school gardening essay

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School Gardening – Project, Essay, Design, Plan, Importance, and Benefits

Table of contents, benefits of school gardening, where to start your school garden.

• Find Your Site/Location

What Sort Of Soil Is On-Site?

What sort of beds will you use, where is your water access, can you go vertical, tools required for school gardening, plan and style your garden site, sample designs of school gardening, fertilizers required for school gardening.

School Gardening

Hello gardeners, today we are here with an interesting topic so-called school gardening. This article is all about what is school gardening, how to start school gardening, and what are the requirements for school gardening.

Introduction to School Gardening

School gardens are a wonderful and beautiful way to use the schoolyard as a classroom, this will reconnect students with the natural world and the true source of their food, and this will also teach them valuable gardening and planting concepts and skills that related to several subjects, such as science, art, health, physical education, and social studies also, as well as several educational goals, that includes personal and social responsibility.

A Step By Step Guide to School Gardening

In a school garden, school children tend to work on planting flowers and vegetables in gardens. The school garden is another activity of regular school work. It is a different effort to get children out of doors and even away from books. It is a very healthy realism putting more vigor and intensity into schoolwork.

School gardens help children learn

School gardening is the study of life for school children. This is an act of caring for living soil and plants that gives children a foundation for understanding the principles of plant birth, growth, maturity, death, competition, cooperation, and lots of other lessons that transfer to human lives. In a school garden, children also experience these lessons on their hands through a learning method that is very rich and they even learn activities. The results teachers see a day is now supported by science: school gardens can also help our youngsters learn better, both academically and emotionally.

Working or participating in a school garden helps children to stay active, reducing obesity

Teachers across the country agree that when children participate in gardening, they move their bodies more than when passively listening in a classroom. Jumping, bending, lifting, and stretching all this type of things take place in a typical gardening session.

Gardening moderates moods and eases anxiety

There is a piece of evidence that exposure to beneficial microbes in the soil can help regulate the neurotransmitters affecting our brain’s emotional state. A whole practice involving exposing yourself to green spaces or green thumb to lift the mood has even emerged globally, with convincing results. But gardens are more than just another green space: they are hands-on, outdoor classrooms that teach children self-regulation and mindfulness—both of which have been shown to decrease anxiety and depression.

School children who garden at school develop empathy and practice risk

Teachers who garden with their students can notice increased empathy towards other students and the organisms living in their school patch. That is all because tending to a ‘bug hotel’ or watching birds and earthworms survive in the garden helps the children to understand the interdependency of nature. A school garden also helps to provide the perfect place for children to learn about boundaries and responsibility by practicing new activities in a safe place. By using a paring knife, trying out a hammer, or balancing on the edge of a raised bed are all ways for children to test their knowledge and learn new skills in a supportive environment.

After getting your school garden from idea to harvest is a journey with many steps. Luckily many others have traveled this before. The list to start have five main key steps or points that are recommended by teachers and parents with their experience in successful school gardens. If you have already completed your design and if you are looking for materials to order, you need to have raised garden beds, planters, rain barrels, composters, watering items, and gardening supplies.

You need to form a garden committee

A garden committee makes many decisions about how a school garden will look, what it will be used for, and how it will operate. The committee may start as a primary planning body that later develops into an operational committee, or it may simply offer direction for a garden coordinator. Whatever model or plan you choose or select, the committee should at least consist of 5-10 members representing the following areas:

• Your school’s administration
• Teaching staff
• Community volunteers

You need to determine goals for your school garden

Once when you have your committee in place, you need to determine goals or plans for your garden. This is an important next step. Many schools build gardens for different reasons. Here are some common goals and objectives are listed below:

Who will use the garden completely? Which grade levels will spend time within the garden? How will they use the space? Some of the schools tend to assign only one bed for every classroom, while other schools share the beds over multiple classrooms.

How often will students use the garden? Biological processes are always happening within the garden—not just during planting and harvest. Aim to possess children to visit the garden weekly during your gardening season and fewer frequently when things are dormant. Even when things appear to be sleeping, there are still lessons to find out. Regular visits will help children develop a reference to space.

Who is going to be liable for scheduling? Someone on your garden’s committee, usually an educator, will get to oversee the timing of classroom visits. Too many children within the garden directly can show pride out of the experience.

Who else is required to accomplish your goals? If you propose to supply the varsity cafeteria with fresh vegetables for a part of the year, you’ll get to plan your activities around local seed and harvest times. Consult local experts through your neighborhood nursery or extension office to urge information right for your climate and soil conditions.

Find Your Site /Location

Now it’s time to know the main purposes for your garden, you need to review available sites and need to determine which one is right for your needs. Along the way, you also need to consider the following questions:

• How much space do you need to meet your school gardening goals?

How many beds does one decide to install to supply food for your school’s needs? What’re the simplest thanks to dividing that space into beds? The other items include compost bin, tool shed, potting tables or benches, trellises, etc

Is there is enough sun for your school gardening?

Direct exposure to sunlight is one of the most and main important needs to your garden will have. While salad green plants need about 4 hours of sunlight per day, your site will ideally need to have 7-8 hours of sunlight to accommodate the broadest range of fruits and vegetables. If you are unsure about how much light your site gets, you need to use a sunlight calculator to be sure of growing plants.

• Is the site secure for your school gardening?

In most of the locations or areas, school gardens must be fenced to keep away from animal pests and little feet looking for shortcuts at recess. You need to fence at the initial stages to protect your plants from animals, pests, etc.,

The key to successful gardening is building and maintaining healthy soil. Starting with healthy, living soil gives your garden the nutrients it must thrive. And while you’ll add fertilizer before planting, healthy soil is quite just nutrients. The simplest soil structure is fluffy, lightly textured, and filled with organic matter that’s continually breaking down. It provides enough air pockets or air circulation for roots to infiltrate and water to travel.

If there’s dirt available on site, conduct a soil test to seek out what nutrients you’ll add. Performing an easy squeeze test will assist you further evaluate your soils and organic matter content?

If like most soils, yours needs help, the simplest sources of organic nutrients are finished compost and well-rotted manure (at least two years old). Both of those can augment whatever soil is out there on-site for a winning combination of nutrients plus organic matter.

While a standard in-ground garden is that the simplest to put in, it requires that good quality soil be available onsite. You’ll order additional soil or well-seasoned compost to reinforce what’s there, but there should be something to start with. The benefits of in-ground gardens include flexibility, good moisture retention, and therefore the ability to feature cold frames or hoop houses as required increasing the season.

Raised beds are commonly utilized in school gardens because they create weed control easy and are accessible for all ages and skills. They also are available a spread of heights, widths, and lengths. In most cases, use beds 3 or 4 feet wide so that children can reach the middle of the bed without standing on the soil.

Raised garden boxes generally haven’t any bottoms and sit directly on the soil. This is often the perfect set-up. However, if you want to install your beds on concrete, consider purchasing beds with integrated bases and increasing the peak of your garden to a minimum of 18 inches. Taller beds will offer you more versatility in terms of what plants you’ll grow. Any garden beds that have bottoms fitted to them must be designed to make sure good drainage.

Your site should ideally be no quite one hose length far away from the closest faucet or standpipe. If you propose to put in in-ground irrigation, space far away from your water source will affect the pressure needed to urge water to your site.

Schools eager to get the foremost out of their space often add vertical elements. This includes trellises on raised garden beds, wall pockets of varying sizes hanging on fences or walls, and stacked garden towers during a central, accessible location. Just make certain to put vertical elements so that they don’t shade any beds behind them.

Since most gardens are designed for one class to go to at a time, the number of tools will usually reflect the typical class size at your school. The subsequent list of materials was adapted from the Healthy Planet Foundation’s basic supply list for a schoolyard garden.

• Watering can (3)
• Hand trowels (25-30)
• Round shovel (2)
• Flat shovel (2)
• Garden hoe (2)
• Digging fork (2)
• Drinking water safe hose (1)
• Garden twine (1 200ft roll)
• Gardening gloves (25-30)
• Plant labels (50)
• 1 wheelbarrow
• 1 spray nozzle
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Working with a faculty garden or landscape designer is be often beyond the reach of faculties sticking to a bare-bones budget.

To begin, talk with other schools in your district that have already got successful gardens and ask who helped them with their design.

In case if you miss this: Growing Organic Spinach At Home .

Starter Teaching Garden

If your primary goal is to provide a hands-on learning opportunity, a basic teaching garden can contain a couple of simple beds targeting crops that produce during the varsity year. This low-cost design features raised beds planted with vegetables, along with side a little pollinator garden or insectary which will double as a cut garden. Including flowering plants in your design increases the training opportunities for your garden as an entire.

Materials required:

• 4 x 8 raised garden beds (4)
• 4 x 4 raised garden beds (2)
• Raised bed climbing trellis (2)
• Mixed vegetable and flower seeds
• Winter squash
• Nasturtiums
• Shrubs/perennials:
• Strawberries
• Blanket flower
• Asters/sedum

School Food Garden

For a bigger school whose goals include in-season food production for a cafeteria or food utility program, the subsequent design includes a spread of vegetables, flowers, and fruit:

• 4 x 8’ raised beds (12)
• 3.5’ x 4.5’ hexagonal raised bed (1)
• 1 compost bin
• 1 tool shed
• 1 in-ground pumpkin patch
• Raspberries

Primary Sensory Garden

Thematic gardens are an excellent thanks to connecting children with nature using an unconventional angle. This garden type targets children within the primary grades by engaging their senses of touch, smell, sight, and taste. The precise selection of plants during a sort of textures encourages handling, and in some cases, eating.

• 3’ x 6’ L-shaped raised beds
• 3.5’ x 4.5’ hexagonal bed

Seedlings required:

Taste: Basil, parsley, chives, rosemary, lettuce, and strawberries

Smell: Lavender, thyme, Agastache foeniculum, and lemon balm

Sight: Nasturtiums, speckled lettuces, and purple curly kale

Touch: Succulents, red flowering sedum, and chaparral sage

Chemical fertilizers may give plants a fast fix, but they have been shown to deplete soil over the future. Instead, feed your plants and your soil at an equivalent time with an all-purpose organic. You’ll need half a pound for every 10 square feet of soil. Perennial plants and shrubs will produce other, more specialized requirements. You’ll also grow a canopy crop chosen for your climactic area to feature nutrients in the soil. Ask your local nursery or seed supplier for more information.

May I receive a sample proposal on school gardening?

Can you please help me with some seedlings and trays for nursery

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School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis

Timothy p. holloway.

1 School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia

Lisa Dalton

Roger hughes.

2 School of Health Sciences, Swinburne University of Technology, Melbourne, VIC 3122, Australia

Sisitha Jayasinghe

Kira a. e. patterson.

3 School of Education, College of Arts, Law and Education, University of Tasmania, Launceston, TAS 7250, Australia

Sandra Murray

Robert soward, nuala m. byrne, andrew p. hills, kiran d. k. ahuja.

4 Nutrition Society of Australia, Crows Nest, NSW 1585, Australia

Associated Data

Not applicable.

School environments can create healthy settings to foster children’s health and well-being. School gardening is gaining popularity as an intervention for healthier eating and increased physical activity. We used a systematic realist approach to investigate how school gardens improve health and well-being outcomes for school-aged children, why, and in what circumstances. The context and mechanisms of the specific school gardening interventions ( n = 24) leading to positive health and well-being outcomes for school-aged children were assessed. The impetus of many interventions was to increase fruit and vegetable intake and address the prevention of childhood obesity. Most interventions were conducted at primary schools with participating children in Grades 2 through 6. Types of positive outcomes included increased fruit and vegetable consumption, dietary fiber and vitamins A and C, improved body mass index, and improved well-being of children. Key mechanisms included embedding nutrition-based and garden-based education in the curriculum; experiential learning opportunities; family engagement and participation; authority figure engagement; cultural context; use of multi-prong approaches; and reinforcement of activities during implementation. This review shows that a combination of mechanisms works mutually through school gardening programs leading to improved health and well-being outcomes for school-aged children.

1. Introduction

Access to and consumption of healthy, nutritious food plays a crucially important role in maintaining good health and well-being and is a fundamental human right [ 1 , 2 ]. For many populations worldwide, however, deep-rooted and complex underlying problems associated with food systems influence the availability and access to healthy diets and nutritious food [ 2 ]. Food security exists when all people, at all times, have physical, social, and economic access to sufficient, safe, and nutritious food that meets both their dietary needs and food preferences for an active and healthy life [ 3 ]. Unfortunately, these conditions remain elusive for many [ 4 ], and in some instances, this leads to food insecurity. According to the Food and Agriculture Organization of the United Nations (FAO), the ability to be food secure largely depends on the uninterrupted supply and availability of different types of healthy food, food utilization, and the stability of each of these dimensions over time [ 3 ]. Additionally, a range of social determinants underpins the inequities in healthy eating [ 5 ]. For example, ‘urban poverty’, resulting from lower income availability, may lead to inadequate resources for people affected by such circumstances in accessing healthy diets, including fresh fruit and vegetables, and instead tend to consume higher quantities of sugars, fats, highly processed, and/or energy dense, ultra-processed foods [ 6 ].

