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Handout: Harvesting and Eating Resources

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Handout: Harvesting and Eating Resources

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Contributed by Grow Pittsburgh

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Contributed by Big Green

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CYGS Handout - Watering and Growing Resources (40)

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Contributed by Big Green

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Contributed by Big Green

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Contributed by Big Green

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Contributed by Big Green

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Contributed by Big Green

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Contributed by Big Green

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Grow Pittsburgh's Homemade Ranch Dressing

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Grow Pittsburgh's Homemade Ranch Dressing

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We like to make this dressing with students and serve alongside chopped fresh vegetables like carrots, radishes, and cucumbers, or to top off a just-harvested garden salad.

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Grow Pittsburgh's Homemade Ranch Dressing.pdf

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We have included many of our most successful recipes for elementary school classes, many of which were developed for use in the school garden by local professional chefs.

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Grow Pittsburgh's School Garden Programs

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1. Cut up tomatoes and discard core. Using the large hole of a food mill, push tomatoes through, discarding pulp.

2. Measure 3 C. into a small saucepan. Bring to a simmer.

3. Add lemon zest and juice and pectin. Add butter.

4. Bring to a rolling boil that cannot be stirred down.

5. Add sugar. Bring to a boil that can't be stirred down and cook 1 minute only.

6. Skim foam. Stir in tarragon and black pepper.

7. Pour into sanitized jars. Top with hot sanitized lids and screw tops.

8. Process 10 minutes in a boiling water canner.

1. Grate zucchini on the large holes of a box grater. Place in a clean, dry towel. Squeeze out any excess water. Place in a large bowl.

2. Add eggs, herbs, salt, pepper, and nutmeg. Whisk together well.

3. Add cheese, baking powder, and flour. Mix until just holding together.

4. Heat a high-sided skillet over medium heat. Oil the pan well. Place 1-2 oz. portions of batter on the griddle. When brown, turn.

5. Keep warm until serving.

6. Top with Tomato Tarragon Jar (optional, recipe available on ESY Pittsburgh site) and enjoy!

1. Dice watermelon and tomatoes and set aside.

2. Stack mint and basil leaves, roll them up as tightly as you can.

3. While holding the roll, cut leaves into thin strips. This is called a chiffonade cut. Set cut herbs aside.

4. If you have a mandolin (angled vegetable slicer) use it to slice the radishes into paper thin discs. If not, cut thinly with a knife and set aside.

5. To assemble, you can either toss the ingredients together or layer them on the place in the order the ingredients are listed above.

Chef's Note: Be sure to eat shortly after assembling because the salt will draw the moisture out of the watermelon and tomatoes. Making balsamic reduction is as simple as taking some balsamic vinegar and a little honey or sugar and simmering it on the stove until it is a syrup-like consistency. This is a versatile recipe that can be altered in many ways, so try it out and see what you'd like to change or add!

1. Boil potatoes in salted water for 20-30 min or until cooked through. Cool. Remove skins and chop into chunks.

2. Grate tomatoes into a puree. Discarding skins and set aside in a bowl (can also chop some if you want chunkier).

3. Slice onions into rings and let sit in lemon juice for 2 min.

4. Finely chop up garlic and mint and add to tomatoes with the thyme, onions, lemon juice and olive oil. Mix to combine.

5. Pour the tomato mixture over the potatoes. Add salt to taste. Mix till coated. Allow to sit to increase flavor. Enjoy!

1. Add olive oil to a hot pan. Add peppers and season with salt.

2. Add tomatoes. Slowly add the egg and milk mixture.

3. Cook slowly for about 15 minutes or until set.

4. Flip pan into a flat plate. Garnish w herbs and enjoy.

Cut cherry tomatoes in half. Heat skillet over medium high heat- and once warm add 1 tablespoon butter & olive oil. Add corn to pan and sauté until corn begins to pop and get golden brown color. Add remaining tablespoon of butter & then add tomatoes and lemon. Continue to sauté until wilted. Add thyme & season to taste. Serve warm.

