1. Havens School Garden Old and New “I remember going through the archway into the garden was like entering a magical fairyland.” fourth grade student

2. Summary Havens staff are committed to continuing the existing garden programs in order to meet state content standards and District Green Initiative goals which are listed later in detail. Although we are requesting a change to the current landscaping plans, it would actually be a less costly given we are requesting a reduction in planting, irrigation, and paving. The Havens Green Committee has already begun organizing a team to design and build a curriculum garden. Given bare ground, they are willing to plan and construct raised beds and other necessities to support the curriculum. These proposed layouts are only rough ideas of what could be done, and design input from professionals would be most welcome. If something like Alternate Plan C, could be approved, it could meet most of our needs for the first grade curriculum, but other areas would need to be found to support Kindergarten and 2 nd grade programs. They would not need to be adjacent to the first grade garden if space could be found elsewhere on site. The Kindergarten teachers would ideally like some planting space on the K playground.

3. Old Havens Curriculum Gardens The curriculum garden at Havens consisted of two areas. One was located on the first grade playground and was used to support the first grade garden curriculum. This area was built about 9 years ago and was highly functional for instruction. It served as a model for other school gardens in the area. The second area was a string of planter boxes along the annex wing on the east side of the playground. As the school configuration changed, so did its use to support curriculum. Most recently in use by Kindergarten classes, it was also planted by 2 nd grade classes, and spent time as a butterfly habitat garden.

4. S Total planting area in raised beds = 361 square feet Water – sink and 2 hose connectors 3 compost bins 1 worm bin Tool shed Greenhouse Work Tables South Exposure First Grade Garden

6. Garden in June at Harvest time

7. Harvest 2008 1050 peas 77 beets 370 carrots 189 potatoes 4 tubs of lettuce

8. Composting area Tool shed

9. Greenhouse Worm bins Containers for herbs and edible flowers Composting area Tool Shed

10. The New Havens School Planting area comparison Old area – about 550 sq. ft New area – about 146 sq. ft

11. New Havens Garden Plan Planting area paving

12. New Havens Garden Plan S 10’ 5’ 7’ 14’ 40’ Planting area paving

13. Plan A: F unctional layout using current plans S Greenhouse shedshed Compost wormworm plant bed 4 x 7 plant bed 4 x 7 bed 6x3 bed 4x3 This layout provides 146 sq. feet of planting space – compared to over 550 sq. feet in old garden areas Note: aisles have to be provided in 3 foot deep beds so that young children can reach planting areas. bed 4x3 bed 4x3 bed 4x3 Bed 2x11 2x2

14. Plan B: Alternate layout putting raised beds over some concrete areas S GH S C W plant bed 4 x 14 plant bed 4 x 14 plant bed 4 x 8 plant bed 4 x 8 176 sq. feet of planting space – compared to 550 in old gardens This provides more planting space, but not enough to support the current first grade program. It also maximizes southern exposure. It also lacks any work area for students.

15. S 13’ 9’ 19’ 46’ GH S C W plant bed 4 x 9 plant bed 4 x 10 plant bed 4 x 10 plant bed 4 x 9 plant bed 4 x 9 plant bed 4 x 10 plant bed 4 x 10 Provides 268 feet of planting space This layout could be used to support the first grade program although it is more limited than what was available before. Our hope is that additional space could be found elsewhere to support curriculum in other grade levels. Plan C: Alternate layout if concrete and border plantings are eliminated Table

16. One Season in the Havens Garden In spring 2009, we documented the first grade garden program online using a VoiceThread. It started out as a high tech pen pal arrangement with a school in Connecticut, but turned out to be a great way for our students and parents to share the gardening experience. You can find at it at One season in the garden 2009.One season in the garden 2009

17. California Content Standards Met by Garden Curriculum Kindergarten – Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). – Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).

18. California Content Standards Met by Garden Curriculum First Grade – Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places. – Students know both plants and animals need water, animals need food, and plants need light. – Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting. – Students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight. – Students know how to use simple tools (e.g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons. – Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season. – Students know the sun warms the land, air, and water.

19. California Content Standards Met by Garden Curriculum Second Grade Plants and animals have predictable life cycles. As a basis for understanding this concept: – Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another. – Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice. – Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment. – Students know there is variation among individuals of one kind within a population. – Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants. – Students know flowers and fruits are associated with reproduction in plants. – Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.

20. School Board Policy – Green Initiative As a school community, the Piedmont Unified School District is committed to providing an excellent academic experience to all students. Embedded in this commitment is the responsibility of the school community to be stewards of the environment, appreciating and understanding the flow of resources that sustain us, and ways in which we can minimize the impact of our activities on resources. Supporting environmentally “green initiatives” and creating a culture of sustainability afford us the opportunities to achieve integration amongst the District’s curriculum, values and educational mission. 1. Reducing Waste: The District shall develop a waste management plan for all aspects of its operation in concert with the goals developed by the City of Piedmont that follow the principles of “reduce, reuse, recycle, rot.” 6.Environmental Education: Schools play a crucial role in educating students about the importance of the environment and in preparing them to be stewards of natural resources. The District’s program shall incorporate efforts to fulfill this role, including emphasis on the incorporation of active student participation into instructional program and school culture when feasible and effective. 7. Landscaping and Grounds: The Governing Board encourages the ongoing development of natural landscaping and grounds care at the District facilities to achieve reduction in water and pesticide/herbicide usage, and supports integrated pest management systems.