Global urbanization and accompanying detachment from traditional agricultural practices have accentuated the decline in access to healthy food, including fruit and vegetables, and by extension, the associated nutritional benefits [ 7 , 8 ]. These dynamics are further complicated by the speed of transition to urban living and a simultaneous decline for some population groups in understanding healthy food production and consumption [ 7 , 8 ]. As a result, a plethora of public health interventions are geared towards increasing access to healthy, nutritious food. Community gardens, a space managed collectively by community members for growing food and non-edible plants [ 7 , 8 , 9 ], is a good example.

Community gardens are used in many settings, including residential neighborhoods, prisons, and schools [ 9 ]. Several scoping, narrative, systematic, and meta-analysis reviews suggest that school-based gardens are particularly useful in improving children’s nutritional outcomes [ 10 , 11 , 12 , 13 , 14 , 15 ]. For example, studies report that children’s fruit and vegetable consumption increased [ 13 ], and they were more willing to taste unfamiliar foods such as fruits and vegetables, cooking and food preparation skills improved, and nutritional knowledge increased [ 14 ]. Further, recent evidence also suggests health outcome improvements that transcend nutritional or food-related benefits, such as enhanced academic learning, social development, and improvements in general health and well-being [ 10 , 16 ]. As childhood obesity rates have increased dramatically over recent decades, school gardens have specifically been identified as settings to engage children in healthier eating and physical activity, with the objective of obesity prevention [ 15 , 17 ].

School gardening is widely reported to improve health and well-being outcomes [ 10 , 13 , 14 , 15 , 17 , 18 ]. However, systematic reviews report that quantitative evidence for changes in fruit and vegetable intake is limited and largely based on self-report [ 10 ] or limited through non-randomized study designs [ 13 ]. Although qualitative evidence reports a range of health and well-being benefits for school-aged children, these are rarely substantiated by quantitative evidence [ 10 ]. While more robust study designs would contribute to building the evidence base, using theory-led methods adds value by examining causal explanations of how and why school gardening interventions work [ 10 ]. This is the basis that we sought to address in this realist review.

The aim of the study was to assess the mechanisms which lead to positive health and well-being outcomes for school-aged children and answer the research question, “How do school gardens improve health and well-being outcomes for school-aged children?”

A systematic realist approach was selected for its value in moving beyond an investigation of “what works?” to focus on “how or why an intervention works, for whom, and in what circumstances?” [ 19 ]. Program theory guides the conduct of such systematic reviews, wherein reviewers seek to understand complex interventions [ 20 , 21 , 22 ].

2. Materials and Methods

2.1. overview.

Using a three-staged approach, the realist synthesis was used as the guiding methodology to analyze articles reporting school gardening interventions with positive outcomes.

The stages were to (1) identify relevant systematic, and meta-analysis review articles, (2) screen the Stage 1 reviews to extract primary source articles reporting positive health and well-being outcomes, and (3) use the primary source articles (from Stage 2) to identify specific school gardening interventions that robustly evidence health and well-being outcomes.

2.2. Searching the Literature and Defining Eligibility Criteria

Three databases (Scopus, Web of Science, PubMed) were systematically searched using the term, “school garden*”, which ensured broad coverage of the review articles (Stage 1). Inclusion criteria comprised peer-reviewed review articles only, published between 2012–2021 inclusive, and in English only. Exclusion criteria were applied to articles, book chapters, conference papers, proceeding papers, meeting abstracts, books and documents, clinical trials, and randomized controlled trials. Only systematic and meta-analysis reviews were included, and their search strategies had to clearly specify and adhere to The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines [ 23 ]. These review articles allowed for quick and efficient identification of primary sources/articles reporting on school gardening interventions.

2.3. Selection of School Gardening Reviews, Primary Articles, and Interventions

Identified review articles (Stage 1) were exported to EndNote reference management software (EndNote™ 20, Clarivate Analytics, Chandler, AZ, USA). Duplicate records were removed. Titles and abstracts were manually screened for terms related to “school garden/s” or “school gardening”, and articles were assessed for eligibility and inclusion.

Stage 2 included screening the full text of each eligible article to identify primary articles reporting positive health and well-being outcomes. Positive health and well-being outcomes were defined broadly as having improved change, either determined quantitatively (e.g., increased fruit and vegetable intake) or improved benefit determined qualitatively (e.g., improved behaviors towards fruit and vegetables). Positive health and wellbeing outcomes were identified from either text, tabulated data, or figure data. All study designs were identified, comprising quantitative, qualitative, and mixed-methods studies.

During Stage 3, the full text of each primary article was reviewed to identify specific school gardening interventions.

2.4. Data Extraction, Appraisal, Synthesis, Analysis, and Evaluation

Publication details, including authors, year of publication, location, objectives, study design, duration, participants, sample size, outcomes investigated, method of measuring outcomes, and details of positive health and well-being outcomes, were extracted from all included articles. To help improve the completeness in the reporting of the various interventions, the Template for Intervention Description and Replication (TIDieR) checklist and guidelines were used [ 24 ]. Data extraction was supplemented with key components: rationale, materials, procedures (activities), providers, delivery, timing, tailoring, modifications, and planning.

Data analysis drew on the principles of a realist synthesis for each school gardening intervention. This consisted of identifying the underlying causal or potential mechanism/s acting toward positive health and well-being outcomes by producing a Context–Mechanism–Outcome configuration for each of the school gardening interventions. If a number of primary articles were associated with a single intervention, then their data were combined during this Context–Mechanism–Outcome configuration process.

3.1. Identification of School Gardening Interventions

Stage 1 screening identified 6 reviews for inclusion [ 10 , 13 , 14 , 15 , 17 , 18 ] ( Figure 1 ; Supplementary Table S1 ); Stage 2 screening identified 65 primary articles with positive health and well-being outcomes; and Stage 3 screening identified 35 articles associated with 24 school gardening interventions [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ].

Three stages include identification of review articles, positive health and well-being articles, and articles associated with school gardening interventions.

3.2. Context–Mechanism–Outcome Configuration

For each intervention identified, a Context–Mechanism–Outcome configuration was developed, using the extracted data together with supplementary information from the TIDier process ( Table 1 ).

Context–Mechanism–Outcome configuration of individual school gardening interventions.

Abbreviations: OSGP, Outreach School Garden Project; SAKGP, Stephanie Alexander Kitchen Garden Program; RHS, Royal Horticultural Society; EYWTBH, Eat Your Way to Better Health; GROW, Gardens Reaching Our World; GHK, Growing Healthy Kids; HOPS, Healthier Options for Public Schoolchildren; OWG, OrganWise Guys; SHCP, Shaping Healthy Choices Program; SHK, Sprouting Healthy Kids; TGEG, Texas!Grow!Eat!Go!; GfL, Gardens for Life.

3.2.1. Context of School Gardening Interventions with Positive Health and Well-Being Outcomes

Location, garden spaces, and facilitation.

Identified school gardening interventions were conducted across a wide range of geographical locations, including Australia [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 ], the United Kingdom [ 33 , 34 , 35 , 57 ], the United States [ 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 ], India [ 57 ], Kenya [ 57 ], Bhutan [ 58 ], and Nepal [ 59 ] ( Supplementary Table S2 ). Interventions mostly utilized gardens at school or child care premises, with the exception being community gardens or a summer camp garden [ 36 , 40 , 44 ]. Children and families participated in the design of gardens in interventions [ 27 , 29 , 30 , 57 ]. Initiatives were primarily facilitated by kindergarten, elementary, primary, and/or secondary school, and childcare center staff [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 57 , 58 , 59 ], with research teams [ 25 , 26 , 28 , 42 , 44 , 45 , 46 , 47 , 48 , 56 ], University departments [ 39 , 40 ], and external partners and/or specialists contributing in some contexts [ 25 , 26 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 53 , 54 , 55 , 56 , 58 , 59 ].

School gardening interventions were predominantly used to influence school-aged children’s knowledge, attitudes, and/or behaviors toward diet and nutrition, particularly in connection to increasing fruit and/or vegetable consumption [ 25 , 26 , 29 , 34 , 35 , 36 , 37 , 38 , 39 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 52 , 53 , 54 , 55 , 56 ]. In many instances, this was associated with the impetus of addressing the prevalence and prevention of obesity [ 38 , 39 , 40 , 41 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 52 , 53 , 54 , 55 ], particularly as low-income minority groups may be disproportionately affected by lower fruit and/or vegetable intake and experience higher rates of childhood obesity [ 44 , 45 , 46 , 47 , 48 , 55 ]. Additionally, the ability of school gardens to influence physical activity and active living formed part of the reasoning for some interventions [ 38 , 42 , 55 ].

Participants and Activities

Most of the interventions were conducted at primary schools, with participating children in Grades 2 through 6. In multiple instances, nutrition and gardening education was integrated into the curriculum itself and delivered through school garden and kitchen activities [ 27 , 28 , 29 , 30 , 31 , 32 , 33 , 37 , 42 , 43 , 50 , 51 , 54 , 55 , 56 , 58 , 59 ]. Specifically, children were provided with opportunities to participate in growing, harvesting, and consuming garden produce (usually fruit and vegetables), with some enabling the sharing of meals together in a ‘family style’ environment [ 29 , 30 , 40 , 44 , 46 ]. Parental and family engagement were also encouraged through newsletters [ 25 , 26 , 36 , 40 , 52 ], take-home activities [ 36 , 37 , 55 ], and opportunities for volunteering [ 29 , 30 , 31 , 32 ]. Teacher training was also an important component in several interventions, particularly with nutritional and gardening activities [ 34 , 35 , 39 , 41 , 58 , 59 ]. Several interventions facilitated cultural awareness, including opportunities for cultural exchange or appreciation for culturally tailoring interventions in accordance with demographic profiles as focal points [ 27 , 40 , 44 , 45 , 46 , 47 , 48 , 55 , 57 , 58 , 59 ].

Some interventions were adapted from existing curricula, activity guides, peer-reviewed resources, or garnered from previous pilot initiatives. For example, several interventions were based on the curriculum of Junior Master Gardener ® (College Station, TX, USA) and Health & Nutrition from the Garden programs [ 37 , 43 , 54 ], and several utilized the activity guide developed by Lineberger and Zajicek (1998) [ 25 , 26 , 50 , 51 ]. Further, a few interventions were based on the model of Montessori (1964) and grounded in school gardening research and garden-based learning [ 49 , 57 ].

Duration, Frequency, and Type

Typically, the duration of interventions ranged from 6 weeks to 3 years [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ]. “Frequency” and “type” of intervention also varied considerably and included a mix of weekly lessons (teaching nutrition, cooking, and/or gardening) [ 25 , 26 , 28 , 29 , 30 , 36 , 37 , 40 , 43 , 44 , 45 , 46 , 47 , 48 , 53 , 58 , 59 ], occasional expert/specialist visits [ 30 , 34 , 53 , 56 ], field trips [ 46 , 53 ], take-home activities [ 52 , 55 ], nutrition and cooking demonstrations and/or workshops [ 40 , 52 ], parental lessons [ 44 , 47 , 54 ], and teacher training sessions [ 34 , 35 ].

3.2.2. Mechanisms Leading to Positive Health and Well-Being Outcomes

The combined action of nutrition-based and garden-based education, often integrated into the curriculum, was a common mechanism that contributed towards positive outcomes, particularly in connection to fruit and/or vegetables [ 25 , 26 , 33 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 58 , 59 ].

Experiential or “hands-on” learning experiences for students were also a common strategy amongst multiple interventions, with children involved in growing, nurturing, harvesting, preparing, and consuming produce from school gardens [ 25 , 26 , 27 , 29 , 30 , 31 , 32 , 36 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 55 , 57 ]. Reports also emphasized the effectiveness of experiential experiences as a pedagogical learning tool for students, with newly learned knowledge influencing attitudes, behavioral change, and building self-efficacy towards healthier eating [ 27 , 42 ].

The engagement and participation of families provided opportunities for intergenerational learning, informing behaviors and self-efficacy of children, and parents/guardians volunteering at school [ 27 , 29 , 30 , 31 , 32 , 36 , 37 , 49 ]. School teachers, principals, and other “authority figures” were important for behavioral modeling, leadership, and expertise as nutrition or gardening specialists [ 28 , 33 , 34 , 35 , 49 , 53 , 54 ]. Some interventions were tailored for minority groups, providing experiential learning opportunities in the context of cultural backgrounds and opportunities for intercultural learning [ 27 , 40 , 44 , 45 , 46 , 47 , 48 , 57 , 58 , 59 ].

A distinguishing feature was the use of multi-pronged approaches. For example, this included the adoption of multi-level and multi-sectoral methodologies, with involvement from individuals, community, and governmental agencies. In addition, programs implemented multi-component approaches including, for example, a combination of nutrition-based education, family involvement, development of community partnerships, support from the agricultural sector, and school wellness committees [ 33 , 39 , 40 , 41 , 44 , 45 , 46 , 47 , 48 , 52 , 53 , 58 , 59 ].

The reinforcement of activities leading to sustainability was also seen as a key mechanism, such as repeated and/or increased exposure to fruit and vegetables during the intervention duration. The notion of ensuring the impacts of school gardening activities was sustained was also accomplished by consistent and coordinated messaging through multiple intervention components [ 36 , 37 , 39 , 40 , 43 , 52 ].

