of major land managers in our region.

Grassroots Ecology employs best management practices to ensure clean nursery stock. We also grow rare and threatened native species and participate in native plant research.

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Native Plant Nursery - Grassroots Ecology

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Grassroots Ecology's Native Plant Nursery grows a diversity of native plants from seeds and cuttings gathered within local watersheds, and then distributes those plants for reintroduction within those watersheds. The nursery plays a critical role in our efforts to rebuild healthy and functional natu

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https://www.instagram.com/p/CtPIlr_Rpcz/?igshid=MzRlODBiNWFlZA==

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What is nature journaling?

Nature journaling is recording your interactions with nature on paper. It can take many different forms and the journal pages of each person will be unique. You can use sketches, paintings, poetry, prose, species lists, numbers, graphs, cartoons and more. There are no rules. Connecting with nature is what is important, not creating a work of art.

Why do we keep a nature journal?

The more we pay attention to something, the closer to it we become. When we spend an afternoon observing the movements of a pet ghost mantis, watching a caterpillar on a grass stem or ducks gliding across a pond, these creatures truly become our friends. When we allow nature to sink deeply into our hearts it can profoundly change the way we feel and interact with the world. Nature connection brings inner connection and peace. What better way to live life?

Did you know that when you study, observe and record the natural systems around you, you become a naturalist? In keeping a nature journal you stand alongside historical figures such as Alfred Russel Wallace, John James Audubon and Henry David Thoreau, among many others, who all kept field journals as a way of recording their important natural history observations and discoveries. Your nature journal pages are no less important. By documenting your observations you are keeping a record of nature in this place and time, building local knowledge that can be looked back upon as our natural systems change over time. Your nature observations can be used to participate in citizen science projects to further the scientific knowledge and understanding of our natural world, helping to preserve our precious wild places.

Nature journaling is educational, not just for children, but for lifelong adult learners as well. It brings together elements of science, language, maths, geography, physical education and cultural studies. The process of nature journaling will open and expand your curiosity help you look at the world in new ways.

This is an activity that can be done at any age and also shared with the whole family. Children can nature journal as soon as they are old enough to hold a paintbrush. Sitting with your children and observing nature together will increase family bonds and instil a love of nature that will encourage children to grow into future stewards of our environment.
Also, it's just so much fun!
How to start a Nature Journal?

To begin a nature journal you don't need any fancy materials, just something to write with and something to write on. A pencil and paper are the simplest journaling tools. Once you begin, you might like to expand into using other tools such as various pens, coloured pencils or watercolour. Your choice of materials will evolve over time. Start simple, have a play and slowly you will discover what works for you.

You don't have to travel to wild or exotic places to find nature. Your backyard is a perfect place to begin. If you don't have a backyard, a local park or green space is good too. If you live in an apartment or don't have access to parks or green space, you can always focus your observations on the sky. You will be surprised how much there is to observe in the clouds, the movement of birds or the changes in weather and wind.

If you find yourself asking 'Where do I begin?', step outside and see what you notice. Sit on the grass and be still for a moment. Tune into your senses and let them guide you. You might like to focus on one small, natural object, such as a flower or a leaf. Ask yourself what you can see, hear, smell, feel and (if it's appropriate) taste. It can be fun to explore a leaf with all your senses, feeling the texture of its surface under your fingers, observing its margins and veins, putting it up to your ear and listening to the sound it makes as you crinkle it between your fingers. Does it have a smell? Is it safe to taste?

When you are ready to start your journal page there are different ways to record your observations in nature. We often use a combination of three elements:

Words (Prose, poetry, lists, labels, observations)

Pictures (Sketches, paintings, diagrams, maps, cartoons, stick figures)

Numbers (Measurements, counts, graphs)

You can use any combination of these to build a record of your time in nature and deepen your understanding and connection with your environment. When you use elements of all three you will begin to build vibrant and interesting journal pages that you will cherish for years to come.
So, head outside, observe, ask questions (you don't need to know the answers), explore, wonder and enjoy! Go to How to participate to take the next step.

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All that you need to know about International Nature Journaling Week. Explore the What, Why and How of nature journaling here.

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Aquaponic Water Quality Monitoring Guide

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Aquaponic Water Quality Monitoring Guide

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Circular 680
Rossana Sallenave
College of Agricultural, Consumer and Environmental Sciences, New Mexico State University

Author: Extension Aquatic Ecology Specialist, Department of Extension Animal Sciences and Natural Resources, New Mexico State University. ( Print friendly PDF)

Introduction

Aquaponics, a method of food production that combines fish farming with soilless plant production, is growing in popularity and gaining attention as an important and more sustainable method of growing food. Aquaponics combines the cultivation of both fish and plants into a recirculating ecosystem that utilizes natural nitrifying bacteria to convert fish wastes into plant nutrients. For more basic information on aquaponics, refer to NMSU Extension Guide H-170, Is Aquaponics Right For You? ( https://pubs.nmsu.edu/_circulars/CR676.pdf)

Because this system combines plants with animal production, it has a special set of water chemistry requirements, and optimal water quality is essential to a healthy, balanced, functioning system. This guide describes the most important water quality parameters that affect the health and productivity of aquaponics systems. A good understanding of how these parameters interact with each other is necessary in order to maintain a balanced system. For additional information on water chemistry, refer to NMSU Extension Guide W-104, Understanding Water Quality Parameters to Better Manage Your Pond ( https://pubs.nmsu.edu/_w/W104.pdf)

Source Water

Selecting the source of water used in an aquaponics system can greatly influence the water quality, and is an important first consideration. Potential sources include well water, municipal water, and surface water. Surface water is not recommended because of the difficulty in ensuring consistency in water quality due to risk of contamination. Municipal water is treated with chlorine and chloramines, which must be removed before it can be used. Whatever source of water is used, it is very important to have it tested and to obtain a water quality profile to ensure that it meets the requirements to grow fish and plants.

