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Growing Good Kids: Making a difference via Horticulture

Growing Good Kids: Making a difference via Horticulture Dr. Kathryn Orvis Assistant Professor and Extension Specialist Dept. Youth Development and Ag Education And Dept. Horticulture and Landscape Architecture Purdue University EMAIL: orvis@purdue.edu Welcome!

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Growing Good Kids: Making a difference via Horticulture

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  1. Growing Good Kids: Making a difference via Horticulture Dr. Kathryn Orvis Assistant Professor and Extension Specialist Dept. Youth Development and Ag Education And Dept. Horticulture and Landscape Architecture Purdue University EMAIL: orvis@purdue.edu

  2. Welcome!

  3. “All the lessons of life are in the garden. Birth, nurturing, growth, joy, sometimes heartbreak, and ultimately a sense of hope.” - gardening columnist Lee May

  4. Why Horticulture? • Because plants are cool, of course!And… • Relatively safe and simple way to allow youth to have an experience with a “living organism” – other than themselves • Provides opportunity to interact with world around them • Plants involved in almost every aspect of life

  5. Why gardening? • Involves additional aspects of natural world • Allows for connections to many (if not all) academic areas • Provides an easy way for people to get involved

  6. Why youth? • Future workforce • Caretakers of the Earth (and each other) • Gardening, horticulture and plants provide an opportunity for youth to experience hands-on, or experiential learning

  7. Youth Gardening • Youth gardening is an extremely powerful teaching medium!

  8. Garden Based Education Research • Growing plants and gardening is good for kids. • We've always known it - now research proves it! • How can you make an impact on those youths in your community?

  9. Research shows the Importance of Children’s Gardening: • Children participating in gardening programs not only benefit form greater self esteem but are more likely to gain better nutritional habits as well, in addition to many other benefits. (Babcock, 1909; Cronin-Jones, 2000; Joyce & Ferenga, 1999; Kahtz, 1995; Lineberger & Zajicek, 2000; McGinn & Relf, 2001; Waliczek, Bradley, & Zajicek, 2001; Waliczek, Mattson, & Zajicek, 1996; Waliczek & Zajicek, 1999)

  10. Gardening and… Nutrition & Exercise • Use of school gardens has been shown to increase fruit and vegetable consumption with participating children • (Zajicek &Lineberger, 2000; Cavalier, 1987; Gwynn, 1988; Morris & Zindenberg-Cherr, 2002). • Gardening is a physical activity, encourages kids to be outside and active

  11. Social Benefits - • Gardens help increase self-esteem, provide economic and physiological benefits and are a place for social interaction. (Waliczek et.al, 1996)

  12. Additional benefits • Gardens as living laboratories for science discovery (Klemer, 2002) • Experiential learning develop critical thinking skills (Byerly, 2001) • Learn applied academic skills – such as math used to determine plant spacing (Wotoweic, 1979) • Awareness of the natural world and relation to own well-being (Relf, McDaniel and Butterfield, 1992) • Gardens provide interdisciplinary learning environment (Sheffield, 1992; Monk, 1995)

  13. JMG -– A 4-H Youth Gardening Program • Designed to be flexible – use & audience • Curriculum integrated across subject areas • Activities are hands-on – for both group and independent learning • Matched to academic standards • Integrates service learning and life skill development

  14. JMG® • The sound academic standards of the JMG program coupled with a creative hands-on teaching delivery, capitalizes on the strengths of all youth. The program cultivates personal leadership, volunteerism and character education.

  15. Youth involved in the JMG program • 2003 – 39,606 registered youth … which equals 1242 groups • Estimated 1 million youth impacted annually nation-wide • National 4-H enrollment for 2003 – 7.1 million

  16. Indiana JMG stats • Several counties (30+) • Thirty-six officially registered groups, many many others using • Started March 2001 • Success in different settings and with different audiences • Crosses over between Extension program areas (ANR, 4H, CFS)

  17. Ways to reach out • Partnerships • Grassroots efforts • Media and PR • Think outside the box!

  18. Partnerships National Program Partnerships Include - • Cooperative Extension Service, Land-Grant University System • AmeriCorps • National Wildlife Federation • Learn & Serve America    • Schools to Careers • Master Gardener Associations • Children's Better Health Institute

  19. JMG Grassroots • Join the JMG grassroots efforts and letteachers & youth leaders in your town know about Junior Master Gardener and the benefits it offers for children!

  20. Community connections and program cross over: an example • Think outside the box! • Example: using gardening to teach nutrition, improve eating habits, increase physical activity • Did you know – gardening is a good workout!

  21. Health and Nutrition from the Garden Did you know? • Seeds can be purchased with food stamp dollars • Research has shown that kids who grow their own fruits and vegetables are more likely to eat them • JMG H&N teaches healthy eating habits, growing own food, economics, & food safety • Works well with Federal Food Nutrition Education Programs (ex: FNP/EFNEP)

  22. Health and Nutrition from the Garden • Can be a way for teachers and leaders to easily introduce better eating habits and healthy lifestyle skills • Community connections are broad – • Extension areas, community groups, hospitals, government agencies, schools, etc.