3.2.3. Positive Health and Well-Being Outcomes

Positive health and well-being outcomes were primarily related to fruit and vegetables (e.g., increased knowledge, awareness, preferences, behaviors, intake, and variety) [ 25 , 26 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 43 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ]; dietary fiber, and vitamins A and C (e.g., increased intake) [ 44 , 45 , 46 , 47 , 48 , 50 , 51 ]; anthropometric measures (e.g., improved BMI percentile, BMI z-score, and waist-to-height ratio) [ 40 , 41 , 44 , 45 , 46 , 47 , 48 , 52 , 55 ]; children’s well-being (e.g., increased social skills and confidence, improved social connections, and a greater sense of belonging) [ 27 , 28 , 29 , 30 , 31 , 32 ]; and parent’s/family’s health and well-being (e.g., improved healthy eating, greater family interaction, and greater connection to school) [ 27 , 29 , 30 , 31 , 32 , 49 ].

4. Discussion

Through this realist synthesis, we investigated how school gardening improves health and well-being for school-aged children, finding that a combination of mechanisms operates in tandem under different contexts for the success of the school gardening interventions to yield positive outcomes. The impetus of many interventions was to increase fruit and vegetable intake and address the prevention of childhood obesity. Most were conducted at primary schools with participating children in Grades 2 through 6 and were located in high-income countries, including the United States and Australia. The mechanisms ranged from embedding nutrition and garden education in the curriculum to experiential learning, engagement and involvement of family and “authority figures”, and the relevance of cultural context. Types of positive outcomes included increased fruit and vegetable consumption, dietary fiber and vitamins A and C, improved BMI, and improved well-being of children.

The review results in evidence that the benefits of combining nutrition-based and garden-based education are important in improving outcomes, particularly with attitudes and behaviors toward fruit and vegetable consumption. This suggests that classroom-based lessons may be enhanced through practical and garden-based lessons. For example, in the How do you grow? How does your garden grow? intervention, the curriculum encompassed a variety of topics in relation to health and well-being, reinforced through ‘hands-on’ exposure to gardening activities [ 25 , 26 ]. Similarly, the Nutrition in the Garden program integrated nutrition education into the curriculum, with particular emphasis on a practical application involving comprehensive gardening and cooking activities [ 50 , 51 ]. In addition, findings from Berezowitz et al. (2015), through a review of school garden studies, conclude that garden-based learning may favorably affect fruit and vegetable consumption but also positively impacts academic performance [ 11 ]. Similarly, experiential learning strategies have proved useful in improving children’s knowledge, attitudes, and behaviors toward eating more healthily, including those in school garden settings [ 18 ]. Schools, therefore, have significant potential to create garden spaces for enabling experiential experiences linked to the curriculum, leading to enhanced learning and improved health and well-being outcomes.

Family involvement in school gardening initiatives was at the center of impacting positive health and well-being outcomes, demonstrated across several interventions, with mechanisms working at multiple levels. Previous research reports that family involvement helps change eating behaviors in school-aged children [ 14 ]. Consistent with the “bioecological theory” and “primary socialization theory”, a child’s development is collectively impacted by numerous proximal (e.g., parents, peers, community) and distal (e.g., cultural norms, laws, customs) influences and their complex interdependencies [ 60 ]. Accordingly, the importance of parents in promulgating healthy nutrition behaviors in children cannot be underestimated. Garnering the cooperation/participation of as many parents as possible in school-based gardening can be strengthened using volunteering programs and take-home activities, including produce and recipes. These strategies have proven to be effective at meaningfully engaging parents with school-garden-related activities [ 14 ].

Visionary leadership and inspirational role models are integral to school-based gardening interventions leading to health and well-being outcomes. Strong engagement between students and “authority figures”, including school teachers, school principals, and external experts, has consistently been shown to be associated with positive health and well-being outcomes. For example, Growing Schools and The Gloucestershire Food Strategy identified clear leadership and vision from the head teacher as critical for initiating change [ 33 ]. Findings from the Royal Horticultural Society Campaign for School Gardening indicate how the willingness of teachers to engage with the intervention may be important towards a greater intake of fruit and vegetables [ 35 ]. In addition, Viola (2006) identified how support from the school principal is key in the Outreach School Garden Project, leading to improved nutrition knowledge and skills [ 28 ]. More recently, Mann et al. (2022) synthesized evidence of nature-specific outdoor learning outside of the classroom on school children’s learning and development and suggested that all teacher training efforts should include skill development activities pertaining to this type of pedagogical approach [ 61 ]. Integration of ideas such as these is important as teachers are often highly influential during childhood education and development, as indicated above.

Considering the increasingly diverse societies we dwell in, it is no surprise that many made a conscious effort to accommodate the varying cultural needs in their interventions. For instance, culturally-tailored components, together with experiential learning, were central to the LA Sprouts program, leading to many potentially beneficial outcomes, including changed behaviors and preferences towards dietary fiber, fruit, and vegetables for children of Hispanic/Latino heritage [ 44 , 45 , 46 , 47 , 48 ]. Similarly, Ornelas and colleagues (2021) reported the importance of drawing on cultural strengths and traditional practices in addressing childhood obesity through school gardening, specifically for American Indian communities [ 62 ]. Therefore, cultural aspects and/or ethnic diversity would be an important consideration in the design of school gardening programs to ensure potential health and well-being outcomes are culturally sensitive and sustainable.

This realist review highlights that several key elements and numerous permutations of context and mechanisms work mutually, leading to positive health and well-being outcomes in school-aged children that may be observed collectively ( Figure 2 ; Table 1 ). The synthesis demonstrates the potential for change when important contextual and mechanistic elements are drawn from a range of successful interventions that may be incorporated into current or proposed school gardening programs. This provides guidance in conjunction with published systematic and meta-analysis reporting on school gardening interventions. This also provides a template for consideration in designing new school gardening interventions or enabling adjustment and inclusion of additional elements to current interventions.

Context, mechanism, and outcome synthesis of school gardening interventions.

To the best of our knowledge, this is the first time a systematic realist synthesis with the accompanying use of program theory has been applied to school gardening interventions. The strength of this approach lies in using high-level research-based evidence through the identification of systematic and meta-analysis reviews. This informed identification of pertinent peer-reviewed primary articles with positive health and well-being outcomes and subsequent identification of school gardening interventions. This approach enabled the identification of evidence associated with school-based gardening interventions as previously identified and reviewed, allowing a comparison of our findings with the existing literature. Data extraction and TIDier checklist methodologies enabled holistic assessment of individual school gardening interventions, supporting robust configuration of context, mechanism, and outcomes and subsequent realist synthesis.

Notwithstanding the potential for positive outcomes that result from school gardens, it is important to note that the generalizability of the results from these interventions may be limited to high-income countries as most of the programs were based in Australia, the United Kingdom, and America. In addition, while a number of programs were based in areas of socio-economic disadvantage, addressing particular health inequities affecting low-income, under-resourced, and/or specific ethnic groups, including a focus on childhood obesity prevention, the results may not be entirely generalizable and transferable to other settings, either in other high-income countries or low-income countries.

5. Conclusions

Through this realist synthesis of identified school gardening interventions, we have shown how various mechanism work mutually to support positive health and well-being outcomes of school-aged children in particular contexts, which may assist with future endeavors. School gardening interventions potentially hold strong promise in supporting action toward the prevention of modern public health problems, including food insecurity and childhood obesity, both requiring urgent global attention.

Acknowledgments

The authors wish to thank the University of Tasmania library staff for assistance with literature search strategies.

Supplementary Materials

The following supporting information can be downloaded at: https://www.mdpi.com/article/10.3390/nu15051190/s1 , Table S1: Identification of school gardening articles with positive health and well-being outcomes; Table S2: Summary of school gardening interventions.

Funding Statement

This research was funded by a National Health & Medical Research Council (NHMRC) grant (#113672) as part of the CAPITOL Project. The study funder had no role in the study design, collection, analysis, or interpretation of the data, in writing the report, or in the decision to submit the article for publication. The contents of this article are the responsibility of the authors and do not reflect the views of the NHMRC.

Author Contributions

Conceptualization, R.H., K.D.K.A., T.P.H., S.J. and A.P.H.; methodology, R.H., K.D.K.A. and T.P.H.; formal analysis, T.P.H., K.A.E.P. and K.D.K.A.; investigation, R.H., K.D.K.A., T.P.H. and A.P.H.; resources, K.A.E.P., K.D.K.A., R.H., N.M.B. and A.P.H.; data curation, T.P.H. and K.D.K.A.; writing—original draft preparation, T.P.H.; writing—review and editing, K.D.K.A., L.D., R.H., S.J., S.M., R.S., K.A.E.P., N.M.B. and A.P.H.; project administration, R.H., N.M.B. and A.P.H.; funding acquisition, K.A.E.P., K.D.K.A., R.H., N.M.B. and A.P.H. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Let It Grow

• Posted July 31, 2018
• By Leah Shafer

Amid the litany of education reforms that emphasize innovation and new methods, school gardens stand out as a low-tech change. In an era where kids' lives are more sedentary, and where childhood obesity has risen  dramatically, gardens support and encourage healthful eating as a key component of children's physical wellbeing, which can aid their academic and social success, too. And as the consequences of food deserts and poor nutrition on life outcomes become starker, advocates say that school gardens can act as a counterweight — an outdoor respite for children growing up in environments that can be otherwise unsafe or barren.

Where cries of "Eat your broccoli!" and "Haven't you had enough sugar?" fall flat, how exactly can school gardens prompt healthier eating habits — and what are the best practices for establishing one?

Good Nutrition: What Works, and What Gets In the Way

We know that increased access to healthful food can improve diet and health. Studies have found that multiple supermarkets within a one mile radius of a person’s home is correlated with a significantly higher consumption of fruits and vegetables, and that greater access to produce, lower produce prices, and higher fast-food prices are related to lower BMI , especially among low-income teenagers.

Changing eating habits goes beyond questions of access. If children aren’t used to trying new foods, they just won’t do it. Cooking nutritious food is also a learned skill, and one that many kids and teens haven’t acquired. And many people are drawn to family dishes, regardless of their nutritional value, because of the emotional connection they have with those foods.

“In far too many schools around the country, nutrition education looks like an authority figure standing at the front of the classroom pointing at a government poster on the wall." — Curt Ellis, CEO of FoodCorps

Schools can — and many argue should — play a critical role in shifting children’s perceptions of food and enhancing access to healthful foods. “Every time kids set foot in the cafeteria, they are absorbing messages about food and what a healthy meal should look like,” says Bettina Elias Siegal , an expert on children and food policy.

But the way schools traditionally teach nutrition isn’t working. “In far too many schools around the country, nutrition education looks like an authority figure standing at the front of the classroom pointing at a government poster on the wall. And that has been true for generations, and it has not driven the kind of healthy eating culture that our children need to succeed in school and in life,” says Curt Ellis, the CEO of FoodCorps . His organization has placed service members at 350 schools across the country to deliver gardening and cooking lessons and encourage a school-wide culture of health and nutrition.

“Just as we have learned that rote memorization is no longer the right way to teach kids math or English skills, the same is true with nutrition education,” Ellis says.

The Benefits of School Gardens

School gardens provide students with a real-time look at how food is grown. There are different models for how these gardens work, but in many, children of different ages have regular lessons in the garden, learning how to grow, harvest, and prepare a variety of fruits and vegetables.

Several students have shown that gardens can be key in shifting children’s nutritional practices:

• A 2017 evaluation of FoodCorps conducted by the Tisch Center for Food, Education, and Policy at Teachers College, Columbia University found that in schools that provide frequent, high-quality opportunities for hands-on nutrition learning, students eat up to three times more fruits and vegetables at school lunch — regardless of whether or not that food was grown in the garden.
• The effects extend outside the school day, too. A 2018 randomized control study by Nancy Wells at Cornell University found that children whose schools provided regular school garden lessons had more access to low-fat vegetables and fruit at home than children without that curricula.

Why do gardens have such an impact on children’s eating habits?

• Unlike lectures or worksheets on healthful practices, gardens provide an experiential, hands-on learning environment , “where kids get the chance to smell the leaves of the tomato plant and eat carrots with the dirt still on,” says Ellis. Working in a garden is a real-world activity; it engages students and encourages them to explore and reason independently.
• While most children receive only 3.4 hours of nutrition education a year, maintaining a school garden necessitates that nutrition lessons become a consistent, built-in part of students’ educational experience , says Eva Ringstrom, director of impact at FoodCorps. Research has shown that it takes between 35 and 50 hours of nutrition education a year to change kids’ preferences over the long term, she says.
• That repeated exposure can also build the emotional connections to food that are essential to behavior change. When children spend weeks or months growing their food, they feel proud of and connected to it — which is key to trying new dishes with an open mind.

Where Learning Grows

Are you ready to start teaching in the garden?  CitySprouts , which partners with schools around Boston to develop gardens as teaching tools, offers  lessons in science, math, storytelling, art, and nutrition,  for preK through middle-school. The Collective School Garden Network , based in California and Arizona, offers comprehensive resources  and a curriculum database , to help you justify, build, and learn in a school garden.  

Best Practices for Schools

For educators considering planting the seeds of a gardening program at their school this year, Ellis, Ringstrom, and Siegel offer best practices on fostering a community of health and wellness.

