OSU school garden report - Oregon State University Extension Service

O R E G O N S T A T E U N I V E R S I T Y

School and Youth Gardens

2013 REPORT P r e p a r e d b y M a u r e e n H o s t y O r e g o n S t a t e U n i v e r s i t y 4 -‐ H Y o u t h D e v e l o p m e n t F a c u l t y

O r e g o n S t a t e U n i v e r s i t y E x t e n s i o n

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SCHOOL AND YOUTH GARDENS REPORT

B a c k g r o u n d In communities across Oregon families and schools are facing challenging times. Oregon ranks third in the percentage of hunger. Close to one third of Oregon schools qualify for free and reduced meals as reported on the Oregon Department of Education (ODE) website. Childhood obesity is growing at epidemic proportions and many families face food insecurity. Limited natural resources and a growing concern about a generation of youth who are largely disconnected from nature are at an all-time high. Oregon residents now more than ever are looking for new ways to address these issues, live healthier lives and more sustainably, and prepare the next generation for a world with more limited resources. It is widely recognized that attention to living sustainably will require all Oregonians to actively be aware of the environmental, social and economic needs of our present generation without compromising the ability of future generations to meet their needs. Today during lunch breaks, after school and on weekends, young people are working side-by-side with adult OSU Extension staff and volunteers to transform a n d u t i l i z e 1 3 2 s m a l l p l o t s o f l a n d i n 2 7 c o u n t i e s into school gardens for healthy living, healthy communities and healthy environments. They promote 1) learning to support what is happening in the classroom across all areas of the curriculum 2) healthy eating and nutrition, and 3) stewardship among youth by inspiring, educating and connecting communities, schools and organizations.

Master Gardeners

Forestry and Agriculture

School and Youth Gardens

4-‐H Youth Development

Family and Community Heallth


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T a b l e o f C o n t e n t s

B a c k g r o u n d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 T h e S c h o o l G a r d e n M o v e m e n t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 0 0 Y e a r H i s t o r y o f O S U E x t e n s i o n a n d S c h o o l G a r d e n s . . . . . . . . . . . . . . . . . . 5 O S U S u p p o r t e d S c h o o l G a r d e n s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 L i s t i n g o f S c h o o l G a r d e n s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 S c h o o l a n d Y o u t h G a r d e n A u d i e n c e s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5 T h e r o l e o f O S U E x t e n s i o n i n O r e g o n S c h o o l G a r d e n s . . . . . . . . . . . . . . . . . . . . 1 7 H o w a r e t h e G a r d e n s U s e d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9 S c h o o l a n d Y o u t h G a r d e n U s e a n d P u r p o s e s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0


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T h e S c h o o l G a r d e n M o v e m e n t The idea of incorporating gardens in schools began in the late 19th century when Henry Lincoln Clapp, a teacher at the George Putnam Grammar School in Boston, MA, established the first school garden. Inspired after visiting school gardens in Europe, Clapp created a wildflower and vegetable garden at Putnam in 1891 with support from the Massachusetts Horticultural Society. The establishment of school gardens soon spread throughout the state and eventually became a nationwide movement, with an estimated 75,000 school gardens by 1906.

“ W i t h t h e l o v e o f t h e s c h o o l g a r d e n h a s g r o w n t h e d e s i r e f o r a h o m e g a r d e n a n d s o m e o f t h e i r p l o t s a t h o m e a r e v e r y g o o d … S i n c e c o m m e n c i n g t h e g a r d e n w o r k t h e c h i l d r e n h a v e b e c o m e b e t t e r c o m p a n i o n s a n d f r i e n d s … a n d t o f e e l t h a t t h e r e i s a r i g h t w a y o f d o i n g e v e r y t h i n g … i t i s o u r g a r d e n … W e t r y t o c a r r y t h a t s p i r i t i n t o o u r s c h o o l r o o m . ”

- School teacher, Zilda M. Rogers (1909)

Not unlike today early garden advocates integrated school gardens in the public schools for many purposes. It was a way to get city children outside, engage them in physical activity, and instill in them a sense of pride and teamwork as they cultivated and maintained their gardens. Gardening classes provided students with vocational and agricultural training. Teachers taught a variety of subjects through garden activities. Students practiced writing by keeping planting journals and writing compositions about the garden. Math skills were acquired by counting seeds, measuring garden plots, and determining the appropriate soil depth for planting. Students learned botany and entomology by observing plants and insects and their interrelationships. Geography and history came into play when students studied the origins of fruits and vegetables and planting customs among different cultures. The gardens provided inspiration for drawing, painting, and performing music. In 1914, the federal government established the Bureau of Education’s Office of School and Home Gardening, which promoted school gardens and provided “how-to” pamphlets and course guides.