Coat a saucepan with 1 tsp. olive oil. Add couscous and stir to coat. Add a pinch of salt. Slowly add water. Let come to a boil, stir, turn off heat and cover.

Dice tomatoes, cucumbers and parsley and place in a bowl. In a separate bowl, squeeze lemon juice, olive oil, garlic and salt. Combine well. When couscous is done, cool slightly. Add to tomato mixture. Toss with lemon dressing. Add feta cheese. Enjoy!

1) combine the raspberries, mint and anise hyssop in a glass. Muddle into a coarse pulp with a pestle or a spoon could also work.

2) add syrup and lemon juice and fill with ice. Top with soda water and stir to incorporate. Enjoy!

Download Fall Scavenger Hunt Lesson Plan

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Edible Schoolyard is a Program of Grow Pittsburgh

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Recipes Archive - Grow Pittsburgh's School Garden Programs

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Ingredient list: 2 ½ # Very ripe tomatoes Zest of 1 lemon ¼ C. Lemon juice 4 ½ C. Sugar (measured into a separate bowl) ½ tsp. butter 1 ea. Pouches Sure Jell fruit pectin 1 tsp. Black pepper Tarragon leaves (1/8-1/4 cup loose packed) Instructions Cut up tomatoes and discard core.

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Are you interested in bringing your students into the garden but you don’t have personal experience or support from an expert garden teacher? Here is a list of different activities that will allow for you to bring your students into the garden without having to even know what is growing there! Each activity is aligned to either the core or PA State standards and will support the teaching that you are doing in Math, English, Science or Social Studies!

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Grow Pittsburgh's School Garden Programs

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Are you interested in bringing your students into the garden but you don't have personal experience or support from an expert garden teacher? Here is a list of different activities that will allow for you to bring your students into the garden without having to even know what is growing there! Each activity is aligned to either the core or PA State standards and will support the teaching that you are doing in Math, English, Science or Social Studies!

PRE-K - 2ND GRADE

English Language Arts (Grade 1 Common Core Standards)

* Keep a Garden Journal (Writing, all)
* Talk about Where our Food Comes From, Reflect on Garden Class (SL.1.1)
* Tour the Garden, Record or Recount Findings (SL.1.4, SL.1.5. & W.1.8.)
* Write Step-by-Step Instructions for Starting Seeds (W.1.8.)
* Read, Compare and Contrast Books from our Recommended Picture Books List (Reading, all)
* Record and Share Food Memories (W.1.8. & SL.1.4)
* Create a Photo Journal of the Garden's Seasons (W.1.6. & SL.1.5)
* Research Plants; Write descriptions (W.1.7 & W.1.8.)
* Create Class Plant Book, Read Aloud (W.1.5, W.1.6. & RL.1.10)
* Talk About Favorite Food Tradition, Crop or Garden Class (SL.1.6.)
* Write Thank You Notes to Volunteers (W.1.2.)

Mathematics (Grade 1 Common Core Standards)

* Name Crops/ Garden Scenarios in Word Problems (1.OA.1.)
* Measure Height/ Length of Crops (1.MD.2)
* Order Garden Vegetables or Tools by Height/Length (1.MD.1)
* Count (Then Add or Subtract) Crops/ Vegetables/ Flowers (1.OA.5.)
* Graph the Growth of Sugar Snap Peas (2.MD.10.)
* Chart the Class's Favorite Garden Vegetable (2.MD.10.)
* Measure Garden Crops, Beds and Tools with the appropriate tool (4.MD.1. - 4.MD.4.)

