January notes

Garden Planning Meeting
January 29, 2009

Attendees: Cindy – parent and garden organizer
Rachel - teacher
Heather - teacher
Josh – parent
Jessica – parent
James – community member
Johanna – OSU student and volunteer
Rhonda – teacher
Liz – teacher
April – librarian
Melissa – teacher
Laura - parent
Jaime – farmer
Adam – farmer


1. Curriculum

We discussed the idea of integrating each level from kindergarten to middle school in the garden process, each grade level managing a task relative to its ability. Two examples include the kindergarten, first and second grade classes starting seeds and the middle school classes participating in compost and soil maintenance.

It was suggested that the garden work not only for food production and systems, but education about soil and native plants. Since we do not know the intent of the teachers or their ideas, Jessica suggested and offered to create a questionnaire that will be distributed to them. The teachers will fill it out and bring it to the staff meeting in a Tuesday meeting, date to be determined.

Cindy obtained a “Getting Started” workbook from California and suggested an adoption program. Each teacher and class would “adopt” a raised bed and create a program suited to their needs or desires. The raised bed would be their project to do with what they wanted. Some classes might want a butterfly garden while others wanted to transplant seeds. By adopting a raised bed, the classroom, led by the teacher and his/her curriculum could act accordingly.


2. Application

In deciding how to apply the curriculum and put the garden into action, we discussed individual classroom vs. general work area. While the individual classrooms would be more connected to the project, the project may suffer based on proximity to the students. An example was students pouring soda on the plants, skewing the results of the project. The general work area would give all classrooms the same experience and the ability to participate as often or as little as they choose. The group visited a small area with lots of windows that may be a possible work site.

As we started to discuss the classroom option, we reviewed the space restraints that many teachers might have. Space and equipment were the two main concerns. Josh suggested a very small and affordable system for seed starting. Heather quickly drew a design for a wood cart to house the seeds.


3. Spring garden

There are three goals with the spring garden:
1. Fall crops that will stay at the school for the incoming student body.
2. Container crops that can be planted in very large pots and moved to Crestview.
3. Spring crops that can be planted and harvested by the end of the school year.
Since the garden requires very few seeds, Adam stated that he has many that he will donate along with the flats to start them in. With the supplies, he will provide a planting schedule.

Adam and Jaime are donating greenhouses and the plan is to put them up at Everett and take them down when it’s time for the move to Crestview. Assuming the temperature permits, Adam suggested setting the greenhouses up at the beginning of March.

In the spirit of planning, we discussed the future at Crestview. At this point in time, no plans should be made for Crestview. It is likely that Crestview will be under construction until school starts in August.


4. Communication and organization

We discussed a wish list of items needed by the garden. Because of the 501C status of the program, the garden group can not accept money, but can accept materials and tools. In deciding how to communicate the list of needs and wishes, we talked about creating a blog. As of today, January 23rd, the blog has been created. We all agreed that there are lots of parents, grandparents, teachers, staff and community people interested and willing to help.

It was also suggested that we keep students, parents, teachers and the like involved. When one person leads and controls, it ends poorly. We want to commit as a community of people working together and sharing ideas.