O r e g o n S t a t e U n i v e r s i t y E x t e n s i o n SCHOOL AND YOUTH GARDENS REPORT

1 0 0 Y e a r H i s t o r y o f O S U E x t e n s i o n a n d S c h o o l G a r d e n s

For nearly 100 years OSU Extension faculty have provided support to local schools and communities to teachers, students and school staff to create, use and sustain school gardens for healthy living. T h r o u g h t h e v i s i o n o f t h e e a r l y s t a t e 4 -‐ H l e a d e r s O r e g o n b e c a m e t h e f i r s t s t a t e t o o f f e r 4 -‐ H w o r k i n a m e t r o p o l i t a n a r e a . P o r t l a n d s c h o o l g r o u n d s w e r e u s e d f o r v i c t o r y g a r d e n s i n W o r l d W a r I . O r e g o n 4 -‐ H l e a d e r , H . C . S e y m o u r , w o r k e d t o b r i n g t h e s e g r o u p s i n t o 4 -‐ H w i t h s u p p o r t f r o m t h e P o r t l a n d s c h o o l d i s t r i c t , t h e P T A , a n d o t h e r s a t t h e e n d o f t h e 1 9 1 8 -‐ 1 9 1 9 s c h o o l y e a r . T o d a y , 4 -‐ H E x t e n s i o n f a c u l t y c o n t i n u e t h i s w o r k t o c r e a t e , u s e a n d s u s t a i n s c h o o l g a r d e n s f o r h e a l t h y l i v i n g a n d l e a r n i n g a c r o s s a l l c u r r i c u l u m a r e a s w i t h t h e s u p p o r t o f l o c a l s c h o o l d i s t r i c t s , P T A ’ s a n d c o m m u n i t y p a r t n e r s .

5


6


M o n t a v i l l a S c h o o l G a r d e n , P o r t l a n d , O R ( 1 9 1 9 )

O S U S u p p o r t e d S c h o o l G a r d e n s O n e h u n d r e d a n d f i f t y f o u r O S U E x t e n s i o n S t a f f a n d v o l u n t e e r s f r o m 4 -‐ H , F a m i l y C o m m u n i t y D e v e l o p m e n t , M a s t e r G a r d e n e r s , S n a p E d u c a t i o n , A g r i c u l t u r e a n d F o r e s t r y r e s p o n d e d t o a s u r v e y t o d e t e r m i n e i f a n d h o w t h e y s u p p o r t s c h o o l g a r d e n s i n O r e g o n t o d a y . T h e s e O S U E x t e n s i o n s t a f f a n d v o l u n t e e r s w h o r e s p o n d e d r e p r e s e n t e d e a c h o f t h e p r o g r a m a r e a s o f E x t e n s i o n .


7


L i s t i n g o f S c h o o l G a r d e n s O S U S t a f f a n d v o l u n t e e r s w o r k e d w i t h 1 3 2 y o u t h g a r d e n s a c r o s s O r e g o n a t s c h o o l s , c o m m u n i t y c e n t e r s a n d c o m m u n i t y s i t e s . T h e f o l l o w i n g i s t h e l i s t o f s c h o o l g a r d e n s .