Testing Frequency

Testing frequency will vary depending on the parameter being monitored. However, as a general rule, start-up systems should be tested daily so that adjustments can be made quickly when needed. For example, in response to high ammonia levels, feeding levels can be reduced, aeration can be increased, or water can be diluted. Once nutrient cycles are balanced, weekly testing is usually sufficient.

In all cases, it is important to record all of your readings. Keeping good records of your water quality measurements can help greatly in observing trends and diagnosing future problems.

Dissolved Oxygen

Dissolved oxygen (DO) is one of the most important parameters for growing fish and is also critical to the beneficial nitrifying bacteria that convert fish waste into nutrients plants can use.

Warmwater fish (e.g., bass, bluegill, and catfish) require about 5 ppm (ppm or parts per million, which can be used interchangeably with milligrams per liter [mg/L]) and coldwater fish (e.g., trout) require about 6.5 ppm of DO to maintain good health and maximum growth. Tilapia are tolerant of lower levels of DO, but growth rates will be affected. They will come to the surface for oxygen-rich surface water if DO levels go down to 1 ppm. It is recommended that DO levels be maintained at 5 ppm or higher in aquaponics systems. Oxygen levels should be measured frequently in a new system, but once procedures become standardized (e.g., proper fish stocking and feeding rates are determined, sufficient aeration is provided) it will not be necessary to measure DO as often.

Low DO levels are not usually a problem with hobby aquaponics growers with low fish stocking rates. The problem tends to arise more in commercial operations with high stocking rates. If DO levels in your system are too low, increase aeration by adding more air stones or switching to a larger pump. There is no risk of adding too much oxygen; when the water becomes saturated, the extra oxygen will simply disperse into the atmosphere. Dissolved oxygen levels are strongly related to temperature: the warmer the water, the less oxygen it can hold.

Ammonia

Ammonia is the first form of nitrogen released when organic matter decays and is the main nitrogenous waste excreted by most fish and freshwater invertebrates. Ammonia is excreted by fish mainly through the gills and also in trace amounts through urine. Ammonia can exist in two forms: un-ionized (NH ₃) and ionized (NH ₄⁺), also known as ammonium ion. Un-ionized ammonia is extremely toxic to fish, and ionized ammonia is not, except at extremely high levels.

The ratio of NH ₃ to NH ₄⁺ in water at any given time will depend on the pH of the water and the temperature. At pH 7.0 or below, most ammonia (>95%) will be in the non-toxic form (NH ₄⁺). This proportion of non-toxic to toxic ammonia will increase greatly as pH increases. Water temperature will also affect the ratio of NH ₃ to NH ₄⁺, with more toxic NH ₃ present at any given pH in warmer water than in cooler water. For example, at 82°F, the percentage of ammonia that is in the toxic form (NH ₃) is 2% at pH 7.5, compared to 18% when pH is 8.5. The sum of the gaseous toxic form and the non-toxic ionic form of ammonia is called Total Ammonia Nitrogen (TAN). TAN is what most commercial ammonia test kits measure. It is recommended that TAN in aquaponics systems be maintained at
<1 ppm. However, fish can tolerate higher TAN levels if the pH of the water is less than 7.0. If you are using a kit that measures TAN and you want to calculate how much of the TAN is made up of the toxic form, you can refer to Table 1.

To determine the concentration of un-ionized (toxic) ammonia (NH3) in your water at any given time, multiply total ammonia concentration (TAN) measured in the water by the percentage value given in Table 1 that is closest to the observed temperature and pH of your water sample.

Table 1. Percentage of Total Ammonia Nitrogen (TAN) in Freshwater that is in the Toxic Un-ionized Ammonia Form at different pH values and temperatures (adapted from data presented in Francis-Floyd et al. [2009] and Florida Department of Environmental Protection Chemistry Laboratory Methods Manual [2001])

Summary of Steps:
Step 1. Use a water kit to measure TAN

Step 2. Measure the water temperature

Step 3. Measure the water pH

Step 4. Find the multiplication factor in Table 1 that is closest to the water temperature and pH that you recorded

Step 5. Multiply the TAN value by the multiplication factor from Table 1

For example, a TAN of 5 ppm at pH 9 and 68°F would be 5 ppm total ammonia × 28.4% = 1.42 ppm of un-ionized ammonia.

