#3. Garden Museum @NetZeroLee

Thank you to everyone who brought gallon jugs for our garden! We used them to protect our plants from animals and will continue collecting more jugs. We are experimenting with different ways to use them. Additionally, I am considering making a mini greenhouse for the winter. I will share details about our experiment and provide a Google Form for you to submit your ideas in this newsletter. Your support is greatly appreciated!

Some people have asked me how Garden Time works. The daily school schedule does not have a designated time for garden activities. Instead, I offer weekly activities based on various factors, such as the number of transplants or seeds we can plant, how much we can harvest, and the weather. Teachers can sign up for Garden Time for their classes on a first-come, first-served basis.

Since the signup is competitive, some teachers occasionally request to schedule activities at different times, and I try to accommodate those requests when possible.

I enjoy working with the teachers and their children during the Garden Time. I appreciate how teachers engage learners in activities and explain concepts in ways that are easy to understand for each grade level.

G1, Y4B, and B4 on 10/2, 3, and 4

Green 1, Yellow 4B, and Blue 4 learners added soil amendments and mixed them with the soil in the garden beds.

The G1 learners in Group 1 were enthusiastic about mixing the soil, exclaiming, "It's like cooking soil soup!" In contrast, Group 2 was hesitant to get dirty, while Group 3 jumped in to mix the soil, laughing and saying, "It smells bad!" due to the stinky fertilizer. They were so cute!

Y4B removed the large basil and tomato plants, added soil amendments, and mixed the soil within 30 minutes! Their efficiency and focus were impressive. They initially took soil out of the bags slowly, but when I cut the openings wider, they quickly learned to speed up the process.

The Blue 4 learners moved heavy bags to the garden beds and prepared the soil. It wasn't easy even for the fourth graders to carry the bags, so the learners worked together. As they mixed the soil with amendments, some said, "It's satisfying" or "It's fun," while others disagreed, saying, "No, it's not!" The learners had various impressions of soil preparation.

While harvesting and planting are usually more popular activities, successful harvesting is unlikely without proper soil preparation. I am looking for ways to help kids understand the importance of this process.

G1, G3B, B4, B1, B5, & PA on 10/8, 9, 16, 17, 18, & 23

Self-Watering Pot Project

On October 8th and 17th, the Green 1 learners transplanted the seedlings they had planted the seeds last month in the self-watering pots. The seedlings thrived in the new system.

The learners also participated in caterpillar hunting and collected many caterpillars. Initially, many learners hesitated to touch the caterpillars, but a few took the initiative, which encouraged more learners to join in.

Seeing how learners can influence others in the school garden is impressive.

Plenty of Harvest

On October 9th, Green 3B harvested peppers, Swiss chard, and Chinese cabbage and planted garlic. The learners enjoyed cutting and drawing the peppers. Some learners planted garlic cloves by making holes with measuring tools.

A hairy caterpillar on the harvested Chinese cabbage caught the kids' attention. Additionally, some learners discovered feathery grass and asked me to display it at the Garden Museum.

Many aspects of nature resonate deeply with children's sensibilities, making a garden a treasure trove for young explorers.

Planting Seedlings

On October 16, 17, 18, and 23, Blue 4, Blue 1, Blue 5, and Practical Academics learners planted spinach, lettuce, Bok Choy, Broccoli, and Brussels Sprout seedlings and radish seeds in the garden.

Along with planting, B4, B1, and B5 learners also drew pictures of the vegetables we were growing, while the PA learners harvested mint and bagged it for the teachers. Some B5 learners harvested our crops.

A B1 learner found just one transplant left in the container after all the others had been planted. He gazed at it and said, "I love you," while gently petting the leaves. It was one of the most beautiful moments in the garden.

Blue 4

Blue 1

Blue 5

Practical Academics

The B5 learners discussed how to create an effective plant guard using a water jug to protect our crops from animals.

To start, I cut the top and bottom off the jug to allow for airflow and sprayed diluted peppermint oil on the outside. Unfortunately, animals still managed to get inside and eat the leaves. In response, the learners suggested making smaller holes in the jug instead of leaving a wide opening. We are trying this new method and will monitor its effectiveness.