S C H O O L G A R D E N N A M E

C O M M U N I T Y


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A d a m s E l e m e n t a r y S c h o o l

C o r v a l l i s

A g a t e H e i g h t s G a r d e n

N e w p o r t

A l a m e d a E l e m e n t a r y

P o r t l a n d

A l b a n y B o y s a n d G i r l s C l u b

A l b a n y

A l l S a i n t s S c h o o l

P o r t l a n d

A l l e n d a l e E l e m e n t a r y

G r a n t s P a s s

A l p e n r o s e D a i r y 4 -‐ H

P o r t l a n d

A r c h b i s h o p H o w a r d E l e m e n t a r y

P o r t l a n d

A s t o r E l e m e n t a r y

A s t o r i a

A s t o r i a H i g h S c h o o l G a r d e n a n d G r e e n h o u s e

A s t o r i a

A s t o r i a M i d d l e S c h o o l

A s t o r i a

A t k i n s o n E l e m e n t a r y

P o r t l a n d

B a r n e s E l e m e n t a r y

B e a v e r t o n

B e a c h E l e m e n t a r y

P o r t l a n d

B e a r C r e e k E l e m e n t a r y

B e n d

B e v e r l y C l e a r y E l e m e n t a r y

P o r t l a n d

B o r i n g M i d d l e S c h o o l

B o r i n g

B r i d g e r E l e m e n t a r y

P o r t l a n d

B r i d l e m i l e E l e m e n t a r y

P o r t l a n d

C a n d y L a n e E l e m e n t a r y

O r e g o n C i t y

C a n n o n B e a c h E l e m e n t a r y

C a n n o n B e a c h

C a s c a d e G a t e w a y p a r k

S a l e m

C h a p m a n E l e m e n t a r y

P o r t l a n d

C i t y V i e w C h a r t e r E l e m e n t a r y

H i l l s b o r o

C l a c k a m a s G a r d e n , G r e e n C o r p s P r o j e c t

O r e g o n C i t y


9


C l a t s k a n i e Y o u t h G a r d e n

C l a t s k a n i e

C l a t s o p C o m m u n i t y G a r d e n s

C l a t s o p C o u n t y

C r e a t i v e S c i e n c e E l e m e n t a r y

P o r t l a n d

C R E S T c e n t e r W i l s o n v i l l e S c h o o l D i s t r i c t

W i l s o n v i l l e

C r o o k C o u n t y H i g h S c h o o l

P r i n e v i l l e

C r o o k C o u n t y K i d s C l u b G a r d e n

P r i n e v i l l e

D e e p C r e e k E l e m e n t a r y

D a m a s c u s

E a r t h w o r m A c r e s C o m m u n i t y G a r d e n

M y r t l e P o i n t

E a s t E l e m e n t a r y S c h o o l

T i l l a m o o k

E a s t e r n O r e g o n H e a d S t a r t

L a G r a n d e

E D E N ( E a t , D i s c o v e r , E d u c a t e , N u r t u r e )