Ammonia Removal and Utilization in Aquaponics Systems: Biofiltration

If the ammonia excreted by fish were allowed to accumulate it would soon kill the fish. In aquaponics systems, however, the ammonia excreted by fish is removed by nitrifying bacteria that transform ammonia into nitrate nitrogen in a two-step process known as nitrification. First, ammonia and ammonium are converted to nitrite (NO ₂) by Nitrosomonas bacteria. This process requires oxygen, destroys alkalinity, produces acid (H⁺), and lowers pH. In the second step, nitrite (NO ₂), which is also highly toxic to fish, is converted to nitrate (NO ₃) by Nitrobacter bacteria. This second step also requires oxygen and lowers pH. The non-toxic nitrate produced in this reaction serves as plant nutrients in the hydroponic component of the aquaponics system.

Nitrification performs optimally when dissolved oxygen levels are high and organic matter (produced by uneaten fish food and other accumulated solid wastes) is low. If oxygen levels are too low, the rate of nitrification will slow down or stop altogether, leading to an accumulation of ammonia to levels that are toxic to the fish. Nitrite is toxic to fish at levels of 5 ppm; for tilapia, nitrite levels should be maintained at or below 1 ppm.

The removal of ammonia and nitrite in aquaponics systems is referred to as biofiltration (Figure 1). Biofiltration is the link between the fish component and the hydroponic component of an aquaponics system. Without a healthy and functioning biofilter, waste products produced in the fish production component will accumulate, inadequate amounts of plant nutrients will be produced, and the system will not perform properly.

Figure 1. Schematic representation of the biofiltration process in aquaponics systems.

A biofilter is a place for nitrifying bacteria to colonize. In raft and media-filled bed aquaponics systems, a separate biofilter is sometimes not used because the rafts, media, tank walls, and other surfaces may provide enough area for bacteria to colonize. However, most of the time these systems still use some type of biofilter to help break down organic matter and provide more micronutrients and dissolved CO ₂ in the water. In NFT (nutrient film technique) style systems a separate biofilter is definitely needed.

The Role of Ammonia in Establishing a Biofilter

The process of building a bacterial colony during the initial setup of an aquaponics system is known as biofilter establishment, or cycling. Cycling is the essential first step in setting up any aquaponics system. Until a healthy community of nitrifying bacteria has been established, the cycle is not complete and it will not be possible to grow plants.

Basically, the process involves the steady, constant introduction of a source of ammonia into the aquaponic unit, which feeds the new bacterial colony and allows it to grow, thereby creating a biofilter. There are two ways to establish a biofilter, either with fish in the system or without fish (known as fishless cycling).

Cycling with Fish

Cycling with fish requires 4 to 6 weeks for sufficient bacterial populations to develop. It is strongly recommended to use a low stocking rate of fish and to feed the fish at a very low rate to prevent too much ammonia from building up in the system and killing the fish. Ammonia and nitrite should be measured daily during this process. Ammonia levels will initially increase as levels build up because there are not enough nitrifying bacteria in the system to convert the ammonia produced into nitrite. The increase in ammonia will be followed by a decrease in ammonia levels as Nitrosomonas bacteria begin to convert ammonia to nitrite. The drop in ammonia levels will be followed by an increase then a decrease in nitrite levels as Nitrobacter bacteria convert the nitrite to nitrate. Once nitrates are detected in the system and the ammonia and nitrite levels have both dropped to 0.5 ppm or lower, the system is fully cycled and ready to grow plants. At this point it is no longer necessary to monitor TAN and nitrite levels on a daily basis.

Nitrite is toxic to fish at 5 ppm, so it is important not to let TAN or nitrite levels exceed 1 ppm during establishment. If levels of nitrite rise above 1 ppm, water should be diluted by performing a water exchange; remove up to a third of your tank's water and replace it with fresh, dechlorinated water, ensuring that the temperature and pH of the replacement water are the same as the water remaining in the tank to avoid further stress to the fish.

Fishless Cycling

Biofilters can also be established without fish by adding ammonia compounds to the system and allowing bacterial colonies to establish in response to these additions. There are two advantages of fishless cycling over cycling using fish. First, there are no worries about accidentally killing fish during the process. This is always a risk when dealing with potential buildups of ammonia. Second, the process takes less time than the fish method (10 days to 3 weeks versus 4 to 6 weeks). This method allows you to control exactly how much ammonia is added to the system, and the amounts can be cut back if needed. Like when you cycle with fish, as soon as ammonia and nitrite levels drop to near zero and measurable levels of nitrate are detected, your system is fully cycled and you are ready to add fish. Once you have added fish, stop adding ammonia because the ammonia produced by the fish will replace the ammonia you have been adding to feed the bacteria.

There are a number of ammonia products available for use in fishless cycling. They include liquid ammonia (also known as clear ammonia, pure ammonia, or pure ammonia hydroxide) and crystallized ammonia in the form of ammonium chloride. Make sure it is pure ammonia and does not contain any perfumes, soaps, or additives because these are harmful to the system. Pure ammonia can sometimes be difficult to find. Try your local hardware store, cleaning supply stores, or superstores. Another option is to order it online. There are specialized aquaponics suppliers that sell startup and cycling materials. Ammonium chloride (crystallized ammonia) can be purchased at aquarium supply stores, aquaponics supply stores, soap supply stores, and photography supply stores. In addition to ammonia products, liquid nitrifying bacteria (commercial products such as Microbe-Lift, Cycle, Top Fin, and Stress-Zyme) can be purchased from aquaponics suppliers and most aquarium and pet stores to help speed up cycling.