• Focus on skill development — and connect it to the cafeteria, the supermarket, and home. Changing how students eat requires more than providing access to fresh foods and shifting students’ preferences. Many students need to be taught how to inspect fruit and vegetables for freshness, or how to wash and cook them. Others need help learning how to hold a lunch tray in one hand and use salad tongs with the other. Make sure your nutritional program extends from the garden to the cafeteria, to the supermarket, and to the kitchen at home.  
• Integrate the garden into other classroom lessons. Many school gardens are run by a single teacher or volunteer, but the whole school can get involved, too. Students can make predictions and conduct experiments in the garden during science, plot out the dimensions of the garden in math, or learn about the history and politics of food access in social studies, for example.
• Make your approach culturally relevant and place-based. Says Ellis, “If we are doing a FoodCorps program in a largely indigenous community in the Southwest, our approach to food and food culture is going to look different from our work in the Mississippi Delta, which is different from rural Iowa.” The climate and traditions of your local community can — and should — matter when it comes to growing food.
• Don’t provide unhealthful food. Every way in which students interact with food at their school is a lesson on what should be part of their daily diet. When schools host near-constant fundraisers with cookies and cupcakes, or the cafeteria sells à la carte processed, “copy cat” junk food, it undermines the lessons of the garden program.
• Foster a mindset of exploration. Eating healthfully requires kids to be open to trying new foods. Encourage students to taste vegetables from the garden multiple ways. Remind them that liking a new food takes time — and that the same food can taste differently depending on how it's cooked. In the cafeteria, offer “tasting stations” that allow students to try different vegetables before they decide which one they’ll put on their tray.

Tips to Encourage Healthy Eating

From taste tests to iPad surveys to letting students pick the menu — here are the strategies that school nutrition experts use  to get kids to try new foods. And watch the video for a fun 30-second summary.

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How to start a school garden: your complete guide, from striking your garden committee to hosting a school-wide ‘dig day’, learn how to start a school garden for education, eating, and fun..

WHERE TO START DETERMINING GOALS LOCATING YOUR GARDEN PLANNING AND DESIGN SAMPLE DESIGNS MATERIALS NEEDED FUNDING SOURCES CASE STUDIES

With more and more gardens popping up across the continent, many parents and teachers are asking themselves what all the fuss is about. Are school gardens becoming an essential fixture in the schoolyard just like jungle gyms and swing sets? And if so, why?

It’s no secret that gardens provide many benefits over and above the fresh produce. There are some excellent reasons why more and more schools are taking the plunge.

Benefits of School Gardens

1. school gardens help children learn..

Gardening is the study of life. The simple act of caring for living soil and plants gives children a foundation for understanding the principles of birth, growth, maturity, death, competition, cooperation and many other lessons that transfer to human lives. In a school garden, children experience these lessons ‘hands on’ through a learning method that is rich and inclusive to varied learning abilities. The results teachers see every day are now supported by science: school gardens can help our children learn better, both academically and emotionally. For more information, read School Gardens: Can They Make Our Children Smarter?

2. Gardening together strengthens ties between school and community.

School gardening programs offer opportunities for community members to get involved, reducing the social isolation of seniors with skills to share and connecting children to older generations. They also help connect schools to local businesses and groups when they request sponsorship or volunteer assistance.

3. Getting their hands dirty helps connect children with nature.

Children who garden get a close-up look at natural processes and the living organisms that thrive in these environments. By learning to care for a living, breathing ecosystem, children develop an understanding of nature’s importance in their lives and the lives of other beings. This fosters a culture of environmental stewardship.

4. Gardening strengthens children’s immune systems.

There’s more and more evidence that getting dirty exposes us to a variety of microbes that can fortify our health and balance our immune systems against our overly sterilized world. This is particularly true for children who benefit from reduced allergies and asthma when exposed early in life to dirt and the outdoors. The vitamin D they absorb when gardening doesn’t hurt, either!

5. Working in a school garden helps children stay active, reducing obesity.

Teachers across the country agree: when children garden, they move their bodies more than when passively listening in a classroom. Jumping, bending, lifting, and stretching all take place during a typical gardening session.

6. Gardening moderates moods and eases anxiety.

There’s some evidence that exposure to the beneficial microbes in soil can help regulate the neurotransmitters affecting our brain’s emotional state. A whole practice involving exposing yourself to green spaces to lift the mood has even emerged globally, with convincing results. But gardens are more than just another green space: they’re hands-on, outdoor classrooms that teach children self-regulation and mindfulness —both of which have been shown to decrease anxiety and depression.

7. Children who garden at school develop empathy and practice risk.

Teachers who garden with their students notice increased empathy towards other students and the organisms living in their school patch. That’s because tending to a ‘bug hotel’ or watching birds and earthworms thrive in the garden helps children understand the interdependency of nature. A garden also provides the perfect place for children to learn about boundaries and responsibility by practicing new activities in a safe space. Using a paring knife, trying out a hammer, or balancing on the edge of a raised bed are all ways for children to test their edges and learn new skills in a supportive environment.

8. Teaching and food gardens improve children’s diets.

Academics and journalists agree: children who garden eat more fresh vegetables. This extends beyond what they nibble on during classroom gardening time. Apparently just having a garden at school increases their intake of vegetables at home . And that’s good news for parents, teachers, and kids.

Whatever your reasons for wanting to start a school garden, the benefits are many. (Special thanks to The Classroom Gardener for sharing their expertise on school garden benefits.) So how can you help a garden come to your school?

Where to Start

Getting your garden from idea to harvest is a journey with many steps. Luckily many others have travelled this road before. The following list includes five key steps recommended by teachers and parents with experience operating successful gardens. If you’ve already completed your design and are looking for materials to order, visit our school garden site for more information about Raised Garden Beds , Planters , Rain Barrels , Composters , watering items and gardening supplies .

1. Form a Garden Committee

While it might only take a single motivated educator to start a school garden, forming a committee early in the process will give your garden longevity and help prevent burnout for any one member.

A garden committee makes decisions about how a school’s garden will look, what it will be used for, and how it will operate. The committee may start as primarily a planning body that later morphs into an operational committee, or it may simply offer direction for a garden coordinator. Whatever model you choose, the committee should ideally consist of 5-10 members representing the following areas:

• Your school’s administration
• Teaching staff
• Community volunteers

If your school garden will support your school cafeteria or another nearby food program, it’s a good idea to include a representative from your school’s food service department as well. The more diversity you can achieve, the better representation you will have and the better the end results.

Aim to find committee members with a passion for the project, along with a broad range of skills. Duties might include:

You can structure your garden committee like a regular board with a chairperson to organize meetings and communicate details, or opt for something more informal. Either way, be sure your school’s administration is involved and informed. Getting parents involved from the beginning also helps families take more ownership down the road.

Parents and children help out at Fletcher Elementary School’s “Dig Day.” Photo: Healthy Planet US.

2. Determine Goals for Your Garden

Once you have your committee in place, determining goals for your garden is an important next step. Schools build gardens for different reasons. Here are some common goals and objectives.

To provide outdoor, hands-on learning. The classic teaching garden helps teachers provide their students with real-life learning. The hands-on environment compliments lessons about plant and insect life cycles, along with experiential activities like building a bug hotel, …Art, math, English, and social studies: all these lessons can find a home in the teaching garden.

To cultivate food for school programs. Some schools use school gardens to augment their school lunch or food services programs. Fresh greens, tomatoes, cucumbers, and more can all end up in the kitchen or in the school cafeteria salad bar.

To send fresh fruits and vegetables home with students. In some locations , children don’t have access to fresh produce or lack the resources at home to afford them. Schools gardens can provide the chance to experience vine-ripened goodness while meeting the goals of the curriculum.

To reduce school-generated food waste. Adding a composting system to a school garden helps teach children about the decomposition process and eliminating food waste. Many schools even encourage teachers and students to bring compostables from home to really get the process going.

To provide a therapeutic space for children and young adults. Gardens are peaceful, healing spaces where many can find rest and respite from the world around them. Many therapeutic programs feature gardens for their healing abilities.

Identifying the primary and secondary goals for your garden will help you determine what size and style of garden you need. Once you have a sense of your garden’s direction, consider the following questions to further hone your vision:

• Who will use the garden? Which grade levels will spend time in the garden? How will they use the space? Some schools assign one bed for each class to tend, while others share the beds over multiple classrooms.
• How often will students use the garden? Biological processes are always taking place in the garden—not just during planting and harvest time. Aim to have children visit the garden weekly during your gardening season and less frequently when things are dormant. Even when things appear to be sleeping, there are still lessons to learn. Regular visits will help children develop a connection with the space.
• Who will be responsible for scheduling? Someone on your garden’s committee, usually a teacher, will need to oversee the timing of classroom visits. Too many children in the garden at once can take pleasure out of the experience.
• Who else is needed to accomplish your goals? If your plan is to provide the school cafeteria with fresh vegetables for part of the year, you’ll need to plan your activities around local seed and harvest times. Consult local experts through your neighbourhood nursery or extension office to get information right for your climate and soil conditions.

3. Find Your Site

Now that you know the main purposes for your garden, review available sites and determine which one is right for your needs. Along the way, consider the following questions.

How much space do you need to meet your goals? How many beds do you plan to install to produce food for your school’s needs? What is the best way to divide that space into beds? What other items (compost bin, tool shed, potting tables or benches, trellises , etc.) do you need? The answers to these questions will help you design the configuration of your beds and how much space you need to contain them.

Is there enough sun? Direct exposure to sunlight is one of the most important needs your garden will have. While salad greens need about 4 hours of sunlight each day, your site will ideally have 7-8 hours of sunlight to accommodate the broadest range of fruits and vegetables. If you’re unsure how much light your site gets, use a sunlight calculator to be sure.

Where is your water access? Your site should ideally be no more than one hose length away from the nearest faucet or standpipe. If you plan to install in-ground irrigation, the distance away from your water source will affect the pressure needed to get water to your site.

What type of beds will you use? While a traditional in-ground garden is the simplest to install, it requires that good quality soil be available onsite. You can order additional soil or well-seasoned compost to augment what’s there, but there should be something to start with. Benefits of in-ground gardens include flexibility, good moisture retention, and the ability to add cold frames or hoop houses as needed to extend the growing season.

Raised beds are commonly used in school gardens because they make weed control easy and are accessible for all ages and abilities . They also come in a variety of heights, widths, and lengths . In most cases, use beds 3 or 4 feet wide so that children can reach the center of the bed without standing on the soil.

Raised garden boxes generally have no bottoms and sit directly on the soil. This is the ideal set-up. However, if you must install your beds on concrete , consider purchasing beds with integrated bases and increasing the height of your garden to at least 18 inches. Taller beds will give you more versatility in terms of what plants you can grow. Any garden beds that have bottoms fitted to them must be designed to ensure good drainage.

Many schools also use horse troughs, either alone or in conjunction with other raised beds.

Can you go vertical? Schools wanting to get the most out of their space often add vertical elements. This includes trellises on raised garden beds, wall pockets of varying sizes hanging on fences or walls, and stacked garden towers in a central, accessible location. Just be sure to place vertical elements so they don’t shade any beds behind them (e.g. place them south of shorter beds if you’re located in the northern hemisphere).

What type of soil is on site? The key to successful gardening is building and maintaining heathy soil. Starting with healthy, living soil gives your garden the nutrients it needs to thrive. And while you can add fertilizer before planting, healthy soil is more than just nutrients. The best soil structure is fluffy, lightly textured, and full of organic matter that’s continually breaking down. It provides enough air pockets for roots to infiltrate and water to travel.

If there is dirt available on site, conduct a soil test to find out what nutrients you can add. Performing a simple squeeze test will help you further evaluate your soil’s tilth and organic matter content.

If, like most soils, yours needs help, the best sources of organic nutrients are finished compost and well-rotted manure (at least two years old). Both of these can augment whatever soil is available on site for a winning combination of nutrients plus organic matter.

Is the site secure? In most locations, gardens must be fenced to keep out animal pests and little feet looking for short cuts at recess. Factor your need for a fence into your initial site considerations. Is there a location close to an existing fence that could help reduce your expenses for full perimeter fencing?

Even if you don’t have much foot traffic or pests in the vicinity, consider securing your garden with a fence to deter human mischief. Locating your garden in a well-lit area with neighbors nearby is another way to discourage nighttime visitors.

School gardens that include pollinator favorites attract beneficial insects.

4. Plan and Design Your Site

Working with a garden or landscape designer is often beyond the reach of schools sticking to a bare bones budget, yet it can also be a way to save costs in the long term.

To begin, talk with other schools in your district that already have successful gardens and ask who helped them with their design. If your garden will be small—just a few beds—the main question you’ll need to answer is where to locate those beds and how to place them (see above). For larger gardens, there are other important considerations.

Consider the following elements as you begin the design process. Which ones would complement your garden? Which ones would support your teaching goals?

Bring a checklist to your first garden design meeting.

Once you have an idea of the elements you want in your garden, you can start to cost out what’s possible for your space. Here are three garden designs showing a variety of possibilities.

Sample Designs

Starter teaching garden.

If your primary goal is providing a hands-on learning opportunity, a basic teaching garden can consist of a few simple beds targeting crops that produce during the school year. This low-cost design features raised beds planted with vegetables, along with a small pollinator garden or insectary that can double as a cut flower garden. Including flowering plants in your design increases the learning opportunities for your garden as a whole.

A basic teaching garden includes a mix of fruits, vegetables, and flowers.

