1. home and garden

Boston Natural Areas Network
2008 HANDBOOK
for
STUDENTS LEARNING through URBAN GARDENING
(SLUG)
A Vegetable Gardening How-To Guide
For
Teachers and Students
This manual property of ______________________________________________
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TABLE OF CONTENTS
Boston Natural Areas Network (BNAN) Mission Statement
Thank you to SLUG funders
Students Learning through Urban Gardening (SLUG) program goals
BNAN contact information
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Let’s Garden!
A vegetable garden is full of life
A vegetable garden enhances education
A vegetable garden develops stewardship
A vegetable garden grows healthy communities
A vegetable garden grows indoors or outdoors
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SLUG Application
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SLUG Site Agreement
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SLUG Training & Support
Training & PDPs
Support
Support – online SLUG page
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Getting Started
Get permission and support
Gather ideas
Create a garden journal (student notebook)
Plan on paper
Choose the kind of garden you want
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Guidelines for Indoors and Outdoors Vegetable Gardening
Doing fun things & learning
Engaging the students
Setting up
Planning ahead
Preparing a space for starting seeds
Planting seeds
Maintaining proper moisture before sprouting
Maintaining proper light before sprouting
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Guidelines for Indoors and Outdoors Vegetable Gardening, con’t
Checking regularly to confirm seed sprouting
Thinning
Preparing space to transplant seedlings
Special plant care instructions
Transplanting seedlings
Maintaining proper moisture for seedlings and transplants
Maintaining proper light
Checking regularly to confirm plant growth and health
Checking regularly to confirm temperature protection
Harvesting
Succession planting
Use and care of garden equipment and tools
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Recommendations for Growing Vegetables Indoors
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Materials & supplies list for grow lights & container gardening
Needed for grow lights
Needed for container growing
Also helpful
Vegetables & container size needed
Container size & amount of soil mix
Soil mix recipes
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Materials & supplies list for outdoors & container gardening
Needed for outdoor growing
Also helpful for outdoors growing
Recommended vegetables for fall planting
Good gardening practices
When to plant – How to plant
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Vermiculture (worm bin)
Worm bin basics
Setting up the worm bin
Worm bedding
Moisture
Food
Food scrap container
Worm food rotation
Harvest (two methods)
Worm compost uses
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Compost troubleshooting
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Materials & supplies list for vermiculture
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Outdoor: Compost Basics
Composting benefits
Setting up the bin
Necessary ingredients
Passive composting?
Active composting
Materials to put and not put into the bin
It’s ready to use
Ways to use compost
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Composting at School
Should we?
Who will manage?
Where…place?
What type?
Possible types for passive
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Compost Myths and Facts
Bins
Bioactivators
Yeast, elixirs and worms
Fertilizer
Lime
Odor
Rodents and pests
Layers
Fourteen-day compost
Compost calculus
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Compost troubleshooting
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Materials & Supplies List for outdoor composting
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Also useful for compost bin
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SLUG Advisory Committee
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Garden-Related Activities
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Resources and References
Books, documents, websites
Some history of school gardens
Boston-area schoolyard programs
Research that supports gardening’s positive role
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SLUG Vegetable Garden Glossary
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SLUG Journal Prompts
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Quick Reference Guide – Indoor
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Planting Instructions, Suggested Activities, Journal Prompts
Module 1
Module 2
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Quick Reference Guide – Outdoor
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Outdoor Germination Rates
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Planting Instructions, Suggested Activities, Journal Prompts
Module 1
Module 2
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Key Steps for Sustained Success
A vegetable garden requires active engagement
Record every step
Boston Public School calendar
SLUG program calendar
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BOSTON NATURAL AREAS NETWORK MISSION STATEMENT
Boston Natural Areas Network (BNAN), organized in 1977, works to preserve, expand
and improve urban open space through community organizing, acquisition, ownership,
programming, development and management of special kinds of urban land - Urban
Wilds, Greenways and Community Gardens. In all of its endeavors, BNAN is guided by
local citizens advocating for their open spaces and assisting them to preserve and
shape their communities. BNAN is the Boston affiliate of The Trustees of Reservations
(TTOR).
BNAN THANKS THE FOLLOWING FUNDERS FOR THEIR
GENEROUS SUPPORT OF SLUG:
Bay State Federal Savings Charitable Foundation
Bernice B Godine Family Foundation
Fieldstone Foundation
Frances R. Dewing Foundation
The Boston Foundation
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STUDENTS LEARNING through URBAN GARDENING (SLUG)
BNAN has developed an urban school-based vegetable gardening program. The
model, called "Students Learning through Urban Gardening" (SLUG), will provide
participants with training and support, a SLUG Handbook relating curriculum to BPS
learning standards and frameworks, and garden materials and supplies. The model will
lead teachers and students step by step through “start to finish – planting to harvesting”
gardening and short-duration garden-related activities. The model will provide the
know-how for indoor and outdoor vegetable gardening, indoor worm bin and outdoor
composting. BNAN and partners of the program will provide teachers and students with
training, on-site support and summer garden maintenance. The model, implemented
beginning in the autumn of 2007, will provide support for existing outdoor vegetable
garden sites during the summer, per arrangement with BNAN.
BNAN contact information:
Boston Natural Areas Network
62 Summer Street, Second Floor
Boston, MA 02110-1008
Phone: 617-542-7696
Fax: 617-542-0383
Email: [email protected]
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LET’S GARDEN!
BNAN welcomes your participation in the SLUG program. Growing a vegetable garden
can be an enriching experience for students and teachers alike. Congratulations on
taking the first step toward cultivating this rich opportunity for you and your students!
Children and youth in Boston deserve the chance to experience vegetable gardening.
The problematic effects of the disconnect between the food found on the table and the
sources of that food – the farm or garden – are well documented by nutritionists, food
security organizations and experienced gardeners alike. A movement to reconnect
people with their food sources through the creation of local food systems is growing.
Connecting children and youth with the source of their food and helping them learn how
to grow their own vegetables provides a valuable opportunity to enhance educational
skills as well as nurture life-long self-reliance and nutrition skills, cultivate environmental
stewardship and build community.
The following materials in this Handbook are designed to assist students and teachers
in getting started with a vegetable garden. BNAN expects and welcomes your
questions and input throughout your participation in the SLUG program. To supplement
the materials of this Handbook, BNAN/SLUG will offer training in growing and
maintaining your vegetable garden and utilizing it as a learning laboratory, and SLUG
staff will schedule periodic visits to your program at your convenience to provide the
most effective support for you. SLUG will also provide support in addressing some of
the challenges unique to gardening in Boston, i.e., growing vegetables in the cold
climate that exists during much of the school year, identifying partners to maintain
garden sites during the summer season, etc.
A vegetable garden is full of life!
Imagine the natural wonders that happen in a garden: Seeds sprout. Worms crawl.
Roots grow. Beetles buzz. Sunlight shines. Compost decays. Soil nutrients cycle.
Students learn!
Gardening allows children to get in touch with nature and straight to the source of the
healthiest foods: fruits and vegetables. In urban schools, where even when “outdoors”
children are often surrounded by asphalt and blacktop, exposure to the learning
opportunities that a garden provides is especially important.
A vegetable garden is a living, dynamic learning environment that
engages students’ curiosity and stimulates them to investigate its
diversity. A vegetable garden provides a multi-sensory learning
environment where students can see, smell, taste, touch and
manipulate the educational tools they’re using. In a vegetable
garden, hands-on multi-sensory learning enhances students’
education and motivates them to learn about nature and nutrition,
as well as the traditional classroom subjects.
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A vegetable garden enhances education!
It’s not just wishful thinking! Research shows a direct correlation between gardening
and an enhanced, successful educational experience.1 A vegetable garden broadens
traditional learning and teaching opportunities for students and teachers. It provides
students with a laboratory in which to apply lessons they learn in the classroom. The
multi-sensory environment of the vegetable garden can engage students with diverse
learning styles. The garden involves hands-on activities that encourage students to
move, to observe and to work cooperatively to solve problems. A vegetable garden
gives students an opportunity to integrate the lessons they learn in the classroom with
the knowledge they gather from the garden.
Successful school garden programs demonstrate that children can learn science,
language arts, math, social studies, visual arts, nutrition, and social skills through the
hands-on activities of a garden. Research has indicated that students’ performance
across all disciplines increases with the successful implementation of school garden
programming.
In science, a vegetable garden can help to teach and reinforce a variety of skills,
including observation, measurement, data collection, generating hypotheses, and
comparing and contrasting. A vegetable garden can help teachers address specific
topics in nutrition, classification, ecology, habitats, conservation, food chains,
decomposition, plants, photosynthesis, insects, life cycles, weather, seasonal cycles
and changes, geology, and chemistry.
In mathematics, a vegetable garden can be used to develop and apply skills in number
and operation, geometry, measurement, and collecting, organizing, and displaying data.
In language arts, a vegetable garden can be used to reinforce various strategies used in
reading comprehension, such as predicting, wondering/questioning, using schema, and
making inferences. There is also much potential for literature connections in the
garden. A garden also provides the subject matter for various forms of writing
activities, including journals that chronicle plant growth, make predictions, or describe
and respond to events in the garden, personal response compositions, observation
essays, descriptive writing, and poetry. For classrooms with English Language
Learners, the garden provides rich opportunity for oral language development,
particularly through the use of Language Experience Approach activities.
A vegetable garden develops stewardship!
Growing a vegetable garden can encourage stewardship of the
school community and natural environment through the students’
increased sense of pride, ownership and responsibility for their
school, their education, and the natural world.
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See: Page 93 in this Handbook for RESEARCH THAT SUPPORTS…
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Caring for a vegetable garden encourages environmental stewardship. Growing
organic food for local consumption is effective environmental stewardship, because
locally grown organic food requires the use of less fossil fuel inputs for growing and
shipping food. Locally grown organic food is healthier for people and the environment
because it is grown without the use of harmful chemicals, such as pesticides and
chemical fertilizers. Growing food organically in small-scale agriculture encourages the
understanding and utilization of natural ecological processes. Organic practices build
healthy soil, manage water wisely, and work with ecological processes rather than
against them.
Effective environmental stewardship relies on an informed,
educated populace. The SLUG model will provide teachers,
students, and support personnel with the opportunity to learn and
work together in planning, growing, and maintaining a vegetable
garden, both indoors and outdoors. In doing so, SLUG
participants will become vital stewards of the urban natural
environment.
A vegetable garden grows healthy communities!
School gardens can teach children, families, and communities how to grow vegetables
together. Youth can learn the techniques of growing healthy food through cooperative
activities that build community in the classroom. As Boston residents, there is also the
especially ripe opportunity for children and families to apply their knowledge of these
techniques in the many community gardens of Boston’s neighborhoods that serve as
sites for families to garden together. In this way, the skills that children and youth learn
in the schoolyard or classroom garden can be utilized to tap into the rich potential that
exists for youth and their families to join others in their neighborhood who are growing
their own fresh, healthy food in their communities.
Also, engaging youth in learning how to grow their own vegetables is valuable
preparation for life-long skills in growing and cooking nutritious food, participating in
wholesome recreation, and learning effective community building skills. Further,
teaching children and their families the valuable skills of self-reliant food systems
increases community food security and empowers communities with a sense of
ownership of and pride in their community.
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A vegetable garden grows indoors or outdoors!
The opportunities and challenges of implementing a school-based gardening program in
Boston’s climate are unique. The SLUG model will aid teachers and students in
learning gardening skills during the school season, and in dealing directly with seasonal
cold weather issues.
An important feature of vegetable gardening that the SLUG model places a strong
emphasis on is that vegetable gardening is not to “plant a seed in a cup and watch it
die,” nor is it to “plant in the spring and come back in the fall to see what’s happened.”
Planting seeds in a container can be a worthwhile garden-related activity, provided that
the sprouting plants can find a nurturing home or useful role. Spring planting and fall
discovery could be useful for planned explorations, but counterproductive if the site
merely exhibits unidentified weeds, dead vegetables, and other signs of abandonment,
creating a neighborhood eyesore.
To this end, the SLUG model aims to creatively address some of the challenges unique
to gardening in Boston, such as the cold climate that exists during much of the school
year, and the difficulties involved in maintaining garden sites when school is out,
particularly in BPS schools where many students and staff do not reside in close
proximity to their schools.
The SLUG model will provide opportunity for teachers and students to experience
gardening “from start to finish.” Vegetable gardening, when learned as a self-reliant lifelong skill, includes knowledge about soil preparation, seed and transplant planting, light
requirements, mulching and water conservation, pest management, optimum harvesting
time, composting, and more.
The SLUG model includes techniques for indoor vegetable growing “start to finish”
using indoor propagating shelves with lights, seed trays and containers. The SLUG
model also includes techniques for outdoor vegetable growing “start to finish” using
traditional planting beds augmented with cold frames and season extenders to grow out
of doors through the cold weather. It also includes support and instructions for
vermiculture (worm compost bins) and traditional outdoor composting. The SLUG
model includes garden-related activities, rich in opportunity for science exploration as
well as math and language arts skills enhancement.
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SLUG APPLICATION:
To apply for participation in the SLUG program, BNAN requires that the
following information be submitted.
Please return to SLUG Program, c/o Boston Natural Areas Network, 62 Summer
Street, Second Floor, Boston, MA 02110-1008 OR fax to BNAN at (617) 542-0383
A: Survey of Interest
School: _________________________________________________________
School Phone: ___________________________________________________
Street Address: __________________________________________________
Neighborhood: __________________ T Access: _______________________
Administrator Name: _______________________________________________
Administrator Signature of Support: ___________________________________
Administrator Email: _______________________________________________
SLUG Site Leader (SL) Name: ____________________________________________
SL School Year Phone: ________________
Summer Phone: __________________
SL School Year Email: _________________ Summer Email: ___________________
Best time of day and mode of contact: ______________________________________
*Please provide year-round contact information if possible.
1) Does your school currently implement vegetable gardening, or garden-related
activities, to meet curriculum standards? If yes, please describe. If no, please
describe your interest in using gardening to meet curriculum standards.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2) Would you be available and willing to serve on an Advisory Committee (meeting one
evening per month) to help oversee the development of the SLUG Pilot program?
___________________________________________________________
___________________________________________________________
___________________________________________________________
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3) We will be offering trainings in the how-to’s of gardening and integrating garden
activities into the BPS curriculum. Please indicate approximately how many
teachers and staff from your school you anticipate would be interested in attending.
BNAN will make every effort to work with the DOE to offer PDPs for these trainings.
Please indicate if this will influence teacher interest.
___________________________________________________________
___________________________________________________________
___________________________________________________________
B: Existing Indoor Conditions
4) Does your classroom or school currently have any indoor growing materials or
equipment, such as a “GrowLab”? If no, please indicate how much indoor space can
be dedicated to indoor growing equipment. One growing shelf has a footprint of
approximately 24” x 36”.
___________________________________________________________
___________________________________________________________
___________________________________________________________
5) Does your classroom or school currently compost indoors using a vermiculture bin
(worm bin)? If yes, please describe.
___________________________________________________________
___________________________________________________________
___________________________________________________________
C: Existing Outdoor Conditions
6) Does your classroom or school have any outdoor vegetable gardening areas?
a. If yes, please describe, and indicate who is currently utilizing the site. If no, is
there a potential site for outdoor gardening?
___________________________________________________________
___________________________________________________________
___________________________________________________________
b. If yes, indicate the number and size(s) of beds:
________________________________________________________________
________________________________________________________________
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7) Circle the type(s) of existing vegetable beds: raised bed, container, in soil/ground
8) Circle the type(s) of material existing vegetable bed(s) are constructed from:
Non-treated lumber
Treated lumber
Recycled plastic
Concrete
Other (please describe) _______________________________________
9) Location of existing or potential beds: ____________________________
______________________________________________________________
10) Proximity of / access to water spigot: ____________________________
______________________________________________________________
11) If known, soil condition (obtain sample for UMass soil lab test if not):
______________________________________________________________
12) Beds’ (or potential sites’) relationship to sun, wind, structures, etc.:
______________________________________________________________
13) Beds’ accessibility to diverse populations (note slope, steps, terrain):
______________________________________________________________
______________________________________________________________
14) Do you anticipate that your school will require assistance with summer maintenance
of your outdoor garden site? If yes, please describe. If no, please describe how it
will be maintained and who will maintain it.
___________________________________________________________
___________________________________________________________
F Yes
15) Is there an existing compost system?
F No
a. If yes, type of compost system: __________________________________
b. If no, describe potential (if any) for compost system:
__________________________________________________________________
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Additional Notes: __________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Sketch of Site:
*Please include garden site, water access, school building, other structures, and label
cardinal directions.
Thank you for your interest and for taking the time to complete this survey! Once we
have received your survey we will contact you soon to further discuss your school’s
involvement in the SLUG Pilot program.
Questions? Contact SLUG at [email protected] or
Jo Ann Whitehead at BNAN (617) 542-7696 extension 15, or email
[email protected]
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SLUG PARTICIPATION: To participate in the SLUG program, BNAN
requires that the following Site Agreement be submitted:
Site Agreement
The following agreement outlines the roles and responsibilities of SLUG program
participants. Each participating SLUG site should have an appointed site leader.
The SLUG site leader is responsible for attending monthly SLUG advisory committee
meetings (or sending a representative), communicating with the school garden team,
reporting pertinent developments to other participating teachers, and periodically
reporting SLUG program progress to BNAN staff. Teachers are expected to
communicate with BNAN staff prior to any school vacations to coordinate plant
maintenance. Teachers are encouraged to sign up volunteers (parents, school
volunteers, etc.) for a SLUG training session where appropriate.