Social Studies/ Family-School-Community Partnerships (PA 1st Grade Early Childhood Standards)

* Explore the Garden as a Community-Building Tool (P6)
* Explain Why the Garden Needs a Variety of Weather (3.1)
* Draw/Write about how Seasons Affect the Garden (3.1)
* Connect Maintaining a School/Community Garden to Good Citizenship (5.2)
* List the Student's Rights and Responsibilities in the Garden (5.2)
* Explain the Barter, Trade and Money Systems in terms of Garden Produce (6.1 & 6.4)

* Draw a Map of the Garden (7.1A)
* Label Cardinal Directions in the Garden (7.1A)
* Explore Cultural History of Food (7.3)
* Research the Native American "Three Sisters" (7.4 & 8.2)

Science (PA 1st Grade Early Childhood Standards)

* Read Nonfiction Books from our Recommended Picture Books List (ALL)
* Tour the Garden Using All 5 Senses (3.1)
* Collect Rainwater, Measure & Track Rainfall (3.1)
* Study the Air Cycle in Relation to the Garden (3.5)
* Investigate Seasonal Change Impact on the Garden (3.5C)
* Draw/List Food Needs vs. Food Wants (3.8B)
* Collect Fall Leaves To Make Compost (4.2D & 4.8)
* Sprout Mung Beans in the classroom for eating (4.3A)
* Pick up Litter in the Garden (4.3B)
* Observe Animals in the Garden Ecosystem (4.3C & 4.4B)
* Dissect a Lima or Fava Bean Seed (4.4B)
* ID Plants in the Garden (4.4B)
* Take a Rubbing of a Sunflower Head, Bark or Leaf, ID parts (4.4B)
* ID Pests and Beneficial Insects in the Garden (4.5)
* Conduct a Soil Investigation (4.6A)

3rd GRADE - 8th GRADE

English Language Arts (Grade 4 Common Core Standards)

* Read Michelle Obama's Book, First Garden, and Discuss (SL.4.1.)
* Interview a Farmer or Gardener (SL.4.2.)
* Bring in Family Recipes, Share Food Traditions (SL.4.4)
* Write a Fiction Story and Nonfiction Article about the Garden (Writing, all)
* Tell Stories about Why Food is Valuable (W.4.1.)
* Write a "How to Transplant" Guide (W.4.2.)
* Research and Write a Crop Description (W.4.2. & W.4.7.)
* Write and Perform a "3 Sisters" Play about Corn, Beans, and Squash (W.4.3 & SL. 4.4.)

* Write Letters to Local Community Gardeners or Master Gardeners (W.4.4.)
* Thank the Principal/ Garden Educator for the Garden (W.4.4.)
* Create a Class Recipe Book (W.4.6.)
* Keep a Running List of Plants in the Garden (W.4.8.)

Math (Grade 4 Common Core Standards)

* Convert/Halve/Double a Recipe (4.NF.1. & 4.MD.2.)
* Make Rows of Seeds/Crops into an Array (4.NBT.6.)
* Monitor Sunrise and Sunset to Find Elapsed Time (3.MD.1. & 3.MD.2.)
* Harvest the Correct Number of Garden Vegetables by Multiplying (4.OA.2.)
by the Number of Students or Dividing by Amount Available
* Calculate the Perimeter and Area of the Garden Beds (4.MD.3.)
* Find Parallel and Perpendicular Lines in the Garden (4.G.1.)
* Study Symmetry in Butterflies and Flowers (4.G.3.)

Social Studies (Grade 4 Academic Standards for History/Civics and Government)

* Study Tropical and Temperate Climates and the Food Grown In Each (3.5.4.C)
* Research and Write an Essay on the Food History of a Country (8.1.4.C)
* Make Posters of School Gardening as Good Citizenship (5.2.4.D)
* Discuss Connection between Technology and Farming (8.3.4.C)
* Research Progression from Hunter/Gatherer to Nomad to Agriculture (8.2.4.C)
* Create a Map of the Garden to Scale
* Create a Three Sisters Play about Native American Food (8.2.4.B)

Science (Grade 4 Academic Standards for Science and Technology)