S o u t h e a s t S a l e m

E s t a c a d a E l e m e n t a r y

E s t a c a d a

E l k M e a d o w

B e n d

F o u r C o r n e r s

S a l e m

F o u r R i v e r s C o m m u n i t y G a r d e n

O n t a r i o

F r i e n d s C h u r c h C o m m u n i t y G a r d e n C a m p

K l a m a t h F a l l s

F r u i t d a l e E l e m e n t a r y

G r a n t s P a s s

G l a d i o l a H i g h S c h o o l

G r a n t s P a s s

G r a s s R o o t s

E u g e n e

G r a y S c h o o l G a r d e n

A s t o r i a

G R E E N C o r p s -‐ F r e s h S t a r t

C l a c k a m a s

H a y h u r s t E l e m e n t a r y

P o r t l a n d

H i g h l a n d E l e m e n t a r y

G r a n t s P a s s

H o l y R e d e e m e r S c h o o l s

P o r t l a n d

H o o d R i v e r M i d d l e S c h o o l

H o o d R i v e r


1 0


H o o d R i v e r V a l l e y H i g h S c h o o l

H o o d R i v e r

H o o v e r E l e m e n t a r y

C o r v a l l i s

H o p k i n s E l e m e n t a r y S c h o o l

S h e r w o o d

I m l a y E l e m e n t a r y

H i l l s b o r o

J a m e s J o h n E l e m e n t a r y

P o r t l a n d

J u n i p e r E l e m e n t a r y

B e n d

K a n s a s A v e n u e L e a r n i n g G a r d e n

B e n d

K i d s C l u b a t R i v i e r a A c t i v i t y C e n t e r

L a G r a n d e

K i n g E l e m e n t a r y

P o r t l a n d

K l a h r e H o u s e A l t e r n a t i v e S c h o o l

H o o d R i v e r

L ' E t o i l e F r e n c h S c h o o l G a r d e n

P o r t l a n d

L a u r e l h u r s t E l e m e n t a r y

P o r t l a n d

L e a r n i n g G a r d e n s L a b o r a t o r y

P o r t l a n d

L e n o x e l e m e n t a r y S c h o o l

H i l l s b o r o

L e n t S c h o o l

P o r t l a n d

L e n t S c h o o l C o m m u n i t y G a r d e n

P o r t l a n d

L i n c o l n E l e m e n t a r y

C o r v a l l i s

L i n c o l n E l e m e n t a r y

G r a n t s P a s s

L i n c o l n S t r e e t E l e m e n t a r y S c h o o l

H i l l s b o r o

L o o k i n g g l a s s E l e m e n t a r y

R o s e b u r g

L u s c h e r F a r m C o m m u n i t y G a r d e n

L a k e O s w e g o

M a d i s o n H i g h S c h o o l

P o r t l a n d

M a d i s o n E l e m e n t a r y

C o o s B a y

M a d r o n a E l e m e n t a r y

G r a n t s P a s s

M a r i o n P o l k F o o d S h a r e Y o u t h F a r m

S a l e m


1 1


M a r y W o o d w a r d E l e m e n t a r y

T i g a r d

M e r r i l l g a r d e n

M e r r i l l

M e t r o p o l i t a n L e a r n i n g C e n t e r

P o r t l a n d

M y r t l e P o i n t Y A 4 -‐ H G a r d e n

M y r t l e P o i n t

N e a h -‐ K a h -‐ N i e J u n i o r H i g h S c h o o l

R o c k a w a y B e a c h

N e w b e r g H i g h S c h o o l

N e w b e r g

N e w p o r t H i g h S c h o o l

N e w p o r t

N e x t D o o r I n c . K l a h r e H o u s e G a r d e n

H o o d R i v e r

N o r t h C l a c k a m a s C h r i s t i a n

O r e g o n C i t y

N o r t h C o a s t C o m m u n i t y T r u s t

N e h a l e m

N o r t h P o w d e r C h a r t e r S c h o o l

N o r t h P o w d e r

N y s s a S c h o o l D i s t r i c t

N y s s a

O c e a n s p r a y F a m i l y C e n t e r

N e w p o r t

O r e g o n Y o u t h A u t h o r i t y -‐ T r a s k H i g h S c h o o l

T i l l a m o o k

O S U F r a n k l i n T e a c h i n g P l o t

C e n t r a l P o i n t

P a r k d a l e E l e m e n t a r y S c h o o l -‐ " s p r o u t s "