Teachers may chose one or all program components (i.e. indoor gardening, outdoor
gardening, vermiculture or outdoor composting). BNAN will provide SLUG sites with the
materials necessary to start. BNAN will only provide the materials for the program
components that the teacher intends to implement. BNAN will provide each participating
school and/or teacher with the following supplies:
Indoor
• Grow light shelves
• Self-watering planter
• Seed-starting trays
• Pots/plant containers
• Potting soil
• Seeds
• Fertilizer
• Watering Can
• Gloves
Outdoor
• 4’ x 8’ raised bed (if not already existing)
• Compost/soil
• Seeds
• Fertilizer
• Season extender materials
• Thermometer
• Rain Gauge
• Watering Can
• 6 pr Gloves
• 6 hand trowels
• 6 hand cultivators
Vermiculture
• 1 vermiculture bin per classroom
• Coir Blocks
• Compost worms
Compost Bin
BNAN will provide vegetable gardening technical support to participating teachers
through the following channels:
• Four-session teacher training course (PDPs available), including connection to
learning standards.
• SLUG handbook with vegetable gardening and composting (including
vermiculture) technical support.
• Program implementation calendar to promote successful garden maintenance
• BNAN staff and/or SLUG intern available for support through periodic site visits,
phone or email consultation.
• Web-based SLUG support network (a Wiki site or blog) to facilitate teacher
communication.
• Recruitment of SLUG volunteers and availability of SLUG intern to assist with
garden maintenance during school vacations and to provide additional technical
consultation
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The SLUG program is for teachers to effectively implement school
vegetable gardens in Boston. BNAN will provide teachers with training,
curricular activity resources, and technical vegetable gardening support.
SLUG will not implement garden-based curricula in the classroom for
teachers as in-service.
SLUG will provide teachers with a program implementation calendar and prompt
teachers to implement garden activities in accordance with the provided gardening
calendar. Some curriculum and activity resources will be tailored to the different phases
of the SLUG gardening calendar. The calendar is also useful for promoting appropriate
garden maintenance and encouraging gardening success. If teachers foresee difficulty
following this schedule, they should communicate with BNAN staff prior to program
implementation to develop an alternative calendar. Teachers are encouraged to report
any gardening problems to BNAN staff for assistance improving plant growth. Teachers
will be asked to participate in a SLUG program evaluation (survey or interview) at the
end of the school year.
Please provide each SLUG participant teacher’s name and volunteer’s names and the
best available contact method (year-round, if possible). Indicate which program
components each teacher wants to participant in. Please copy form for additional
participants if necessary. PLEASE TYPE OR PRINT.
Site Name _________________________________ ______________________________
Site Leader
Phone/Email (Indicate Best Method)
___________________________________________ ______________________________
Indoor Gardening yes / no
Outdoor Gardening yes / no
Vermiculture yes / no
Additional Participating Teachers
Compost Bin yes/no
Phone/Email (Indicate Best Method)
___________________________________________ ______________________________
Indoor Gardening yes / no
Outdoor Gardening yes / no
Vermiculture yes / no
Compost Bin yes/no
___________________________________________ ______________________________
Indoor Gardening yes / no
Outdoor Gardening yes / no
Vermiculture yes / no
Compost Bin yes/no
___________________________________________ ______________________________
Indoor Gardening yes / no
Outdoor Gardening yes / no
Vermiculture yes / no
Site Volunteers (If available)
Compost Bin yes/no
Phone/Email (Best Method)
______________________________________________ ________________________
______________________________________________ ________________________
Completed Site Agreements should be returned to:
[email protected]
Boston Natural Areas Network
62 Summer St., 2nd Floor
Boston, MA 02110
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SLUG training & support:
BNAN will provide teachers with training, curricular activity resources, and technical
vegetable gardening support. SLUG will not implement garden-based curricula in the
classroom for teachers as in-service.
SLUG will provide teachers with a program implementation calendar and prompt
teachers to implement garden activities in accordance with the provided gardening
calendar. Some curriculum and activity resources will be tailored to the different phases
of the SLUG gardening calendar. The calendar is also useful for promoting appropriate
garden maintenance and encouraging gardening success. If teachers foresee difficulty
following this schedule, they should communicate with BNAN staff prior to program
implementation to develop an alternative calendar. Teachers are encouraged to report
any gardening problems to BNAN staff for assistance improving plant growth. Teachers
will be asked to participate in a SLUG program evaluation (survey or interview) at the
end of the school year.
Training & PDPs
Training sessions will be conducted for teachers, volunteer
partners, and BNAN support staff. The sessions will give
hands-on experience in setting up an indoor and outdoor
vegetable garden, how to protect and nurture the vegetable
garden through the cold season, and how to use the
vegetable garden to meet teaching standards. It will also
cover techniques for vermiculture (indoor worm bin) and
outdoor composting. BNAN will provide PDPs to teachers.
Support
Teachers will be expected to take the lead in teaching vegetable gardening. BNAN
cannot provide in-service for the vegetable garden program and activities. BNAN and
volunteer partners will provide support by providing materials and supplies in a timely
fashion, helping with indoor and outdoor set up, providing on-site summer maintenance
(if confirmed with BNAN before end of school year),
Support – online SLUG page
BNAN/SLUG has created an online SLUG page where teachers and students can post
questions, pictures, stories and more. To access the site, go to:
http://bnan.wikispaces.com/
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GETTING STARTED
Get permission and support:
Get official permission and support from your school’s
administration, teacher colleagues, and custodial staff. Let
them know what your plans are and the set up your vegetable
garden will need for indoors and/or for outdoors.
9 Work with teachers to find out who is interested in participating in a vegetable
garden program.
9 Work with BNAN support staff and volunteer partners.
9 Find and utilize volunteers, such as a parent, Master Urban Gardener (MUG),
community gardener, or others.
Gather ideas:
Visit other vegetable gardening programs at schools, urban agriculture sites, or
community gardens.
9 Make note of the indoor garden set up and/or the outdoor garden layout. Note their
location in relationship to light source, water source, tools, and storage areas.
9 Note if they compost indoors and/or outdoors.
Create a garden journal:
Get a large binder with paper and pockets. The Garden Journal will provide useful
information for your future gardens and for future SLUG participants. Use the garden
journal to:
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Record your plans
Jot down ideas
Keep resource materials
Record all dates and activities
Keep receipts of expenses
Show copies of photos of students’ activities
Keep copies of Thank You letters you and your students send to donors, volunteers,
guest speakers, host site visits, etc.
9 Other pertinent information, such as questions and information for BNAN staff,
partners, and volunteers.
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Plan on paper:
Begin your garden plans, indoors or outdoors:
9 Start small: Plan only what you and your students can easily maintain, as the
garden can always be expanded in the future.
9 Sketch the basic layout of the garden space, including size of space, student and
teacher access (space to walk, stand), water source,
tool and supply storage.
9 List the tasks necessary to set up for an indoor garden
or to construct an outdoor garden.
9 Use the calendar provided in the back of this
handbook to note important dates, such as
germination and transplanting. This will make it easier
to plan future activities.
Choose the kind of garden you want:
Start small. Choose what you do in the space you have and that you can maintain with
the time and resources you have.
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Indoor – Grow lights and/or Container garden
Indoor – Vermiculture (worm bin)
Outdoor – Traditional planting bed
Outdoor – Compost
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VEGETABLE GARDENING “START TO FINISIH”
Guidelines for Indoors and Outdoors
Doing fun things and learning:
Let your imagination soar! Vegetable gardening can enhance your classroom lessons!
Vegetable gardening can do more than teach about plants!! Here are just a few ideas:
a. Science – A few seeds and plants can be selected for science experiments, i.e.,
testing germination rates, analyzing stem anatomy, examining leaf types, and more.
Vegetable garden plants can be used for studying plant parts and growth, life cycles,
nutrition, food groups, biological diversity, food web, soil composition, composting,
weather, insects, and more.
b. Math – A few seeds and plants can be selected for math exercises, i.e., measuring
rate of seedling growth, recording the size or weight of the harvest. Vegetable
plants can be used for measuring, calculating, budgeting, planning ahead,
prioritizing, and more.
c. Language Arts – A vegetable garden can inspire journal entries, poetry, and stories
about “their garden”. Students can compare “their garden” with poems or stories
about gardens found in literature.
d. Art – A vegetable garden provides a place and inspiration for sketching and painting
plants, insects, fruits, vegetables, birds, and more. Art skills can be used to draw or
paint row markers for the garden, signs identifying the garden, and more.
e. History & Cultures – Vegetable plants can teach history through their connection to
countries of origin, the connection between food and cultures, Native American and
early settler food production, vegetable crop folklore, and more. Learn where the
vegetables you eat come from and what vegetable you can grow in Boston. Learn
about the history of community gardening in Boston.
Engaging the students:
Discuss what kinds of vegetables can grow indoors.
a. Select vegetables from the ones provided by SLUG or from the list provided.
b. Prepare plant labels for each vegetable variety, one label per cell.
c. Discuss how long it will take for the plants to grow to maturity.
d. Discuss the kind of daily care the plants will need.
e. If appropriate, have students help set up the grow lights.
f. Decide on a garden theme, i.e., Three Sisters/Native American Garden; Salad
Garden; Pizza Garden; Tops & Bottoms Garden; Nutrition Garden; Heirloom Seeds
Garden. Or create a garden theme!
g. Discuss how some of the plants will be grown to maturity (and eaten?!) and some
will be used for discovery and exploration (and then composted!)
h. Discuss appropriate container sizes and why (for example, the advisability of not
transplanting root vegetables).
23
Setting up:
Indoors
Look over your available space, and place the grow lights where students can easily
access it and where it will not often need to be moved for other educational activities or
room cleaning.
a. Connect your grow lights to the GFI unit and place near an electric outlet.
b. Ensure all light bulbs and electric cords are in safe working order.
Outdoors
Walk around all of the school property. Look for an area that:
a. Is safe and away from vehicle or pedestrian traffic.
b. Is close to a water source.
c. Is on level ground, has good drainage (or is a “box” or large container above soil or
macadam), is not near soil treated with herbicides.
d. Receives maximum light (10-12 hours per day, for winter growing).
e. Is not excessively windy.
f. Is easily accessible from the classroom.
g. Is near storage space for tools, potting supplies, amendments (fertilizers, etc.)
Planning ahead:
Indoors
a. Obtain seeds (be aware of the approximate number of seeds per packet, to ensure
each student has opportunity to participate in the planting).
b. Open seed packets carefully; a sneeze or laugh can send small seeds flying…!
c. Start enough seeds to fill one grow light shelf.
d. Make a plan for what to do with the seedlings! And you will want to start more seeds
later (succession planting).
e. Store seeds in a COOL, DARK, and DRY place.
f. Mark important dates, such as planting, sprouting, and days to harvest on the
calendar.
24
Planning ahead:
Outdoors
a. Soil test. Ask SLUG staff for a soil pamphlet and assistance collecting a test. Or
contact: Soil Testing Lab, West Experiment Station, University of Massachusetts,
Amherst, MA 01003-2082 For more information:
b.
c.
d.
e.
f.
g.
phone: 413-545-2311
email:
[email protected]
web:
www.umass.edu/plsoils/soiltest/
Obtain seeds (be aware of the approximate number of seeds per packet, to ensure
each student has the opportunity to participate in the planting).
Open seed packets carefully; a sneeze or laugh can send small seeds flying…!
Start seeds directly into the garden soil.
Make a plan for what to do with the seedlings! And you will want to start more seeds
later (succession planting).
Store seeds in a COOL, DARK, and DRY place.
Mark important dates, such as planting, sprouting, and days to harvest on the
calendar.
Preparing a space for starting seeds:
Indoors
a. Pre-fill (recommended for young children) the cell-packs with potting soil.
b. Prepare one label with the vegetable name and date for each cell-pack. Prepare
one label with each student’s name for each cell-pack they help plant. Record on
the calendar each vegetable, the date planted, and the number of days to
germination, and the days until harvest.
Outdoors
a. The soil should be level, friable, and slightly moist (not soaking wet).
b. Ensure the soil is warm enough for seeds to sprout and for seedlings to thrive.
c. If preparing space for the January or April cycle modules, place black plastic over
the area to be planted; this will warm the soil in preparation for planting.
d. Discuss the planting design, i.e., rows, circles, student initials, etc.
e. Prepare one label with the vegetable name and date for each vegetable. Prepare
one label with each student’s name for each vegetable they help plant.
f. Prepare a list of each vegetable, the date planted, and the number of days to
germination (use calendar provided).
25
Planting seeds:
Indoors
a. Plant one kind of vegetable in each cell-pack. Plant seeds at the proper depth;
follow the directions on the back of the seed packet. Retain seed packets for later
reference. Plant a few seeds in each cell to ensure germination of one healthy
individual.
b. Label each cell-pack with one vegetable label and one label of each student who
planted the seeds.
c. Water lightly and thoroughly with a misting-water bottle.
d. Create a cover for each cell-pack using a one-gallon plastic storage bag and a
twisty-tie. Place each planted cell pack on the grow light shelves.
e. Place covered cell-packs under lights of grow lights. Lights should be no greater
than 2”-4” above the covers of the cell trays.
f. Record planting dates on the calendar.
Outdoors
a. Plant seeds at the proper depth; follow the directions on the back of the seed packet.
Retain seed packets for later reference.
b. Place vegetable label and label of each student who planted the seeds to avoid
disturbing the space until the seeds sprout.
c. Water lightly and thoroughly with a watering can.
d. For dormant outdoor cycle, plant spinach and other cold hardy greens. Plant seeds
or transplants in October, November, December to get established before hard
freeze. Mulch heavily; allow dormancy during January, February, and March.
Remove heavy mulch in April, May, June.
e. Record planting dates on the calendar.
Maintaining proper moisture before sprouting:
Indoors
Check the cell-packs regularly. If the surface of the soil-less medium dries out, seeds
planted in the medium – after initially being watered – will die.
a. Any time the surface looks dry, open the covers and spray as needed with the
misting-water bottle.
b. The plastic storage bags or the cell tray covers should look foggy. The potting soil
should be visible through the covers.
c. If the plastic cover is too moist (dripping with water and can’t be seen through),
remove briefly, monitor, and cover again when the covers are foggy; be sure the
soil-less medium has not dried on the surface.
26
Maintaining proper moisture before sprouting:
Outdoors
Check the garden twice daily. If the surface of the soil dries out, seeds
planted – after initially being watered – will die.
a. Any time the surface looks dry, water as needed with a watering
can.
b. If row covers are installed, choose a sunny, windless day to lift portions of the row
cover to water the bed below.
Maintaining proper light before sprouting:
Indoors
a. Lights need to remain on overnight.
b. Check daily for sprout growth, adjusting the grow lights upward as needed (keeping
them no greater than 2-4” above the tops of the plants).
Outdoors
a. Check daily for sprout growth, ensuring no litter has blown into the garden bed and
is shading the seeds.
Checking regularly to confirm seed sprouting:
Indoors
a. If more than one seedling sprouted in each cell, Identify the straightest, strongest,
shortest, healthiest seedling in each container.
b. Remove secondary seedlings by cleanly pinching off with fingernails or cleanly
cutting with small scissors, taking care not to damage the remaining single straight,
strong, healthy seedling.
c. Know the number of days to germination. Some seeds sprout within a few days;
some need almost three weeks to germinate. Check the quick reference guide and
the back of the seed pack for information on germination time.
d. When each cell in a cell-pack has a visible sprout, carefully remove the plastic cover.
e. Readjust the Grow Lights to be no greater than 2-4” above the tops of the sprouts.
27
Checking regularly to confirm seed sprouting:
Outdoors
a. Know the number of days to germination. Some seeds sprout within a few days;
some need almost three weeks to germinate. Check the quick reference guide, and
be aware that germination time is dependent on temperature and other factors..
b. When most of the seeds have sprouted, continue to water lightly
each day.
Thinning
Indoors
Allow some time to thin your seedlings. You’ll want to do this around the time you start
thinking about transplanting.
Planting multiple seeds ensure germination of at least one individual, but too many
plants in a small space will get in each other’s way. If you have the space, multiple
seedlings can be separated and transplanted instead of thinned. If you don’t have a lot
of room it is recommended that one seedling be selected.
By removing competition for light, nutrients, water, and space you make a better
growing environment for the chosen seedling.
a. From each cell, select the individual that is shortest, straightest, and healthiest in
appearance.
b. Remove all other seedlings by snipping them off at the base with a pair of scissors
or pinch them off using the nails of your index finger and thumb.
c. You now have a pile of organic matter that is ready for composting! This can be fed
to the worms in a vermiculture bin or put into an outdoor composter.
d. Thinning provides an opportunity to discuss the life cycle, death, and decomposition
with questions such as: Why did the plants have to be thinned? Why was the
healthiest one picked and the others removed? Are the non-deceased plants still
contributing to the life cycle? IN what way?
e. You now have some left over potting soil. Contact SLUG staff to pick it up.
28
Outdoors
Plan some time to thin your seedlings. Planting a row or broadcasting seeds often
results in sprouts that are too close together for optimum growth. Too many plants in a
small space will get in each other’s way. Thinning allows each plant to grow larger.