* Measure the Growth Rate of Plants While Manipulating (3.1.4.C,E)
Variables Such as Light, Soil, Temperature, Weed pressure, Water, and Air
* Collect Weather Data/Patterns: Temperatures, Rainfall, (3.5.4.C, 3.1.4.C)
Barometric Pressure, Wind Speed/Direction
* Collect Seasonal Data: Day Length, Sun Position, Temperatures (3.4.4.D)
* Explore Ways Farming Technology Changes Environment. (3.8.4.A)
* ID Plants, Insects, and Soils (3.5.4.A)
* Test the Ph of Soil from Variety of Locations (3.5.4.A)
* ID the parts of the plants we eat (3.3.4.B)
* Start a Worm Bin (Indoor Vermicomposting) (3.6.4.A)
* Explore Food Transformations by Making Ice Cream, (3.4.4.A)
Bread, Cheese, or Butter
* Grow Mushrooms (3.5.4.B)
* Start Seeds Indoors (3.3.4.A)
* Interpret Soil Tests (N,P,K, pH) (3.5.4.A)
* Plan the Garden Layout for the Year (3.3.4.C)
* Plan the Planting Schedule for the Year (3.3.4.C)
* Weed and Water (3.3.4.A)
* Search for Migrating Birds and Hibernating Earthworms (3.3.4.C)
* Dissect Flowers (3.3.4.B)
* Start Sweet Potato Slips (3.5.4.B)
* Make Compost Tea (3.6.4.A)
* Harvest and Eat Sugar Snap Peas, Cherry Tomatoes etc. (3.5.4.B)
* Track Phases of the Moon, Daylight Savings Time (3.1.4.C)
* Study Diseases and Health Risks Related to Food (3.6.4.A)
* Compare Nutrition Content of Processed and Fresh Food (3.6.4.A)
* Find Beneficial Insects and Pests in the Garden. Research Relationship. (3.3.4.C)

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Edible Schoolyard is a Program of Grow Pittsburgh

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Anytime Activities - Grow Pittsburgh's School Garden Programs

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Are you interested in bringing your students into the garden but you don't have personal experience or support from an expert garden teacher? Here is a list of different activities that will allow for you to bring your students into the garden without having to even know what is growing there!

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A lesson plan by lesson plan guide to how our lesson plans align with Pennsylvania state standards. Brought to you by Grow Pittsburgh.

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Grow Pittsburgh's School Garden Programs

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Scavenger Hunt - Fall

Harvesting Produce

Charting Seasonal Change

Science and Technology
3.1.5.A2: Describe how life on earth depends on energy from the sun.
3.2.3.B3: Explore temperature changes that result from the addition or removal of heat.
3.2.3.B5: Recognize that light travels in a straight line until it strikes an object or travels from one material to another.
3.2.4.B5: Demonstrate how light can be reflected, refracted or absorbed by an object.
3.2.3.B6: Recognize that light from the sun is an important source of energy for living and nonliving systems and some source of energy is needed for all organisms to stay alive and grow.
3.3.5.B.1: Provide evidence that the earth revolves around the sun in a year's time and that the earth rotates on its axis once approximately every 24 hours.
Science as Inquiry

Use simple equipment to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information.

Saving Seeds

Broadcasting Cover Crops

Pickling

Planting Fall Bulbs

Making Popcorn and Butter

Making Applesauce

Measuring Sun Position (Day)

Science and Technology
3.1.5.A2: Describe how life on earth depends on energy from the sun.
3.2.3.B3: Explore temperature changes that result from the addition or removal of heat.
3.2.3.B5: Recognize that light travels in a straight line until it strikes an object or travels from one material to another.
3.2.4.B5: Demonstrate how light can be reflected, refracted or absorbed by an object.
3.2.3.B6: Recognize that light from the sun is an important source of energy for living and nonliving systems and some source of energy is needed for all organisms to stay alive and grow.
3.3.3.A5: Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.
3.3.4.A5: Describe basic weather elements. Identify weather patterns over time.
3.3.5.B.1: Provide evidence that the earth revolves around the sun in a year's time and that the earth rotates on its axis once approximately every 24 hours.