Making Ammonia and Nitrate Adjustments in Your System

Ammonia Levels Too High

Even after your system is fully cycled, it is a good idea to check ammonia levels on a weekly basis to catch changes early and make adjustments before they become big problems. Higher than desired ammonia levels occur when more ammonia is being produced than can be handled by the biofilters. Possible causes for this include overfeeding of fish, fish densities that are too high for the volume of water (a rule of thumb is 1 lb of fish per 2 gallons of water), or not enough aeration. Pumps and DO levels should be checked, and adjustments in feeding rates or fish density should be made.

Ammonia Levels Too Low

If plants are not growing, it could be because not enough ammonia is being produced in the system. Enough ammonia must be produced and converted to nitrate in order for the plants in your system to grow. Low ammonia occurs when there are not enough fish or there is too much water for the number of plants being grown. The solution is to add more fish to your system, feed them more, or use a smaller tank.

Nitrate Levels Too High

While nitrate is the essential and desirable nutrient byproduct of biofiltration, excessive levels (greater than 150 ppm) could be an indication that not enough plants are being grown in the grow beds to take up all the nitrates that are being produced by the nitrifying bacteria. To address overly high nitrate levels, more plants could be added to the existing grow beds, more fish could be harvested to reduce the amount of ammonia being produced, or another grow bed could be added to the existing aquaponics system.

pH

One of the most important water quality variables in aquaponics systems is pH. The term pH stands for the power of hydrogen, and refers to the concentration of hydrogen ions in a solution. pH can range from 0 to 14, with values between 0 and 7 being acidic, 7 being neutral, and values between 7 and 14 being basic or alkaline. It is considered a "master variable" because it influences many other parameters, such as the ratio of toxic to non-toxic ammonia in aqueous solutions (see Table 1) and the rate of nitrification on biofilters in aquaponics systems. It is important to maintain pH at levels that are acceptable to both fish and plants. Tilapia, for example, require pH to be in the range of 5.0 to 10.0. Plants, on the other hand, grow best when pH levels are below 6.5. Nitrifying bacteria perform optimally at pH levels greater than 7.5 and basically stop working when pH levels fall below 6. The compromise that is optimal to all three components of an aquaponics system-fish, plants, and nitrifying bacteria-is a pH of 6.8 to 7.0. However, maintaining pH within such a narrow window can be difficult and may lead to unnecessary adjusting and tweaking. As long as the pH is maintained between 6.4 and 7.4 it will be tolerable to all three components of the system.

Adjusting pH

It is important to measure pH every day because it normally declines daily in response to nitrification processes. If pH levels get too low, nitrification will slow down or stop and ammonia will accumulate to levels that are toxic to the fish. When pH drops below 6.4, a base in the form of calcium hydroxide or potassium hydroxide should be added to the system to bring it back up to 7.0. Additions of the two bases should be alternated

because both calcium (Ca) and potassium (K) are essential nutrients that must be supplemented in aquaponics systems. Here is the Southwest, water is alkaline and high in calcium content, so adding extra water rather than calcium hydroxide is often sufficient to raise the pH. Failing to measure pH for several days can lead to drops in pH to levels as low as 4.5. At pH 4.5, nitrification has stopped and TAN concentrations can climb to over 30 ppm. When this happens, it is crucial to add base very slowly over several days. Adding a large amount of base all at once will shift the majority of the TAN into the toxic un-ionized form (NH ₃), and this could kill all the fish.

Occasionally a problem can develop in which the pH does not decline over time but instead remains stable or starts rising. This can be due to something in your system causing pH to rise, such as hard water or other sources of minerals, such as net bags of crushed oyster shells that are sometimes added to systems to stabilize pH and add calcium. Rising or stable pH can also be indicative of anaerobic (oxygen-free) zones in your aquaponics system where denitrification is occurring. Denitrification produces alkalinity and stabilizes pH. To remediate this situation, filter tanks should be cleaned twice a week, and all deposits of organic matter accumulated in the hydroponic section should be removed.

Water Hardness

Water hardness is a measure of positively charged ions, particularly calcium (Ca ²⁺) and magnesium (Mg ²⁺). Total hardness is the sum of the concentration of Ca ²⁺ and Mg ²⁺, as expressed in ppm calcium carbonate (CaCO ₃). Hardness can range from soft (0-75 ppm) to very hard (>300 ppm). Dissolved calcium in the water aids in osmoregulation and relieves stress in fish. Levels should be maintained between 50 and 100 ppm.

Alkalinity

Alkalinity refers to the buffering capacity, namely the ability to resist changes in pH, of a solution. It is a measure of the total concentration of bases in a liquid, and is expressed as the equivalent concentration of calcium carbonate (CaCO ₃). In aquaponics systems, alkalinity should be maintained at 100 ppm CaCO ₃ or above.