By removing competition for light, nutrients, water, and space you make a better
growing environment for the chosen seedling.
a. Remove (thin) every second or third plant in a row or broadcast area.
b. Grasp plant at base of stem or leaves.
c. Pull gently, removing each plant and its roots.
d. Gently hold down surround soil and plants, if necessary.
e. If space allows, transplant the thinned seedlings to another space in the garden bed.
f. Repeat this process every few weeks until reaching the optimum space for each
mature plant.
g. Any time you thin, compost any organic matter that accumulates.
h. Thinning provides an opportunity to discuss the life cycle, death, and decomposition
with questions such as: Why did the plants have to be thinned? Why was the
healthiest one picked and the others removed? Are the non-deceased plants still
contributing to the life cycle? IN what way?
Preparing space to transplant seedlings:
Indoors
a. Prepare enough containers to plant a few selected seedlings from each cell into a
separate pot. Use the remaining seedlings for exploration and to feed to compost
worms.
Outdoors
a. Discuss the feasibility of transplanting some plant containers and bringing them into
the classroom during the winter.
Special plant care instructions:
Indoors and Outdoors
a. Spinach should not be grown inside; it prefers cool weather. The warmth of a
classroom will make it bolt (flower).
b. Root vegetables generally do not transplant successfully. Transplanting root crops
often causes root damage, resulting in irregular and stunted produce. Select a
larger container for planting root crops.
c. The following plans can grow under densely packed conditions. They can be
“broadcast” or scattered across a community pack: chives, micro greens, red stem
radish, and bunching onions.
29
Transplanting seedlings:
Indoors
a. Plants are ready to transplant when they have one set of true leaves (about two
weeks after plants sprout).
b. Handle seedlings by true leaves, cotyledons, or soil-less medium plug because the
stem is fragile! Avoid disturbing roots when transplanting.
c. SLUG staff will assist setting up a water wicking system in preparation for
transplanting.
d. Plant the seedlings, ensuring the soil line of the plug is the same as the soil line of
the larger container when it is planted.
e. Water the potting soil gently (to not damage the seedlings) and thoroughly (some
water might exit the drainage holes at the bottom of the containers). This gently
packs the soil around the roots and helps establish a successful transplant.
f. Place the containers onto the grow light shelf. Ensure the lights are the proper
distance from the top of the tray (no more than 2”).
g. Ensure potting soil is moist before adding fertilizer. Add fertilizer at the amounts and
times instructed by SLUG staff.
h. Compost excess plant material!
Transplanting seedlings:
Outdoors
If you have started seeds in your indoor garden to plant outdoors, the seeds will need to
be hardened off, or acclimatized, before they are ready to be planted outside. A
seedling that has been started indoors has had a pampered life – regular watering, a
steady light source, a windless environment and no pests. It’s a far cry from an outdoor
garden, and the shock of a sudden change can be lethal to a young seedling!
Therefore, seedlings must go through a period of hardening off before they are ready to
be transplanted.
Hardening off:
a. On a mild day, set the seedlings out for a few hours in a shaded, protected place.
Plan to take them outside when you arrive at school and bring them back in around
lunch time.
b. Repeat the process for two or three day, checking the forecast before you et them
out.
c. As weather permits, the seedling should now spend a few days in their pots resting
in the garden and under a layer of row cover. Be sure to bring them in at night!
d. After a week to ten days, seedlings should be ready to transplant.
30
Transplanting:
a. Handle seedlings by true leaves, cotyledons, or soil plug.
b. Plant the seedlings, ensuring the soil line of the transplant is the same as the soil
line of the container it came from.
c. Water the soil gently (to not damage the seedlings) and thoroughly (small puddles
should remain on the soil surface for 10 – 15 minutes).
Maintaining proper moisture for seedlings and transplants:
Indoors
a. Check the containers regularly.
b. Gently examine the potting soil (at the edge of the pot, away
from the seedling) to see if there is moisture in the pot as deep
as the root zone of the seedling.
c. Allow the surface to dry out between watering; keep the area of
the root zone moist, not sopping wet (roots needs oxygen or they
will drown!).
d. Regular amounts of water and regular watering days and times will nurture plants;
irregular water amounts and irregular watering days and times can stress plants.
e. Implement the water wicking system (the SLUG staff helped you set up) for long
period of time the plants will be untended (vacations, holidays).
Outdoors
Check the garden regularly.
a. Use a rain gauge to monitor rain amounts.
b. If row covers are installed, choose a sunny, windless day to lift portions of the row
cover to water the bed below.
c. Gently examine the soil at the “root zone” (away from the seedling stem) to see if
there is moisture as deep as the root zone of the seedling.
d. Allow the surface to dry out between watering; keep the area of the root zone moist,
not sopping wet.
e. Regular amounts of water and regular watering days and times will nurture plants;
irregular water amounts and irregular watering days and times can stress plants.
f. Water amount equivalent to one inch per week is the “rule of thumb.”
31
Maintaining proper light:
Indoors
a. Lights may need to remain on overnight.
b. Place transplant pots on grow light shelves near a sunny window or provide
additional light (use eco-friendly bulbs; avoid incandescent bulbs, as they get too
hot).
c. Check daily for plant growth, adjusting the grow lights upward as needed (keeping
them no greater than 2-4” above the tops of the plants).
d. Large pots may need additional light.
e. Use eco-friendly light; avoid incandescent lights, as they can get too hot for the
plants.
f. Seedlings lean towards light. To encourage straight growth, rotate seedling cells
one quarter turn each day (always the same direction) so they do not lean too far in
one direction.
g.
Outdoors
a. Sunshine, sunshine, sunshine! Warm season vegetables thrive with 8 – 10 hours of
sunlight; cool season vegetables require a minimum of six hours sunlight.
b. Check temperature under covers to ensure it’s NOT TOO HOT!
Checking regularly to confirm plant growth and health:
Indoors
a. Remove any plant identified as a weed.
b. Contact SLUG staff regarding any discolored, weak, unusual plant growth.
Outdoors
a. If seedlings are closer than the “space between plants” recommendation, carefully
“thin” by cleanly pinching off with fingernails or cleanly cutting with small scissors
b. Remove any plant identified as a weed.
c. Contact SLUG staff regarding any discolored, weak, unusual plant growth.
32
Checking regularly to confirm temperature protection:
Indoors
a. Notify SLUG staff for assistance during any extended periods when your school
building might be without heat.
Outdoors
a. Check the weather reports regularly; anticipate cold weather.
b. Apply season extender cloth, lights (covers), mulch, or quilt material when
temperature is below 40 F degrees.
c. Ensure application of cover does not smother or retard growth of seedlings.
Harvesting:
Check SLUG’s wikispace for advice regarding “optimum size” for harvesting each
vegetable: http://bnan.wikispaces.com/
Indoors
a.
b.
c.
d.
Harvest vegetable at optimum size.
Handle gently to avoid bruising and damaging.
Store harvest at proper temperature to prevent spoilage.
Distribute in a timely fashion to someone who will make use of them (or have the
students prepare a snack using the harvest).
Outdoors
a. Remove temperature protection on a windless, sunny day to harvest.
b. Harvest vegetable at optimum size.
c. Harvest transplants by removing whole plant (beets, carrots, kohlrabi,
radish, turnips) or removing large, outside leaves of leafy plants (chard,
Chinese cabbage, kale, lettuce, mustard, spinach), or by cutting off florets
(broccoli).
d. Handle gently to avoid bruising and damaging.
e. Store harvest at proper temperature to prevent spoilage.
f. Distribute in a timely fashion to someone who will make use of them (or have the
students prepare a snack using the harvest).
33
Succession Planting
Indoors
Succession planting is the act of resowing seeds or transplanting seedlings where a
crop has been recently harvested. This allows for more plant to be grown in a smaller
space.
Succession planting can happen any time during the module. Follow the previous
planting instructions.
Seeds can also be started indoors for transplanting outside. This is especially useful in
the early spring when it’s too cold for plants to be seed outdoors.
When doing succession planting, remember:
a. Select plants that will mature within the desired time frame.
b. Have a plan for the seeds you’re planting, such as harvest, exploration, etc.
c. Use fresh potting soil.
Outdoors
Succession planting is the act of re-sowing seeds or transplanting seedlings where a
crop has been recently harvested. This allows for more plant to be grown in a smaller
space.
Succession planting can happen any time during the module. Follow the previous
planting instructions.
Seeds can also be started indoors for transplanting outside. This is especially useful in
the early spring when it’s too cold for plants to be seed outdoors.
When doing succession planting, remember:
a. Select plants that will mature within the desired time frame.
b. Have a plan for the seeds you’re planting, such as harvest,
exploration, etc.
c. Follow soil fertilization guidelines suggested by SLUG staff.
34
Use and Care of Gardening Equipment and Tools
Indoors
Coordinate with SLUG staff for delivery of equipment and supplies.
Allow two – three weeks at the end of the BPS school season to arrange for pick up of
indoor grow lights, vermiculture bins and materials for storage.
After transplanting, contact SLUG staff to pick up used, excess potting soil.
Outdoors
Coordinate with SLUG staff for delivery of equipment and supplies.
Allow two – three weeks at the end of the BPS school season to arrange for pick up of
row cover supplies, tools, and materials for storage.
35
Recommendations for Growing Vegetables Indoors
There are a number of issues to take into consideration when selecting
vegetables for indoor gardening, as each plant responds differently to its
environment. The following are just a few pointers to help you successfully
select and grow vegetables in your classroom.
™ Temperature
Plants such as spinach and kale require cool temperatures.
Experience shows that when grown indoors, spinach and kale bolt
before they reach a harvestable size.
™ Transplanting and Container Size
Not all plants are happy in the same kind of container and not all can
be transplanted. For some plants it is ideal to start them in a six-pack
and then transplant them to another pot. Other plants will not tolerate
transplanting.
Root crops such as beets, turnips, and carrots do not transplant
reliably. Often roots become damaged during transplanting, and the
edible part of the plant may not grow properly. If you want to grow
root crops in your indoor garden, direct seed them into larger pots. Be
sure the pots are deep enough to allow the plants to achieve mature
size.
Some vegetables can be grown in very close quarters. Chives, red
stem radish sprouts, micro greens, and bunching onions can be
broadcast across a community pack or other pot with minimal
thinning.
On page 38 and 39 are lists of vegetables and their ideal container
size. As you decide what you’ll grow, coordinate with SLUG staff for
delivery of the appropriate containers.
™ Support
Plants such as scarlet runner beans will require a trellis for support. A
simple trellis can be made by placing three dowels in a pot and lashing
them together at the top to make a sort of “teepee” for the plant.
36
Materials and Supplies List for grow lights & container gardening:
Needed for Grow Lights
Permanent Materials
™
™
™
™
™
Needed for Grow Lights
Materials Needing Replenishing
™ Seeds-vegetable, herb, flower
™ Soil-less potting medium
™ Seed-starting inserts with
1-gallon plastic storage bags with
twisty-ties
™ Plastic plant labels
Grow Lights with Shelves
Wax pencils
Misting-water bottles
Table covers (to contain “mess”)
Scoop to fill seed trays with
potting medium
Needed for Container Growing
Materials Needing Replenishing
Needed for Container Growing
Permanent Materials
™ Materials for Grow Lights – see
“replenishing” list above
™ Soil-less potting medium
™ Compost
™ Garden twine
™ Scoop to fill seed planters with potting
medium
™ Granular slow-release fertilizer or
Coast of Maine Plant Food
™ Materials for Grow Lights – see
“permanent” list above
™ Pots, various sizes
™ Small watering cans with “gentle spray
nozzle”
™ Small trellis
™ Scissors
™ Table covers (to contain “mess”)
™ Scoop to fill seed planters with potting
medium
Also Helpful for Grow Lights & Container Growing
™
™
™
™
Dust pan and small broom
Paper towels or rags
Indoor storage space
Painter’s cloth or planter tray
37
Vegetables & Container Size needed
Crop
Minimum
Size
Number Plants
Per
Container
Beans, green
1 Gallon
2-3 plants
Beets
2 Gallon
thinned to 2-3” apart
Cabbage
1 Gallon
1 plant
Carrots
2 Gallon
thinned to 2-3” apart
Chard
1 Gallon
1 plant
Cucumber
1 Gallon
2 plants
Eggplant
2 Gallon
1 plant
Lettuce (leaf)
1 Gallon
4-6 plants
Pepper
2 Gallon
2 plants
Radishes
2 Gallon
thinned to 1-2” apart
Spinach
1 Gallon
thinned to 3” apart
Tomatoes – cherry
1 Gallon
1 plant
Tomatoes – standard
3 Gallon
1 plant
38
Container Size & Amount of Soil Mix
Inside Diameter
Approximate
Soil Content
3”
1 Cup
4”
2 1/2 Cups
5”
1 Quart
6”
2 1/2 Quarts
7”
3 Quarts
8”
1 Gallon
9”
1 1/2 Gallons
10”
2 1/4 Gallons
12”
3 1/2 Gallons
14”
6 Gallons
39
Soil Mix Recipes – example #1
MATERIALS
TO MAKE 2 BUSHELS
Shredded peat moss OR EQUIVALENT
1 bushel
Vermiculite
1 bushel
Ground limestone
1 1/4 Cups
Superphosphate (0-20-0)
OR
Superphosphate (0-45-0)
1/2 Cup
Granular 5-10-5 fertilizer
1 Cup
Moisten with water; store in plastic.
Moisten with water; store in plastic.
Soil Mix Recipes – example #2
MATERIALS
TO MAKE 2 BUSHELS
Compost
1 1/2 bushel
Dehydrated cow manure
1/2 bushel
Granular 5-10-5 fertilizer
2 Cup
Moisten similar to wrung-out sponge; store in
plastic.
Moisten similar to wrung-out sponge; store in
plastic.
1/4 Cup
40
Materials and Supplies List for outdoor & container gardening:
Needed for Outdoor Growing
Permanent Materials
Needed for Outdoor Growing
Materials Needing Replenishing
™ Materials for Grow Lights (see page
53 – “permanent”)
™ 8” deep (minimum” x 4’ x 8’) planting
bed
™ Compost (enough to fill planting bed)
™ Rain gauge
™ High-Low thermometer
™ Watering cans
™ Water hoses
™ Water Y-valves
™ Water shut-off valves
™ Wax pencils
™ Wire hoops
™ Floating crop covers
™ Wooden or bamboo stakes
™ Scissors
™ Trowels
™ Hand cultivators
™ Shovels
™ Large planters (to bring transplants
indoors during extreme cold periods)
™ Materials for Grow Lights (see page
53 – “replenishing”)
™ Compost (enough to replenish small
amount yearly)
™ Granular slow-release fertilizer
™ Plant markers
™ Wax pencils
™ Wire hoops
™ Floating crop covers (may need
replacement after 3 – 4 years)
™ Heavy cold protection covers
™ Wooden or bamboo stakes (may
need replacement after 3 – 4 years)
™ Garden twine
™ Mulch, i.e. straw, salt marsh hay, etc.
™ Trowels
™ Gloves
™ Sunscreen
™ Insect Repellent
™ Hats?
Also Helpful for Outdoor Growing
™
™
™
™
™
Garden hoses
Dust pan and small broom
Paper towels or rags
Storage space
Clean sacks for harvest
41
Recommended Vegetables for Fall Planting
™
™
™
™
™
™
™
™
™
™
™
™
™
™
™
™
™
Beet
Broccoli
Carrots
Cauliflower
Chard
Collard
Endive
Kale
Leek
Lettuce
Mesclun
Mixed Greens
Mustard Greens
Mizuna
Radish
Spinach ‘
Turnip
‘Winter Keeper’, ‘Ruby Queen’
‘Purple Sprouting’, ’Green Comet Hybrid’
‘Imperator’ strains
‘Snow Crown Hydrid’
‘Fordhook Giant’
‘Champion’
‘Neos’, ‘Green Curled’
‘Lacinato’, ‘Siberian’, ‘Winterbor’, ‘Dwarf Blue Curled’
‘Giant Musselburgh’
‘Winter Densitiy’, ‘Buttercrunch’, ‘Salad Bowl’
‘Kyoto’
Olympia’, ‘Teton’, ‘ Melody Hybrid’, ‘Winter Bloomsdale’
‘Just Right Hybrid’, ‘Purple Top White Globe’
42
GOOD GARDENING PRACTICES
These guidelines will help protect you from polycyclic aromatic hydrocarbon (PAH), lead
(Pb) and other contaminates commonly in urban soil.
™ Wear gloves while gardening
™ Wash hands after gardening and before eating
™ Wash and scrub vegetables before eating or cooking
™ Change gardening shoes before entering home so as not to track excessive dirt
indoors
™ Don’t let children eat soil
™ Add organic matter to soil, such as compost
™ Till soil only to a depth of 6” – 8”
™ Avoid deep digging or double digging
™ Use mulch to lessen splashing of soil onto plants
™ Don’t use railroad ties or pressure treated (CCA) wood
Prepared by:
Boston University School of Public Health,
Department of Environmental Health
Distributed by: Boston Natural Areas Network
43
44
WHEN TO PLANT
Vegetable
Bean, Scarlet
Runner
Beet
*Broccoli
Brussels
Sprouts
*Cabbage
Depth to
Plant
Seed
Day to
Germination
Hardy
1 – 1½”
Seeds
Hardy
Apr 15-Jun 1
Seed or
Plant
Apr 15-Jun 1
Method of
Growing
SLUG version
Spacing
Rows
Days to
Harvest
5-10 at 70F
6:
5 ft.