  23. Health and Nutrition from the Garden • Partnership with faith-based not-for-profit group affiliated with hospitals in Illinois and Indiana • HealthVisions Midwest • Mission is educating high-risk populations in nutrition and healthy living • Saw JMG H&N as a way to get kids interested, eating healthy, and active • Fostering relationships with community partners – Extension, YMCA, YWCA, Boys & Girls Clubs, Community Centers, etc.

  24. What’s New? • JMG leader discussion group – by Yahoo! • Lots of info and resources on-line • Curriculum: • Wildlife Gardener – released last spring • Literature in the Garden – piloted fall, release scheduled for summer 2005 • Now…..a preview….

  25. Wildlife Gardener * A partnership between NWF and JMG Newest Golden Ray Series…

  26. Wildlife Gardener As Wildlife Gardeners, children will: • gain understanding and appreciation for wildlife that is part of their local community • enjoy novel, hands-on project-based learning as they have fun gardening for wildlife • build components of wildlife garden habitat while participating in an integrated curriculum that strengthens skills in math, science, language and social studies.

  27. A sneak preview...

  28. Literature in the Gardensm

  29. Literature in the Gardensm • Hands on garden content inspired by great children’s literature

  30. Literature in the Gardensm Teaching Concepts:1 Garden Basics2-7 Selected Literature8 Life Skills & Career Exploration Service Learning/ Leadership Skills

  31. Literature in the Gardensm • Brings literature to life • Integrates gardening across all subject areas • recognizes youths with certification

  32. Literature in the Gardensm 6 Growing Good Kids Award Winners

  33. Literature in the Gardensm 6 Growing Good Kids Award Winners

  34. Literature in the Gardensm 6 Growing Good Kids Award Winners

  35. Literature in the Gardensm 6 Growing Good Kids Award Winners

  36. Literature in the Gardensm 6 Growing Good Kids Award Winners

  37. Literature in the Gardensm 6 Growing Good Kids Award Winners

  38. Literature in the Gardensm Available June 1

  39. Impact and Evaluation : Demonstrating Results • examples of JMG evaluation and impact • examples of success stories and ways to use

  40. Improved science achievement scores Increased environmental awareness and positive attitudes Improve nutritional knowledge, attitudes and eating behavior Develop leadership skills, including self-esteem, problem solving and communication skills Students share information learned with others Following the program, teachers and students indicate interest in further gardening activities (Meyer et al 2001) ; (Zajicek et al, 1998-2000); (Skelly, S., &Zajicek, J., 1998) (Dirks&Orvis, 200x) Studies with JMG® Demonstrate

  41. JMG® National Leaders Survey • The majority of respondents (75%) were school teachers, Cooperative Extension employees and/or volunteers, and home school educators • Findings indicated that • adults noticed their students had increased interest in science, teamwork skills, personal responsibility, and enthusiasm for learning • the program boosted the general classroom environment, increased community service projects, increased awareness of nutrition, and caused students to try new foods (Boleman and Cummings, 2003)

  42. Indiana JMG study • Minnesota also investigated JMG – positive results • Investigated gardening as a teaching tool for science achievement and attitudes in 3rd grade classrooms • Knowledge Gain (Multiple Choice Questions) • Overall significant gain for all classrooms - 14% increase in scores over base line • Attitude (Likert-type Scale Questions) • Overall significant gain for all classrooms -17% in attitudes (1/2 point increase on 3 point scale)

  43. Results Teacher Evaluation • Teachers indicated attitude or behavior changes observed in students. • Majority reported “liked/loved” the program • Suggested areas of improvement • Time - not finishing or being rushed • program expenses • Teaching techniques • Use of outdoors, Engaging students, Time • Student Interest - important observation

  44. Results Student Evaluation • “one thing I learned” – listed: • Cannot live without plants • How to plant seed/flowers/plants • About insects • Worms and composting • Community Service project performed • Cleaned up area/picked up litter and Planting/gardening • Majority shared learning with others

  45. Results Summary Use of JMG in the classroom indicated: • increased knowledge gain in areas of science and the environment. • positive attitudes towards science and the environment. • ease of use in the classroom by teachers. • students “had fun” participating in the program.

  46. Ways to document impact • So what if you aren’t a researcher? • Examples of JMG evaluation tools from others • Adapt and use as needed • Pre-post type evaluations or single post program evaluations • Investigate what they learned, how they feel, attitudes, what they think or remember, etc…. • Observations – by teacher or leader • Simple is good!

  47. Examples of JMG Success Stories • Juvenile Detention Centers • Urban areas • Home School Groups • Community partners • After School Programs • Traditional Classrooms • 4-H or Garden Clubs

  48. JMG Success Stories • Indianapolis Juvenile Correctional Facility a.k.a.‘Girls School’ • 3 classes, 30+ students Ages 14-18 • Works well with reading abilities • Girls wanted to do ALL activities! • Community service – beautify campus grounds and housing units

  49. JMG Success Stories Eden Keepers • Adopted by Gibson County Master Gardeners • Completed certification activities in 2 months, first group certified in Indiana • Great community service work – • Gardening get-well cards for terminal cancer patient • Worked with elderly couple in community • Landscaped local Nature Center and Gibson County Animal Shelter

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