Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2010 School Gardens: effects on low socioeconomic first grade students Margo Lynn Castro Louisiana State University and Agricultural and Mechanical College, mcastro@agcenter.edu Follow this and additional works at: https://digitalcommons.edu/gradschool_theses Part of the Human Resources Management Commons Recommended Citation Castro, Margo Lynn, "School Gardens: effects on low socioeconomic first grade students" (2010). LSU Master's Theses.edu/gradschool_theses/4281 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact gradetd@lsu.
SCHOOL GARDENS: EFFECTS ON LOW SOCIOECONOMIC FIRST GRADE STUDENTS A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Science in The School of Human Resource Education and Workforce Development by Margo Lynn Castro B., Nicholls State University, 1992 August 2010 ACKNOWLEDGEMENTS I would like to begin by acknowledging the members of the graduate faculty committee, Dr. Janet Fox, PhD; Dr. Earl Johnson, PhD; and Dr. Krisanna Machtmes, PhD.
I owe a special thank you to my major professor, Dr. Machtmes, who was always there for me. I am extremely thankful for her encouragement, guidance, and support. Machtmes’ leadership and encouragement this thesis would not be possible.
I would like to thank my friend and fellow colleague, Robin Landry, for her friendship and overall support throughout this entire process. From car pooling to studying together, she has been a true inspiration. Next, I would like to thank the LSU AgCenter for giving me the opportunity and resources needed not only to start the garden project, but also to fulfill my school requirements. I would also like to thank the Assumption Parish School Board and Belle Rose Primary School Staff and Faculty for allowing this project to be brought into their school.
They have provided continued support and encouragement throughout this entire undertaking. A big thank you goes out to the First Grade teachers and students at Belle Rose Primary School. This project would not have been the success that it is without their hard work and dedication. Being involved in this project and with these children has made a huge difference in my life.
And last, but not least, I would like to thank my parents for their unending love and support. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS .3 Significance of the Study.4 Definition of Terms .5 2 REVIEW OF LITERATURE.11 Data Reliability and Validity .13 Life of a Garden.17 Guiding Questions for Students.17 Guiding Questions for Teachers .22 Researcher’s Observations of School Garden and Students.29 Compilation of the Guiding Questions .29 Conclusions and Implications.48 iv ABSTRACT The purpose of this study is to determine if there are any effects of school gardens on low socio-economic first grade classroom located in the Southern Region of the United States. It is crucial for students to understand food sources and where it originates. Data was gathered through interviews using qualitative research methods.
Analysis consisted of examining data from themes and discriminate cases. Personal interviews were done with teachers and students involved in the garden project. Permission was received to interview the students at school. All participants will remain anonymous.
The results of the study found that the garden project did provide the participants with a positive new experience and hands on learning. Academic effects were not measured due to the age and developmental stage of the first graders. School gardens provide students with an opportunity to learn not only what they should eat, but also obtain a greater appreciation for how food is grown. Garden projects at school are a great way to make classroom subjects more interesting and significant to students.
v CHAPTER 1 INTRODUCTION Gardens provide many benefits, from adding beauty to our world to provide fresh fruits and vegetables to cleaning the air, to providing a therapeutic setting. School gardens provide students with many new opportunities. One of the most important things about vegetable gardening is understanding where food comes from. Edible gardens provide students with the opportunity to become familiar with and eat produce that they have grown themselves, an experience that anecdotally increases the appeal of eating vegetables (Balschweid, Cole, & Thompson, 1997).
Young children are fascinated seeing food when it is pulled from the ground, and they notice the similarities and differences from their garden vegetables and produce than from those they buy at the grocery store. Not only does it help them develop a better understanding of nutrition, but also improves their academic achievement through active hands-on activities. School gardens are also a powerful environmental educational tool. For many children a garden is their only chance to get close to nature.
Louv’s (2005) book, Last Child in the Woods: Saving our Children from Nature Deficit Disorder, is a call to action. A close connection with nature can be therapeutic in addressing attention deficit disorders and other problems faced by so many children today (Tampa Bay School Gardening Network, 2002). Through gardening, children can learn not only what they should eat, but also obtain a greater appreciation for how food is grown. Children are drawn to nature, and this provides social and emotional development.
It also supports children’s physical development as they engage in weeding, digging, and other manual labor associated with garden maintenance (Bradley & Skelly, 2000). Gardening requires fine and gross muscle movement. 1 Although there is little research on the academic impact of school garden programs, there are numerous observations and testimonials that these programs make a difference for students and schools (Thorp, 2003). One of the most promising aspects of school gardens as a model of school-based intervention is its potential to strengthen the school environment as a whole, beyond the health behavior of individual students (Klemmer, Waliczek, & Zajicek, 2005).