Science as Inquiry
Grades K-4

Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.

Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.

Use simple equipment to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information.

Grades 5-7

Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions.

Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.

Use appropriate tools and technologies to gather, analyze and interpret data.

Measuring Sun Position: Fall to Winter

Standards suggestion is the same for "Measuring the Position of the Sun in the Sky".

Migration and Hibernation

Making Coleslaw

Baking in a Solar Oven

Making Ice Cream

Science and Technology
3.2.3.A1: Differentiate between properties of objects such as size, shape, and weight and properties of materials that make up the objects such as color, texture, and hardness. Differentiate between the three states of matter, classifying a substance as a solid, liquid or gas.
3.2.4.A1: Identify and classify objects based on their observable and measurable physical properties. Compare and contrast solids, liquids and gases based on their properties.
3.2.3.A3: Demonstrate how heating and cooling may cause changes in the properties of materials including phase changes.
3.2.3.B3: Explore temperature changes that result from the addition or removal of heat.
3.2.3.A4: Use basic reactions to demonstrate observable changes in properties of matter (e.g. burning, cooking).
3.2.6.A5: Constancy and Change: Identify characteristic properties of matter that can be used to separate one substance from the other.

Science as Inquiry
Grades K-4

Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.

Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.

Use simple equipment to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information.

Grades 5-7

Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions.

Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.

Use appropriate tools and technologies to gather, analyze and interpret data.

What Grows Here (and When)

Compost Relay

Science and Technology
3.2.3.A4: Use basic reactions to demonstrate observable changes in properties of matter.
3.4.3.E2: Identify some processes used in agriculture that require different procedures, products or systems.

Mushrooms

Worm Composting

Rocks and Minerals

Identifying Insects

Weeding Our Garden

Environment and Ecology
4.1.4.A: Explain how living things are dependent upon other living and nonliving things for survival. Explain what happens to an Organism when its food supply, access to water, shelter or space (niche / habitat) is 4.5.3.B: Define the term pest and identify various plants and animals that humans may call pests.

Starting Seeds

Environment and Ecology
4.4.3.C: Use scientific inquiry to investigate what animals and plants need to grow.

Science and Technology
3.1.3.A2: Describe the basic needs of living things and their dependence on light, food, air, water, and shelter.
3.1.4.A2: Describe the different resources that plants and animals need to live.
3.1.3.A3: Illustrate how plants and animals go through predictable life cycles that
include birth, growth, development, reproduction, and death.

Identifying Insects

3.1.3.A1: Describe characteristics of living things that help to identify and classify them.
3.1.4.A1: Classify plants and animals according to the physical characteristics that they share.

Dissecting Tulips

Science and Technology
3.1.3.A1: Describe characteristics of living things that help to identify and classify them.
3.1.4.A1: Classify plants and animals according to the physical characteristics that 3.1.3.A5: Identify the structures in plants that are responsible for food production, support, water transport, reproduction, growth, and

Fertilizing Transplants - Peppers

Environment and Ecology
4.4.3.C: Use scientific inquiry to investigate what animals and plants need to grow.

Fertilizing Transplants - Tomatoes

Environment and Ecology
4.4.3.C: Use scientific inquiry to investigate what animals and plants need to grow.

Making Scape Pesto

Food Begins With A Plant

Harvesting Wheat

Tasting Apples

Overwintering Spinach

Sundrying

Science and Technology
3.2.3.A4: Use basic reactions to demonstrate observable changes in properties of matter.
3.2.6.A4: Differentiate between physical changes and chemical changes.
3.2.3.A3: Demonstrate how heating and cooling may cause changes in the properties of materials including phase changes.
3.2.3.B: Explore temperature changes that result from the addition or removal of heat.
3.4.4.B1: Describe how technology affects humans in various ways.
3.4.4.B3: Explain why new technologies are developed and old ones are improved in terms of needs and wants.
3.4.3.B4: Illustrate how people have made tools to provide food, clothing and shelter.
3.4.4.E: Identify the technologies in agriculture that make it possible for food to be available year round.