70
6
¼”
6-1`0 at 70F
3-4”
12-18”
50-60
45
Hardy
¼”
5-10 at 70F
6
18”
14-36”
50-70
10
Heavy feeder,
especially Nitrogen
Seed or
Plant
Hardy
¼”
8-10 at 70F
6
18-24”
24-36”
80-90
10
Usually best as a fall
crop
Apr 15-Jun
15
Seed or
Plant
Hardy
¼”
5-10 at 70F
6
24-36
60-90
10
Protect transplants
against cutworms
6-8
18-24”
24-36”
45
10
1½ - 2”
12-18”
55-80
90
Zone 5
May 1-Aug 1
May 15-Aug1
Seeds
Apr 15-Aug 1
Weeks to
Transplant
Plants
per
Person
Spacing
Plants
Zone 6
Apr 1-Jun 15
Jul 15-Aug 1
Mar 25-May
1
Aug 1-Sep
15
May 25-May
1
Aug 1-Sep
15
Mar 10-Apr
10
Aug 1 – Sep
15
Cold
Hardy
or Tender
HOW TO PLANT
12-24
Comments
Provide poles for
support
Provide continuous
moisture
Pak Choy, a nonheading cabbage,
tolerates crowding
Plant in short, wide
rows
*Cabbage,
Chinese
Jun 15-Aug
15
Jun 1-Jul 15
Seed or
Plant
Hardy
¼”
3-5 at 70F
Carrot
Apr 5-Jun 1
Apr 5-Jul 1
Seeds
Hardy
1/8”
7-10 at 6070F
Cauliflower
*Apr 1-May
10
Aug 1-Sep
15
Apr 15-Jun
15
Seed or
Plant
Hardy
¼”
4-10 at 70F
6-8
24”
18-36”
65-80
10
Bolts to seed with
warm weather
Celery
Apr 10-May 1
Apr 10-Jun
15
Seed or
Plant
Hardy
1/8”
10-14 at 65F
10-12
12
24-36”
95-150
15
Blanching stems
improves flavor
Apr 15-Jun
15
Seeds
Hardy
½’”
4-10 at 70F
3-4
12”
18-36”
45-55
15
Pay close attention
to thinning
Apr 1-Apr 15
Seed or
Plant
Hardy
¼”
4-10 at 70F
5-6
12-24”
24-36”
60-70
10
Slight frost improves
flavor
Apr 20-Jun 1
Seeds
Hardy
¼”
3-7 at 70F
6”
12”
60
30
Plants will survive
cold winters
Apr 15-May
15
Seeds
Hardy
¼”
7-14 at 70F
9-12”
18”
70-80
15
Bunch leaves over
heart to sweeten
Apr 1-May 15
Bulbs
(cloves)
Hardy
2”
10 at 55-70F
4”
12”
90
6 cloves
Each clove segment
produces a new
plant
Chard, Swiss
Collards
Cress, Upland
Endive
Garlic
Apr 1-Jun 15
Aug 1-Sep
15
Mar 15-Apr
15
Aug 1-Sep
15
Mar 20-May
10
Aug 15-Oct 1
Apr 1-May 1
Aug 1-Sep
15
Mar 10-Apr
15
*Transplants are preferred
45
WHEN TO PLANT
Vegetable
*Husk Tomato
Kale
Kohlrabi
Leek
Lettuce
Mustard
*Onion
*Parsley
Parsnip
*Pepper
*Potato
Radish
Zone 6
Zone 5
Method of
Growing
Cold Hardy
Or Tender
HOW TO PLANT
Depth to
Plant
Seed
SLUG version
Days to
Germinatio
n
Weeks to
Transplant
Spacing
Plants
Spacing
Rows
Days to
Harvest
Plants
per
Person
May 1
May 15
Plants
Tender
¼”
7-14 at 70F
8
36”
36”
70
5
Mar 20-Apr 20
Aug 1-Sep 15
Mar 20-May
10
Aug 1-Sep 15
Apr 10-May
10
Seed or
Plant
Hardy
¼”
3-10 at 70F
4
18”
24-36”
50-65
10
Apr 10-Jun 30
Seed or
Plant
Hardy
½”
3-10 at 70F
4-6
4-6”
18”
50-70
30
Hardy
½”
7-14 at 70F
4-6
2-4”
12-24”
140
45
Hardy
¼”
4-10 at 5565F
4
12:
18”
6070
15
Mar 15-May 1
Apr 1-May 1
Aug 1-Sep 15
Mar 20-May
10’Aug 1-Sep
15
Mar 15-Apr 15
Mar 20-May 1
Aug 1-Sep 15
Apr 1-May 1
Aug 1-Sep 15
May 15-Jun
10
Jun 1-Jul 1
Apr 1-May 10
May 15-Jun
15
Mar 10-May
10
Aug 15-Sep
15
Apr 15-May
20
Apr 20-Jun 30
Seed or
Plant
Seed or
Plant
Seed or
Plant
Hardy
½”
3-5 at 70F
4
12”
18-24”
35-60
20
Apr 10-May
15
Seeds,
Plants, Sets
Hardy
¼”
7-12 at 70F
6
4”
6-12”
75
45
Apr 15-May
15
Apr 20-May
20
Seed or
Plant
Hardy
1/8”
7-28 at 70F
6-8
6-12”
12”
50
2
Seeds
Hardy
¼”
15-20 at 70F
4-6”
12-18”
120
60
Jun 1-Jun 15
Plants
Very Tender
¼’
10-15 at 70F
8
18-24”
24”
70-100
5
Harvest fruit regularly
May 1-Jun 15
Tubers or
Seeds
Hardy
¼”
5-10 at 70F
8
12”
30”
90-105
15
Potato seed has
recently become
available
Apr 1-Jun 15
Seeds
Hardy
½”
4-6 at 60F
1”
12”
25-35
80
Provide with constant
moisture
Bulbs form in clusters
Mar 15-May 1
Apr 10-May
10
Bulbs
Hardy
Surface
Sow
7-10 at 55F
8”
12”
100
25
Spinach
Mar 15-Apr 20
Aug 1-Sep 15
Apr 1-Jun 15
Seeds
Hardy
½”
7-12 at 5060F
4-6”
12-18”
40-50
30
Sweet Potato
May 15-Jun
15
Difficult to
grow
Plants
Very Tender
3-4”
1`0 at 70F
6
12”
4 ft
120
15
May 5-Jul 15
Jun 1-Jul 1
Mar 10-May 1
Aug 1-Sep 15
May 20-Jun
15
Plants
Tender
¼”
6-14 at 70F
6-8
24-36”
36-48”
55-90
3-5
Apr 1-Jun 15
Seeds
Hardy
½”
7-10 at 70F
¾”
12-18”
40-60
30
Turnip
Also known as
Ground Cherry/Cape
Gooseberry
Hardy enough for
winter greens
Turnip-like bulbs form
on the stem above the
soil
Leave in garden until
ground freezes
Space leaf types 6-8”
apart
Apr 15-Jun 30
Shallot
*Tomato
Comments
*Transplants are preferred
46
Grow as a fall crop
Space green
bunching types 2”
apart
Outdoor sowings are
slow to germinate
Leave in garden until
ground freezes
Grow spinach
substitutes during
warm weather
One root produces
may sprouts for
planting
Use wire cages for
supports
Tops make delicious
greens
INDOOR: VERMICULTURE (WORM BIN)
Worm your way (?!) into indoor composting by using worms to
eat food scraps. Vermicomposting (worm composting) makes it
easy to recycle your food waste and make compost to use in
your vegetable garden. Worms can eat half their weight in food
scraps each day!
Worm bin basics:
Use the redworm Eisenia fetida (red wiggler), not the commonly found “earthworm” from
your garden. Redworms are readily available from a friend’s compost pile, a local fish
bait supplier (you’ll need to be specific about the species you need), or online.
Setting up the worm bin:
Use the plastic bin provided by the SLUG program.
Worm bedding, water, and food scraps are all you’ll need to add.
Place the worm bin where the temperatures will range from 50
– 80 degrees Fahrenheit. Keep it away from heat sources
(radiators) and cold drafts (doors and windows). A cool dark spot
is optimum.
Worm bedding:
Worm bedding helps keep the worms moist and allows food
scraps to be buried to prevent odors. Shredded black and white
newspaper works well for “grit” to help the worms digest and is an
additional way to recycle. You can also add coir bricks—ground
up coconut husks (provided by BNAN/SLUG).
Moisture:
Worms need moisture, not a flood. Worms are 75-90 percent
water. Because they breathe through their skin, it is important that
the worms stay moist. After shredding the bedding, add water and
check for moisture: squeezing a handful of bedding should
produce a few drops of water. If it is too wet, add more dry
bedding.
Food:
Worms need a balanced diet, just like you and me. Here is a list of
what they like (YUMMY!) and don’t like (YUCKY!).
TIP: cover the food with the bedding to prevent odors and fruit
flies from invading your bin.
YUMMY!
YUCKY!
Anything green – especially the leafy stuff! Citrus – no orange, lemon or lime; too
acidic!
Fruits – most are OK.
Fats, Oils, Salad dressing – creates
odors.
Vegetables – good diet!
Breads & Cereals – can attract gnats.
Coffee grounds & filter – OK!
Sweets – no processed sugars!
Tea bags – OK!
Meat – creates odors; attracts unwanted
guests (like maggots).
Eggshells – crushed; adds calcium &
Garlic, Onions – attracts unwanted
prevents acidic conditions.
guests.
Coir Bricks & Brown Paper – “grit to help Feces – contains bacteria harmful for
worms digest”; best bedding for indoor
humans to handle.
worm bins.
Black & White newspaper – “grit to help
Salt, Seasoned Foods – yucky for
worms digest”; soy-based inks only!
worms.
Food scrap container:
Store food scraps in a sealed container (to avoid odors). Add small amounts of scraps
initially to the worm bin. As the worm population grows, a larger amount of scraps can
be added periodically.
TIP: Chop or tear the scraps. The more you break scraps down for them, the faster
they will work!
48
Worm food rotation:
You can feed the worms in a rotating pattern, burying the food in a
different spot each day.
Harvest (two methods):
1) Harvest the compost by placing the worm bin contents on a
plastic sheet. A bright light placed overhead will cause the worms
to crawl to the bottom of the pile. You can scoop off the compost
from the top of the pile while the worms hide from the light.
2) Move the contents of the bin to one side and add fresh bedding
and food to the other side. A bright light focused on the side with the worms will
encourage the worms to crawl to the other side. When the worms move into the new
bedding, you can remove the finished compost.
Worm compost uses:
Potting mix: Mix together 1/4 part worm compost which adds nutrients, 1/4 part
phagnum moss which holds moisture, 1/4 part perlite which increases aeration, and
1/4 part sand or soil which adds body.
Container plants: Spread worm compost up to 1/4 inch deep on the top of container
plant soil.
Seedling transplant: Sprinkle worm compost in the seed row or the hole where the
garden plant is transplanted.
49
Troubleshooting:
Problem
Worms are dying or trying
to escape
Probable Cause
Too wet
Too dry
Bedding is used up
Solution
Add more bedding
Moisten bedding
Harvest your bin
Bin stinks!
Not enough air
Too much food
Too wet
Drill more ventilation holes
Do not feed for 1-2 weeks
Add more bedding
Fruit Flies
Exposed food
Bury food in bedding
Drain Flies, Sewage Flies
Rotting food
Do not feed for 1-2 weeks
Add more bedding
Maggots
Outside flies getting in
Oil/Meat added to bin
Remove, scoop them out
Materials and Supplies List for Vermiculture:
Plastic bin*
Black and white newspaper**
Coir bricks*
Water Spray Bottle*
Food scraps
Food scrap container*
Container for harvesting compost*
Seedlings
*Provided by BNAN/SLUG program
**USE SOY-BASED INKS ONLY; AVOID
COLORED INK; AVOID “SLICK” PAPER
50
OUTDOOR: COMPOST BASICS
Compost benefits:
Garden plants take the nutrients they need to grow from
the soil and turn these nutrients into fruits and vegetables.
But if the soil is to provide the necessary elements for our
garden plants year after year, the soil nutrients that have
been taken out must be replaced. This can be done by
composting. Here’s a list of the many wonderful benefits
of compost:
™ Improves soil structure by adding organic matter.
™ Increases the amount of micro-organisms in garden soil, which is the best indicator of
soil fertility.
™ Attracts and feeds earthworms and healthy macro-organisms.
™ Delivers nutrients to soil and plants for optimum growth (usually not including
phosphorous).
™ Makes clay soils “airy” so they drain.
™ Gives sandy soils “body” to hold moisture.
™ Balances Ph (acidity/alkalinity) of soil.
™ Builds sound root structure. Healthy roots make healthy plants.
™ Reduces water demands of plants.
™ Helps control soil erosion.
™ Reduces plant stress from climate extremes (drought, freezes).
™ Can extend the growing season.
™ Reduces the availability of toxins such as lead in the soil.
™ Reduces the availability and spread of plant diseases & disorders.
™ Improves the vitamin and mineral content in food.
™ Reduces reliance on synthetic chemical fertilizers.
™ Reduces the amount of waste going to landfills.
Setting up the bin:
Use the bin provided by BNAN (or make or purchase a similar passive composting bin).
Place the bin in partial sun and shade. Place the bin near the garden plot, so weeds
and other plant material can easily be added to the bin. For each passive bin, reserve
two spaces: when the bin is full or compost harvest is desired, move the passive bin to
the second space and start over with whatever was not fully composted in the bin’s first
space.
51
Necessary ingredients:
™
™
™
™
Water (as wet as a wrung-out sponge)
Air
Nitrogen (greens) – such as fresh manure, fresh plant material
Carbon (browns) – such as black & white newspaper, dead and
dry leaves
™ Micro-organisms (bacteria, fungus) – such as a teaspoon full of soil
™ Macro-organisms (beetles, centipedes, earthworms, compost worms, pill bugs,
earwigs, dung beetles, slugs, etc.) – they’ll find your bin
Passive composting:
A small garden plot can use passive (cold, small bin) composting. Passive composting
is less labor intensive, does not require that all the materials be added at the same time
(or within a few weeks), and materials can be added gradually. Compost is generally
higher in Nitrogen content than with active composting. Area should be at least 3’ x 3’ x
4’. Passive composting takes a little longer, but is useful as it provides a close-by space
for plant material removed from the garden and keeps the pile looking neat.
Active composting:
Active hot) composting requires a large, regularly turned, tested and monitored site.
When properly managed and screened, it can produce compost that does not contain
weed seed and plant pathogens. If the SLUG garden does not have space for a
passive bin, consider ordering a partial load of compost from the City’s municipal site by
contacting BNAN in January.
52
Materials to put and not put into the bin:
Almost any organic material that accumulates in gardens can be composted. Some
plant materials, such as tree twigs, corn cobs, and thick plant stems (tomatoes,
peppers, okra, etc.) take a long time to decay. Tear or cut plant material into small
pieces (4” – 6”) before composting. SMALL PLANT MATERIALS IS LESS
ATTRACTIVE TO PESTS. CHOOSE A RODENT-PROOF BIN IN DENSE URBAN
AREAS.
NO, NO, NO, NO, NO!
ƒ meat and fish scraps and bones.
ƒ dairy products.
ƒ peanut butter.
ƒ fats or oils or grease.
ƒ pet feces (contains bacteria that can cause
human illness).
ƒ kitty litter.
ƒ weed seeds.
ƒ weeds that spread by roots or runners.
ƒ ash from treated charcoal.
ƒ non-organic material (plastic, glass, metal).
ƒ poisonous plants.
ƒ any diseased or insect-infested plants.
ƒ any grass or plant material that has been treated
with weed killer.
ƒ large plant material
YES, YES, YES, YES, YES!
ƒ leaves & chopped up brush (if not treated with
pesticides)
ƒ plant cuttings (if not treated)
ƒ fruit scraps
ƒ vegetable scraps
ƒ grains
ƒ coffee grounds
ƒ tea bags
ƒ egg shells
ƒ wood chips (from solid wood)
ƒ sawdust (not sanding dust)
ƒ wood ash
ƒ old potting soil
ƒ napkins, paper towels
ƒ small plant material (chop it up!)
It’s ready to use:
Generally, compost is ready to use “when there are no visible signs of what was originally put
in...” When you pick up compost that is ready to use, it will be dark, crumbly, and smell
“earthy.”
Ways to use compost:
Compost can be turned into the soil (like fertilizer or amendments), spread on the surface
around plants like mulch, or used as a growing medium for seeds. Compost that is added as
mulch will aid in water conservation. Compost that is turned in will act as a “slow-release”
fertilizer and provide other benefits.
53
54
COMPOSTING AT SCHOOL
Should we have a compost site at our school?
PROS
*can have all the benefits of improved
soil, decreased landfill, etc.
CONS
*can be negative public relations if
poorly managed (i.e., attracts pests or is
unsightly)
Who will manage the composting site?
ƒ
ƒ
ƒ
ƒ
Will there be signage instructing the proper use of the site?
Who will monitor and maintain what gets put into the bin(s)?
Who will monitor and maintain the site for problems (pests,
dry contents, wet contents, etc.)?
Who will monitor and maintain the general appearance of the site?
Where should we place the composting site?
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
The site needs to be sunny (warm) enough to support the composting process.
The site needs to be shaded (dappled or partial shade) enough to keep the
contents from drying out on extremely sunny, hot days.
The site needs to be easily watered, if necessary.
The site needs to be close enough to the vegetable plots to encourage use.
The site needs to be big enough to load plant material and unload compost.
Can the site also accommodate the yearly delivery of compost from the City?
55
What type of bin should we use?
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
How expensive is it and who pays for it?
Who assembles it?
Is it pest proof?
Is it large enough? (Each bin should be at least 3’ x 3’ x 4’.)
Is it easily re-located or replaced?
Is it durable?
Is it made of non-toxic materials?
