At Sisters High School (SHS), students are immersed in the world of agriculture through the lasting Agriculture program. Since 2013, the local nonprofit Seed to Table has been a vital partner, providing funding, educators, supplies, and support. Founded by audrey Tehan, the program began in the school’s greenhouse with backing from the science Club, administrators, and teachers. It has since evolved into a dynamic learning experience connecting students to their food and community.

The program emphasizes hands-on learning, transforming how students perceive agriculture. Educator Kaci Rae Christopher, author of “The School Garden Curriculum: A K–8 Guide to discovering Science, Ecology, and whole-Systems Thinking,” adapted the seed to Table program’s approach, especially during the COVID-19 pandemic.Christopher built upon the curriculum previously developed by Seed to Table’s Tehan and Caroline Hager, ensuring its continued relevance and impact.

From Recipes to Reality: Growing Food in the Greenhouse

Lesson plans are meticulously crafted around hands-on projects within the greenhouse. One such project, “Sharing Food, Sharing Stories,” encourages students to explore memories associated with food. Christopher explained, Then they bring a related recipe to share with the class, and grow the ingredients. This assignment connects students to their personal histories and provides a tangible link to the food they consume.

This school year,Heidi Dixon joined the team as the Sustainable Agriculture teacher. She elaborated on the meal project, highlighting the collaborative aspect: They share, working collaboratively, deciding whether to mesh their two meals or just choose one of them. It’s definitely teamwork. This collaborative approach fosters interaction and problem-solving skills among the students.

The journey from recipes to cultivating actual food involves a complex and educational process. Students begin by researching which ingredients they can realistically grow, considering the local climate and time constraints.Dixon noted, we think about what our growing season is like and how much time we have, varieties and crop selection.

Soil health is a central component of the curriculum. First we test our soil for NPK and pH,and amend our soil based on that data, Dixon explained. Students learn the importance of organic matter and its role in creating sustainable soil that will support future crops.This understanding emphasizes that your soil is alive.

Practical skills, such as measuring and math, are integrated into the curriculum as students plan their plots within the greenhouse. They learn about companion planting techniques, such as the beneficial relationship between basil and tomatoes. Basil’s scent repels pests, while tomato leaves provide shade for the heat-sensitive basil, illustrating a natural and sustainable approach to agriculture.

Students also delve into the world of seeds, studying conventional, organic, and heirloom varieties. They design and mix potting soil, water their sprouts, and learn the art of transplanting. Researching healthy compost and natural pest control methods, such as planting marigolds and calendula, further enhances their understanding of sustainable practices.

After weeks of nurturing their plants, students harvest their produce, cook their recipes, and share their food and stories. Christopher proudly stated, The kids make amazing stuff.

Connecting with the Community: Field Trips and Farmers Markets

Field trips to the Seed to Table farm are an integral part of the curriculum, providing students with real-world experiences. For instance, students designed a hedgerow of plants to support pollinators, such as butterflies and bees, which are essential to agriculture. Farmers guided them in planting and establishing the pollinator hedgerow, fostering a connection between students and local agricultural experts. We learn from the farmers, Dixon emphasized.

Last fall, the high school students participated in the farm’s carrot harvest, bringing in thousands of pounds destined for winter storage. This hands-on experience provided valuable insights into the scale and effort involved in food production.

the course culminates in a community event where students present their work,sharing both their successes and challenges. They talked about mishaps and successes, said Dixon. Overall it was a lot of gratitude, and surprising themselves with how much they ended up liking plants.

Dixon shared a heartwarming anecdote about two students who initially enrolled in the course simply to fulfill a credit requirement.By the end of it they were wanting to lead the greenhouse club, she said. They were so excited to grow food!

The impact of the program extends beyond the classroom, as students take their produce home to share with their families. Whether it’s broccoli, cauliflower, lettuce, or herbs, taking their own produce home to cook with their families is a really powerful connection, Dixon added.

Inclusivity and Social Growth

christopher’s background in special education has significantly shaped the program’s approach. I started developing the curriculum with inclusivity in mind, then focused on project-based learning, she explained. This focus on inclusivity has created a supportive and nurturing habitat for all students.

The nurturing side of things is an element, along with the know-how, Christopher said. The program fosters collaboration and support among students, creating a safe space for vulnerability and caring. Taking care of their plants, collaborating, the social environment…sometimes it’s hard for kids in high school to show vulnerability and caring. In greenhouse class they support each other’s strengths. It’s especially valuable for our SPED kids.