Threshing and Winnowing

Environment and Ecology
4.4.3.A: Identify Pennsylvania crops that provide food for the table and fiber for textiles.
4.4.3.D: Identify technology used in agriculture. Indentify tools and machinery used in agricultural processes.
4.4.4.B: Describe how humans rely on the food and fiber system.

Science and Technology
3.1.3.A5: Identify the structures in plants that are responsible for food production, support, water transport, reproduction, growth and protection.
3.4.4.B1: Describe how technology affects humans in various ways.
3.4.3.B4: Illustrate how people have made tools to provide food, clothing and shelter.

Determine Timing of Plantings
Environment and Ecology
4.4.3.A: Identify Pennsylvania crops that provide food for the table and fiber for textiles.

4.4.4.B: Describe how humans rely on the food and fiber system.
Science and Technology
3.1.3.C1: Recognize that plants survive through adaptations such as stem growth towards light and root growth downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors.

Making Tea

Making Cheese

Food Spoilage

Removing Fall Crops

Garden Schedule

Plant Needs

Crop Rotation

Plant Spacing

Pruning Raspberries

Seed Quantity

Tiny Gardens Giant Farmers

Science and Technology
3.1.5.A2: Describe how life on earth depends on energy from the sun.
3.2.3.B5: Recognize that light travels in a straight line until it strikes an object or travels from one material to another.
3.2.3.B6: Recognize that light from the sun is an important source of energy for living and nonliving systems and some source of energy is needed for all organisms to stay alive and grow.

Building Soil

Aerating Soil

Inoculating Soil

Row Seeding Lettuce

Scavenger Hunt - Spring

Starting Seeds - Amaranth

Environment and Ecology
4.4.3.C: Use scientific inquiry to investigate what animals and plants need to grow.

Starting Seeds - Tomatoes

Environment and Ecology
4.4.3.C: Use scientific inquiry to investigate what animals and plants need to grow.

Honeybees

Starting Sweet Potato Slips

Science and Technology
3.1.3.A5: Identify the structures in plants that are responsible for food production, support, water transport, reproduction, growth and protection.
3.4.3.B4: Illustrate how people have made tools to provide food, clothing, and shelter.
3.4.3.E2: Identify some processes used in agriculture that require different procedures, products, or systems.

Thin Turnips, Braise with Spinach

Turning Under Cover Crop

Planting Wheat

Planting Three Sisters Corn

Preparing to Transplant

Making Salad

Planting Three Sisters Squash

Companion Planting - Pepper

Companion Planting - Flowers

Companion Planting - Tomato

Planting Three Sisters Beans

Pruning Tomatoes

Installing Irrigation and Mulch
Environment and Ecology
4.1.4.A: Explain how living things are dependent upon other living and nonliving things for survival. Explain what happens to an organism when its food supply, access to water, shelter or space is changed.
4.1.3.E: Identify changes in the environment over time.

Removing Spring Crops

Making Plant Family Cards

Using Tools to Till our Soil

Preparing Turnip Bed, Spreading Compost

From Wheat to Bread

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Edible Schoolyard is a Program of Grow Pittsburgh

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PA Standards Alignment - Grow Pittsburgh's School Garden Programs

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Scavenger Hunt - Fall Environment and Ecology 4.4.3.A: Identify Pennsylvania crops that provide food for the table and fiber for textiles. 4.5.3.B: Define the term pest and identify various plants and animals that humans may call pests. Science and Technology 3.1.3.A5: Identify the structures in plants that are responsible for food production, support, water transport, reproduction, growth and protection.

