[Azyg] Academic Benefits of Youth Gardening

[Lucy Bradley]

by  Dr. Kathryn Orvis, assistant professor and Extension Specialist at 
Purdue University
Copied from the JMG September 2004 newsletter. www.jmgkids.org


Academic Benefits of Youth Gardening
School gardens present endless possibilities to incorporate various subject 
areas. No matter the size or complexity of the garden, school gardens 
provide an environmental context for interdisciplinary teaching of core 
subject areas. Not only do these stimulating outdoor environments offer 
opportunities to learn math, science, language arts, social studies, 
health, and art, but also a real-life setting that excites them about 
learning (Center for Ecoliteracy, 1999; Klemmer, 2002). To plant and 
maintain a garden, most of the classroom academic skills must be applied. 
For example, mathematics can be used to measure planting areas, growth of 
plants, appropriate spacing for planting, or in record keeping. By using 
the metric scale to do such measurements, it offers a relatively smooth and 
fun approach to learning the metric system (Wotowiec, 1979). Skelly & 
Zajicek (1998) evaluated the effects of a school gardening program on 
science achievement with 3rd, 4th, and 5th grade students. They found 
significantly higher scores in science achievement. Wagner and Fones (1999) 
used a gardening program in a public garden to facilitate learning by 
student teachers (as leaders) and elementary students. Their results 
support the effectiveness of using an inquiry based approach to enhance 
science and mathematics learning.

Center for Ecoliteracy, (1999). The edible schoolyard: Learning in the real 
world. Berkeley, California.

Klemmer, C. 2002. Growing Minds: The Effect of School Gardening Programs on 
the Science Achievement of Elementary Students. Texas A&M University, 
dissertation.
Also online: http://aggie-horticulture.tamu.edu/humanissues/cindyK.html

Skelly, S., & Zajicek, J. (1998). The effect of an interdisciplinary garden 
program on the environmental attitudes of elementary school students. 
HortTechnology, 8(4): 579-583.

Wotowiec, P. (1979). School gardening in Cleveland: More than horticulture 
is involved. Brooklyn Botanic Garden Records, Plants and Gardens, 35(1), 
41-43.

Wagner, L.K. & Fones, S.W. (1999). Enhancing Science Education Experiences 
through Garden Explorations: An inquiry-based learning opportunity at the 
South Carolina Botanical Garden. HortTechnology, 9(4), 566-569.


~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Lucy K. Bradley
Extension Agent, Urban Horticulture
Maricopa County
The University of Arizona Cooperative Extension
4341 E Broadway Rd.
Phoenix, AZ  85040-8807

Phone:  (602) 470-8086 ext 323
Fax:  (602) 470-8092
email:  LBradley at cals.arizona.edu
http://cals.arizona.edu/maricopa/garden/
http://cals.arizona.edu/youthgardens

Mission of the Maricopa County Master Gardener Program
To teach people to select, place and care for plants in an environmentally 
responsible manner based on research specific to the low desert.

"The opinions or statements expressed herein are my own and should not be 
taken as a position, opinion, or endorsement of the University of Arizona."
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