Former student Annie Cohen described the greenhouse as a safe space, with a mixture of people that I’d never really talked to before, all different grade levels. It was nice to grow closer with some other students in my community. Everybody’s ideas were shared and talked about.

Over the years, the greenhouse has played a vital role in other programs, including Transitions and garden Club. Students have generously grown food for local groups and school staff,further strengthening the program’s connection to the community.

Cultivating Futures: How Hands-On Agriculture is Transforming High School Education

Did you no that a simple high school greenhouse programme can cultivate not only food but also crucial life skills, community engagement, and a deep appreciation for lasting agriculture? This isn’t just about planting seeds; it’s about planting the seeds of future success. LetS delve into this transformative approach wiht Dr. Emily Carter, a leading expert in agricultural education and sustainable practices.

Senior Editor (SE): Dr. Carter, the Sisters high School agriculture program, partnered with Seed to Table, showcases an remarkable hands-on approach. What makes this model so effective in fostering a love for agriculture among students?

Dr. Carter (DC): The Sisters High School program’s success stems from its holistic approach. It’s not merely about teaching agricultural techniques; it’s about connecting students to the entire food system—from seed to table, as the name aptly suggests. This experiential learning, involving tasks like soil testing, seed selection, planting, harvesting, and even preparing and sharing the food they’ve grown, creates an unforgettable, multi-sensory learning experience. They learn not just what to do, but why, fostering a deeper understanding and passion for agriculture and sustainable food production. This hands-on, project-based learning strengthens critical thinking, problem-solving skills, and collaboration – all highly valued in today’s job market.

SE: The program highlights the importance of community engagement. How does connecting students with local farmers and the wider community amplify the learning experience?

DC: Community engagement is paramount. By working with local farmers and participating in events like farmers’ markets, students gain invaluable real-world experience, observing different farming techniques and understanding the local food economy. They aren’t just learning in a classroom; they’re actively participating in the community, learning about local food systems, business, and the importance of sustainability. This interaction expands their understanding beyond theoretical knowledge to a practical, holistic submission. this broader perspective enhances their civic engagement and strengthens their sense of community ownership.

SE: the curriculum incorporates elements of inclusivity and social-emotional learning. How does this approach benefit students beyond acquiring agricultural skills?

DC: Creating an inclusive learning environment ensures all students, nonetheless of background or learning style, can thrive and contribute. This approach recognizes that agricultural education is not only about cultivating plants, but also cultivating the well-being of individuals. The program’s emphasis on collaboration, problem-solving, and mutual respect fosters a sense of belonging and shared responsibility. It demonstrates the power of teamwork and empowers students to support each other, building their self-confidence and communication skills. This social-emotional growth is as important as the agricultural skills they acquire. The emphasis on vulnerability and caring within the greenhouse creates a powerful sense of community and support.

SE: What specific elements of the Sisters High school program could other schools adapt to implement similar accomplished agricultural education programs?

DC: Several key elements are easily transferable:

Prioritize hands-on learning: Make the learning active, involving students directly in all stages of the agricultural process.

Foster community partnerships: Connect your students with local farms, farmers’ markets, and food banks to create real-world learning experiences.

Create an inclusive environment: Ensure the program welcomes students of all backgrounds and learning styles, fostering collaboration and inclusivity.

Integrate social-emotional learning: Recognize learning extends beyond agriculture; build in elements of teamwork, respect, and community support.

* Develop a curriculum applicable across different grade levels: The approach at Sisters High School demonstrates how adaptable and scalable it can be.

SE: In closing, what is the most impactful aspect of this type of agricultural program, and what lasting impression do you believe it leaves on the students?

DC: The most impactful aspect is the lasting change it ignites in students. It doesn’t just teach them agricultural skills; it cultivates a deep appreciation for food, sustainability, and community. It builds confidence, enhances social skills, and empowers them with practical knowledge applicable throughout life. It’s about fostering responsible citizens who understand the importance of sustainable food systems and the role they play within their communities. They graduate with not only valuable skills, but also a passion that can shape their future endeavors.

We encourage you to share your thoughts and experiences in the comments section below! What aspects of this hands-on agricultural education approach resonate most with you? Let’s continue the conversation on social media using #HandsOnAgEd #SustainableAgriculture #CommunityEngagement.