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Grow Pittsburgh's Determine the Timing of Plantings Lesson Plan

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Grow Pittsburgh's Determine the Timing of Plantings Lesson Plan

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This early spring lesson chooses a "Spring Salad Day" late in the school year, and asks students to work backwards to figure out what to plant and when to plant it in order to have a great salad on their chosen day.

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Grow Pittsburgh's Parts of a Plant Lesson Plan

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Grow Pittsburgh's Parts of a Plant Lesson Plan

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What are the different parts of a plant - and what do they do? Explore these questions with your students by dancing like a plant, completing a parts of the plant scavenger hunt and ending with a plant part salad! This lesson will help you teach plant growth science content in a fun, hands-on and delicious way.

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Grow Pittsburgh's Searchable Lesson Plan Database

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Grow Pittsburgh's Searchable Lesson Plan Database

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Search over 72 garden-based lesson plans, developed by Grow Pittsburgh Garden Educators.

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Grow Pittsburgh's School Garden Programs

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Lesson Plans

A lesson for every season. Sometimes it is hard to identify what lesson plan would best fit the needs of both the garden and the classroom curriculum. Below you will find a short description of each lesson plan that will help you decide what lesson to choose.

Select a Lesson Plan

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Edible Schoolyard is a Program of Grow Pittsburgh

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Edible Schoolyard Pittsburgh - Garden Lesson Plans

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Search through 72 garden lesson plans that Edible Schoolyard Pittsburgh has created and aligned with the PA State Science Standards.

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Contributed by KidsGardening

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Contributed by KidsGardening

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Download: Remembering Memorial Day lesson plan
Overview: Plants have always played a central role in the Memorial Day activities, when families and civic groups decorate the graves of fallen soldiers with flowers and wreaths. After WWI, the red poppy became an international symbol of reverence and honor for these military heroes. Even now, 100 years after the end of WWI, many people in the U.S. still pin a fabric poppy to their lapel on Memorial Day as a sign of respect and remembrance. Use your school garden program to introduce students to the history and significance of Memorial Day.

Grade Level/Range: 6- 12 th grade

Objective: Students will learn:

the history that led to the establishment of Memorial Day

the many ways plants are used as symbols in our culture

how to make seed balls with red poppy seeds (or other types of seeds)

Time: 30 minutes to 1 hour
Materials:

Internet access

Copies of the poems "In Flanders Fields" by John McCrae and "We Shall Keep the Faith" by Moina Michael

Red poppy seeds

Clay

Compost or potting soil

Background Information

Memorial Day has largely become known as a three-day weekend holiday full of picnics and department store sales. It's true purpose is often overshadowed by the long weekend of fun events that kicks off the summer season. Memorial Day was originally known as Decoration Day starting in 1868. It was a special day set aside for Americans to remember the fallen soldiers of the Civil War, and to honor them by placing flowers and flags on their graves. Later the focus expanded and it became a day to remember all those who died while serving in the military. The National Holiday Act of 1971 established Memorial Day as an official federal holiday observed on the last Monday of May.

Although perhaps not as common as it used to be, the sight of a silk or fabric poppy flower pinned to a lapel on Memorial Day is still a meaningful reminder of the true meaning of the holiday. How did this humble wildflower come to be a symbol of remembrance?

In 1915, during WWI, a Lieutenant Colonel in the Allied Army named John McCrae wrote a poem titled "In Flanders Field" about the red poppies blooming in the war-ravaged battlefields. In 1918, an American college professor named Moina Michael was so moved by the poem that she responded with a poem of her own titled "We Shall Keep the Faith." She began a campaign to adopt the red poppy as a national symbol and started selling silk poppies to raise money for disabled soldiers, and urged Americans to wear red poppy flowers on Memorial Day to show their support. Across the sea in France, Anna Guérin was also advocating to have the poppy recognized by all Allied countries. The History Channel offers a detailed summary of the events.