School gardens can be incorporated into classrooms in many different ways. Usually they are used to develop science lessons, but teachers have been finding the garden beneficial in all subject areas (Thorp, 2003). School gardens are a fantastic and stimulating way to make classroom subjects more appealing and meaningful to students (Thorp & Townsend, 2001). In science, students learn about plant parts, insects, soil, investigating living things and much more.
In math, students can measure the garden before and after construction using non-standard and standard units. They can also identify two and three dimensional shapes in a garden. The students can also recognize patterns in the garden, while collecting data on daily temperature and recording it on a chart. In social studies classes, the students can relate legends, myths, stories, and fables to the garden.
They can grow plants from various cultures and apply what is learned about rules of conduct and work behavior in the garden. During geography, the students can compare a map of the garden to the actual garden using a map legend to identify the features. They can also observe the weather and learn how the different seasons affect the garden. In reading, English, and Language Arts, the students can read literature on plants, gardens and nature.
The students can write and talk about the garden, asking questions about what is happening in the school garden. Journals allow students to share their experiences about the garden by writing and drawing 2 pictures. The students can also compare the food grown to food that is eaten at home, during Health and Nutrition classes (Blair, 2009). Although science is very important, teachers are not to limiting the garden lessons to this subject.
Studies are finding that the more students are actively involved in their learning, the better they learn (Thorp, 2001). A garden is a perfect place for hands-on activities. The more the students are involved with the garden the more they will learn from it (Barry & Foerster, 2007). The garden helps teachers meet some of the state-required grade level expectations, also known as GLE’s.
According to the Louisiana Department of Education, grade level expectation is a statement that defines what all students should know and be able to do at the end of a given grade level. GLE’s add further definition to the content standards and benchmarks. Being exposed to a variety of food may play a small part in reducing childhood obesity. Rationale It is important for children to have a general knowledge of plants.
They begin to understand where food comes from and it also gets the students ready for agricultural literacy. Students from a low socio-economic status may never have this garden experience. School gardens are a fantastic and stimulating way to make classroom subjects more appealing and meaningful to students. Purpose The purpose of this study is to determine if there are any effects of school gardens on low socio-economic first grade classroom located in the Southern Region of the United States.
The researcher only interviewed students in first grade at one school. The researcher only interviewed first grade teachers at one school. The Significance of the Study The significance of this garden project is to show how crucial it is for students to understand food sources and where it originates. For most of these students, it is their first time being exposed to these food choices.
Many of the choices may not be available at home. The author found limited empirical research on the effects school gardens have on first graders. The researcher was not able to measure the academic effects due to the age and developmental stage of the participants. However, the researcher was able to determine that the garden project did provide the participants with new experiences and hands on learning.
Definition of Terms School Garden - a special kind of learning center that provides an environment in which students can learn to work with teachers, parents and neighborhood resident volunteers while growing plants and learning the relationships between people, plants and wildlife in all subject disciplines (researcher developed). Low Socio-Economic School - 50% of the students are on free or reduced lunch (Louisiana Department of Education). 4-H – a rural and urban youth program sponsored by the U. Department of Agriculture, offering training in agriculture, home economics, conservation, citizenship, etc.
through local organizations (4-H clubs) and other activities (http://www. GLE’s - grade level expectations-what all students should know and be able to do at the end of a given grade level (Louisiana Department of Education). Agricultural Literacy - understanding and possessing knowledge of our food and fiber system. An individual possessing such knowledge would be able to synthesize, analyze, and 4 communicate basic information about agriculture.
Basic agriculture knowledge includes: production of plant and animal products, the economic impact of agriculture, its societal significance, agriculture’s important relationship with natural resources and the environment, the marketing and processing of agricultural products, public agricultural policies, the global significance of agriculture, and the distribution of agricultural products (Balschweid,et al. Fit 4 the Future - grant through the LSU AgCenter that is sponsored by the Wal-Mart Foundation to encourage youth and their families to develop and maintain healthy living practices (researcher developed). To describe the three first grade classrooms that used the school garden to supplement their academic class work on the following demographics: age, race, gender, and if they have a garden at home. To describe the three first grade teachers that used the school garden to supplement student’s academic work on the following demographics: age, gender, race, length of time teaching in first grade, certification level, length of time teaching overall, and if they have a garden at home.
To determine if first grade students are gaining any academic benefit from the school garden after a full year of working in the school garden as perceived by the teachers. To determine if first grade students have developed any teamwork skills or if they have increased their ability to socialize after a full year working in the school garden as perceived by the teachers.