Additionally, I cut the top of the jug in a zigzag pattern to deter animals and am currently observing the results. This is a real-world problem-solving endeavor, and I hope we can develop practical tools to protect our plants!

Do you have any ideas on protecting plants from animals, especially mice, without using harmful chemicals or snap traps? If so, please share your ideas through the Google Forms below. I would appreciate any suggestions!

Thank you to our amazing cafeteria staff for saving the cans for our garden!

B2 and B4 on 10/21 and 23

Blue 2 and Blue 4 built new layers of the worm tower after separating the worms from the old layers of worm compost. They also spread the compost around the plants in the garden beds. To their surprise, they learned that worm castings (worm poop) are beneficial for both plants and soil.

I am pleased that B4 learners have participated in various garden activities and has visited the garden regularly. I hope the learners develop a deeper understanding of nature and become more familiar with it. I was glad many of them brought food scraps from home to feed the worms.

The B2 learners have shown a growing interest in composting and worms. We are considering future activities to engage them further. I will write about them in the next newsletter.

Blue 3 and Red 3 learners in STEAM continued their exploration of Monarch butterflies. Ms. Shaner and I aim to deepen the learners' understanding of Monarchs and conservation.

We primarily focused on one book from the Monarch butterfly collection on Mackinvia, while also referencing other related books. She read the book aloud to the learners, discussing topics such as the impact of harmful chemicals on their population and the reasons behind illegal logging in Mexico. Afterward, they completed worksheets on various subjects, including migration, dangers to Monarchs, and ways we can help, using the Numbers app.

I appreciate Ms. Shaner's effective communication with the learners, which encouraged them to inquire further and deepen their understanding of the content.

On October 25th, the B3 learners played quizzes and reviewed what they learned. They also began creating infographics on each topic using Canva to share their learning with the school community.

When I showed the learners green milkweed seeds and seed pods, some R3 learners expressed interest in growing them in their home gardens. They also talked about starting a "Monarch Club." They helped mulch the Monarch garden during recess and showed their Canva presentation. Ms. Shaner and I were delighted to see their enthusiasm and involvement.

In October, we often spotted Monarch butterflies during recess. It was delightful to hear some learners exclaim, "A Monarch!" in the garden.

One day, some students discovered a fallen pepper in the garden bed. They wanted to cut it open, and to their surprise, they found a caterpillar inside! Meanwhile, others spotted a grasshopper on the kale plant and tried to move it, as I informed them that the grasshopper eats kale leaves. They were excited but made sure to handle the creature gently.

Even during recess, learners frequently use magnifying glasses to explore the garden. Although the school garden is small, I hope they remember the time spent in nature there.

Many children are eager to plant or harvest, while some kindly assist with soil preparation or wash containers used for worm composting. However, sometimes conflicts can arise among the children. In the garden, various events occur not only involving the creatures but also the kids.

After spending hours in the garden during Garden Time and recess, I often feel exhausted and think, "I can't do this anymore!" Nevertheless, the time I spend with them creates fulfilling memories I cherish.

I created a vegetable garden map to share with all learners what we are growing. During Garden Time, the learners drew realistic pictures of the vegetables we were cultivating, and their excellent work is now on display.

Some learners find fascinating items in the garden and bring them to me. One learner noted that the inside of an acorn has a soft, velvety texture. I was so impressed that I decided to display it in the Garden Museum. Many children and adults were curious and enjoyed touching it!

Since the museum is located along the many learners' paths, I play a slideshow of our garden activities on the large screen. They often point out when they see themselves and their friends in the pictures.

I aim to create an interactive museum where children can explore the joy in learning and creativity. In the future, I plan to organize tours for small groups.

Thank you to the teachers for collaborating and bringing your learners to the outdoor learning!

I also appreciate Ms. Yuvali Theruru and Ms. Naoko Maki occasionally helped our Garden Time.

I posted some pictures taken by the teachers and volunteer helpers in this article.