Laying the Groundwork

As a class or individually, read the two poems that inspired the adoption of the poppy as a symbol of remembrance.
"In Flanders Fields" by John McCrae In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below. We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields. Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields. "We Shall Keep the Faith" Oh! You who sleep in Flanders fields,
Sleep sweet - to rise anew!
We caught the torch you threw
And holding high, we keep the Faith
With All who died We cherish, too, the poppy red
That grows on fields where valor led;
It seems to signal to the skies
That blood of heroes never dies,
But lends a lustre to the red
Of the flower that blooms above the dead
In Flanders field And now the Torch and Poppy Red
We wear in honor of our dead
Fear not that ye have died for naught;
We'll teach the lesson that you wrought In Flanders field by Moina Michael
Ask students to discuss the poems. Here are a few questions to help begin the discussion:

Why do you think the poppies made such an impression on the authors of these two poems?

Why is it so important to remember soldiers who have died in war?

How can knowledge of historical events help us in the present?

Exploration

1. Research the growing habits of red poppies. They are hardy wildflowers that can grow almost anywhere. Ask students to consider how their characteristics contribute to their value as a symbol of remembrance. Can you grow red poppies in your area? If so, when is the best time to plant them?

2. Make seed balls as a way to distribute poppy seeds in your community. Seed balls are seeds wrapped in a ball of clay and compost or potting soil so that they are conveniently "packed" for easy distribution. The shell protects the seeds from animals, insects, and too much moisture when they're sprouting. Seed balls are particularly useful in areas where rainfall is unpredictable. They can be dropped onto the top of a soil-filled container or in a cultivated garden and watered by hand to initiate sprouting, or thrown into an empty lot or field where they will patiently wait for enough rain to begin the germination process. The clay keeps the seeds from blowing or washing away, and protects them from hungry critters. It also keeps the seeds from sprouting until adequate water is available. The compost or potting soil adds a bit of nutrients to help give them a jump start.
Seed balls were used in ancient times, and were rediscovered in the 1900s as a way to introduce vegetation on a large scale to uncultivated land, such as areas devastated by fire or floods. Seed balls are also being used in the Guerilla Gardening movement as a way to beautify vacant lots and urban common areas.

3. Gather the supplies of clay, compost or potting soil, and seeds.

4. Divide your materials so you have:

5 parts air-dry clay

1 part compost/potting soil

1 part seeds

1. Combine the clay and compost. Add a little water if your mixture is dry. The mixture should be moist but not dripping wet, with the consistency of cookie dough.

2. Add the seeds to the clay and compost. Thoroughly work the materials together with your hands.

3. Shape the mixture into a ball the size of a golf ball.

4. Allow the balls to dry on waxed paper or a cookie sheet.

5. Once the balls are dry, creatively package them in scraps of cloth or paper bags decorated by the students. Add a small ribbon or a red poppy flower crafted from cloth or paper, along with a note about Memorial Day.

Making Connections

Find out about the Memorial Day observations in your area. Discover if there are ways for your gardeners to share their new knowledge about red poppies with the community.

Distribute the seed balls in your community. This could be a volunteer project, or you may even consider making it a fundraiser to help support your garden program or to donate in honor of veterans in your community.

Branching Out

History: Learn about other examples where people have used flowers as symbols such as state flowers. Each of the fifty states adopted an official flower to represent the state and its people. Look up your state flower and find out why it was chosen. For example, according to state historian Leon Anderson the purple lilac received the designation as the state flower of New Hampshire because it "is symbolic of that hardy character of the men and women of the Granite State."

Art: Ask students to draw or create a flower (using whatever media you have available) to be their symbol. They can either choose an existing flower or create a new flower. After they finish their drawings, ask each student to explain to the class why that flower represents them.

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Memorial Day Lesson Plan - KidsGardening Garden Lesson Plans

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Download: Remembering Memorial Day lesson plan Overview: Plants have always played a central role in the Memorial Day activities, when families and civic groups decorate the graves of fallen soldiers with flowers and wreaths. After WWI, the red poppy became an international symbol of reverence and honor for these military heroes.

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