competition can be about how many plants are successfully planted, the size of the area, or how many buckets of mulch are moved and spread. Being creative helps to keep students engaged, energized, and enthused during the whole process. This step also allows for art, research, and technology


skills to be continuously utilized. Students can document the process in newsletters; they can create signage; and, of course, artwork can later be added to the garden. A major tip for the whole planting process is to buy


wholesale versus retail. Most wholesalers will sell to schools; this is where the extension agent can be a valu- able resource. Mulch is another item I suggest purchasing in bulk, not in bags. Buying in bulk at wholesale prices will extend the reach of grant funds or fit within already con- strained district budgets. Partnering with local tree services might yield you a large amount of free mulch. Again, con- nect with parents. Often, you will find somebody who has access to some of your needed materials and can possibly help you with potential donors, some of whom might be willing to help to boost their green credibility.


The end is just the beginning... The garden still needs attention after planting. Students will


need to water for several weeks after planting. Later, some plants will have to be pruned. Weeds will grow and mulch will need to be replaced, leading to future gardening days. Having students plan for summer vacation by prepping the garden will help reduce the need to check on it on a regular basis. For many, developing successful school gardens is by


trial and error, so reach out to area resources. The reward for your students will be a beautifully designed area that inspires, motivates, educates, and adds life to a school cam- pus that may have previously been devoid of green spaces. Having this area also opens up opportunities for developing a new club or extending the scope of an existing student-led sustainability group. Later, the area could even be used as a source of seeds, cuttings, and divisions that could be used in a burgeoning plant nursery for fundraising. As another way to extend the process, challenge students


to use what they have learned to design a garden at their home, community, or even another garden at the school. If your garden is funded by an organization, check for any awards for which you could apply. Have students research the reduction of the school’s carbon footprint or cost sav- ings based on the amount of gas savings from reduced maintenance. And who knows? Your school might be able to develop several gardens and become a model for other schools. The steps outlined here were successfully used for almost a decade, and the reward was being highlighted by the American Horticultural Society.


Todd Beasley, our Regional Editor for South Carolina, has 25+ years of experience in horticulture and education. Between stops at three botanical gardens, Todd taught 5th-grade Environmental Science and continuing educa- tion Horticulture classes. Todd also served as the School Environmental Education Director at Heathwood Hall in Columbia, South Carolina, USA, where his students created a nationally recognized youth gardening program. Todd


Green Teacher 131 Page 37


To learn more about school gardening from Todd, tune in to the Talking with Green Teachers podcast, Episode 11: Boosting the longevity and relevance of school and botani- cal gardens.


wrote the proposal that brought the American Horticultural Society’s Annual Children and Youth Gardening Symposium to Columbia, SC in 2016. Todd is currently the owner of Primitive by Design, an eco-friendly garden design firm, and is an Elementary Education professor at the University of South Carolina.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52