Water Temperature

Water temperature in aquaponics systems will influence not only what type of fish can be reared but also plant growth and the performance of the biofilter. Fish species are temperature-dependent. Warmwater species such as goldfish, bass, catfish, and tilapia prefer temperatures ranging from 65 to 85°F, while coldwater species such as trout thrive at temperatures in the range of 55 to 65°F. Tilapia prefer temperatures of 81-85°F (27-29°C) for maximum growth. When water temperature drops below 70°F, growth slows dramatically, reproduction stops, and the incidence of disease increases. Tilapia will die when temperatures drop below 50°F. Vegetables grow best at temperatures ranging from 70 to 75°F, and biofilters (nitrifying bacteria) perform optimally at temperatures ranging from 77 to 86°F. As with other water quality parameters, the key is to find a temperature that falls within the acceptable range for all three components of the aquaponics system.

Settleable Solids

Fish solid wastes (feces, uneaten feed, and biological growth) accumulate in fish tanks over a short period of time and are large enough to settle in the tank bottoms. One pound of feed produces 0.25 to 0.30 lb of solids. It is advisable to remove this solid waste from the flow stream through filtering or settling before it enters the biofilters or grow beds. If solids are not removed they will adhere to plant roots, decreasing DO levels as they decay. This will negatively affect the plants' ability to take up water and nutrients. Because these excess solids use up DO as they decompose, they also negatively impact nitrifying bacteria, which require oxygen to convert ammonia and nitrite to nitrate. Thus, as the solids decompose, oxygen will be consumed and ammonia will be produced. In addition to their effect on the water quality of the system, settleable solids will also clog pipes.

Nutrients Required for Plant Growth

Plants require a number of essential macronutrients and micronutrients to grow. Fortunately, most of these nutrients are provided to the plants by the fish feed and by-products produced in the fish component of aquaponics systems (see Table 2). The exceptions are calcium, potassium, and iron, which may need to be supplemented. Calcium and potassium will be supplemented when calcium hydroxide and potassium hydroxide are added to increase pH. It is therefore advisable to alternate additions of these bases to ensure that the system receives adequate amounts of these two macronutrients. Equal amounts of each base, determined by trial and error, should be added as needed to maintain pH at 7.0. Iron should be supplemented by adding 2 mg/L of chelated iron every 3 weeks or as needed. Chelated iron designated as DPTA is recommended.

Table 2. Nutrients Required for Plant Growth (nutrients followed by asterisks are those that typically need to be supplemented in aquaponics systems)

Summary

Maintaining a balance between water quality conditions that are optimal for fish, nitrifying bacteria, and plants is crucial to a healthy and productive aquaponics system. By monitoring key water quality parameters such as pH, temperature, and TAN on a regular basis, adjustments can be made in a timely manner to avoid problems and losses in productivity. A variety of kits and meters are available to measure these variables. For most backyard systems, aquarium test kits are adequate. Keep in mind that if your readings exceed the higher ranges, you will need to dilute your test sample. Table 3 provides optimal values for the important water quality parameters in aquaponics systems in general (systems containing either warmwater or coldwater fish) and in tilapia aquaponics systems in particular. Of course, this does not mean that aquaponics systems will not function if values deviate from these ideal levels. Tilapia in particular are very resilient fish that can withstand fluctuations in water quality and poor water quality conditions and still survive. These are simply guidelines to inform growers of optimal conditions to help them make better decisions on how to manage a healthy, functioning system.

Table 3. Optimal Water Quality Values for Productive and Well-performing Aquaponics System s

References

DeLong, D.P., T.M. Losordo, and J.E. Rakocy. 2009. Tank culture of tilapia [Online; SRAC Publication No. 282]. Southern Regional Aquaculture Center. Available at https://srac.tamu.edu/serveFactSheet/52

Florida Department of Environmental Protection. 2001. Calculation of un-ionized ammonia in fresh water STORET Parameter Code 00619, Revision 2 [Online]. Tallahassee, FL: Chemistry Laboratory Methods Manual. Available at https://www.dep.state.fl.us/labs/docs/unnh3sop.doc

Francis-Floyd, R., C. Watson, D. Petty, and D.B. Pouder. 2009. Ammonia in aquatic systems [Online; FA16]. Gainesville: University of Florida, Institute of Food and Agricultural Sciences (IFAS) Extension. Available at https://edis.ifas.ufl.edu/fa031

Klinger-Bowen, R.C., C.S. Tamaru, B.K. Fox, K. McGovern-Hopkins, and R. Howerton. 2011. Testing your aquaponic system water: A comparison of commercial water chemistry methods [Online]. Center for Tropical and Subtropical Aquaculture (CTSA), University of Hawaii, College of Tropical Agriculture and Human Resources. Available at https://www.ctsa.org/files/publications/TestingAquaponicWater.pdf

Rakocy, J.E., M.P. Masser, and T.M. Losordo. 2006. Recirculating aquaculture tank production systems: Aquaponics-Integrating fish and plant culture [Online; SRAC Publication No. 454]. Southern Regional Aquaculture Center. Available at https://srac.tamu.edu/serveFactSheet/105

For further reading

H-170: Is Aquaponics Right For You?
https://pubs.nmsu.edu/_h/H170/

W-104: Understanding Water Quality Parameters to Better Manage Your Pond
https://pubs.nmsu.edu/_w/W104/

W-105: Understanding and Preventing Fish Kills in Your Pond
https://pubs.nmsu.edu/_w/W105/

All water publications list
https://pubs.nmsu.edu/_w/

To find more resources for your business, home, or family, visit the College of Agricultural, Consumer and Environmental Sciences on the World Wide Web at pubs.nmsu.edu

Brand names appearing in publications are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned. Persons using such products assume responsibility for their use in accordance with current label directions of the manufacturer.