Possible types of bins for passive composting:
STANDARD ADJUSTABLE
BRAVE NEW COMPOSTER
BIO-STACK COMPOSTER
KITCHEN DIGESTER
SLATTED BIN
EARTH MACHINE
56
COMPOST MYTHS AND FACTS
You can spend lots and lots of money, lots and lots of time, lots and lots of mental
energy, or you can compost. Composting is a simple, natural process that will happen
in spite of the myths and misunderstandings that prevail. The spread of these myths
has occurred by word of mouth, misguided publications from solid waste managers and,
worst of all, hard-core marketing. We encourage people to compost without getting
bogged down in mythology and misunderstandings. Keep composting inexpensive and
simple. Help put to rest some of the popular myths and misunderstandings:
Bins
MYTH: “To compost, you have to have this kind of bin...”
FACT: There are an endless variety of commercial designs available from black plastic
cubes with sliding doors to rotating drums to free-wheeling spheres. The prices range
from tens to hundreds of dollars. Advertisements and popular literature lead many
composting novices to believe that an enclosed bin is essential. The reality is that
heaps or piles work just fine for composting. If you need to keep your pile tidy to avoid
offending your neighbors, consider using wire mesh, or reusing scrap lumber, shipping
pallets, cinder blocks or snow-fencing. Urban composters may need to contain their
compost in sturdy bins with lids, bases, and small apertures to keep out pests. (A
perforated metal trash can is an excellent choice for city-dwellers.) If you want a
prefabricated bin, consider volume before you buy: the more money often buys less
capacity; the highest capacity models generally sell for less than $40.
Bioactivators
MYTH: “To get your composting really cookin’, you need this activator...”
FACT: While the “snake oil” of composting (these bacteria-laden materials) do contain
“cultured” strains of bacteria and other additives, the fact is that special inoculants are
unnecessary. Recent studies suggest that there are approximately 10 trillion bacteria in
a spoonful of garden soil. Every fallen leaf and blade of grass you add to your pile is
already covered with hundreds of thousands of bacteria — more than enough to do the
job.
Yeast, elixirs, and worms
MYTH: “Have you tried...?!”
FACT: Some of the recommendations you might hear are just plain foolishness . For
example, some people suggest pouring Coca Cola into the pile to increase biological
activity; it will increase, but mostly in the form of yellow jackets and ants. Adding yeast is
a common, but expensive and useless, practice. Adding worms or worm cocoons has
become popular due to some confusion with vermicomposting. Worms do a
tremendous amount of good, but there is no need for the composter to purchase or
transplant them: “build a pile and they will come.”
Fertilizer
MYTH: “I heard that you should add fertilizer...”
FACT: Adding nitrogen-rich fertilizer to the pile is wasteful and expensive. More
importantly, synthetically derived fertilizers contain high salt levels and other
compounds (perhaps even pesticides), which are harmful to worms and microorganisms; they may impair the nitrogen-fixing ability of the bacteria and short-circuit the
nitrogen cycle. If you feel that you must add nitrogen (perhaps to a pile made up of only
carbon-rich leaves), always try to use organic sources first: spent grounds from a coffee
shop, a neighbor’s grass clippings, agriculture manures, or dried blood.
Lime
MYTH: “...and then you should sweeten the pile...”
FACT: Even if a gardener makes compost with a high proportion of acidrich materials, it is a mistake to add lime to the pile to attempt to produce compost with
a balanced Ph. Unfortunately, adding ground limestone will turn your compost
ecosystem into an ammonia factory, with nitrogen rapidly lost as a noxious gas.
Finished compost is always nearly neutral.
Odors
MYTH: “...I’m sure I should do something special to keep it from smelling badly...”
FACT: Properly building and maintaining a compost pile results in compost that smells
like a humus-sweet forest floor. Odors usually result from mistakes: trying to compost
grass clippings by themselves, adding too many food scraps (or the wrong types of
food), and allowing too much water to get into the pile or too little air, both of which will
lead to anaerobic conditions.
Rodents and pests
MYTH: “...we can’t compost because it will attract pests...”
FACT: Compost piles that contain only “hard trimming” almost never attract pests. Bird
feeders, outdoor pet-food bowls, pet feces, and trash containers are well ahead of
properly constructed compost piles as rodent attracters. But because pests are more
problematic in urban areas, composters will want to avoid adding food scraps altogether
or use a worm box or a completely enclosed bin. Composters in some dense urban
areas find that an enclosed compost bin is necessary even when they’re composting
just yard trimmings.
58
Layers
MYTH: “...and you have to put the stuff in the pile this way...”
FACT: Building a compost pile by layering browns/greens/browns/greens (as in a
lasagna style) leads to layers of anaerobic activity where the greens (nitrogen-rich, wet)
are clumped together and little activity at all where the browns (carbon-rich, dry) are
clumped together. If you’re building a pile all at once, throw in an armful of browns, then
an armful of greens, and add a little water as you go if your materials are dry. Then mix,
stir, and fluff after every few additions for a hard-working compost stew.
Fourteen-day compost
MYTH: “...compost happens faster if you just...”
FACT: Magazine ads can hoodwink well-intentioned gardeners into thinking that they
can and must produce compost in 14 days. Such expectations are not realistic or
worthy. Decomposition takes time. While producing compost quickly has some merit,
no one should feel compelled to purchase chipper-shredders or other elaborate
equipment. In fact, if the material looks like compost after several weeks, it still requires
an additional one-month maturation period before it should be used in the garden.
Compost calculus
MYTH: “...and now for rocket science...”
FACT: There are lots of books, periodicals, and composting brochures on the market
(or on gardeners’ shelves) that obsess on carbon-to-nitrogen ratios. Gardeners can be
overwhelmed by the arcane charts, tables, and formulas. In reality, compost piles thrive
when different types of material (moist and dry, green and brown) are mixed together.
And while ratios are fine for compost hobbyists or compost managers, regular
gardeners need only remember that all organic materials will compost in a timely
manner given some prudent attention.
59
Compost troubleshooting:
Problem
™
Bad odor, rotten odor
™
™
™
Ammonia odor
Probable Cause
Excess moisture
(anaerobic)
Compaction (lacks air;
anaerotic)
Excess moisture
Too much Nitrogen
(lack of carbon)
Solution
™ Add dry material
™ Move pile to areate
™ Move pile to areate
™ Add high carbon material
(straw, wood chips, sawdust)
™ Lack of Nitrogen
™ Move and moisten pile
™
™
™
™
™
™
™
™
™
Center of pile is dry
Low compost
temperature
Pile too small
Lack of moisture
Lack of air
Lack of nitrogen
Cold weather
™ Lack of nitrogen
™ Mix in nitrogen source (fresh
grass clippings or manure)
™ Pile too large
™ Insufficient ventilation
™ Reduce pile size
™ Move pile to areate
™ Low surface area
™ Remove items, and chop or
shred large items
Damp and sweetsmelling but will not
heat up
High compost
temperature
Add more to pile
Move and moisten pile
Move pile to areate
Mix in nitrogen source (fresh
grass clippings or manure)
™ Add more to pile or insulate
pile with layer of straw
Large, undecomposted
items in the mix
Pests
™ Presence of meat
scraps or fatty food
waste
60
™ Remove from pile, cover with
layer of soil, build animal-proof
bin, move pile to
increase
temperature
Materials and Supplies List for compost:
™ Compost bin (provided by BNAN/SLUG program
or other)
™ Black and white newspaper, dry leaves
™ Water
™ Vegetable scraps, fresh plant material
™ Teaspoon of soil or contact with soil at bottom of
bin
Also useful for compost bin:
™ Shovel or trowel for harvesting compost
™ Container for harvesting compost
61
62
SLUG ADVISORY COMMITTEE
During the summer of 2007, BNAN identified sites for the
SLUG program and formulated plans for SLUG-based on-site
resources and needs. Additionally, an Advisory Committee
was formed to oversee the development of the program,
gathering together a group of classroom teachers, teacher
trainers, gardeners, greenhouse growers, and members of
organizations already implementing vegetable gardening
curriculum in schools. The advisory committee will review
program goals, training materials, and curriculum and will assist
in evaluation and growth of the program materials and sites.
The SLUG Advisory Committee meets once a month. If you would like to serve on the
Advisory Committee, please contact BNAN’s SLUG program 617-542-7696.
SLUG Advisory Committee Members’ Organizations:
BNAN Board Member
Boston Nature Center
Citizen Schools
City Sprouts
Dorchester Youth Academy
EarthWorks Projects
GroundWork, Somerville
Guild Elementary School
63
SLUG Advisory Committee Members’ Organizations, con’t:
Haynes EEC
Madison Park Community Garden
Museum of Science
Neighborhood of Afforable Housing
The Food Project
Tufts University – Agriculture, Food & Environment
Umana Middle School
Urban Ecology Institute
WormJava
64
GARDEN-RELATED ACTIVITIES for one day, one week, or suggested periods of
time.
It is not productive to “re-invent the wheel” when teachers and students can easily
access the quality and quantity of existing garden-related curriculum. The BNAN
SLUG training will select a limited number of materials from several of the resources
listed below and other curriculum sources for short-term “garden-related activities” to be
covered in the SLUG training session.
The BNAN SLUG training will provide hands-on practice with selected garden-related
activities, chosen to enhance the indoor, container, and outdoor gardening experiences.
For ease of access to complete materials (many of these materials are available at the
Boston Public Library), we have listed some useful curriculum and books below:
Cultural Uses of Plants, Gabriell DeBear Paye (New York Botanical Garden Press)
Digging Deeper, Joseph Kiefer & Martin Kemple, (Common Roots Press)
Down to Earth, Susan and Patrick Harman (North Carolina A&T State University)
French Fries and the Food System, Sara Coblyn (The Food Project)
Garden Mosaics, Cornell University www.gardenmosaics.org
Gardening with Children, M. Hannemann, et.al. (Brooklyn Botanical Garden)
Grow Lab: Activities for Growing Minds, Eve Pranis & Joy Cohen ( National Gardening
Association/
Junior Master Gardener, Texas Agricultural Extension Service, www.jmgkids.com
Ladybugs & Lettuce Leaves, Project Inside/Outside Somerville Public Schools, (Center
for Science in the Public Interest)
Plants: Science Works for Kids Series, (Evan-Moor)
The Chicago School Garden Initiative, Katherine Johnson & Marti Ross Bjornson,
(Chicago Botanic Garden)
Victory Garden Kids’ Book, Marjorie Waters, (Globe Pequot Press; Rev Sub edition
April 1994)
Worms Eat My Garbage, Mary Appelhof, (Flower Press)
(Ms. Appelholf is known as the Worm Lady and she tells all about
using worms for composting in this book.)
65
RESOURCES AND REFERENCES
Books, documents, websites
WE VALUE YOUR INPUT:
If you have a favorite book, magazine, website that is not listed here or on page 63,
please contact SLUG staff. The information you provide will be added to future
additions of the SLUG handbook. Thank you!
City Sprouts, Cambridge, MA http://citysprouts.org/
Greene, M.L. 1910. Among School Gardens. Russell Sage Foundation, New York.
Miller, L.K. 1904. Children’s Gardens. D. Appleton and Company, New York.
Waliczek, T.M. 1997. The effect of school gardens on self-esteem, on interpersonal
relationships, attitude toward school, and environmental attitude in populations of
children. PhD dissertation, Texas A&M University.
J. Michael Murphy, Ed.D., Erwin Schweers, Ed.M. 2003 Evaluation of a Food Systemsbased Approach to Fostering Ecological Literacy. Final Report – Massachusetts
General Hospital, Harvard Medical School
66
RESOURCES AND REFERENCES
Some history of school gardens
Gardening with children is not a new concept. Children have probably been gardening
for food and survival for thousands of years. Yet, school gardens are about more than
raising food, they are about using the garden to teach. The following timeline gives a
brief history of school gardens.
1525 – Botanical garden planted at an Italian University for educational purposes.
16th Century – Quote by Comenius: “A school garden should be connected with every
school where children can have opportunities for leisurely gazing upon trees, flowers
and herbs and are taught to enjoy them.”
17th Century- School gardens spread throughout Europe.
1869 – Austrian mandate that all schools must have school gardens (followed by similar
measures in Germany, Sweden, Belgium, France, Russia, and England).
1890 – First official U.S. school garden at George Putnam School in Roxbury,
Massachusetts for wildflowers and vegetables. School gardening is linked with
community garden efforts. A U.S. school garden pioneer was Mrs. Fannie G. Parsons,
Director of the First Children’s School Farm in New York City.
1897 – Boy’s Garden established by the National Cash Register Company to instill good
work ethic.
Early 20th Century – Large U.S. cities incorporated school gardens including
Philadelphia, Cleveland, and Washington D.C. Schools and gardens become
associated as educational reformers and philosophers stress correlation between
learning and personal, active experience. Experiential learning develops momentum; in
1910 approximately 80,000 school gardens maintained in U.S.
67
RESOURCES AND REFERENCES
Boston-area school garden programs
Contact information
Boston Nature Center/MAS
(school and day camp curriculum, mostly environmental
education)
Brian Lawlor: [email protected]
City Sprouts
(school garden curriculum)
Jane Smillie: [email protected]
EarthWorks Projects
(edible fruit model and other schoolyard programming)
Laura Doty: [email protected]
Fish & Wildlife Service
(classroom curriculum, mostly wildlife)
Contact: Parker River National Wildlife Refuge in Newburyport, MA at 1-978-465-5753,
and the Eastern Massachusetts National Wildlife Refuge Complex (Great Meadows),
headquarters located in Sudbury, MA at 1-978-443-4661.
Groundwork Somerville
(school garden and nutrition curriculum)
Amber Espar: [email protected]
Mass Ag in the Classroom
Debi Hogan: [email protected]
Massachusetts Horticulture Society
(Junior Master Gardener program)
Trish Wesley Umbrell: [email protected]
National Wildlife Federation
(habitat schoolyards with curriculum)
Liz Soper: [email protected]
Schoolyard Funders Collaborative:
(curriculum?)
Kristin Metz: [email protected]
Urban Ecology
(environmental education programs and actions)
Emily Hoffman: [email protected]
68
RESEARCH THAT SUPPORTS GARDENING’S POSITIVE ROLE IN EDUCATION
One of the realities of working within the world of garden-based learning is that
inevitably, you may be asked for “proof” of gardening’s role in enhancing
education Fortunately, there is research that you can draw on to bolster up and
advocate for your efforts. The following is a summary of research findings that
you can share with teachers, administrators and parents and use in countless
other ways to support the important work that you are carrying out.
* Children’s garden consultant is a new model designed to give teen-aged
youth the opportunity to actively research children’s garden design and
educational programming, then present recommendations to an adult audience.
Surveys, observations, and discussions with youth, adults in attendance, and
program organizers indicated the approach was highly valuable and worth
repeating. It provided a new learning opportunity for youth, and it also gave
adults new perspectives on gardens. (Lekies, Kristi S., Marcia Eames-Sheavly,
Kimberly J. Wong, and Anne Ceccarini. 2006. Children’s Garden Consultants: A
New Model of Engaging Youth to Inform Garden Design and Programming.
HortTechnology 16(1): 139-142.)
* Gardening can be an ideal vehicle for introducing elements of multicultural
education. Eames-Sheavly, M. 1994. Exploring horticulture in human culture: An
interdisciplinary approach to youth education. HortTechnology 4(1).
* A study on a youth gardening program in Detroit reports that after gardening,
kids have an increased interest in eating fruit and vegetables, possess an
appreciation for working with neighborhood adults, and have an increased
interested for improvement of neighborhood appearance. In addition, they made
new friends, and showed increased knowledge about nutrition, plant ecology,
and gardening. (Pothukuchi, K. (2004). Hortiliza: A Youth “Nutrition Garden” in
Southwest Detroit. Children, Youth and Environments. 14(2): 124-155.)
* Elementary school and junior high school students gained more positive
attitudes about environmental issues after participating in a school garden
program (Waliczek, T.M., Zajicek, J.M. (1999). School Gardening: Improving
Environmental Attitudes of Children Through Hands-On Learning. Journal of
Environ. Hort. 17(4): 180-184.)
69
* “Gardens are often the most accessible places for children to learn about
nature’s beauty, interconnections, power, fragility, and solace.” (Heffernan, M.
(1994). The Children’s Garden Project at River Farm. Children’s Environments.
11(3): 221-231.)
* Third, fourth, and fifth grade students that participated in school gardening
activities scored significantly higher on science achievement tests compared to
students that did not experience any garden-based learning activities. (Klemmer,
C.D., Waliczek, T.M. & Zajicek, J.M. (2005). Growing Minds: The Effect of a
School Gardening Program on the Science Achievement of Elementary
Students. HortTechnology. 15(3): 448-452.)
* Both passive and active interactions with plants during childhood are
associated with positive adult values about trees. However the strongest
influence came from active gardening, such as picking flowers or planting trees
as a child. (Lohr, V.I. & Pearson-Mims, C.H. (2005). Children’s Active and
Passive Interactions with Plants Influence Their Attitudes and Actions toward
Trees and Gardening as Adults. HortTechnology. 15(3): 472-476.)
* Students in a one-year school gardening program increased their overall life
skills by 1.5 points compared to a group of students that did not participate in the
school gardening program. The gardening program positively influenced two
constructs: “working with groups” and “self-understanding.” (Robinson, C.W. &
Zajicek, J.M. (2005). HortTechnology. 15(3): 453-457.)
* Most successful school garden programs aim to involve children in the entire
process of gardening (planning, design, and implementation). (Lucas, B. (1995).
