School and Youth Gardens

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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

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Background

I n c o m m u n i t i e s a c r o s s O r e g o n f a m i l i e s a n d s c h o o l s a r e f a c i n g c h a l l e n g i n g t i m e s . O r e g o n

r a n k s t h i r d i n t h e p e r c e n t a g e o f h u n g e r . C l o s e t o o n e t h i r d o f O r e g o n s c h o o l s q u a l i f y f o r

f r e e a n d r e d u c e d m e a l s a s r e p o r t e d o n t h e O r e g o n D e p a r t m e n t o f E d u c a t i o n ( O D E )

w e b s i t e . C h i l d h o o d o b e s i t y i s g r o w i n g a t e p i d e m i c p r o p o r t i o n s a n d m a n y f a m i l i e s f a c e

f o o d i n s e c u r i t y . L i m i t e d n a t u r a l r e s o u r c e s a n d a g r o w i n g c o n c e r n a b o u t a g e n e r a t i o n o f

y o u t h w h o a r e l a r g e l y d i s c o n n e c t e d f r o m n a t u r e a r e a t a n a l l - t i m e h i g h . O r e g o n r e s i d e n t s

n o w m o r e t h a n e v e r a r e l o o k i n g f o r n e w w a y s t o a d d r e s s t h e s e i s s u e s , l i v e h e a l t h i e r

l i v e s a n d m o r e s u s t a i n a b l y , a n d p r e p a r e t h e n e x t g e n e r a t i o n f o r a w o r l d w i t h m o r e

l i m i t e d r e s o u r c e s . I t i s w i d e l y r e c o g n i z e d t h a t a t t e n t i o n t o l i v i n g s u s t a i n a b l y w i l l r e q u i r e

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

o u r p r e s e n t g e n e r a t i o n w i t h o u t c o m p r o m i s i n g t h e a b i l i t y o f f u t u r e g e n e r a t i o n s t o m e e t

t h e i r n e e d s .

T o d a y d u r i n g l u n c h b r e a k s , a f t e r s c h o o l a n d o n w e e k e n d s , y o u n g p e o p l e a r e w o r k i n g

s i d e - b y - s i d e w i t h a d u l 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 t o t r a n s f o r m 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 i n t o 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 ,

h e a l t h y c o m m u n i t i e s a n d h e a l t h y e n v i r o n m e n t s . T h e y p r o m o t e 1 ) l e a r n i n g t o s u p p o r t

w h a t i s h a p p e n i n g i n t h e c l a s s r o o m a c r o s s a l l a r e a s o f t h e c u r r i c u l u m 2 ) h e a l t h y e a t i n g

a n d n u t r i t i o n , a n d 3 ) s t e w a r d s h i p a m o n g y o u t h b y i n s p i r i n g , e d u c a t i n g a n d c o n n e c t i n g

c o m m u n i t i e s , s c h o o l s a n d o r g a n i z a t i o n s .

School

and Youth

Gardens

Master Gardeners 4-‐H Youth Development Family and Community Heallth Forestry and Agriculture

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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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The School Garden Movement

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.

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100 Year History of OSU Extension and School

Gardens

F o r n e a r l y 1 0 0

y e a r s

O S U E x t e n s i o n f a c u l t y h a v e p r o v i d e d s u p p o r t t o l o c a l s c h o o l s a n d

c o m m u n i t i e s t o t e a c h e r s , s t u d e n t s a n d s c h o o l s t a f f 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 .

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 .

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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 )

OSU Supported School Gardens

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 .

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Listing of School

Gardens

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

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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

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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

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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

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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

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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

(14)

(15)

School and Youth Garden Audiences

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 ) . 83.90% 1.80% 33.90% 7.10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

How would you describe this youth

garden? (check all that apply)

School Garden (based on school property)

School District Garden (serves mulgple schools) Community garden that serves youth

An OSU Extension run youth/community garden

(16)

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 .

10.70% 70.50% 59.80% 41.10% 0% 10% 20% 30% 40% 50% 60% 70% 80%

Preschool Elementary (K-‐5 or

K-‐6) Middle School or Junior High High School

Grades/ages served by this youth

garden? (check all that apply)

(17)

The role of OSU Extension in Oregon School Gardens

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 . 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 % ) . 49.60% 55.00% 25.20% 58.80% 48.10% 21.40% 0% 10% 20% 30% 40% 50% 60% 70% Primary local partner (planning, organizing, implemengng the project) Provide on-‐site

consultagons Provide training classes for teachers and/

or students

curriclum Support OSU Extension Volunteers who work on-‐

site 4-‐H Aier School Club (incorporates garden educagon)

What is the role of OSU Extension in this

garden (check all that apply)?

(18)

37% 8% 18% 37% 3%

Which Extension Program is the the

Primary Lead?

4H FCH Snap Ed Master Gardeners Ag/Foresty

(19)

How are the Gardens Used

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 . ” 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 . 10.20% 29.60% 12.00% 48.10% 0% 10% 20% 30% 40% 50% 60% Planning and Designing Stage but ground is not

yet broken

The garden is built and in the early

stages

An established garden but used

lille

A vibrant school garden program

Which of the following describes

this garden?

(20)

School and Youth Garden Use and Purposes

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 . 1-‐2 hours a month 25% 3-‐5 hours a month 33% 6-‐10 hours a month 17% more than 10 hours a month 25%

How oYen would you ESTIMATE

student and teachers are using

(21)

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 . 88.50% 30.20% 13.70% 0% 20% 40% 60% 80% 100%

Vegetable Garden Wildlife Garden Rain Garden

Which of the following elements are

included in the garden? Check all that apply

(22)

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 .

4.40% 30.70% 19.00% 62.80% 27.00% 0% 10% 20% 30% 40% 50% 60% 70%

This garden does

not grow any food. local food bank or Distributed to charity

Used in the school

cafeteria lessons about food Used for teaching for small on-‐site

projects

Distributed to families at the

school