Materials: 4 x 8 raised garden beds (4) 4 x 4 raised garden beds (2) raised bed climbing trellis (2) mixed vegetable and flower seeds

• winter squash
• nasturtiums

Shrubs/perennials:

• strawberries
• blanket flower
• asters/sedum

School Food Garden

For a larger school whose goals include in-season food production for a cafeteria or food service program, the following design includes a variety of vegetables, flowers, and fruit:

Materials: 4 x 8’ raised beds (12) 3.5’ x 4.5’ hexagonal raised bed (1) 1 compost bin 1 tool shed 1 in-ground pumpkin patch mixed vegetables, flowers, and shrubs as noted above, plus:

• raspberries

A larger food garden includes space for vining squash, fruiting shrubs, and tomatoes.

Primary Sensory Garden

Thematic gardens are a great way to connect children with nature using an unconventional angle. This sensory garden targets children in the primary grades by engaging their senses of touch, smell, sight, and taste. The specific selection of plants in a variety of textures encourages handling, and in some cases, eating.

• 3’ x 6’ L-shaped raised beds
• 3.5’ x 4.5’ hexagonal bed
• Taste : Basil, parsley, chives, rosemary, lettuce, strawberries
• Smell : Lavender, thyme, anise hyssop , lemon balm
• Sight : Nasturtiums, speckled lettuces, purple curly kale
• Touch : Succulents, red flowering sedum, purple sage

An elementary sensory garden offers plants that encourage hands-on exploring.

5. Consider Materials

With your new design in hand, consider what materials students and educators will need to make the most of your garden. This includes thinking about both the building and operational phases.

Recycled Plastic or Wood? If your garden will contain raised garden beds , what will those be made from? Although treated wood lasts longer where wood is concerned, it is coated in chemicals that can leach into the soil and get taken up by plants. Recycled plastic beds are made of solid HDPE plastic which is safe for gardening, will not rot or degrade, and is very durable. These beds are heavy and expensive. However, they are worth the cost since they are so long lasting. Cedar beds are beautiful and rot resistant when compared to other woods, and some even come with a natural, silica-based treatment that is safe and non-toxic. For those that don’t, the application of eco-wood treatment (also safe and non-toxic treatment) will improve longevity when applied to the inside of the beds. Other less expensive species of wood can be used, of course, which might not last as long as cedar. Ask your local lumberyard about options they recommend.”

• Cedar vs. Recycled Plastic vs. Composite Raised Garden Beds

Soil As noted above, soil is best amended by compost and organic, well-aged manure. But what if there’s no soil on hand to fill your beds? Purchasing good garden soil requires research. Often “topsoil” may appear healthy, but on closer inspection it consists of low quality dirt and sand. Talk to local suppliers about their sources, specifying that you want to grow vegetables. Many municipalities now offer compost for sale from local landfills or industrial composting facilities. Avoid anything that isn’t processed under high heat, because it may contain weed seeds.

• Raised Beds: Preparing Your Garden Beds for Spring
• 3 Useful Soil Mixes for Planters and Raised Beds
• How to Build and Nourish Healthy Garden Soil

Fertilizers Chemical fertilizers may give plants a quick fix, but they have been shown to deplete soil over the long term. Instead, feed your plants and your soil at the same time with an all-purpose organic fertilizer . You will need half a pound for each 10 square feet of soil. Perennial plants and shrubs will have other, more specialized requirements. You can also grow a cover crop chosen for your climactic area to add nutrients to the soil. Talk to your local nursery or seed supplier for more information.

• Up, Down, All Around: A Simple Way to Understand Fertilizers

Irrigation As noted above, different irrigation systems are available to suit different garden designs. While drip irrigation is ideal for some set-ups, it can also be expensive and require some ongoing maintenance. Using soaker hoses or hand watering are viable options, depending on the size and configuration of your beds. You can also set up rainwater catchment systems using rain barrels to store water during the rainy season.

• Drip Irrigation vs. Soaker Hoses: Which is Better for Your Garden?
• Tips for Installing a Rainwater Collection System

Tools Since most gardens are designed for one class to visit at a time, the number of tools will usually reflect the average class size at your school. The following list of materials was adapted from the Healthy Planet Foundation’s basic supply list for a schoolyard garden.

Watering can (3) Hand trowels (25-30) Round shovel (2) Flat shovel (2) Garden hoe (2) Digging fork (2) Drinking water safe hose (1) Garden twine (1 200ft roll) Gardening gloves (25-30) Plant labels (50) 1 wheelbarrow 1 spray nozzle

Fencing As noted above, school gardens benefit from a secure fence. Wire mesh fencing with wooden or metal posts is usually more cost effective than wooden slat or picket fencing. Choose your preferred material, and then calculate the length needed by measuring around the perimeter. Be sure to add clearance for paths around all sides of each bed. Paths greater than three feet will accommodate a wheelbarrow (allowing you to turn and dump its contents).

Exuberance is a common sight in schoolyard gardens. Photo: Healthy Planet US.

6. Funding and Information Sources

Long before you begin to compile your materials, you’ll need to think about how to raise money for your garden. In most cases, schools apply for grants for start-up costs then manage their gardens through a combination of community donations and volunteer labor.

As you design your garden and build your list of supplies, consider what local sources might be available. Is there a local garden center that will give you a discount on supplies? Can families assist with installation to reduce or eliminate labor costs? Local service groups may also be eager to help through labor or monetary donations.

The following organizations offer funding resources and information for school gardens. Explore those in your catchment area, and then call for more information.

United States American Heart Association : The American Heart Association has a “Teaching Gardens” program for grades one through five. Eligible schools receive materials for planting day, including garden beds, soil, seedlings and plants, along with cooking demonstrations, lesson plans, and a Teaching Garden Toolkit. Big Green : Big Green offers support for low income schools to start or expand a teaching garden. A list of eligible districts is available on their website. Budding Botanist : Each grant recipient will receive a package of tools and educational materials valued at $500 along with a check for $2,500 to spend on the materials needed to install a new or expand an existing school garden Food Corps : Food Corps delivers garden education programs in high-need schools. They help connect children with healthier foods in schools so they can reach their full potential. Grow to Learn : Providing funding for New York school gardens, Grow to Learn also offers free materials and technical help for schools and educators starting or expanding their teaching gardens. KidsGardening : KidsGardening is a leading resource for garden-based educators across the country. They maintain an extensive list of funding programs for school gardens. Slow Food USA : Slow Food USA maintains a list of grants available to schools interested in building or expanding their garden. The site also includes excellent educational and start-up resources. Whole Kids Foundation : The Garden Grant program provides a $2000 grant to support a new or existing edible school garden.

Canada The Classroom Gardener : Serving the Lower Mainland, BC, The Classroom Gardener supports teachers and students with a cross-curricular, on-site school garden learning experience. Evergreen Foundation : Evergreen has compiled an extensive list of gardening grant projects in Canada. Nutrients for Life : Serving specific provinces across Canada, the Learning Garden program offers grants and resources for startup school gardens. Whole Kids Foundation : Created in partnership with FoodCorps, the garden grant program provides $2000 for new or existing edible garden projects.

Crowdfunding Some schools choose to raise funds through their local community, and because some of the funders listed above require matching funds for their grants, crowdfunding is one way to streamline the work of processing these donations. The following platforms currently offer low-cost options for digital fundraising.

• Gofundme.com : This crowdfunding platform currently doesn’t charge a platform fee. It helps individuals easily set up accounts to handle donations direct from contributors.
• Indiegogo.com : Indiegogo offers a crowdfunding platform to individuals and groups seeking donations, and to start-up businesses and individuals seeking investment in unique ideas.

Case Studies: 3 School Gardens

Teaching garden with benefits.

O’Farrell Charter School, San Diego

For the past two years, children at the O’Farrell Charter School have planted, tended, and harvested fruits and vegetables in their school garden as part of their hands-on science learning. The garden currently includes 10 raised beds and four trees (avocado and tangerine), along with a compost bin. With a primary goal of teaching children, the garden also provides fresh produce for families after the lessons are all done. That’s important, because O’Farrell is an urban school, and some families don’t have access to fresh, affordable fruits and vegetables.

The garden was the brainchild of an educator who received a donation from one of her parents and decided to put it towards a communal growing space. Healthy Planet Foundation provided the balance of funds, and parents and students volunteered their time to dig and assemble the garden during a weekend “Dig Day”. For their participation, students received community service hours.

Today students perform most of the tasks to keep their garden running, while custodial staff maintain the irrigation lines. The school has already purchased four more trees (lime and avocado) to add to their garden, and they have plans to increase production by planting and harvesting more frequently.

Says principal Anne Mathews, “We have butterfly releases that we do in the garden, we look at worms and the life cycle of insects—that’s all done in the garden. A lot of science activities that we do now are outside…and those are things that we couldn’t do before. It introduces a sense of realism to the students because they can touch and look.”

Productive Food Garden and Greenhouse

Windermere High School, Vancouver

With a goal of providing food for the school cafeteria and for a local residence housing low income families, educators and students at Windermere High School started small. After more than three years, the garden has expanded to include 13 raised beds, a 16’ x 20’ greenhouse (partially heated by solar energy), and an industrialized composting system that can process everything from vegetables to bones.

Garden activities are closely linked with the curriculum thanks to support from the nearby university whose students help integrate its operations with provincial learning outcomes. Other partnerships in the community and with local organizations extend these opportunities. The garden’s mason bee condos offer students lessons in insect and life cycle science, while a new aquaponics system capturing nutrient production from fish will tie in with science and social studies curriculum.

School gardens connect children to nature and the community. Photo: Healthy Planet US.

The garden’s coordinator thanks the local community and the garden’s many partners for making the project so successful, noting in a published success story that, “Working in the garden has provided an avenue for the cross-grade interaction of students at our school. A strong sense of community has developed as is evidenced by the large number of students participating throughout the summer.”

Elementary Garden to Table Program

Traverse Heights Elementary School, Traverse City

Through a partnership with Michigan State University Extension, parents, students, and teachers at Traverse Heights have created a garden where students learn about agriculture and healthy eating in a hands-on way. The school garden has been in place for seven years and currently features 17 raised beds, an outdoor hoop house, and an indoor greenhouse.

In addition to learning about food systems and nutrition, the children at Traverse Heights enjoy lessons in science, language arts, and math in their school garden. Their ‘home-grown’ produce makes its way into the school cafeteria.

Another partnership, this one with FoodCorps , leads to regular taste tests at the school where children try healthy ingredients in new and exciting ways.

Wherever your school is located, a garden can offer hands-on learning that connects children to nature, their food, and one another. Gardens give educators the chance to link lessons to real life, in a context that children can understand. For more information, visit us at learn.eartheasy.com to explore our articles about growing and thriving together.

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Homesteading & Sustainability

10 Best Resources for School Garden Lesson Plans

Author: Kimina Jamison // Last updated on April 13, 2020 5 Comments

School gardens are a wonderful way to build a connection between students and the outdoors all while covering necessary subjects in a hands-on environment. A difficult part of running a school garden is finding lessons to follow for the appropriate age group. Many organizations and schools have compiled free lesson plans and resources to help school gardens succeed. Many of these lessons align with STEM or other standards-based requirements, making them more practical for teachers to use.

That all being said, we’ve compiled a list of 10 of the best resources for school garden lesson plans.

1. School Garden Project

Grades:  First-eighth (curriculum has two tracks: second-fifth and first-eighth)

Classroom Size: 18-36 students but can be adapted for smaller group of 6-10 students

Summary: One curriculum, Science in the Garden , is a set of 10 lessons for grades second-fifth. Example topics include plant parts and functions, garden habitat, and soil composition.

The other curriculum, STEM in the garden, provides a series of subjects for grades first-eighth. There are two units in this curriculum: soil and plant parts. Students get to learn through scientific experimentation, playing games, and making field observations.

Related Post: No Till Gardening: To Till Or Not To Till?

Both curriculums are easy to read and follow and provide all additional printed materials.

Having volunteered with this organization personally, I can ensure that their lessons are well thought out and that kids really like them. Each grade studies a different unit, so each year students get to study something new. This curriculum engages classes through tasting, planting, playing games/activities, and questioning.

Usually, each day starts with an introduction inside the classroom, then students move outside and divide into four to five groups of five to seven kids. Each group of kids rotates through the circuit of activities taught by volunteers or educators. Students spend about 5-10 minutes with each educator, then move to the next activity.

By rotating through activities and teachers, it helps keep the attention of the students. They look forward to these lessons and enjoy their time in and outside the garden.

Find It At School Garden Project

2. Growing Gardens

Grades: K – fifth (curriculum has two tracks: K-second and third-fifth)

Classroom Size: N/A, designed for after-school garden club or summer camp

Summary: The Growing Gardens Youth Grow Lesson Plan Manual provides in-depth information on how to engage with students in the garden in addition to providing eight lesson plans.

Lesson times vary in length; some need 60-120 minutes and others can be completed in five minutes. However, the lessons are in order, so you could easily pull individual ideas from their guide to fit your needs. Some of their fun ideas include making a garden journal, going on a garden scavenger hunt, or playing games such as the “seed packet guessing game”.

Growing Gardens also offers a School Garden Coordinator Certificate training program, which helps build your garden education program at your school/organization. Sessions are held in person in Portland, Oregon over the course of a week and include visits to nearby garden sites.