Learning through Landscapes: An Organization’s Attempt to Move School
Grounds to the Top of the Educational Agenda. Children’s Environments. 12(2):
233-244.)
* As early as 1909, Montessori had identified several benefits to children’s
gardens: enhances moral education, increases appreciation for nature, increases
responsibility, develops patience, and increases in relationship skills.
(Montessori, M. (1964). The Montessori Method. Schocken.)
70
* Studies in Bexar County, Texas showed that school gardening increased
self-esteem, helped students develop a sense of ownership and responsibility,
helped foster relationships with family members, and increased parental
involvement. (Alexander, J. & D. Hendren, (1998). Bexar County Master
Gardener Classroom Garden Research Project: Final Report. San Antonio,
Texas.)
* Children use their own experiences, literary sources, music, and television as
source of information in identifying characteristics of a garden. Whiren, Alice
Phipps.. (1995). Planning a Garden from a Child’s Perspective. Children’s
Environments, 12(2): 250-255.
* In a project that involved integrating nutrition and gardening among children
in grades one through four, the outcomes have gone well beyond an
understanding of good nutrition and the origin of fresh food, to include enhancing
the quality and meaningfulness of learning. Canaris, Irene. (1995). Growing
Foods for Growing Minds: Integrating Gardening and Nutrition Education into the
Total Curriculum. Children’s Environments, 12(2): 264-270.
* Parent involvement of almost any kind can improve student achievement.
(Henderson, A.T., C. Marburger, & T. Ooms. (1986). Beyond the Bake Sale –An
Educator’s Guide To Working With Parents. National Committee for Citizens in
Education, Columbia, Maryland.)
* Parents who are highly involved at school are more likely to be involved in
educational activities with their children at home. (National Center for Educational
Statistics, (1997). Father’s Involvement in Their Children’s Schools. Government
Printing Office: Washington, D.C.)
* By linking storytelling with children’s garden programs, public gardens may
serve to educate children about the processes that underlie and interweave
diverse cultures’ seasonal traditions. Bowles, Beatrice. 1995. Celebrating
Common Ground: Storytelling in Children’s Gardens. Children’s Environments,
12(2): 271-274.
* Adults make assumptions about children, and because of that, planning and
landscaping of children’s environments can run counter to children’s needs.
Olwig, Kenneth R. 1990. Designs upon children’s special places? Children’s
Environments, 7(4): 47-53.
71
* Participation with nature enhances mental health, reduces stress, and can
produce physiological benefits such as lower blood pressure and reduced muscle
tension. (Relf, D. (1988). People-Plant Relationship. In: S.P. Simson, M. C.
Straus (eds.). Horticulture as Therapy. The Food Products Press, New York. Pp.
21-42.)
* Children with learning disabilities had enhanced nonverbal communication
skills, developed awareness of the advantages of order, learned how to
participate in a cooperative effort, and formed relationships with adults. (Sarver,
M. (1985).Agritherapy: Plants as Learning Partners. Academic Therapy, 20(4).
389-396.)
* Horticulture is a profession deeply rooted in community involvement and
activity-based learning, both of which are key elements to the development of
children. McCormick reports that students tend to learn more and better when
they are actively involved in the learning process. (McCormick, F., D. Cox, and
G. Miller. (1989). Experiential Needs of Students in Agriculture Programs. The
Agriculture Education Magazine. 62(4): 11-12,23.)
* Gardening has been shown to increase scores on environmental attitude
surveys of elementary school children. (Skelly, S. & J. Zajicek. (1998). The Effect
of an Interdisciplinary Garden Program on the Environmental Attitudes of
Elementary School Students. Hort Technology, 8(4): 579-583.)
* Studies have shown that fifth, sixth, and seventh grade students developed
better interpersonal relationship skills after participating in a garden program.
(Waliczek, T. & J. Zajicek. (1998). The Effect of a School Garden Program on
Self-Esteem and Interpersonal Relationships of Children and Adolescents. Hort
Technology (submitted).
* A study in Tucson, AZ showed that children who participated in the garden
learned to like healthy foods. The vegetables that the children grew had a high
intrinsic value. (Cavaliere, D. (1987). How Zucchini Won Fifth-Grade Hearts.
Children Today, 16(3), 18-21.)
* After gardening, children have shown more positive attitudes toward fruit and
vegetable snacks and an improvement in vegetable preference scores.
(Lineberger, S. (1999). The Effect of School Gardens on Children’s Attitudes and
Related Behaviors Regarding Fruits and Vegetables. Thesis, Texas A&M
University.)
72
SLUG VEGETABLE GARDEN GLOSSARY
ACID SOIL
A soil with a pH lower than 7.0 is an acid soil. (A soil pH higher than
7.0 is alkaline.) The amount of positively-charged Hydrogen in the
soil is expressed as pH. Basically, pH is a measure of the amount of
lime (calcium) contained in your soil.
AERATE
Loosening or puncturing the soil to increase water penetration.
ALKALINE SOIL A soil with a pH higher than 7.0 is an alkaline soil. (A soil pH lower
than 7.0 is acidic.) The amount of positively-charged Hydrogen in
the soil is expressed as pH. Basically, pH is a measure of the
amount of lime (calcium) contained in your soil.
ANNUALS
Plants whose life cycle lasts only one year, from seed to blooms to
seed.
ARBORETUM
A garden with a large collection of trees and shrubs cultivated for
scientific or educational purposes.
BEDDING
Plants (mainly annuals), nursery grown and suitable for growing in
PLANT
beds. Quick, colorful flowers.
BIENNIAL
A plant that usually only lives two years, normally producing flowers
and seed the second year.
BOLTING
Vegetables that quickly go to flower rather than producing the food
crop. Usually caused by late planting and too warm temperatures.
BONSAI
The art of growing carefully trained, dwarf plants in containers.
BOTANICAL
The Latin or "scientific" name of a plant, usually composed of two
NAME
words, the genus and the species.
BRACT
Modified leaves growing just below a flower. Often confused with
the flower itself.
BROADCAST
To sow seeds by scattering, opposed to planting each one individually
in a narrow row.
BUD
Early stages of development of a flower or plant growth.
BULB
The thickened underground storage organ of the group of perennials
that includes daffodils and tulips.
CAMBIUM
The thin membrane located just beneath the bark of a plant.
CATKIN
A slender, spike-like, drooping flower cluster.
CELL PACK
A plastic container in which seeds are started.
CHLOROPHYLL The green pigment in leaves, that is vital to photosynthesis as it aids
in absorption of light.
COMMUNITY
A cell pack with just one large cell, into which multiple seeds are
PACK
planted.
73
COMPLETE
FERTILIZER
COMPOST
CONIFER
CORM
COTYLEDON
COVER CROP
CROWN
CULTIVATE
CUTTINGS
DAMPING OFF
DEADHEAD
DIBBLE STICK
DIVIDING
DOUBLE
FLOWER
DRIP LINE
A soil additive that contains all three of the primary elements plants
need... nitrogen, phosphorus, and potassium.
An organic soil amendment resulting from the decomposition of
organic matter.
A cone-bearing tree with tiny needlelike leaves.
A thickened underground stem which produces roots, leaves, and
flowers during the growing season.
The first leaf-like structure on young seedlings. Often the initial
source of food for the plant.
A crop that is planted in the absence of the normal crop to control
weeds and add humus to the soil when it is plowed in prior to regular
planting.
The point at which a plant's roots and top join (usually at soil level).
Process of breaking up the soil surface, removing weeds, and
preparing for planting.
A method of propagation using sections of stems, roots, or leaves.
A fungus, usually affecting seedlings, and causing the stem to rot
off at soil level. Sterilized potting soil and careful sanitation
practices usually prevent this.
The process of pinching off used or spent blooms to keep the plants
well groomed and to prevent them from setting seed. This will
promote continued bloom.
A pointed tool used to make holes in the soil for seeds, bulbs, or
young plants.
The process of splitting up plants, roots, and all that have began to
get bound together. This will make several plants from one plant,
and usually should be done to mature perennials every 3 to 4 years.
A flower with many overlapping petals, which gives it a very full
appearance.
The circle that would exist if you drew a line below the tips of the
outermost branches of a tree or plant.
74
EPIPHYTE
A plant that grows on another plant but gets its nourishment from
the air and rainfall. It does no damage to the host plant.
EROSION
The wearing away, washing away, or removal of soil by wind, water,
or man.
EVAPORATION Process by which water returns to the air. Higher temperatures
speed the process of evaporation.
EVERGREEN
A plant that never loses all of its leaves at one time.
EYE
An undeveloped bud growth that will ultimately produce new growth.
FERTILIZER
Organic or inorganic plant foods that may be either liquid or
granular, used to amend the soil in order to improve the quality or
quantity of plant growth.
FLAT
A shallow box or tray used to start cuttings or seedlings.
FROND
The term used to describe the branch and leaf structure of a fern
or members of the palm family.
FROST
The condensation and freezing of moisture in the air. Tender plants
will suffer extensive damage or die when exposed to frost.
GERMINATE
The process of the sprouting of a seed.
GIRDLING
The choking of a branch by a wire or other material, most often in
the stems of woody plants that have been tied too tightly to a stake
or support.
GROUND COVER A group of plants usually used to cover bare earth and create a
uniform appearance.
GROWING
The number of days between the average date of the last killing
SEASON
frost in spring and the first killing frost in fall. Vegetables and
certain plants require a minimum number of days to reach maturity,
so be sure your growing season is long enough.
HARDENING
The process of gradually acclimatizing greenhouse or indoor grown
OFF
plants to outdoor growing conditions.
HARDINESS
The ability of a plant to withstand low temperatures or frost,
without artificial protection.
HARDPAN
The impervious layer of soil or clay lying beneath the topsoil.
75
HEELING IN
HERBACEOUS
HONEYDEW
HUMUS
HYBRID
Temporarily setting a plant into a shallow trench and covering the
roots with soil to provide protection until it is ready to be
permanently planted.
Describes a plant with soft rather than woody tissues.
The sticky secretion produced by sucking insects such as aphids.
The brown or black organic part of the soil resulting from the
partial decay of leaves and other matter.
The offspring of two plants of different species or varieties.
Hybrids are created when the pollen from one kind of plant is used
to pollinate and entirely different variety, resulting in a new plant
altogether.
I
J
K
LEACHING
The removal or loss of excess salts or nutrients from soil. The soil
around overfertilized plants can be leached clean by large quantities
of fresh water used to 'wash' the soil. Areas of extremely high
rainfall sometimes lose the nutrients from the soil by natural
leaching.
LEAF MOLD
Partially decomposed leaf matter, used as a soil amendment.
LOAM
A rich soil composed of clay, sand, and organic matter.
MANURE
Hmmmm...... Organic matter, excreted by animals, which is used as a
soil amendment and fertilizer. Green manures are plant cover crops
that are tilled into the soil.
MICROCLIMATE Variations of the climate within a given area, usually influenced by
hills, hollows, structures, or proximity to bodies of water (i.e., when
it's raining at your house, and the sun is shining on the other side of
the street).
MICRO
Mineral elements that are needed by some plants in very small
NUTRIENTS
quantities. If the plants you are growing require specific 'trace
elements' and they are not available in the soil, they must be added.
76
MULCH
NATIVE PLANT
NATURALIZE
NODE
ORGANIC
GARDENING
ORGANIC
MATERIAL
PARASITIC
PLANT
PEAT MOSS
PERENNIAL
PERLITE
PEST
pH
PHOTOSYNTHESIS
Any loose material placed over the soil to control weeds and
conserve soil moisture. Usually this is a coarse organic matter, such
as leaves, clippings, or bark, but plastic sheeting and other
commercial products can also be used.
Any plant that occurs and grows naturally in a specific region or
locality.
To plant randomly, without a pattern. The idea is to create the
effect that the plants grew in that space without man's help, such
as you would find wild flowers growing.
The part of a stem from which a leaf or new branch starts to grow.
The method of gardening utilizing only materials derived from living
things (i.e., composts and manures).
Any material that originated as a living organism (i.e., peat moss,
compost, manure).
A plant which lives on, and acquires its nutrients from another plant.
This often results in declined vigor or death of the host plant.
The partially decomposed remains of various mosses. This is a good,
water retentive addition to the soil, but tends to increase the
acidity of the soil pH.
A plant that grows and lives for more than two years. Perennials
usually produce one flower crop each year, lasting anywhere from a
week to a month or longer.
A mineral, which when expanded by a heating process forms light
granules. Perlite is a good addition to container potting mixes, to
promote moisture retention while allowing good drainage.
Any insect or animal that is detrimental to the health and well being
of plants or other animals.
Basically, pH is a measure of the amount of charged Hydrogen in the
soil, which is affected by the amount of lime contained in your soil.
A soil with a pH lower than 7.0 is an acid soil, a soil pH higher than
7.0 is alkaline soil. Soil pH can be tested with an inexpensive test
kit.
The formation of carbohydrates (to make and store energy) in
plants from water and carbon dioxide, by the action of sunlight on
the Chlorophyll within the leaves.
77
PINCHING
BACK
PISTIL
POLLINATION
POTTING SOIL
PROPAGATION
PRUNING
Q
RELATIVE
HUMIDITY
RHIZOME
ROOT BALL
ROOTBOUND
RUNNER
SCION
SEED FLAT
Utilizing the thumb and forefinger to nip back the very tip of a
branch or stem. Pinching promotes branching, and a bushier, fuller
plant.
The seed-bearing organ of a flower, consisting of the ovary, stigma,
and style.
The transfer of pollen from the stamen (male part of the flower) to
the pistil (female part of the flower), which results in the formation
of a seed.
A soil mixture designed for use in container gardens and potted
plants. Potting mixes should be loose, light, and sterile.
Various methods of starting new plants ranging from starting seeds
to identical clones created by cuttings or layering.
The cutting and trimming of plants to remove dead or injured wood,
or to control and direct the new growth of a plant.
The measurement of the amount of moisture in the atmosphere.
A modified plant stem that grows horizontally, under the surface of
the soil. New growth then emerges to form new stems from
different points of the rhizome. Irises and some lawn grasses are
rhizome plants.
The network of roots along with the attached soil, of any given
plant.
A condition that exists when a potted plant has outgrown its
container. The roots become entangled and matted together, and
the growth of the plant becomes stunted. When repotting, loosen
the roots on the outer edges of the root ball to induce them to once
again grow outward.
A slender stem growing out from the base of some plants, which
terminates with a new offset plant. The new plant may be severed
from the parent after it has developed sufficient roots.
A short length of stem taken from one plant that is then grafted
onto the rootstock of another plant.
A plastic tray used for holding cell packs.
78
SINGLE
FLOWER
SIX-PACK
SPHAGNUM
SPORE
STAKING
SUCKER
TAP ROOT
TENDER
PLANTS
TENDRIL
THATCH
THINNING
TOPIARY
TOPSOIL
A flower having only a minimum number of petals for that variety of
plant.
A cell pack made up of six individual cells.
A bog moss which is collected and composted. Most peat moss is
composed primarily of sphagnum moss. This moss is also packaged
and sold in a fresh state and used for lining hanging baskets and air
layering.
The reproductive cell of ferns, fungi, and mosses (these plants do
not produce seeds).
The practice of driving a stake into the ground next to, and as a
support for a plant. When attaching the plant to the stake, be sure
that it is tied loosely so it doesn't strangle the stem. When staking
a potted plant, the stake should be set into the planter before the
plant is added.
A growth originating from the rootstock of a grafted plant, rather
than the desired part of the plant. Sucker growth should be
removed, so it doesn't draw energy from the plant.
The main, thick root growing straight down from a plant (not all
plants have tap roots).
Plants which are unable to endure frost or freezing temperatures.
The twisting, clinging, slender growth on many vines, which allows
the plants to attach themselves to a support or trellis.
The layer of dead stems that builds up under many lawn grasses.
Thatch should be removed periodically to promote better water and
nutrient penetration into the soil.
Removing excess seedlings to allow sufficient room for the
remaining plants to grow. Thinning also refers to removing entire
branches from a tree or shrub, to give the plant a more open
structure.
A method of pruning and training certain plants into formal shapes
such as animals.
The top layer of native (natural, not urban or developed) soil. This
term may also apply to good quality soil sold at nurseries and garden
centers.
79
TRANSPIRATION
TRANSPLANTING
TRUE LEAVES
TUBER
VARIEGATED
VERMICULITE
VERMICULTURE
XYZ
The release of moisture through the leaves of a plant.
The process of digging up a plant and moving it to another location.
Leaves that develop after the cotyledon.
A flat underground stem which stores food and plant energy and
from which a plant grows, (e.g., Dahlias).
Leaves that are marked with multiple colors.
The mineral 'mica,' which has been heated to the point of expansion.
A good addition to container potting mixes, vermiculite retains
moisture and air within the soil.
Making compost with composting worms.
80
RESOURCES AND REFERENCES
SLUG JOURNAL PROMPTS
Maintaining garden journals can be a great way to help
students document and reflect on changes in the garden and
classroom plants. The following list of journal prompts are
designed to promote observation and investigation throughout
all stages of the plant cycle.
If you would like additional information about making journals with your students as well
as different examples of how you can integrate journals into your teaching, the National
Gardening Association’s Kids Gardening website (kidsgardening.com) is an excellent
resource.
We value your input. If you have a suggestion for a prompt that worked well in your
classroom, please contact SLUG staff. The information you provide will be added to
future additions of the SLUG handbook.
General Prompts
•
•
•
•
•
Write about a change you noticed in the garden, since the last time you were out.