P a r k d a l e

P a r k s i d e E l e m e n t a r y

G r a n t s P a s s

R a i l r o a d G a r d e n

S e a s i d e

R e d m o n d B o y s a n d G i r l s C l u b

R e d m o n d

R i c h m o n d E l e m e n t a r y

P o r t l a n d

R i g l e r E l e m e n t a r y

P o r t l a n d

R i l e y C r e e k E l e m e n t a r y S c h o o l

C u r r y C o u n t y

R o s e d a l e E l e m e n t a r y

H i l l s b o r o

R o s l a n d E l e m e n t a r y S c h o o l

L a P i n e

R o t a r y F i r s t H a r v e s t P r o d u c t i o n G a r d e n

K l a m a t h F a l l s


1 2


S a b i n E l e m e n t a r y

P o r t l a n d

S a m C a s e E l e m e n t a r y

N e w p o r t

S c h o o l y a r d F a r m s

M i l w a u k i e

S e a s i d e H e i g h t s E l e m e n t a r y S c h o o l

S e a s i d e

S e e d s o f C h a n g e -‐ C a s c a d e S c h o o l

L e b a n o n

S h e r m a n E l e m e n t a r y

G r a s s V a l l e y

S k y l i n e E l e m e n t a r y

P o r t l a n d

S p r i n g w a t e r T r a i l E l e m e n t a r y

G r e s h a m

S t . A n n ' s E l e m e n t a r y

G r a n t s P a s s

S u a v i e I s l a n d E l e m e n t a r y

P o r t l a n d

S u n n y s i d e E n v i r o n m e n t a l S c h o o l

P o r t l a n d

S u n r i s e E l e m e n t a r y

A l b a n y

S u n s t o n e M o n t e s s o r i S c h o o l

P o r t l a n d

T a f t E l e m e n t a r y

L i n c o l n C i t y

T h e C h i l d r e n ’ s ' G a r d e n @ M c M i n n v i l l e C o m m u n i t y G a r d e n

M c M i n n v i l l e

T h e D a l l e s H i g h S c h o o l

T h e D a l l e s

T h e D a l l e s I m a g i n a t i o n G a r d e n

T h e D a l l e s

T h e D a l l e s M i d d l e S c h o o l

T h e D a l l e s

T h e D a l l e s / W a t o n k a H i g h S c h o o l

T h e D a l l e s

T i l l a m o o k J u n i o r H i g h S c h o o l

T i l l a m o o k

T o l e d o C o m m u n i t y G a r d e n

T o l e d o

T u a l a t i n E l e m e n t a r y

T u a l a t i n

U n i o n C o m m u n i t y G a r d e n / E l e m e n t a r y S c h o o l

U n i o n

V e s t a l S c h o o l C o m m u n i t y G a r d e n

P o r t l a n d

W a l t M o r e y M i d d l e S c h o o l

T r o u t d a l e


1 3


W a r m S p r i n g s E l e m e n t a r y

W a r m S p r i n g s R e s e r v a t i o n

W a r r e n t o n C o m m u n i t y G a r d e n

W a r r e n t o n

W e s t s i d e C o m m u n i t y G a r d e n

M a d r a s

W i l l o w C r e e k C o m m u n i t y G a r d e n

M a d r a s

W y ' e a s t M i d d l e S c h o o l

O d e l l

Y a q u i n a B a y L i g h t h o u s e G a r d e n

N e w p o r t

Y M C A C a m p G r e i d e r

W e s t S a l e m


1 4


S c h o o l b a s e d g a r d e n

s c h o o l d i s t r i c t g a r d e n

C o m m u n i t y g a r d e n

O S U E x t e n s i o n g a r d e n


1 5


S c h o o l a n d Y o u t h G a r d e n A u d i e n c e s O S U E x t e n s i o n s t a f f a n d v o l u n t e e r s s u p p o r t e d y o u t h g a r d e n i n g t h r o u g h a v a r i e t y o f s e t t i n g s . S c h o o l -‐ b a s e d g a r d e n s i t e s w e r e t h e m o s t s i t e s f o l l o w e d b y c o m m u n i t y g a r d e n s i t e s . S e v e n p e r c e n t o f t h e s i t e s w e r e O S U E x t e n s i o n b a s e d s i t e s ( 1 0 t o t a l ) .

How would you describe this youth garden? (check all that apply) 90%

83.90% School Garden (based on school property)

80% 70% 60%

School District Garden (serves mulgple schools)

50% 33.90%

40%

Community garden that serves youth

30% 20% 10% 0%

1.80%

7.10%

An OSU Extension run youth/community garden


1 6


O S U E x t e n s i o n s t a f f a n d v o l u n t e e r s s u p p o r t e d y o u t h g a r d e n i n g f r o m P r e K t o h i g h s c h o o l . E l e m e n t a r y s c h o o l s ( 7 0 . 5 % ) w e r e t h e a u d i e n c e m o s t s e r v e d b y O S U E x t e n s i o n .