Contents of publications may be freely reproduced for educational purposes. All other rights reserved. For permission to use publications for other purposes, contact pubs@nmsu.edu or the authors listed on the publication.

New Mexico State University is an equal opportunity/affirmative action employer and educator. NMSU and the U.S. Department of Agriculture cooperating.
October 2016

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Important Water Quality Parameters in Aquaponics Systems | New Mexico State University - BE BOLD. Shape the Future.

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Because aquaponics combines plants with animal production, it has a special set of water chemistry requirements, and optimal water quality is essential to a healthy, balanced, functioning system. This guide describes the most important water quality parameters that affect the health and productivity of aquaponics systems."

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Community Nursery & Training Center is Open for In-person Visits and Purchases

Days and hours of operations: Thursday, Friday, Saturday, 9 AM to 12 PM

Mostly native trees and shrubs

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Let it grow, let it grow. Our City Forest’s Community Nursery & Training Center is home to thousands of native and non-native tree, shrub, and grass species. All our plants are available on a tax-deductible donation basis, and visitors can attend workshops on planting, care and propagation

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Sensory Nature Journal Inspiration (Instagram) (Pre K-5)

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Sensory Nature Journal Inspiration (Instagram) (Pre K-5)

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Nature Scavenger Hunt Printable

Brown Paper Bag Nature Journals

Supply List

Brown paper lunch bags (or repurposed construction paper, bags, etc)

Scissors

Stapler

Stationery supplies: markers, pencils, colored pencils, crayons, and/or stickers

Nature objects: Flowers, petals, bark, pebbles, leaves, twigs, etc (if done as an indoor activity)

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 JustKindering on Instagram: "Our Kinders made Nature Journals. They explored with their Grade 8 buddies and wrote about what they found. I love these brown paper bags as pages and pockets ☘️🌻They we’re so excited to take home their treasures #kindergarten #outdoorlearning #outdooreducation #kindergarteninquiry #kindergartenontario #kindergartenactivities"

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88 likes, 15 comments - justkindering on June 9, 2023: "Our Kinders made Nature Journals. They explored with their Grade 8 buddies and wrote about what t..."

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View this post on Instagram

A post shared by JustKindering (@justkindering)

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How to make a seed bomb | The Wildlife Trusts

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How to make a seed bomb | The Wildlife Trusts

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https://www.mastergardenersd.org/wp-content/uploads/2021/03/Crawford-Seed-Bombs.pdf

https://www.epicgardening.com/how-to-make-seed-bombs/

Supply List

Seed Mix Example: Renee's Garden Pollinator Seed Mix

Compost: E.B Stone Organic Compost

Powdered Clay: Red Clay from Monterey Bay Herb Co (Check supply closet for clay!)

Seed Ball Clay Red 5lb - The Ceramic Shop

Mixing bowls, trays, or food boats for mixing seed spheres

Spray bottles

Measuring spoons (½ TBSP)

Parchment paper, wax paper, or container

Masking tape if needed

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School Garden Signs Examples

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Outdoor Chalkboards

Here are ideas on how to make a weatherproof outdoor chalkboard.

Plastic Paper

One last sign resource we like is Never Tear paper. You can print or photocopy onto this plastic-like paper, which is much more fade resistant that normal paper that has been laminated. If you have digital images that you want made into signs, it is a good way to go.

And, wouldn't you know, there is a site called waterproofpaper.com

Installation Tips

Where you put your sign matters. Signs that face the sun will fade much faster than those turned away from the sun.

Is your sign post in an area that is often wet or touches soil? If so, consider rot resistant posts like treated lumber, plastic lumber or metal. Setting wooden posts in concrete can extend the life of a post considerably. Using a Column Base set in concrete will last even longer. Or consider using a Ground Spike which you can bang in the earth.

And, of course, your target audience is important. Make sure to install your signs at kid's eye level so they can read them.

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By labeling the plants in their garden, kids learn about them and make the connections between the foods they eat and the plants growing in the garden. Adults also learn a lot from garden signs.

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Pressing flowers is a great way of transforming the beauty of fresh flowers into long-lasting treasures. The effects can be simply stunning. They lend themselves to a wide range of creative uses - decorating cards, candles, paper, lanterns - and you'll find all sorts of great ideas on the Internet. We focus on flowers and creative activities that bring sensory interest through qualities like scent, texture, colour combinations and memory associations.

How to make pressed flowers

Pressing is very straightforward. It can be as simple as putting flowers between the leaves of a book although to work with more material and get more predictable results it's better to use a flower press. These are cheap to buy or simple to make.

