Photo signature: R to L: Otisfield student Brock Heaward (Hinter-Zu), Adelena Hall, William Griffith, Dimitri Grondin, Max Blouin, Ellis Lowe, Alden Allen, Emma Thayer, Marcus Blanchette, Madelyn MacGregor, Kadin Hall and Payton Baumgardner enjoy vegetables in their garden.
Otisfield – There is always a lot going on in the last few weeks of every school year. This year was no different, and in the last few days at the Otisfield Community School, a special garden party was commented by all of the comrades.
In spring in all elementary schools by Oxford Hills, the students and their teachers were reminded of the possibilities of the gardens as learning rooms outdoors and the learning expectations in the area outdoors. Sarah Timm, the learning trainer of MSAD 17 outdoors, challenged each school with the aim of bringing each of our elementary school students to their school's garden and at least planting a seed or seedling. Every school with at least 85% participation was promised a garden party with dance music and fresh garden snacks!
In the garden, the students learned from the components that need seeds and plants: light, air, water, nutrients and sufficient space. They were asked to propose one thing they could do to take care of the garden in the coming weeks. They discussed how the seasons changed the landscape and collected new ideas for how the garden could grow in the new season.
As soon as the soil heated up in spring, the students examined the garden areas with magnifying glass, trowels and hands. They found worms and beetles, weeds and helped their teachers to plan what should go into the garden.
An employee at every primary school was classified as a “garden master” and helped support teachers and organized a topic for all classes to combine them school -wide. Laura Waite, a second class teacher, was Otisfield's garden champion, and her class created a detailed map of the locations and topics of the region of the individual class.
Each class had a section for planting and support and selected a book with a related garden topic:
• Pre-K Read the book Rainbow by Lois Ehlert and planted tulips, marigolds, snapdragons, tin and phlox
• Read kindergarten teachers Eating the alphabetalso from Lois Ehlert and planted broccoli, carrots, cucumbers, radishes and salad
• First class followed the example of The little red hen makes a pizza by Philemon Sturges, plants of peppers, basil, tomato and oregano
• After reading, Peter Rabbit's garden planted in second class The story of Peter Rabbit By Beatrix Potter
• Reading the third grade Because of Winn-Dixie from Kate Dicamillo and then planted rhubarb, lemon thyme, lemon balm and lamb ear to represent parts of this story
• Read fourth graders Keepunumuk: Weeâchumuns Thanksgiving story By Danielle Greendeer, Alexis Bunten and Anthony Perry
• fifth graders used Tops and bottomsby Janet Stevens to find out which foods grow above the ground and which grow under the ground.
• In the sixth grade, the students read Sir Thyme kills the germs By Craig Kirkland and Lynn Kirkland
Other school staff also planted seeds or seedlings who use topics The BFGPresent CinderellaAnd Jack and the bean stickAnd a sensory garden that includes garlic, basil, kale, rosemary, sage and thyme.
In order to celebrate the end of the school year and the achievements of the individual class, Timm and Ruby Forse, a member of the Food Corps, which mainly with classes of 3/4. -Class at Oxford Elementary and the Otisfield Community School worked, garden products for snacks, some dance music and their contagious energy to present the magic that this school community created.
Timm led the way by providing ideas, curricula and supplies for their learning time outside as well as for planting gardens and measuring their growth. Younger students learned to mark the different parts of a plant on a diagram and compared the food and resources required by animals and plants.
They used non -standard means to measure weed growth, made predictions about weeds and estimated what the irrigation dose should look like. Older students had field journals and used time in the external learning environment to improve scientific abilities, practice mindfulness and to design and measure garden areas.
Research in the children's and nature network (https://www.childrenandnature.org/schools/) show us that “time that has paid learning and playing in nature in nature benefits the whole child and can help children. Vitality and the reduction of stress complaints and the ADHD symptoms improve by reducing the symptoms of cardiovascular vitality and reducing stress complaints.
“In addition, regular access to high-quality green areas inspires strong connections to the natural world. Time in nature improves the educational results through the improvement of academic performance, focus, behavior and love for learning children. The sensible experiences outdoors come to children and inspire you to love and care for children, a better health satisfaction and behavior of the environment and the behavior of providers. “
These gardens continue to grow throughout the summer and with a little luck, the students can harvest the results of their efforts at the school to school at the end of August.
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