Describe something new you tried in the garden: a food, an assignment, or a
conversation with someone you do not know well.
Write a description of the garden from the point of view of the root, stem, leaf, or
flower of a plant.
What was challenging about your garden today, what part was easy?
Describe the plants using as many of the five senses as possible.
Plant Cycle Prompts
Seed starting
• What do you think the inside of a seed looks like?
• Can you think of any seeds that we eat?
• Are seeds alive? Why or why not?
Germination
• Describe the changes that you see in your seed. What new colors do you see?
Describe the different textures that you see.
First Leaves
• Why do you think different plants have different shaped leaves?
Transplanting
• If you could be any plant, which plant would you be and why?
81
First buds
• Describe what you think the inside of the bud looks like. Predict when you think
the bud will open.
Harvesting
• Describe being picked from the point of view of a fruit or vegetable.
Decomposing
• What do you think happens to your household food scraps? Where do they go?
Vermiculture
• What shape is a worm? Describe the shape.
Science-related Prompts
Seed Starting
• Are seeds alive? Why or why not?
• What does a seed need to sprout?
• How does a seed know how to start growing?
Germination
• Why do plants bend towards light?
• What are some reasons you think some seeds sprouted faster than others?
• Write a comparison of outdoor soil to indoor potting soil, i.e., how does it look,
feel, etc.
First Leaves
• What is the role of the leaves?
• Why are the second set of leaves different from the first?
• What happens when you deprive a plant of light?
• Discuss how plants evolved survival techniques through different shapes and
functions of leaves.
• Discuss which insects benefit plants and which insects are unwanted in a
garden.
Transplanting
• Why do we transplant?
• What part of the plant benefits most from transplanting?
• What do the roots do?
• Describe how excessive nutrients affect plant growth
• Learn about soil macronutrients and micronutrients
82
First Buds/Flowers
• What do buds become?
• What is the role of the flower?
• In outdoor gardens, can you think of any animals that like flowers? Why?
Harvesting
• Is it beneficial to the plant to have parts that people and animals want to eat?
Why do plants have edible parts?
• How do some plants let you know when it’s time to harvest?
Decomposition
• What is decomposition?
• Why does it take longer for some things to decompose
than others?
• Why do you put compost on your garden?
• Compare the life cycles and life spans of plants
• Compare the life cycles of humans to life cycles of a variety of plants, i.e., trees,
annual vegetables, perennial ornamentals
Vermiculture
• Worms don’t have eyes like ours. How do you think they “see”/perceive the
world?
• Which of the five senses do you think is most important to them?
• Why can’t worms have greasy foods?
• What other foods can’t worms eat and why?
Math-related Prompts
Seed Starting
• Keep track of the number of seeds planted and the number that germinate. Use
this information to calculate the percentage/fraction of plants germinated.
• Count the number of available cells/inserts/trays, and calculate how many seeds
the class will be able to plant.
Germination
• Measure plants as they grow for X amount of time. Make a graph of their growth.
• Make a record of which plants germinate first, and put the information in a table.
• Count the number of sprouted seeds. What is the germination rate of each cell?
Of all the cells total?
• Graph propagation rates and percents.
83
First Leaves
• Make predictions about which plants will grow leaves first. Calculate the number
of people who guessed correctly, the number who were off by one day, and the
number who were off by more than one day. What fraction of the class guessed
the correct day? What fraction were off by one day. What fraction were off by
more than one day.
Transplanting
• Think about the size of the cell that you planted the seeds in, and the size of the
pot. How much more space does the pot hold than the cell?
First Buds
• Track how long it takes the buds on a selection of plants to open. Create a graph
to represent these different amounts of time.
Harvesting
• Weigh, measure and record produce.
• Which plants had the heaviest produce? The biggest? The most per plant?
Decomposition
• How long does it take plants to grow vs. decompose in vermicompost?
Vermiculture
• How many worms started out in the classroom?
• Did the amount of food you could put in the bin change over time? Why?
• Weigh the amount of food that you put into the bin, and then weigh the compost
that you get out. Are the numbers alike?
Language Arts-related Prompts
Seed Starting
• If you could be any plant in the world, what plant would you be, and why?
• Write about the ways plants protect their seeds.
Germination
• Describe something new you tried while working in the garden or with the plants
indoors: a food, a job, or a conversation with someone you do not know well.
First Leaves
• Describe how you feel when you stand in the sun? How does it feel when you
stand in the dark? Which one is more comfortable for you?
• Students sketch shape of leave they’d like to be and write a paragraph describing
the advantage of being this shape.
84
Transplanting
• If you were a plant, would you enjoy being transplanted? Why or why not?
• Imagine what a drop of water thinks when it’s watering a plant.
• Write a description of standing in the sunshine or standing in the dark, i.e., which
one is more comfortable and why.
• Discuss and write about what makes a plant healthy and what makes a plant
unhealthy.
First Buds
• Write a description of the garden from the point of view of the root, stem, leaf, or
flower of a plant.
Harvesting
• Describe being harvested from the point of view of a fruit or vegetable.
• Write or tell stories depicting how early humans might have discovered plant
dyes.
Decomposition
• If you could be any kind of animal or insect that helps in decomposition, which
would you be and why?
• How would you persuade someone in your family that it's important to compost?
• What is the difference between a dead and a live seed?
Vermiculture
• Describe a day in the worm bin from the point of view of a worm or of a vegetable
scrap.
Art-related Prompts
Seed Starting
• Create seed packets for saving seeds or for unused
seeds. (See seed packet template)
• Design and decorate plant markers with student’s
names
• Sketch a garden with vegetables that the student’s
family eats
Germination
• Create colorful plant markers using popsicle sticks.
85
First Leaves
• Remove a small number of different leaves from plants found outdoors and do
leaf rubbings. What do the leaf rubbings show about how the leaves differ from
each other?
• Students sketch shape of leave they’d like to be and write a paragraph describing
the advantage of being this shape.
Transplanting
• Sketch a drawing of a healthy plant and an unhealthy plant. What are the
differences between the two plants?
First Buds
• Make new home-made paper from old paper. Incorporate dried leaves, flowers
or other plant parts into the paper. (For instructions, see
http://www.kidsgardening.com/growingideas/projects/nov02/pg1.html#paper )
• Sketch each stage of a lady beetle or butterfly’s life cycle
Harvesting
• Make block prints with different shaped vegetables or fruits. Potatoes and
mushrooms work especially well.
Decomposition
• Create a sculpture from recycled materials (bottle caps, paper towel rolls, egg
cartons etc.). How do recycling and composting differ as ways to get rid of
waste?
Vermiculture
• Design and draw a worm palace. What features of this new worm home are
especially appealing to the worms?
History and Culture-related Prompts
Seed Starting
• Acorns are easy to find in Boston. How do you think acorns were used by native
Americans in this area?
• What do you think it means for a plant to be “native” to a
particular place? Can you think of an example of a native
plant?
86
Germination
• How can finding old, preserved seeds help us understand the history of a
people?
• How does knowing a plant's origins help us determine the degree of protection it
needs from weather extremes?
First Leaves
• What does it mean for a plant to be endangered? Why are some plants
“endangered”?
Transplanting
• Invent a tool for transplanting using only natural materials that you can find
outside.
• Describe ways different cultures use or waste water.
• Describe the difference between how people and plants receive the nutrients
they need.
First Buds
• List two ways that people use plants other than eating them. Describe if there
any people you know who use plants in this way.
Harvesting
• What foods are part of your family’s history and tradition? Why are they
important to your family?
• Which foods that originated in other cultures have become popular staples or
"novelty foods" here (e.g., tortilla chips and salsa, pizza)? When and how did
they move into the mainstream in the U.S.?
• Where do the student’s families grow and/or purchase vegetables?
• Discuss and write about the cultural origins of food.
Decomposition
• Your family’s trash gets picked up every week by a garbage truck. How do you
think families got rid of their garbage before garbage trucks?
Vermiculture
• How was a particular plant food historically processed or preserved? How is this
accomplished today?
87
88
RESOURCES AND REFERENCES
Quick Reference Guide to Indoor Growing
SLUG will provide seeds for some of the following plants.
Track their individual life cycles on the calendar.
Vegetable
Variety
Date
Seeds
Planted
# Cells
Planted
Date
Transplanted
Esimated.
Days to
Germ.
Actual
Date of
Germ.
5-10
Basil
Beet
Broccoli
Chard
Chinese
Cabbage
Chinese Kale
Chives
Hot Pepper
Kohlrabi
Hot Pepper
Leeks
Lettuce
Microgreens
Nasturtium
Parsley
Radish
Red Stem
Radish
Spinach
Mustard
Greens
Turnips
Color Codes:
Size
Container
3-10
2-10
10-15
8-14
Estimated
Days to
Harvest
*
50-60
55-70
50-60
65-75
2-10
50-60
*
80-85
60+
70
9 mo.
65
25
42
70-75
30-40
10
10-15
2-10
40-45
40+
10-25
14-21
2-12
5-10
10
14
Actual
Harvest
50-60
*These herbs can be harvested on an as-needed basis.
Long Lifespan
Intermediate Lifespan
89
Short Lifespan
90
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
The suggested activities and calendar prompts provide an approximate timeline for teachers and students to know when planting and related
tasks need to be completed. Due to the unpredictable nature of plant’s growth rates, it is difficult to predict to the day when the garden will
need attention. The dates in this table are left open for this reason.
PRIOR TO PLANTING
(date ___________________)
9
See pages 24, 25 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
9 Setting Up
9 Planning Ahead
9 Preparing Space
Suggested Activities and
Journal Prompts
9 What’s a Garden?
9 Making Dibbles
9 Garden Puzzle
9 Design and decorate plant
markers with student’s
names
9 Sketch a garden growing
vegetables that the
student’s family eats
9 Discuss what foods
student’s family eats and
where in the world each of
those foods originated
9 Discuss where student’s
family grows and/or
purchases vegetables
91
Notes
9 Coordinate delivery of
materials with SLUG staff
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 1
(date ___________________)
Planting Instructions
9 Planting Seeds
9
See pages 26 in
handbook for directions
9
As you complete a step,
record it on your calendar
9
9
9
9
9
9
Suggested Activities and
Journal Prompts
Journey to the Center of a
Seed
Diverseedy
Yo Seeds, Wake Up!
Make Room for Raddy
Soil sort
Water and fungus
(damping off)
9 What is the difference
between a dead and alive
seed?
9 Students write about ways
plants protect their seeds
9 Count the number of
sprouted seeds. What is
the germination rate of each
cell? Of each tray?
9 Imagine what a drop of
water thinks when it’s
watering a plant
92
Notes
9 Plant chosen seeds
9 “Broadcast” in each cell
9 2-4 seeds per cell (for most
seeds depending on size;
ensures at least one
successfully sprouted plant
per cell)
9 5-6 seeds per cell (chives,
micro greens, red stem
radish can grow densely)
9 Follow directions on back of
seed packets
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 1, con’t
(date ___________________)
9
See pages 26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Suggested Activities and
Planting Instructions
Journal Prompts
9 Check for proper moisture 9 Growing Plants with
9 Check for proper light
Compost
9 Check regularly to
9 Soil Sort
confirm seed sprouting
9 Lettuce Be Different
9 Look out for Leaves
9 Turning Over a New Leaf
Notes
9 Check for sprouting 3-5
days after planting (Chinese
Cabbage, micro greens,
Mustard Greens, Red Stem
Radish)
9 Check for sprouting 4-6
days after planting (Basil,
Chinese Kale, Chives,
9 Write comparison of outdoor
Lettuce, Spinach)
soil to indoor potting soil,
9 5-7 days after planting
i.e., how does it look, feel,
(Nasturtium)
etc.
9 6-8 days after planting (Hot
9 Graph propagation rates &
peppers)
percents
9 Discuss how plants evolved 9 Check moisture daily when
covers are removed
survival techniques through
9 Adjust light source - lights
different shapes and
should be 2” – 4” above
functions of leaves
tops of seedlings
9 Students sketch shape of
leaf they’d like to be and
write a paragraph
describing the advantage of
being this shape
9 Write description of
standing in the sunshine or
standing in the dark, i.e.,
which one is more
comfortable and why
93
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 2
(date ___________________)
9
See pages 26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
9 Check for proper moisture 9
9 Check for proper light
9 Check regularly to
9
confirm seed sprouting
9
9
9
9
9
9
Suggested Activities and
Journal Prompts
Growing Plants with
Compost
Plant Cycles
Magic Beans and Giant
Plants
Lighten Up
Nutrient Variable
Enough is Enough
Just Chew It
Celebrating Salad
9 Compare the life cycles and
life spans of plants
9 Compare the life cycles of
humans to life cycles of a
variety of plants, i.e., trees,
annual vegetables,
perennial ornamentals
94
Notes
9 Check for sprouting 8-21
days after planting (Parsley)
9 Contact SLUG staff if seeds
not sprouted (Basil, Chinese
Cabbage, Chinese Kale,
Lettuce, micro greens, Red
Stem Radish, Mustard
Greens)
9 Nasturtium germination
period nears end
9 Check moisture daily when
tray covers are removed
9 Adjust light source 2” – 4”
above tops of seedlings
9 Contact SLUG staff if seeds
not sprouted (Chinese Kale,
Lettuce, Parsley)
9 Hot Peppers germination
period nears end
9 Set up water wicking
system for any prolonged
periods away (school
vacation, etc.)
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 2 con’t
(date ___________________)
9
See pages 26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
9
9
9
9
9
9
9
95
Suggested Activities and
Notes
Journal Prompts
Sketch each stage of a lady 9 Transplant Brassica family
(Broccoli, Cabbage, Kale,
beetle or butterfly’s life cycle
Kohlrabi, Mustard Greens)
Discuss which insects
9 Select one short, straight,
benefit plants and which
healthy seedling to
insects are unwanted in a
transplant from each cell
garden
9 Snip or pinch off other
Write description of
plants in each cell;
standing in the sunshine or
transplanting the remaining
standing in the dark, i.e.,
one only
which one is more
comfortable and why
Compare the life cycles of
humans to life cycles of
trees, annual vegetables,
perennial ornamentals
Describe how excessive
nutrients affect plant growth
Describe ways different
cultures use or waste water
Describe difference
between how people and
plants receive the nutrients
they need
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 2 con’t
(date ___________________)
9
See pages 26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
9
9
9
9
96
Suggested Activities and
Journal Prompts
Learn soil macronutrients
and micronutrients
Sketch picture of healthy
plant and picture of
unhealthy plant
Discuss and write about
what makes a plant healthy
and what make a plant
unhealthy
Discuss and write about
cultural origins of food
Notes
9 Fertilize timing and amount
as instructed by SLUG staff
9 Harvest in 6-8 days (Snip
1”-2” tall Microgreens off at
base of stem; Microgreens
as sprouts or after true
leaves; snip 3”-4” tall Red
Stem Radish off at base of
stem)
9 Re-sow cells, if desired
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 3 or 4
(date ___________________)
9
See pages26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
Suggested Activities and
Journal Prompts
Notes
9 Check for sprouting, re-sow
and harvest (micro greens,
red stem radish)
9 Chives, leeks, peppers,
spinach germination period
nears end
9 Contact SLUG staff if seeds
not sprouted
9 Check moisture
9 Adjust light source as
needed; lights should be 2”
– 4” above tops of seedlings
9 Final transplant for most
vegetables
9 Fertilize timing and amount
as instructed by SLUG staff
9 Set up water wicking
system for any prolonged
periods away (school
vacation, etc.)
9 Harvest nasturtium – (pluck
blossoms or leaves; add to
salad or sandwiches)
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
97
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 5 thru 8
(date ___________________)
9
See pages26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
Suggested Activities and
Journal Prompts
Notes
9 Check for sprouting, re-sow
and harvest (micro greens,
red stem radish)
9 Chives, leeks, peppers,
spinach germination period
nears end
9 Contact SLUG staff if seeds
not sprouted
9 Check moisture
9 Adjust light source as
needed; lights should be 2”
– 4” above tops of seedlings
9 Final transplant for most
vegetables
9 Fertilize timing and amount
as instructed by SLUG staff
9 Set up water wicking
system for any prolonged
periods away (school
vacation, etc.)
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
98
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 5 thru 8 cont’t
(date ___________________)
9
See pages 26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
Suggested Activities and
Journal Prompts
9
99
Notes
9 Harvest nasturtium – (pluck
blossoms or leaves; add to
salad or sandwiches)
9 Harvest spinach, mustard
greens (method one – cut
entire plant at base; reseed; method two – cut
individual mature leaves at
base)
9 Harvest chard, Chinese kale
(method one – cut entire
plant at base; re-seed;
method two – cut individual
mature leaves at base)
9 Harvest beets, turnips (pull
whole plant up by leaves;
greens and root are edible;
re-seed)
9 Harvest broccoli (cut head
off 6” – 8” down stalk; plant
may produce “side florets”)
9 Chinese cabbage (method
one – cut entire plant at
base; re-seed; method two
– cut individual mature
leaves at base)
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 9-thru 12
(date ___________________)
9
See pages 26, 27 in
handbook for directions
9
As you complete a step,
record it on your calendar
Planting Instructions
Suggested Activities and
Journal Prompts
Notes
9 Lettuce (harvest entire
cluster of leaves; re-seed)
9 Harvest broccoli (cut head
off 6” – 8” down stalk; plant
may produce “side florets”)
9 Chinese cabbage (method
one – cut entire plant at
base; re-seed; method two
– cut individual mature
leaves at base)
9 Parsley (trim and use as
desired)
9 Hot peppers (harvest when
mature; color and flavor will
change the longer they stay
on plant; HANDLE WITH
CARE! Hot peppers can be
an irritant to skin and
mucous membranes)
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
100
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
The suggested activities and calendar prompts provide an approximate timeline for teachers and students to know when
planting and related tasks need to be completed. Due to the unpredictable nature of plant’s growth rates, it is difficult to
predict to the day when the garden will need attention. The dates in this table are left open for this reason.