The technique is very easy, here are the basics:

1. Blot any wet leaves or flowers

2. Trim down any larger flowers or stalks

3. Open up the flower press

4. Arrange on a sheet of paper

5. Cover the flowers with a sheet of paper and then card

6. Replace the cover of the flower press and tighten the screws

7. Wait 5-7 days for the flowers to dry

If you want to keep your flowers and leaves supple when they are dry you can soak them in glycerin first.

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How to press flowers and preserve their beauty. This is a DIY activity that is simple to do, results in stunning effects.

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ADA Accessible Greenway Garden – Urban Tilth

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ADA Accessible Greenway Garden – Urban Tilth

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Making the Greenway Accessible to ALL Designing and building the 1st truly ADA Accessible Garden on the Richmond Greenway The Making the Greenway Accessible to ALL Project hopes to provide greater and easier access to both local seniors and individuals with disabilities to actively participat

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Outdoor Learning Station: Sensory Garden | AWF

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About Us:

UGA Extension agents, staff and trained volunteers keep local communities informed through county Extension offices. We offer reliable information and programs in the areas of agriculture, food, families, the environment, and 4-H youth development. Let us help you learn, grow, and do more!

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About Us: UGA Extension agents, staff and trained volunteers keep local communities informed through county Extension offices. We offer reliable information and programs in the areas of agriculture, food, families, the environment, and 4-H youth development. Let us help you learn, grow, and do more!

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Grades 2-3: Cottle Ranch Children School Program at Martial Cottle Park

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Grades 2-3: Cottle Ranch Children School Program at Martial Cottle Park

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 Our City Forest - Urban Forestry Education Center

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 Our City Forest - Urban Forestry Education Center

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Third Saturdays at the Education Center

Join us every third Saturday of the month for DIY Lawn Conversion Workshops, Urban Forestry Q&As, Ask An Arborist, and more!

Take a tour of our Education Center!

Learn about our parcel and about the different tree and shrub species that are featured in the space. Click the button below to sign up for a tour!

Schedule a field trip to the Education Center!
"A huge thank you to Our City Forest for making our field trip so special! The Peninsula Jewish Community Center's summer program Camp Keff had an amazing time at Our City Forest's Education Center. The team was incredible to work with and they curated a specialized field trip for our large group. The day was organized, well run, and the activities were engaging. The day was perfectly divided into education and recreation. Our group especially loved the seed collecting, scavenger hunt, and a game they played with tree species! It was an overall great experience, and we hope to work with Our City Forest for our other programs as well. We highly recommend them for large group field trips if you are looking for a fun AND educational experience! - Jillian Johnson Assistant Director of Youth"

Featured at the Education Center Parcel:

Volunteers must adhere to our Safety Guidelines listed here.

Become a Docent - Commit to 1-2 days per week, the schedule is flexible; open up the site during park hours and greet visitors walking by, sharing Our City Forest's programs and services. Start your own projects with the help of AmeriCorps members and OCF resources.

Become a Tree Care Specialist - We need someone who can commit to watering the newly planted trees and shrubs weekly. The schedule is flexible, and training is provided.

Sign up by emailing: treecare@ourcityforest.org

Donate building supplies & tools, like lumber or a battery-powered saw

Sponsor a project, like an educational greenhouse, or fund the planting of our native garden

To donate or to become a sponsor, contact: michael.pistininzi@ourcityforest.org

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Urban Forestry Education Center- Our City Forest

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Our City Forest is growing an arboretum and educational center at Martial Cottle Park. We need your help to turn this vision into a reality! Volunteer Donate

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Field Trips – Guadalupe River Park Conservancy

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Field Trips – Guadalupe River Park Conservancy

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Field Trips at the Guadalupe River Park

In-Person Field Trips at the Guadalupe River Park

The Guadalupe River Park & Gardens is an education destination like no other. A natural oasis located in the heart of downtown San Jose, the Guadalupe River Park & Gardens (GRPG) features 254 acres of park that include the Heritage Rose Garden, the Historic Orchard, a community garden, and 2.6 miles of trail that runs adjacent to the Guadalupe River. The GRPG is a natural outdoor laboratory for science experiments, a creative and dynamic atmosphere for learning, and a perfect destination for field trips!

If you have questions or would like more information, please email programrequests@grpg.org

Program and Transportation Scholarships Available!

Field trips cost $500 for up to 30 students with a $20 charge for each additional student up to a maximum of 35 students. We cannot accommodate more than 35 students per field trip; we subscribe to Next Generation Science Standards (NGSS) best practices including student-led and phenomenon-based learning. Students will be guided to make their own discoveries at their own pace with the park as the center of their inquiry.

Program and transportation scholarships are available to Title 1 schools as well as groups of people with special needs. If you are eligible, please indicate your interest on the Field Trip Request Form. Please note: Scholarship eligibility requirements have changed for the 2023-24 school year.

All groups must provide at least one engaged, adult chaperone for every 8 students on the trip; the specific chaperone ratio for field trips for people with special needs will be determined on a case-by-case basis. Participants should be divided evenly into three small groups before the field trip; each group will rotate through exciting, hands-on activity stations!

