Finding A Balance !
In today's society it is a challenge to engage students with learning. This is what the Garden Learning Program aims to achieve.
David Suzuki explains the interconnectedness of nature surrounding us. In no uncertain terms, Suzuki highlights the inseparability of people and the
“natural world”.
Experiencing the natural world in this way helps students form the connections needed to appreciate their role in the larger scheme of things.
Hands On
This means Place-based Experiential learning in action.
The feel of the mud in their hands. The sheer delight of seeing the bright, beautiful orange carrots emerge from the earth and the wonder of how is this possible? - is priceless.
For many students their memory of 'fresh-produce' comes from a store. Many couldn't resist eating the vegetables straight from the ground, commenting on how sweet and wonderful they tasted. This experience has forever changed their own Life history.
According to the Canadian Education Association (CEA, 2011) the research is clear : it is the quality of teaching that makes the most difference to student outcomes. By actively engaging students in growing a garden they are educated on where their food comes from and what the human factors in this cycle are.
Research findings by Cornell University have identified Seven key benefit areas of garden-based learning (GBL) for children: Nutrition Awareness; Environmental awareness; Learning Achievements; Life Skills; Health & wellness; Community building and Social connections
Targeting elementary students through the school curriculum makes this project unique as previous research/projects within the Saskatchewan context have primarily focused on place-based Eco-initiatives amongst high school students.
With the realization that our present school students are inheriting a host of escalating environmental challenges , which includes: climate change; depletion of resources; environmental degradation; obesity; diabetes; asthma and other environmentally linked illness, the onus is on educators to responsibly engage students with specific tools to cope, if we expect this generation to take ownership as advocators and activists for environmental change.
David Suzuki explains the interconnectedness of nature surrounding us. In no uncertain terms, Suzuki highlights the inseparability of people and the
“natural world”.
Experiencing the natural world in this way helps students form the connections needed to appreciate their role in the larger scheme of things.
Hands On
This means Place-based Experiential learning in action.
The feel of the mud in their hands. The sheer delight of seeing the bright, beautiful orange carrots emerge from the earth and the wonder of how is this possible? - is priceless.
For many students their memory of 'fresh-produce' comes from a store. Many couldn't resist eating the vegetables straight from the ground, commenting on how sweet and wonderful they tasted. This experience has forever changed their own Life history.
According to the Canadian Education Association (CEA, 2011) the research is clear : it is the quality of teaching that makes the most difference to student outcomes. By actively engaging students in growing a garden they are educated on where their food comes from and what the human factors in this cycle are.
Research findings by Cornell University have identified Seven key benefit areas of garden-based learning (GBL) for children: Nutrition Awareness; Environmental awareness; Learning Achievements; Life Skills; Health & wellness; Community building and Social connections
Targeting elementary students through the school curriculum makes this project unique as previous research/projects within the Saskatchewan context have primarily focused on place-based Eco-initiatives amongst high school students.
With the realization that our present school students are inheriting a host of escalating environmental challenges , which includes: climate change; depletion of resources; environmental degradation; obesity; diabetes; asthma and other environmentally linked illness, the onus is on educators to responsibly engage students with specific tools to cope, if we expect this generation to take ownership as advocators and activists for environmental change.