Grades/ages served by this youth garden? (check all that apply) 80% 70% 60% 50% 40% 30% 20% 10% 0%

70.50% 59.80% 41.10%

10.70%

Preschool

Elementary (K-‐5 or Middle School or K-‐6) Junior High

High School


1 7


T h e r o l e o f O S U E x t e n s i o n i n O r e g o n S c h o o l G a r d e n s O S U E x t e n s i o n s t a f f a n d v o l u n t e e r s w e r e t h e p r i m a r y l o c a l p a r t n e r i n n e a r l y 5 0 % o f t h e s c h o o l g a r d e n s t h e y s e r v e d . B e y o n d s e r v i n g a s t h e p r i m a r y o r g a n i z a t i o n r e s p o n s i b l e f o r p l a n n i n g , o r g a n i z i n g a n d s u p p o r t i n g s c h o o l g a r d e n s , O S U E x t e n s i o n a l s o s e r v e d t h e c r i t i c a l r o l e s o f p r o v i d i n g o n -‐ s i t e c o n s u l t a t i o n s , c u r r i c u l u m s u p p o r t a n d p r o v i d i n g v o l u n t e e r s w h o w o r k e d o n s i t e a t s c h o o l g a r d e n s a c r o s s O r e g o n .

What is the role of OSU Extension in this garden (check all that apply)? 70% 60% 50% 40% 30%

49.60%

58.80%

55.00%

48.10% 25.20%

21.40%

20% 10% 0% Primary local Provide on-‐site Provide partner consultagons training (planning, classes for organizing, teachers and/ implemengng or students the project)

curriclum

Support OSU 4-‐H Aier Extension School Club Volunteers (incorporates who work on-‐ garden site educagon)

T h e t h r e e p r i m a r y O S U E x t e n s i o n p r o g r a m a r e a s t h a t s u p p o r t e d y o u t h g a r d e n s i n O r e g o n w e r e M a s t e r G a r d e n e r s ( 3 7 % ) , 4 -‐ H Y o u t h D e v e l o p m e n t ( 3 7 % ) a n d F a m i l y C o m m u n i t y H e a l t h / S n a p E d ( 2 6 % ) .


1 8


Which Extension Program is the the Primary Lead? 3%

4H 37%

37%

FCH Snap Ed Master Gardeners

18%

8%

Ag/Foresty


1 9


H o w a r e t h e G a r d e n s U s e d T h e y o u t h g a r d e n s s u p p o r t e d b y O S U E x t e n s i o n s t a f f a n d v o l u n t e e r s w e r e a t d i f f e r e n t s t a g e s o f d e v e l o p m e n t . H o w e v e r , a s t r o n g m a j o r i t y ( 4 8 % ) o f t h e s c h o o l g a r d e n s w e r e d e s c r i b e d a s “ a v i b r a n t s c h o o l g a r d e n . ”

Which of the following describes this garden? 60% 50% 40% 30% 20% 10% 0%

48.10% 29.60% 12.00%

10.20%

Planning and The garden is built An established A vibrant school Designing Stage and in the early garden but used garden program but ground is not stages lille yet broken

T h e s c h o o l g a r d e n s w e e a l s o u s e d c o n s i s t e n t l y b y t e a c h e r s , c o m m u n i t y p a r t n e r s a n d v o l u n t e e r s a s a w a y t o e n g a g e y o u t h i n l e a r n i n g a b o u t n a t u r a l r e s o u r c e s , h e a l t h y l i v i n g , a n d n u t r i t i o n . O n e h a l f o f t h e g a r d e n s s i t e s e n g a g e d y o u t h a t l e a s t 3 o r m o r e h o u r s a m o n t h .


2 0


How oYen would you ESTIMATE student and teachers are using the garden? more than 10 hours a month 25% 6-‐10 hours a month 17%