Find It At Growing Gardens

3. Urban Harvest

Grades: Pre-K – eighth

Summary: If you’re looking for resources on creating your own lesson plans, check out the Curriculum and Resources page on Urban Harvest’s website . If you follow the Curriculum Garden Resources link, you’ll see a nice compilation of books on school gardening. Some examples are “The Growing Classroom” (Gr second-sixth), “Sowing the Seeds of Wonder” (Pre-K), and “Math in the Garden” (Gr K-eighth). To keep costs low, check to see if any of these can be found at your local library.

Find It At Urban Harvest

4. University Of Georgia Extension

Grades: K – eighth

Summary: Lessons are arranged by grade level. Each lesson is sorted under subjects covered such as earth science, life science, physical science, and more. Most lessons are aligned with Georgia Performance Standards, making it easier for teachers to use these lessons .

Some of the plans list exactly which standards are being covered. Underneath the curriculum provided, there are additional resources for lesson plans including a bilingual Spanish-English/English-Spanish garden dictionary for elementary school students.

Find It At University Of Georgia Extension

5. Growing Gardeners

Grades: Pre-K through fifth

Classroom Size: Can be used for whole classroom or smaller groups

Summary: These lessons correlate with North Carolina Standard Course of study and are very easy to use. They focus on connecting students to their food by learning how it grows and where it comes from.

Find It At Growing Gardeners

6. Kids Gardening

Grades: Pre-K-12th

Summary: Kids Gardening provides lesson plans for subjects on nutrition, pollinators and wildlife, soils and environment, plant science, and arts and culture. Each lesson specifies an age group and fully utilizes the garden as an outdoor classroom.

Find It At Kids Gardening

7. Learn About AG

Age Range: K-12th

Summary: Learn about Ag presents their individual lessons on a searchable table allowing educators to search lesson plans by grade, subject, or standards. Some of their creative lessons include tomato trivia, red imported fire ants, edible plant parts, and a garden plot: The tale of Peter Rabbit.

Find It At Learn About AG

8. Cornell University

Grades : second – eighth

Summary: Cornell Garden-Based Learning offers short, stand-alone lessons called Activities, or alternatively, longer-term assignments found under Curricula, which can be taught in  multiple sessions . All lessons seem adaptable and vary in length.

While these lessons could be used during school hours, most lessons seem more appropriate for garden clubs or summer camps. Some fun topics include drying flowers, making catnip sachets, and making plant dyes.

Find It At Cornell University

9. Whole Kids Foundation And American Heart Association

Grades: Pre-K – fifth grade

Summary: This guide includes indoor and outdoor lesson plans on a plenitude of subjects including gardening and botany, nutrition, consumer education, and agriculture. Each lesson follows the same format: description, background, materials, preparation, activity, tying it together, national standards, etc. This makes it extremely easy for anyone to pick it up and follow along. Even if you don’t have an outdoor garden, you can still complete some of the indoor activities with your class.

Find It At Whole Kids Foundation And American Heart Association

10. Edible School Yard

Grades: sixth-eighth

Summary: Edible School Yard focuses on middle school education and offers both garden and kitchen lessons. They provide fall and spring rotations that occur in sequence. Again, you could use some of the lessons individually, depending on the time you have.

The sixth-grade lessons set a foundation for garden and kitchen classes including an orientation to the garden and kitchen, how to respect the garden, and lessons on water, decomposition, and bees, for example.

Related Post: Pollinators

During the seventh grade, students build upon this foundation and delve into a series on corn (how to cook with it and it’s importance to the world) as well as how to use a microscope, and a lesson all about our food system.

Lastly in the eighth grade, students delve even further by testing the pH levels of soil, talking about environmental impacts of food choices, and talking about justice and labor relating to agriculture.

This is a really great choice for middle school appropriate lessons and offers a great hands-on experience in both the kitchen and the garden.

Find It At Edible School Yard

About Kimina Jamison

Kimina lives in Austin, Texas. Loving all things food, she spends her time working on farms, baking and cooking vegan food, and supporting the community in providing access to local healthy food.

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September 18, 2021 at 8:44 pm

I teach vocational skills to young adults with special needs. Right now, we are discussing and using hands on skills needed to be a landscaper and/or gardener. Do you have a website and reference that I can check out that would benefit my students?

October 28, 2021 at 10:02 pm

Eileen, I can’t think of any specific recommendations, but I’ll be sure to let you know if I stumble across any. Maybe there’s another insteader that can help you out… Good luck on your search!

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• Essay on Gardening

Gardening Essay

Gardening is indeed a favourite pastime for us. With our busy and concrete lifestyle, gardening is the only way that keeps us connected to mother nature. Gardening gives us immense joy, as we can see the shrubs and the flowers growing right from their tender stage till it completely shoots and lush into their green life. This literally gives us a sense of mortality which the living creatures have on this planet.

Gardening keeps our daily life fresh, watering the plants, nurturing them, cleaning them all gives us a sense of freshness and calmness in our mind.

Essay on Gardening for Students

In this essay on gardening, the gardening paragraph has been described in detail. A garden can be defined as a piece of property that is structured near or around our house. Different kinds of trees, beautiful flowers, fruits, vegetables, and so on are cultivated. 

People are fond of grooming many types of gardens. A flower garden which consists of varieties of beautifully scented flowers, a fruit garden that holds nutritious fruits, a vegetable garden is very much loved by the households as they bear healthy vegetables which are then cooked and included in their meal are the best examples. Apart from these, botanical gardens and medicinal herb gardens that cure diseases are also included in the hobby.

We love to grow fruit or vegetable gardens near our homes, as this gives us the opportunity to savour the fruit of our hard work in real. These kinds of gardens are known as gardens of the kitchen. Colleges have their own gardens in order to work as a learning lad for the students. Gardening gives us an insight into some of the best practices of the same.

Gardening as a Hobby Essay

Gardens are a good and enjoyable pastime. Enjoying in the fenced lap of nature is something which would seem artificial to the common people but quite peaceful to the city people as they are busy in the other parts of their life, hustling to get something, but gardening helps them to re-start fresh their mornings or evenings. The garden is surrounded by a fence to protect them from stray animals like dogs, cats, or cows. Usually, these fences are made of wood or bamboo.

The garden is designed into splits, the splits are the various parts. All the sections split into flower beds. While every bed is surrounded by an earthen uplift. For these flower crops, fruit trees, vegetables, and medicinal herbs, some parts are intended to be cared for.

In different seasons, people also plant seasonal vegetables. Pumpkin, gourd, lettuce, bitter gourd, garlic, tomato, potato, brinjal, bean, pea, cabbage, turnip, cauliflower, radish, carrots, chilies, and other vegetables. While, among fruit trees apples, chikoos, oranges, plums, etc. In addition to this people also grows climbers and creepers to decorate their garden. Among these includes a money plant, various shrubs. All of these come under the kingdom of plants.

How to Take Care of Plants Essay

People root the grasses, prepare the beds, sow the seeds, plant the trees, and water the crops on a routine basis. People work in their gardens both during the morning and evening, they keep their garden neat and tidy.

We must love and nurture the gardens as well. We must keep in mind to take care of the insect crops in the garden. For these crops, insects can be dangerous. On the crops, flowers, and fruit crops, insects lay eggs, thus we need to sprinkle insecticides that can destroy these eggs. In the soil as well, lime should be occasionally blended to kill the germs and the bacteria that breed in it. This helps the soil’s fertility to improve.

If we attempt to write any 5 Simple Sentences about Garden it can be as follows:

Gardening refines the mood and calms the life of the individual practising it.

In the gardens, we grow various flowers, fruits, and vegetables.

We tender and care for the life of these beautiful crops, thus we grow them with utmost love and care.

These plants in our garden purify the air around us, thus making the air healthy which we breathe.

Also, watching greenery is good for our eyesight. Gardening gives us the scope for the same.

Short Essay on Pleasure of Gardening

Gardening gives us pleasure as we watch the plants grow. With our care, love, and nurture we see the plants growing and flowers blooming, this is a sight to cherish, thus we say gardening gives us a sense of pleasure and enjoyment. From our garden we can get fruits, vegetables and flowers, by this we can enjoy our own hard work. We can get healthy fruits, vegetables, and flowers to decorate. Thus, in this manner too, gardening helps us.

If you will take the time to stop and enjoy gardening, you will realize that it can offer you many pleasures. Finding the perfect plant for your garden can even make you feel an essence of accomplishment. If you’ve got enough space in your garden, you can plan a small pond or a recreation spot into your garden, creating a haven for yourself to simply relax and enjoy the beauty of nature. 

If there are certain flowers you like, you can incorporate them into particular places in your garden. Each time you step out you will see those flowers blooming giving you a true feeling of well-being.

Short essay on Gardening in 100 Words

Gardening is a really good practical activity. You can grow your own vegetables and fruits and thereby you can ensure that you have healthy organic food on the table. When you cook vegetables from your garden, you do so knowing that you’re getting the freshest meal. Gardening necessitates learning about different plants that thrive in various conditions and planning the layout of the garden. Achieving all these gives obvious mental happiness and it opens up our mood.

Gardens can provide a healthier diet, a healthier lifestyle, and also financial relief. Gardening is also a great life lesson that is passed on through generations. it is a great learning experience, no matter the age.

Benefits of Gardening

Health Benefits: Regular gardening activities can be really health-promoting. Gardening can help you encourage mindfulness, lower the stress level and improve the quality of life.  

Environment Benefits:   We all know that human activities have had a serious impact on the environment. Plants and trees generate fresher and cleaner air by releasing oxygen after absorbing carbon dioxide, thereby reducing pollutants in the atmosphere. Plants also prevent erosion because roots hold soil in place.

Vegetable Growth:   Vegetable gardening provides us with various benefits. Growing your own vegetables enables you to know what you have used to help the vegetables grow, and not worry about pesticides and other chemical residues that may have been spread around on the vegetables . 

Importance of Garden in Our Life

Gardening may seem like a hobby, while in reality gardening is actually useful and thus essential to us.

Gardening includes physical activity, like - weeding, plant watering, mulching, trellising, and harvesting–all of these involve the gardener’s physical labour input. Therefore, gardening becomes a great booster to our workout routine as well.

Gardening is indeed a very practical activity. We can develop our own vegetables and fruits, which will allow us to have good food on the table.

Aesthetic gardening brings a sense of pleasure to human beings. Ornamental gardening is a real beauty. Furthermore, these flowers that we grow serve as decorative items for most occasions like births, anniversaries, weddings, birthdays, and funerals.

Characteristics of botanic gardens

The following is a list of criteria that may be met in part or whole by any institution that is considered to be a botanic garden:

Open to the public

A fundamental scientific basis for the collections

Adequate documentation of the collections, including the wild origin

Observations of the plants in the collections

Appropriate labelling of the plants

A source of information to other gardens, institutions, and the public

Exchange of seed or other materials with other botanic gardens, arboreta, or research institutions

The undertaking of technical or scientific research on plants in the collections.

Maintenance of research programs in plant taxonomy in associated herbaria.

Tips for writing an essay on gardening

Identify the requirements

Follow the traditional structure of an essay

Start writing early 

Stick to your topic

Use relevant sources 

Don’t forget to pay attention to the conclusion 

Proofread your essay

Gardening is one way to express our love, care, and nurture. Gardening is quite similar to watching and growing an infant. While gardening one can imagine the life cycle of the plant starting from the embryo till the plant shoots up to bear fruits. Gardening gives us immense pleasure and soothes our minds.

FAQs on Essay on Gardening

1. Define a Botanical Garden?

Botanical Garden is a garden which is dedicated to collection, cultivation and they are displayed in a wide range of plants which are labelled with their botanical names.

A botanical garden is also known as the botanic garden, this is a collection of living plants that are designed chiefly to illustrate the relationships which exist among the plant groups. The botanical garden is a type of display garden that concentrates on woody plants like shrubs and trees. Botanical Garden acts as a germplasm collection and helps the development of new hybrids.

2.What Type of Plants is Best for the Garden?

Different types of vegetables which we like to eat are the best plants to grow in the garden. Plant head lettuce, a lettuce cutting mix, cherry tomatoes, cucumbers, and carrots are a good start to this. Most of the plants need space and if you don't let them have their own little piece of territory, there may be hell to pay. You should be realistic with your garden plant ideas by starting simply with a piece of paper, a tape measure, and a ruler to measure up the size of your plot.

3.How can I Design my Garden?

We can give a shape to our garden lawn, we can plan our planting, the paving can be done beautifully in order of distinct levels. Gardening is not very tough, but also not too easy. It needs a perfect combination of hard work and knowledge. The hard work is that you need to do, no one can help you with that. Knowledge is something that can be gained by reading books, blogs, and watching videos. You can start by learning the sunlight and wind exposure of your place, as well as your soil structure and health. You need to decide how you want to use the space within the limits discovered above, and be sure to do some reading on the different flower bed styles and about how you can design them.

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Essay On Gardening – 10 Lines, Short And Long Essay For Children

Key Points To Remember: Essay On Gardening For Lower Primary Classes

10 lines on gardening for kids, a paragraph on gardening for children, short essay on gardening in english for kids, long essay on gardening for children.

Gardening is one of the activities that can help us stay connected to nature, given our hectic and urban lifestyle. We have great joy when we do gardening because we can see the shrubs and flowers develop from their tender stage until they fully shoot and flourish into their green life. This truly makes us aware of how short life on earth is for all living things. Gardening keeps our daily lives fresh; watering, caring for plants and cleaning the plants make us feel calm and refreshed.