Planting Instructions
WEEK 1
(date ___________________)
9 See pages 24, 25, 26 in
handbook for directions
9 Setting Up
9 Preparing Space
9 Planting Seeds
Suggested Activities and
Journal Prompts
9 Making Dibbles
9 Plant Cycles
Notes
9
9 General Prompts
9 Seed Starting
9 Germination
9 As you complete a step,
record it on your calendar
WEEK 2
(date ___________________)
Planting Instructions
9 See pages 26, 27 in
handbook for directions
9
9
9
9 As you complete a step,
record it on your calendar
9
Suggested Activities and
Journal Prompts
Check for proper moisture 9 Garden Puzzle
Check for proper light
9 Yo Seeds, Wake Up!
Check regularly to
9 Germination
confirm seed sprouting
9 First Leaves
Harvest red stem radish
sprouts
101
Notes
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 3 or 4
(date ___________________)
9 See pages 26, 27, 29, 33 in
handbook for directions
9 As you complete a step,
record it on your calendar
WEEK 5
(date ___________________)
9 See pages 26, 27 in
handbook for directions
9 After the first plants have
been transplanted, consider
additional succession
planting. If your class will
be doing outdoor planting in
module 3, you could get
ahead by starting plants
indoors. See “succession
planting” in the handbook.
9
Planting Instructions
Suggested Activities and
Journal Prompts
9 Nutrient Variable
9 Enough is Enough
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
9 Transplant seedlings
9 Harvest radishes (week 4)
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
9
9
9
9
Transplanting
Harvesting
Decomposition
Vermiculture
Suggested Activities and
Journal Prompts
9 Decomposing prompts
9 Vermiculture
9 Seed Starting
9 Germination
9 Transplanting
9 As you complete a step,
record it on your calendar
102
Notes
9 Radishes may be ready to
harvest; check for optimal
size
9 Harvest micro greens once
they are 1” – 2” tall
Notes
9 Feed worm bin or outdoor
composter excess plant
materials left over from
transplanting!
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 6
(date ___________________)
Planting Instructions
9 Perform weekly
9 Week 5 or 6 would be ideal
maintenance tasks
for starting seeds indoors to
(moisture, light,
transplant to the outdoor
sprouting)
garden. Use the “when to
plant, how to plant” chart on 9 Harvest nasturtium and
page 45 to select cold hardy
mustard greens
vegetables.
9
9
9
9
Suggested Activities and
Journal Prompts
First Buds and Flowers
Transplanting
Harvest
Decomposition
9 Seed Starting
9 Germination
Notes
9 Harvest nasturtium flowers
as they blossom; leaves are
also edible
9 Mustard greens can be
harvested as individual
leaves or the entire plant
can be cut off at the base
9 As you complete a step,
record it on your calendar
WEEK 7
(date ___________________)
9 See pages 26, 27, 29, 33 in
handbook for directions
9 As you complete a step,
record it on your calendar
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
Suggested Activities and
Journal Prompts
9 Looking for Living and
Nonliving Things
103
Notes
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 8
(date ___________________)
9 See pages 26, 27, 29, 33 in
handbook for directions
9 As you complete a step,
record it on your calendar
WEEK 9
(date ___________________)
9 See pages 26, 27, 29, 33 in
handbook for directions
9 As you complete a step,
record it on your calendar
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
Suggested Activities and
Journal Prompts
9 Just Chew It
Notes
9 Check beets, broccoli,
chard, and turnips for
harvest readiness
9 Feed worm bin or outdoor
composter excess plant
materials left over from
transplanting!
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
Suggested Activities and
Journal Prompts
9 What Am I?
9 Harvest Kohlrabi and
lettuce
104
Notes
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Indoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 10
(date ___________________)
9 See pages 26, 27, 29, 33 in
handbook for directions
9 As you complete a step,
record it on your calendar
WEEK 11
(date ___________________)
9 See pages 26, 27, 29, 33 in
handbook for directions
9 As you complete a step,
record it on your calendar
WEEK 12
(date ___________________)
9 See pages 26, 27, 29, 33 in
handbook for directions
9 As you complete a step,
record it on your calendar
Planting Instructions
Suggested Activities and
Journal Prompts
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
Notes
9 Be VERY careful when
harvesting hot peppers –
they contain oils that will
irritate mucous
membranes
9 Harvest hot peppers and
parsley
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
Suggested Activities and
Journal Prompts
9 Garden Puzzle
Notes
9 Harden off seedlings for
planting outside
9 General prompts
9 Harvest hot peppers
Planting Instructions
9 Perform weekly
maintenance tasks
(moisture, light,
sprouting)
Suggested Activities and
Journal Prompts
9 The Great Seed Rescue
9 Decomposing prompts
105
Notes
9 Plants still producing can be
used in Module 3; pull and
compost others
106
RESOURCES AND REFERENCES
Quick Reference Guide to Outdoor Growing
SLUG will provide seeds and/or transplants for some of the following plants.
Track their individual life cycles on the calendar.
Vegetable
Variety
Date
Seeds
Planted
# Rows
Planted
Date
Transplanted
Beets
Broccoli
Carrots
Chard
Chinese
Cabbage
Chinese Kale
Kohlrabi
Leeks
Lettuce
Mustard
Greens
Radish
Spinach
Turnips
Size/Area
Planted
Estimated
Days to
Germ.
Actual
Date of
Germ.
Est. Days
to Harvest
6-42
5-34
6-50
6-30
55-90
60-100
60-90
6-15
85-95
28-42
4-49
70-80
75-80
9 mo.
65
16-31
40-65
6-29
7-63
30
60-65
50-60
Actual
Harvest
MONITORING THE WEATHER FORECAST
Check the thermometer inside the row cover regularly and keep a detailed record (high and low temperatures each week,
minimum). This will make it possible for you determine your garden’s “microclimate”.
According to UMass Extension Service, there is a 50% chance the first frost will occur on or before October 5 in the Boston area
(though Boston has several average hardiness zones, or microclimates). There is a 90% chance frost will occur before October
16 in the Boston area.
Find a reliable weather forecaster (radio, TV, online) and check daily for the forecast. If a “frost advisory” is issued or
temperatures drop below 40 F degrees, ensure the planting bed is protected with the row cover.
107
OUTDOOR GERMINATION RATES
Vegetable gardens are generally planted in the spring, with plants living out their life cycles during the summer
season.
Because the SLUG outdoor gardens will be planted in the fall and then live during the cooler winter months, the
plants will behave differently. Temperature will have significant impact on the growth rate and morphology of a plant.
For example, radishes will germinate after about 6 days at a temperature of 59°, where it will take 29 days for the same plant to
germinate at 41°F. Beets will take about 42 days at a temperature of 41°F, and 16 days at 59°F.
Germination Times According to Temperature of a Few SLUG Crops:
Crop
32°F
41°F
50°F
68°F
Beets
Not tested
42.0 days
16.7 days
6.2 days
Cabbage
Not tested
Not tested
14.6 days
5.8 days
Carrots
0.0
50.6 days
10.1 days
6.9 days
Lettuce
49.0 days
14.9 days
7.0 days
2.6 days
Radishes
0.0
29.0 days
11.2 days
4.2 days
Spinach
62.6 days
22.5 days
11.7 days
5.7 days
Bartholomew, Mel. Plant A Fall Garden Now! Square Foot Gardening
www.squarefootgardening.com/html/body_fall_garden.html
Seeds planted outside could germinate as much as three weeks later than seeds started indoors, depending on the temperature
difference. Be patient!
If temperatures are unseasonably warm (65-70°F), plants may begin to germinate by the end of the week. If it is colder, don’t
expect any germination until the end of the second week.
Place a thermometer inside the row cover and keep a detailed temperature record—take temperature readings at several points
during the day (i.e., upon arrival at school, midday, and in the afternoon). This will help you estimate when seedlings will
germinate.
108
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Outdoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
PRIOR TO PLANTING
(date ___________________)
9 See page 24,25, 26 in
handbook for directions
Planting Instructions
9 Setting Up
9 Preparing a Space
9 Planting Seeds
Suggested Activities and
Journal Prompts
9 Looking for Living and
Non-Living Things
Notes
9
9
9
9
Remove weed plants
Warm the soil
Install row cover supports
Apply mulch/thermal barrier
9 As you complete a step,
record it on your calendar
WEEK 1 and 2
(date ___________________)
9 See page 24,25, 26, 29, 30
in handbook for directions
9 As you complete a step,
record it on your calendar
Planting Instructions
9 Planting Seeds and
Transplants
9 Install row covers after
planting seeds and
transplants when
temperature is 40 F
degrees or lower
9 Remove row covers on
sunny days with
temperatures above 40 F
degrees
Suggested Activities and
Journal Prompts
9 Water in the Garden
9 Shake Rattle and Roll
9 Garden Weather Station
109
Notes
9 Water soil thoroughly; when
plastic covers are applied
little water can get into the
planting bed.
9 If temperature under row
cover is 60F – 75F degrees
check for sprouting after
seven days
RESOURCES AND REFERENCES
MODULE 1: October, November, December
Outdoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 3 and 4
(date ___________________)
9 See page 28, 33, 34 in
handbook for directions
Planting Instructions
9
9
9
9
Check for Sprouting
Thinning
Harvest
Succession Planting
9 As you complete a step,
record it on your calendar
WEEK 5 thru 8
(date ___________________)
9 See page 28, 33, 34 in
handbook for directions
9 As you complete a step,
record it on your calendar
WEEK 9 thru 12
(date ___________________)
9 See page 28, 33, 34 in
handbook for directions
9 As you complete a step,
record it on your calendar
9
9
9
9
9
9
Suggested Activities and
Journal Prompts
Seed Starting
Germination
Transplanting
Harvesting
Decomposition
Vermiculture
9
9
9
9
Suggested Activities and
Journal Prompts
Transplanting
Harvesting
Decomposition
Vermiculture
Planting Instructions
9 Harvest
9 Succession Planting
(winter dormancy
planting)
9 Winter Protection
Planting Instructions
9 Harvest
9 Succession Planting
(winter dormancy
planting)
9 Winter Protection
Suggested Activities and
Journal Prompts
9 Harvesting
9 Decomposition
9 Vermiculture
110
Notes
9
Notes
9
Notes
9
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Outdoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
Unfortunately, there is limited work that can be done in an outdoor garden during the months of January, February and March!
Your garden will begin to wake up when the sun angle more actively penetrates the protective cover, and there is some preparation that
can be done before the season more actively awakens around March, depending on the weather.
WEEK 1 thru 4
(date ___________________)
9
As you complete a step,
record it on your calendar
WEEK 5 thru 8
(date ___________________)
9 As you complete a step,
record it on your calendar
Planting Instructions
9 If the soil is prepared (and
warmed by using black
plastic), you’re feeling
bold, and the weather is
unseasonably warm, try
planting a few kale or
spinach seeds under
cover.
Notes
9
9
9
9
9
9
Suggested Activities and
Journal Prompts
General Prompts
Seed Starting
Germination
First Leaves
First Buds
Vermiculture
Notes
9
9
9
9
9
9
Suggested Activities and
Journal Prompts
General Prompts
Seed Starting
Germination
First Leaves
First Buds
Vermiculture
Planting Instructions
9 If the soil is prepared (and
warmed by using black
plastic), you’re feeling
bold, and the weather is
unseasonably warm, try
planting a few kale or
spinach seeds under
cover.
9
111
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Outdoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 9
(date ___________________)
9 As you complete a step,
record it on your calendar
Planting Instructions
9 If the soil is prepared (and
warmed by using black
plastic), you’re feeling
bold, and the weather is
unseasonably warm, try
planting a few kale or
spinach seeds under
cover.
WEEK 10
(date ___________________)
9 As you complete a step,
record it on your calendar
Planting Instructions
9
Suggested Activities and
Journal Prompts
General Prompts
Seed Starting
Germination
First Leaves
First Buds
Vermiculture
Notes
Suggested Activities and
Journal Prompts
9 Making Weather Tracking
Tools
Notes
9
9
9
9
9
9
9 General Prompts
112
RESOURCES AND REFERENCES
MODULE 2: January, February, March
Outdoor Vegetable Garden planting instructions
Suggested Activities (see supplemental) and Garden Journal Prompts
WEEK 11
(date ___________________)
9 See page 33 in handbook
for directions
9 As you complete a step,
record it on your calendar
WEEK 12
(date ___________________)
9 See page 30 in handbook
for directions
Planting Instructions
Suggested Activities and
Journal Prompts
9 If the weather is mild,
9 Squirrels and Jays
begin hardening off plants
(weather permitting)
9 On a warm day clean up
the garden by removing
litter and any remaining
last year’s dead plant
material.
Planting Instructions
Suggested Activities and
Journal Prompts
9 If you were not able to
start hardening off plants
last week, please do so
this week.
9 As you complete a step,
record it on your calendar
113
Notes
Notes
114
KEY STEPS FOR SUSTAINED SUCCESS-SLUG calendar
BOSTON PUBLIC SCHOOLS 2007-2008 school calendar
A vegetable garden requires active engagement. The vegetable garden needs to be
checked daily before seeds sprout, daily after seeds sprout, weekly after seedlings are
transplanted to containers or outdoors.
The vegetable garden will not take care of itself. Seeds need to be kept properly moist (if they
dry out they die) and at the proper temperature. Seedlings need proper moisture, temperature,
and light. Soil needs proper fertility. Weeds need to be removed. Pests need to be managed.
Urban growing tips like vertical planting and close spacing need to be practiced.
Record every step on the SLUG CALENDAR
Use the Boston Public School calendar to properly time seed plantings, arrange vacation
watering systems, plan for summer maintenance, and the like.
Even if each student will keep a Garden Journal, be sure to record key steps on the SLUG
CALENDAR. The list and prompts on the back of each month will guide you to record key
steps. This will help you track your progress and help BNAN establish data for the SLUG
program.
115
116
117
118
JANUARY NOTES:
1. Location of vegetable garden (circle all that apply): Indoors (grow lights)
Outdoors
2. Name of each vegetable, herb, and flower planted
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
NOTE ON CALENDAR:
3. Date(s) of seed planting
4. Date(s) of transplanting
5. Watering
6. Fertilization (note kind of and amount of fertilization)
7. Light adjustment
8. Vertical staking
9. Weeding & Pest Management
10. Cultivating
11. Mulching
12. Cold temperature protection
13. Harvest
NOTES, QUESTIONS, SKETCHES:
119
120
FEBRUARY NOTES:
1. Location of vegetable garden (circle all that apply): Indoors (grow lights)
Outdoors
2. Name of each vegetable, herb, and flower planted
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
NOTE ON CALENDAR:
3. Date(s) of seed planting
4. Date(s) of transplanting
5. Watering
6. Fertilization (note kind of and amount of fertilization)
7. Light adjustment
8. Vertical staking
9. Weeding & Pest Management
10. Cultivating
11. Mulching
12. Cold temperature protection
13. Harvest
NOTES, QUESTIONS, SKETCHES:
121
122
MARCH NOTES:
1. Location of vegetable garden (circle all that apply): Indoors (grow lights)
Outdoors
2. Name of each vegetable, herb, and flower planted
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
NOTE ON CALENDAR:
3. Date(s) of seed planting
4. Date(s) of transplanting
5. Watering
6. Fertilization (note kind of and amount of fertilization)
7. Light adjustment
8. Vertical staking
9. Weeding & Pest Management
10. Cultivating
11. Mulching
12. Cold temperature protection
13. Harvest
NOTES, QUESTIONS, SKETCHES:
123
124
APRIL NOTES:
1. Location of vegetable garden (circle all that apply): Indoors (grow lights)
Outdoors
2. Name of each vegetable, herb, and flower planted
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
NOTE ON CALENDAR:
3. Date(s) of seed planting
4. Date(s) of transplanting
5. Watering
6. Fertilization (note kind of and amount of fertilization)
7. Light adjustment
8. Vertical staking
9. Weeding & Pest Management
10. Cultivating
11. Mulching
12. Cold temperature protection
13. Harvest
NOTES, QUESTIONS, SKETCHES:
125
126
MAY NOTES:
1. Location of vegetable garden (circle all that apply): Indoors (grow lights)
Outdoors
2. Name of each vegetable, herb, and flower planted
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
NOTE ON CALENDAR:
3. Date(s) of seed planting
4. Date(s) of transplanting
5. Watering
6. Fertilization (note kind of and amount of fertilization)
7. Light adjustment
8. Vertical staking
9. Weeding & Pest Management
10. Cultivating
11. Mulching
12. Cold temperature protection
13. Harvest
NOTES, QUESTIONS, SKETCHES:
127
128
JUNE NOTES:
1. Location of vegetable garden (circle all that apply): Indoors (grow lights)
Outdoors
2. Name of each vegetable, herb, and flower planted
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
NOTE ON CALENDAR:
3. Date(s) of seed planting
4. Date(s) of transplanting
5. Watering
6. Fertilization (note kind of and amount of fertilization)
7. Light adjustment
8. Vertical staking
9. Weeding & Pest Management
10. Cultivating
11. Mulching
12. Cold temperature protection
13. Harvest
NOTES, QUESTIONS, SKETCHES:
129
130