If you have questions or would like more information, please email programrequests@grpg.org

Offered on Tuesdays, Wednesdays, Thursdays ONLY

Garden Field Trip focuses on teaching students about the different facets of nature. It includes guided tours of our Historic Orchard and Heritage Rose Garden, where students can learn about history, agriculture, and ecological relationships. Our activities are designed to meet the Next Generation Science standards and help students understand the complex relationships between plants, pollinators, and the dynamics within the life of an orchard. By the end of our program, students will have a profound understanding of the interconnected systems and adaptations developed by these ecosystems for their survival and prosperity. This knowledge will enrich their learning experience and help them appreciate the beauty and importance of nature.

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Field Trips - Guadalupe River Park Conservancy

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Field Trips at the Guadalupe River Park In-Person Field Trips at the Guadalupe River Park The Guadalupe River Park & Gardens is an education destination like no other.

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Virtual Tour

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Resources for Teaching About Climate Change With The New York Times

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Resources for Teaching About Climate Change With The New York Times

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Resources for Teaching About Climate Change With The New York Times (Published 2021)

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Dozens of resources to help students understand why our planet is warming and what we can do to stop it.

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Recommended Plants for Pollinators & Beneficial Insects - Xerces Society 

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Recommended Plants for Pollinators & Beneficial Insects - Xerces Society 

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Green Schoolyards America Activity Guide 

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Green Schoolyards America Activity Guide 

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Lesson Plan | Compost: A Scientific Investigation

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Lesson Plan | Compost: A Scientific Investigation

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It seems JavaScript is either disabled or not supported by your browser. To view this site, enable JavaScript by changing your browser options and try again.

Jump to main content

In this two-part inquiry-based activity, students will practice using the scientific method while learning about decomposition, exploring how some types of garbage will decompose while others will not. Students can then go on to design their own experiment to test different variables affecting the rate of decomposition.

Anoushka Takla's fourth graders seek to answer the question: "What happens to our trash over time?"

Travel underground for an up-close look at the ants, amoebas, and bacteria that maintain healthy soil.

Learn about what macroinvertebrates live in your school yard!

Appropriate for: 3rd Grade - 7th Grade

Standards for: 3rd Grade, 4th Grade, 5th Grade

Activity Time: 200 minutes

Subjects: Life Science, Planning Investigations

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Stay curious-every Thursday at NightLife. Sign up for event updates and exciting announcements.

(Because night owls know best.)

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Sign up for the Academy's monthly newsletter and get a promo code for 10% off at our online retail store.

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Why does some trash change, while other garbage stays the same?

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Rediscovering Our Roots - Redbud Resource Group (Grades 6-9) 

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Rediscovering Our Roots - Redbud Resource Group (Grades 6-9) 

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Rediscovering Our Roots

Healthy eating does not start with the chopping, cooking, and eating of ingredients. It starts with conscious land stewardship. Long before our food makes it to our plates, it often exists as plant or animals species in unique ecosystems that thrive off of biodiversity. For many Native peoples, the abundance and availability of traditional food sources relies on the health of these ecosystems. Biodiversity in California's oak woodland ecosystem is supported by local Native peoples, and has been since Time immemorial.

​

In this curriculum student learn:

Methods for supporting a resilient ecosystem.

Impacts of over-consumption, industrial development, and natural disasters on ecosystem resiliency.

How Indigenous foods support a healthy diet.

​

Tribal Focus: Pomo

Subjects: Environmental Science, Nutrition, Mathematics, English Language Arts

Grades: 6-9

Standards: NGSS, Common Core, CA Indian Essential Understandings, CA Healthy Schools Guidelines

Section 1: Biodiversity in California's Oak Woodlands

In Part 1, students explore California's oak woodland ecosystem from a Native perspective. Students learn about the importance of biodiversity in protecting traditional foods. For the Pomo people in northern California, having reliable access to healthy traditional foods requires stewardship of the natural environment in which those foods are produced. Students have the opportunity to learn about the Pomo relationship to the land through contemporary and historical stories, model scientific phenomena that lead to ecosystem resiliency, and apply their knowledge to problems around organism population and sustainability. This section includes supplementary tools from a range of online education sources to support student learning.

Section 2: Native

Foods and Nutrition

In Part 2, students discover the health benefits of integrating local Native foods into their diets. Students read about Native experiences with introduced, settler foods, and reflect on the benefits of having a cultural connection to the foods they consume. Activities exploring food insecurity and the accessibility of Native foods help students reflect on the health of their own communities. Students have the opportunity to reflect on their own diet and nutrition, as well as the role food plays in their families. This section includes supplementary tools from a range of online education sources to support student learning.

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Healthy Ecosystems Feed Healthy Communities | Redbud

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Rediscovering Our Roots Healthy eating does not start with the chopping, cooking, and eating of ingredients. It starts with conscious land stewardship. Long before our food makes it to our plates, it often exists as plant or animals species in unique ecosystems that thrive off of biodiversity.

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Calscape - Native Plant Nurseries Near You 

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Calscape - Native Plant Nurseries Near You 

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Antelope Valley Resource Conservation Nursery