Essays can be a great tool to help your kids understand and appreciate gardening. We have this article to help your child with writing. This article contains an essay on gardening for classes 1, 2 and 3.

There are specific points to keep in mind when writing any essay. Given here are a few pointers to guide you with how to write an essay on gardening:

• Essays generally follow a format that includes an introduction, a body, and a conclusion.
• For kids, these essays can be written in the form of a single paragraph or point.
• A good introduction and a strong conclusion are essential for a good essay.
• Include the benefits of gardening.
• Touch upon the healthy changes that gardening offers.

Lower primary kids feel easy in writing points for a particular topic. Here is a 10-line gardening essay for classes 1 and 2:

• Growing, developing, planting, and caring for new plants are all a part of gardening.
• Plants are a fundamental component of nature.
• A lovely garden can transform a home’s overall look.
• Without gardening, the garden would have uncontrollable growth and dense bushes, making it appear unkempt and untamed.
• Maintaining a garden requires a lot of hard work, but it must be done frequently.
• Gardening is much more than mere watering.
• Where necessary, it also entails nipping, pruning, and cutting shrubs and dense foliage.
• The beauty of the garden itself is a sign of successful gardening.
• Having a committed and knowledgeable gardener is the first step toward having a garden.
• Gardening gives you an opportunity to grow your own fruits and vegetables to ensure that the food on your table is healthy.

Now let us look at a paragraph on the topic of gardening. Lower primary children can use this paragraph on gardening to write essays:

Another excellent life lesson passed down through the centuries is gardening. Gardening is a great practical activity. Maintaining a beautiful kitchen garden ensures that you have wholesome, organic food on the table. Planning the garden’s layout and being knowledgeable about the many plants that flourish in diverse environments are prerequisites for gardening. Achieving all of them naturally elevates our mood and brings about mental happiness. Gardens offer a calm, refreshing and stress-free environment. No matter what your age is, gardening is an activity that you must practise. It is also known for enhancing our mental abilities as we engage with nature.

Gardening is a beautiful activity that soothes the mind and soul. This is an essay for classes 1, 2 and 3 on gardening:

The existence of plants is vital for all living beings, especially humans, to survive. Without plants, none of our essential bodily processes, including breathing, eating, and drinking, would be possible. In addition to serving as food sources, plants produce oxygen and support the water table. While many plants thrive in the wild, some plants, bushes, and shrubs are also cultivated and grown by humans in their homes or yards. It is referred to as gardening. While gardening may seem like a hobby to some, it is beneficial and significant to us. It entails physical labour on the part of the gardener to perform tasks like weeding, watering plants, mulching, trellising, and harvesting.

Additionally, gardening is a beneficial pastime. This activity enables you to cultivate your own fruits and vegetables, guaranteeing that the food on your table is wholesome. The human desire for beauty is satisfied by gardening. Working in the garden also improves problem-solving abilities. Researching the most effective gardening techniques, testing various approaches, and creating irrigation systems that work for you all help develop your creative and problem-solving skills.

Kids need to write detailed essays as they reach higher grades. This section covers an essay for class 3 children on gardening:

Gardening is a passion for many, and people treat plants and trees in their garden as their kids. People regularly water crops, spot gardens, root grasses, prepare beds, scatter seeds, and plant trees. They maintain the garden’s cleanliness by working both in the morning and at night. In the garden, taking care of pest crops is crucial. Insects might pose a threat to the crops, and they lay eggs on the fruits, flowers, and produce. Insecticides can be sprinkled on top to kill these eggs. Lime is periodically incorporated into the soil to kill bacteria and pathogens. Consequently, the soil’s fertility rises.

Advantages Of Gardening

• Benefits To Your Health:  Gardening is a strenuous hobby. There are numerous health benefits of gardening. Further research has revealed that gardening also lowers blood pressure, stress, and depression, as well as cholesterol levels. Studies have even shown that simply gazing at a garden can positively impact one’s heart rate, blood pressure, muscles, and even brain function. It induces emotions of serenity and tranquilly and is generally quite therapeutic.
• Environmental Advantages:  It is undeniable that humans have had a significant impact on the environment. By gardening, we can lessen and offset this effect. Plants produce fresher and cleaner air by releasing oxygen after absorbing carbon dioxide. Since plants’ root systems keep the soil in place, they help stop soil erosion. You can use rain gardens to collect rainwater and keep pollutants out of lakes and waterways. A well-planned landscape around your home can help keep your place cooler in the summer and warmer in the winter, lowering your need for air conditioning by as much as 20%.
• Increase In Property Value:  From a purely aesthetic standpoint, a well-kept garden raises your home’s curb appeal, increasing the property value. Additionally, it may prompt buyers to submit offers for the property sooner than they would for a typical house.
• Organic Vegetable Growth:  There are two benefits of growing vegetables in your yard. One advantage is that you are confident of the pesticides and chemicals you use to help the vegetables grow, so you don’t have to worry about them. Second, making the simplest of provisions for yourself and your family gives you tremendous satisfaction.

You will learn more about gardening skills as you go ahead with gardening. As you gain more knowledge, you’ll be able to think of new options for your garden. You can benefit emotionally and physically from gardening, enabling you to put food on your table and contribute to environmental health. Although gardening takes a while to produce effects, those results are more profound and stay much longer.

1. Can Gardening Be A Hobby?

Yes. Growing plants can be a hobby, and it is a fun hobby to engage in, and can be used as a constructive pastime. People do gardening in their free time.

We hope this article helps your children write about gardening and encourages them to include gardening activities in their daily life.

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Essay on Gardening for School Students in English [Easy Words]

January 12, 2021 by Sandeep

Essay on Gardening: Gardening is a hobby most likely cultivated by people who love plants. It brings us close to nature and beautifies the visual appeal of the place. Gardening as a hobby requires utmost patience, dedication and care. We can also grow fruits and vegetables on our own through organic farming methods. To have a beautiful garden, we need to have knowledge about plants, maintain soil fertility, water them and take timely care.

Essay on Gardening 500 Words in English

Below we have provided Gardening Essay in English, suitable for class 1, 2, 3, 4, 5, 6, 7 & 8.

The term “gardening” is used for the planting of trees and plants in an area particularly designated for such activities. The field in which planting is carried out is called “Garden.” Today, many houses have their gardens; however, big or small depending on the area available. Such gardens are primarily used to grow decorative plants and flowers to improve overall house beauty.

However, sometimes people also grow leafy vegetables (spinach, cabbage, lettuce, etc.), root vegetables (carrots, potatoes, onions, etc.) and sometimes herbs (basil, mint coriander etc.). Besides making the house look more refreshing and beautiful, the garden also supplements its kitchen supplies. Today gardening has become a favourite practice, a sort of hobby for many town dwellers and villagers alike.

Importance of Gardening

Although many plants grow in the wild, people in their homes or yards often grow and cultivate other trees, bushes and shrubs. Although it may seem to some as a hobby, the fact is that gardening is very beneficial and therefore important to us. Gardening is a rather physical activity. This requires weeding, plant watering, mulching, trellising and harvesting – all of which allow the gardener to do physical labour. Therefore, it is a perfect addition to the workout routine.

Gardening also represents an efficient practice. This helps one to grow your vegetables and fruits, and one will have nutritious food on the table. You do so as you pick vegetables from your garden, realizing you have the freshest possible produce. Aesthetic gardening refers to the human desire for beauty. Ornamental gardening caters to the beauty-pleasing side of us. Moreover, flowers are a part of certain occasions like births, anniversaries, marriages, birthdays and funerals.

Gardening also helps to sharpen the skills of problem-solving. Researching the best ways to grow your garden, experimenting with various methods and developing irrigation systems that work for you all help to develop your imagination, problem-solving and planning skills.

Pleasure of Gardening

The modern world is a rapidly evolving world. All are in a hurry or extremely busy. Even if people have spare time, they tend to fill it with some chores. Gardening is, therefore, a slow task due to its very nature. It helps you to slow down, reconnect with nature and learn how to find pleasure in doing something instead of doing something because it is necessary. Gardening will give you lots of pleasures if you take the time to relax and enjoy it.

Finding the right plant for your garden will make you feel a sense of achievement. If you have enough space, you can build into your garden a small pond or relaxation area, creating a place for yourself to relax and enjoy the beauty of nature. You can integrate them into specific places in your garden if there are particular flowers you want. You will see these flowers blooming every time you step out, giving you a feeling of wellness.

Advantages of Gardening

Health Benefits: Gardening is more of very vigorous practice. Incorporating an hour or so of gardening will work well for your health, with weight loss being the most obvious gain. It does not end there – studies have shown that gardening helps to lower blood pressure and cholesterol and minimize stress and depression.

Environmental Benefits: The fact that human activity has significantly affected the world cannot be ignored. Through gardening, however, we can minimize the effect. Upon absorption of carbon dioxide, plants release oxygen and thereby produce fresher and cleaner air. Plants also avoid soil erosion because their root systems hold the soil up.

Property Value Increase: From a strictly aesthetic point of view, a well-kept garden adds value to your house’s property by maximizing its curb-appeal. It can also allow people to put offers for the property quicker than an average home would.

Gardening Essay

The term “Gardening” is used for the practice of growing plants in an area especially assigned only for such activities. The area where gardening is done is called the “Garden”. Many houses today, have their own gardens; though, big or small, depending on the available area. These gardens are used mainly for growing decorative plants and flowers to augment the overall beauty of the house.

Though, sometimes people also grow leaf vegetables (spinach, cabbage, lettuce etc), root vegetables (carrot, potato, onion etc) and sometimes herbs (basil, mint coriander etc). Apart from making the house look more refreshing and beautiful, a garden also supplements its kitchen supplies. Today gardening has become a favorite activity, a kind of hobby for many city dwellers as well as villagers. In the succeeding long and short essays on gardening we will know much more about this useful hobby of many.

Long and Short Essay on Gardening in English

Below we have provided Long and Short Essay on Gardening of varying lengths in English.

These Gardening essay will improve your knowledge about gardening and motivate you to adopt it as a hobby.

These Gardening Essays have been written in simple and easy to grasp language, making it easy for you to reiterate or write it down whenever the need arises.

These essays will prove useful in your school essay and debate competitions and several similar occasions.

Essay on Gardening: Importance of Gardening – Essay 1 (250 words)

Introduction

Plants are absolutely essential to life. None of our basic functions from breathing to eating to drinking would be possible without plants. Plants not only act as food sources but also release oxygen and help maintain the water table. The simple fact of the matter is that without plants we would not survive.

Importance of Gardening

While there are many plants growing in the wild, people also cultivate and grow certain plants, bushes and shrubs in their homes or yards. This activity is known as gardening. While it may appear as a hobby to some, the fact is that gardening is actually quite beneficial and, therefore, important to us.

Gardening is a fairly physical activity. It involves weeding, watering of plants, mulching, trellising and harvesting – all of which require physical labour from the gardener. Hence, it becomes an excellent addition to your exercise routine.

Gardening is also a very practical activity. It allows you to grow your own vegetables and fruits thus ensuring that you have healthy food on the table. When you harvest vegetables from your garden, you do so knowing that you’re getting the freshest produce possible.

Gardening for aesthetics appeals to the human need for beauty. Ornamental gardening caters to the side of us that is delighted by beauty. In addition, flowers are a part and parcel of most occasions such as births, anniversaries, weddings, birthdays and funerals.

Gardening also helps sharpen problem solving skills. Researching the best methods to make your garden grow, experimenting with different techniques and designing irrigation systems that work for you all help in improving your skills at creativity, problem solving and planning.

Most people dismiss gardening as a mere hobby. They ignore or downplay the benefits you can get from gardening regularly. The fact is that it is much more than a recreational activity. Imagine what the world would look like without any gardens.

Essay on Gardening: Pleasure of Gardening – Essay 2 (300 words)

Although gardening is a fairly physical activity, it can also be a very relaxing one. It is also remarkably versatile; a garden can range from a single potted plant to an entire greenhouse or yard. In addition, watching something come alive, grow and thrive because of your efforts can be a very satisfying experience. Gardening is often called pleasurable for which there are several reasons.

Pleasure of Gardening

The modern world is a fast paced world. Everyone is in a hurry or extremely busy. Even when people have spare time, they prefer to fill it up with chores of some kind. However, gardening by its very nature is a slow activity. It encourages you to slow down, reconnect with nature and learn to find joy in doing something rather than doing it because it is necessary.

Gardening can offer you many pleasures if you just take the time to stop and enjoy them. Finding the right type of plants for your garden can make you feel a sense of accomplishment. If you have enough space, you can plan a small pond or a recreation spot into your garden, creating a haven for yourself to simply relax and enjoy nature’s beauty. If there are particular flowers you like, you can incorporate them into specific places in your garden. Each time you step out you will see these flowers blooming giving you a feeling of well-being.

To many it may seem that gardening doesn’t fit into the 21 st century which is all about moving fast and getting quick results. However, the opposite is true; gardening provides you with a safe haven from the rigours of the world and your life allowing you to slow your frenetic space and simply be.