1-‐2 hours a month 25%

3-‐5 hours a month 33%

S c h o o l a n d Y o u t h G a r d e n U s e a n d P u r p o s e s D u r i n g t h e 1 9 9 0 ’ s s c h o o l w i l d l i f e h a b i t a t g a r d e n s w e r e t h e m o s t c o m m o n f o r m o f g a r d e n i n g i n s c h o o l s . I t w a s d u r i n g t h i s t i m e t h a t c o n c e r n s a b o u t e n v i r o n m e n t a l d e g r a d a t i o n , l o s s o f w i l d l i f e h a b i t a t a n d t h e g r o w i n g n u m b e r o f e n d a n g e r e d s p e c i e s w e r e a t t h e f o r e f r o n t . T o d a y , t h e s e i s s u e s a r e s t i l l r e l e v a n t a n d i m p o r t a n t . H o w e v e r , a s a r e s u l t o f a n a t i o n w i d e e c o n o m i c d o w n t u r n , g r o w i n g n u m b e r s o f y o u t h a n d f a m i l i e s a r e f a c i n g h u n g e r a n d f o o d i n s e c u r i t y . O b e s i t y r a t e s , e s p e c i a l l y a m o n g y o u t h a r e i n c r e a s i n g a n d y o u t h a r e b e c o m i n g m o r e a n d m o r e d i s c o n n e c t e d w i t h n a t u r e . T o d a y f o o d g a r d e n s h a v e l a r g e l y r e p l a c e d w i l d l i f e g a r d e n s . I n m a n y c a s e s , h o w e v e r , b o t h g a r d e n s e x i s t s i d e b y s i d e a n d c o m p l e m e n t e a c h o t h e r . E i g h t y -‐ n i n e p e r c e n t o f s c h o o l a n d y o u t h g a r d e n s s u p p o r t e d b y O S U E x t e n s i o n w e r e f o o d / v e g e t a b l e g a r d e n s a n d 3 0 % w e r e w i l d l i f e g a r d e n s .


2 1


Which of the following elements are included in the garden? Check all that apply 100%

88.50%

80% 60% 30.20%

40%

13.70%

20% 0% Vegetable Garden

Wildlife Garden

Rain Garden

W h i l e t h e s e g a r d e n s s e r v e d m a n y p u r p o s e s , t h e p r i m a r y p u r p o s e o f t h e s e O S U s u p p o r t e d g a r d e n s w a s t o u s e t h e g a r d e n s f o r t e a c h i n g l e s s o n s o n f o o d a n d n u t r i t i o n ( 6 3 % ) . C o m m u n i t y s e r v i c e a n d c i v i c d u t y w a s a l s o a n i m p o r t a n t g o a l . T h i r t y -‐ o n e p e r c e n t o f t h e f o o d f r o m t h e s e g a r d e n s w a s d i s t r i b u t e d t o l o c a l f o o d b a n k s a n d c h a r i t y .


2 2


How is the food grown in the garden used? (check all that apply) 70%

62.80%

60% 50% 40%

30.70%

27.00%

30% 19.00%

20% 10%

4.40%

0% This garden does Distributed to Used in the school Used for teaching Distributed to not grow any food. local food bank or cafeteria lessons about food families at the charity for small on-‐site school projects

A f t e r n e a r l y 1 0 0 y e a r s , t h e O S U E x t e n s i o n P r o g r a m c o n t i n u e s t o s e r v e a c r i t i c a l r o l e i n t h e F a r m t o S c h o o l a n d S c h o o l G a r d e n M o v e m e n t . O S U E x t e n s i o n S t a f f a n d v o l u n t e e r s a r e a t t h e f o r e f r o n t f o r c o n n e c t i n g O r e g o n s c h o o l s a n d l o c a l f a r m s , p r o v i d i n g h e a l t h a n d n u t r i t i o n e d u c a t i o n o p p o r t u n i t i e s , a n d p r o v i d i n g y o u t h w i t h a g r e a t e r u n d e r s t a n d i n g a n d a p p r e c i a t i o n f o r a g r i c u l t u r e a n d f o o d s y s t e m s . B y w o r k i n g c l o s e l y w i t h l o c a l s c h o o l s , s c h o o l d i s t r i c t s , c o m m u n i t y p a r t n e r s a n d O S U m a s t e r v o l u n t e e r s i n g a r d e n i n g , y o u t h d e v e l o p m e n t a n d f o o d s a f e t y / n u t r i t i o n , O S U E x t e n s i o n s t a f f a r e a b l e t o d e l i v e r r e s e a r c h -‐ b a s e d i n f o r m a t i o n t o t h o u s a n d s o f O r e g o n i a n s i n a w a y t h a t i s u s e f u l f o r p e o p l e t o i m p r o v e t h e i r l i v e s , t h e i r h o m e s a n d t h e i r c o m m u n i t i e s .