Essay on Gardening: A Hobby – Essay 3 (350 words)

The whole point of having a hobby is to spend one’s leisure time in a manner that is both relaxing and useful. Different people have different hobbies, i.e. people differ in their ideas about what helps them relax. Some common hobbies enjoyed by plenty of people are philately, numismatics, swimming, photography and gardening. Having a hobby doesn’t only relax you, but also provide you with boosts of energy that help you in your professional life.

Gardening as a Hobby

Gardening requires quite a bit of manual labour on the part of the gardener. For this reason, some people wonder how it can relax you as a hobby is supposed to. However, for people who like gardening it can be relaxing just to feel the earth on your palms or getting quiet moments or even help you create beauty.

If you decide to take up gardening as a hobby and have no prior experience with it, it is best for you to research gardening. You can do this with the help of books on gardening and online websites. Also keep in mind that caring for different plants can be easy or difficult, depending upon the plants. New gardeners can get confused quite easily. However, following a few basic tips helps enormously in growing your garden.

The best part about having gardening as a hobby is that it can be done anywhere. If you have a yard, you can garden there. If your living space is small you can arrange a few potted plants and take care of them.

Gardening is a great hobby for everyone from working professionals to retirees. It allows you to connect with your environment and with nature. However, it is important to remember that you should not just jump in with both feet or your attempts at gardening are bound to fail. Instead, learn as much as you can, take in basic tips and tricks and take baby steps. You will find that when given proper attention, a garden can soothe your soul and gardening can calm and centre you.

Essay on Gardening: Recreation to Mind – Essay 4 (400 words)

The 21 st century is the era of instant everything – instant coffee, instant meals, instant orders, instant mails, instant communication and, most importantly, instant results. Theoretically, all these instant things are meant to free up your time. However, in reality, the more time you free up, the more chores you have to do. As a result, not only do you have to have everything done in an instant but also add more things that need to be done instantly. It is no wonder people burn out relatively fast these days. We are setting a pace that is impossible to keep up without negative consequences. Not only does our body protest through various conditions and syndromes but also our mind through mental illnesses and strain.

Gardening as Recreation for the Mind

Gardening requires quite a bit of physical labour, a factor that makes many people reject it as too much on top of everything else. However, that is only one aspect of gardening. The other lesser known aspect, or rather the aspect that only becomes obvious when you actually garden, is the immense restfulness your mind can experience while gardening.

By its very nature, gardening is a slow process. There is no instant gratification here. Instead, it yields its best results when you take time over it and pay attention to details. More importantly, the manual labour exercises your body while leaving your mind free to ruminate over anything and everything – something that is becoming increasingly rare in the frenetic pace of life. It also teaches you the value of waiting for some things; they are better for the wait and you enjoy them more. Think of the fragile begonia plant that you have babied into blooming. The attempt takes time and energy on your part, but the end result is beautiful to the senses.

Gardening also allows you to be in the presence of nature even if that presence is a small potted plant. As the plant grows and thrives, you feel satisfaction from a job well done. The hours that you put into your garden yield beautiful results that please and satisfy your mind, lowering stress and allowing your mind to relax.

In a life that is increasingly fast-paced, frenetic and stressful, your garden becomes an oasis of calm and tranquillity. Spending even an hour working on your garden can help you relax, lower your stress levels and allow your mind to rejoice in the peace that your garden offers. There can be no better recreation for your mind.

Essay on Gardening: Advantages – Essay 5 (450 words)

Gardening is often seen as too slow an activity in a modern fast-paced world. People wonder why they should spend time on something as leisurely as gardening when every free moment is taken up with doing more chores. However, gardening isn’t just about making your surroundings more aesthetically pleasing; it is also about the many benefits it provides you.

Advantages of Gardening

• Health Benefits – Gardening is a very physical activity. Incorporating an hour or so of gardening can do wonders for your health, the most obvious benefit being weight loss. It doesn’t stop there – studies have shown that gardening helps lower cholesterol and blood pressure and reduce stress and depression. Studies even show that merely looking at a garden is enough to affect blood pressure, heart, muscles and even the electric activity in the brain. It generates feelings of tranquillity and peace and can be very therapeutic overall.
• Environmental Benefits – There can be no denying the fact that human presence has impacted the environment drastically. However, we can reduce and mitigate this impact by gardening. Plants release oxygen after taking in carbon dioxide thereby generating fresher and cleaner air. Plants also prevent soil erosion because their root systems hold the soil in place. Rain gardens allow you to collect rainwater and prevent pollutants from mixing with lakes and streams. If you have an efficient landscape design around your house, it can help keep the house warmer in winters and cooler in summers, thereby, reducing your energy consumption by as much as 20 percent.
• Property Value Increase – From a purely aesthetic point of view, a well-maintained garden adds to the property value of your house by enhancing its curb-appeal. It can also encourage people to put in offers for the property faster than they would for an average home.
• Vegetable Growth – Growing vegetables in your garden has a twofold advantage for you. For one thing, you don’t have to worry about what pesticides and chemicals have been used on the vegetables because you know exactly what you have used to help them grow. Secondly, you get an immense sense of self-satisfaction from providing for yourself and your family in the most basic way.

As you continue down the gardening path, you will learn more and become more proficient. As you know more, you will also be able to contemplate more possibilities for your garden. Gardening doesn’t just help you physically, it also helps you mentally. In addition, it allows you to contribute to environmental health and even your own table. Although gardening yields relatively slow results, those results leave a deeper impact and are much more long-lasting.

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Essay on Garden for Students and Children

500+ words essay on garden.

Essay on Garden- For me, the garden is an important part of the house. From an early age, I have an interest in gardening. Garden is a place that gives relaxation to the mind and soul. Besides, gardening can be an interesting and productive hobby. Also, it teaches a person the value of patience, hard work, and love and affection. Because gardening takes a lot of effort in growing and maintaining. It also gives peace to the person who takes care of it.

Benefits of Garden

The garden is the only place in the house which calm senses and give a pleasing feeling to the mind and body. Also, you can install a gazebo in the garden and enjoy your garden’s beauty while sitting on it.

Besides, another benefit of the garden is that you can grow organic vegetables and fruits at home. The quantity of this product is large so you can share it with your neighbors.

Also, the homegrown fruits and vegetables are more delicious and taste better than the fruits and vegetables that we buy from the market.

Moreover, my garden has many flowering plants that give a pleasuring fragrance that makes the environment light and aromatic. The flowering plants that I have in my garden include roses, sunflowers, dahlia, jasmine, marigold, common, night-blooming jasmine, tuberose flower, hibiscus and many more. But, my all-time favorite is night-blooming jasmine whose pleasing smell spread at night and make the whole house aromatic.

Get the huge list of more than 500 Essay Topics and Ideas

Maintenance of a Garden

Everyone thinks that planting trees and plants is an easy task and anyone with a trowel, lopper, and weeder can easily do it. But, only gardeners and the people who do gardening knows the effort and energy that gardening needs. Besides, only water is not enough for plants they also need manure. Also, they need daily care in order to keep them healthy and fresh .

Moreover, most of the plants are green which means they need proper sunlight . Many people hire professional gardeners for taking care of their garden but doing it on our own is more pleasurable. Also, it helps us to connect with the garden.

Growing the Garden

Most of the plants and trees that are in my garden are either planted by me or my family members. We go to the nursery to buy seasonal plants every season and most of the flowering plants are replaced every season as they die due to climate change. After buying them we plant these saplings or plants in a strategical order. So, that garden looks more colorful.

To conclude, we can say that gardening is a very good and productive habit. Also, it helps a person to establish a connection with the greenery and love towards nature.

Besides, for most of the people, the best memories of childhood are attached to the garden. Garden is the place where families share their evening tea and discussion that keep their bond stronger. Above all, a garden is the most amazing place of the house no matter what the season is.

FAQs about Essay on Garden

Q.1 What is the purpose of a garden? A.1 Most people love the plants and trees that’s why they have a garden in their homes. Besides, this they provide a relaxing and calm surrounding with fresh air. And it decorates a side our house and gives a pleasing smell that makes the whole house aromatic.

Q.2 Why green plants grow better outside than inside? A.2 Green plants grow better outside because in comparison to indoor plants outdoor plants need sunlight to grow. This sunlight helps them to make their food by the process called photosynthesis which they consume.

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Essay on Gardening

Students are often asked to write an essay on Gardening in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Gardening

What is gardening.

Gardening is like painting the earth with plants. It’s the activity of growing and taking care of flowers, vegetables, fruits, and other plants. People garden for food, beauty, or as a hobby. It’s a fun way to connect with nature and can be done almost anywhere.

Tools for Gardening

To start gardening, you need some basic tools. These include a shovel, a rake, gloves, and a watering can. With these, you can plant seeds, dig the soil, get rid of weeds, and give water to your plants.

Benefits of Gardening

Gardening is good for you. It can make you happy, reduce stress, and even give you fresh food to eat. When you grow your own vegetables and fruits, they are usually healthier than store-bought ones. Plus, being outside in the fresh air is great for your body.

Learning Through Gardening

Gardening teaches patience because plants grow slowly. You learn to care for living things and understand nature’s cycles. Seasons change, and so does your garden. It’s a live lesson in science, showing how life works.

Gardening for Everyone

Anyone can garden, no matter how old you are or where you live. You can grow plants in a big yard, on a balcony, or even inside your home. Gardening brings joy, so why not give it a try and see what grows?

Also check:

• Paragraph on Gardening

250 Words Essay on Gardening

Gardening is the act of growing plants and flowers in a space often near your home. People garden for food, beauty, or as a hobby. A garden can be a small pot with a single plant or a big area with many kinds of plants.

The Joy of Planting

When you plant seeds, you get to watch them sprout and grow. It’s exciting to see a tiny seed turn into a tall plant. You need to give plants water, light, and care to help them grow. It’s like being a plant parent.

Gardening for Food

Some people garden to grow their own fruits and vegetables. This is a great way to get fresh food. When you grow your own food, you know it’s healthy and free from harmful chemicals.

Helping Nature

Gardens are good for the earth. They give homes to insects and birds. Plants also clean the air and make oxygen for us to breathe. By gardening, you help nature and make the planet healthier.

Learning from Gardening

Gardening teaches patience because plants take time to grow. You learn about different types of plants and what they need to survive. Gardening can also show you how to solve problems, like dealing with bugs or fixing a plant that is sick.

Gardening is a wonderful activity that can bring joy, food, and beauty into your life. It’s also a way to take care of the earth and learn new things. Whether in a small pot or a big backyard, anyone can enjoy the magic of gardening.

500 Words Essay on Gardening

Gardening is the practice of growing and taking care of plants. People usually do this in their yards, on balconies, or even in small pots inside their homes. It involves planting seeds or young plants and making sure they get enough water, sunlight, and nutrients from the soil to grow. Gardens can have flowers, vegetables, fruits, or herbs.

When you plant a seed, you start a tiny life. It’s fun to watch a seed sprout and grow into a plant. You have to be patient because it takes time. As you care for your plants, you learn when to water them and how much sunlight they need. Some plants like a lot of sun, while others grow better in the shade. When you garden, you feel proud as you see your plants grow because of your care.

Gardening is good for you in many ways. It can make you feel happy and calm. When you spend time outside with your plants, you can forget about other worries. It’s also good exercise. Bending, digging, and carrying water can make you strong. If you grow vegetables and fruits, you can eat them, which is healthy for your body. Gardening can also help the air and the earth. Plants make oxygen, which we need to breathe, and they can also make your home look pretty.

Gardening and Learning

Gardening is a great way to learn new things. You can find out about different kinds of plants and what they need to grow. You can also learn about the weather and the seasons because they affect your garden. If you have a vegetable garden, you can learn about healthy eating. When you grow your own food, you understand where it comes from.

Gardening for Wildlife

Your garden can be a home for birds, butterflies, and other creatures. Some plants give food to these animals, like nectar for butterflies. You can also build birdhouses or leave water out for birds. This way, you can watch wildlife right in your own garden.

Taking Care of the Garden

Gardens need care. You have to water the plants, pull out weeds that take food and space from your plants, and sometimes you have to protect your plants from bugs that want to eat them. You might also need to cut some plants to help them grow better. Taking care of a garden can be work, but it’s also fun.

Sharing the Garden

Gardens are places to share. You can show your friends and family your garden and even share the food you grow. Some people also share their gardening skills by helping others start their own gardens. This way, more people can enjoy gardening.

Gardening is a wonderful activity that can teach you a lot, make you feel good, and even help the environment. Whether you have a big garden or just a few pots, taking care of plants is a rewarding experience.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Gardening As A Hobby
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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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When the landfill site is closed, discharge water filtration and clarification equipment is installed, the territory is covered with specific material and backfilled. Then many tubes used to purify gas are installed. The greatest danger in landfill restoration is the groundwater contamination. In and around Moscow there are a few dozens of waste deposits, some of which are growing higher than multistoried residential houses standing nearby.

During my work on the project, I visited 7 landfills in Moscow and the Moscow region. Some objects were guarded, and it was so absurd that the guards actually guarded a heap of rubbish.

While in these landfills, I saw that the liquid produced by the rotting waste flows out of the pipes sticking out on the slopes into the nearby rivers. Working on this project I wanted to show the rubbish not in the way everyone is used to see it. What is seen in front of our eyes is hilly landscapes, hiding million tons of consumer waste — a typical view of the contemporary system. We do not always see what is hidden.

Nikita Zhirkov

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