by Leslie Cole, The Oregonian
Schools embrace healthier kids with locally-grown foods
Mention school lunches, and it’s hard to find someone who’s not hungry for change.
Maybe you can’t see, smell or taste it just yet, but the shape of public school meals is shifting, in the Portland area and beyond.
Food costs are climbing, money is tight and results that resonate with families across the state will take time. But right now, the future of the school cafeteria looks promising.
Some recent developments:
• Two years after a splashy pilot program of scratch cooking and gardening began at Abernethy Elementary in Southeast Portland, Oregon has new positions in two state agencies dedicated to what’s known as “farm-to-school.”
Cory Schreiber in the Department of Agriculture and Joan Ottinger in the Department of Education are charged with connecting farmers with school cafeterias, encouraging students to eat more local fruits and vegetables, seeding a statewide school garden program and getting lessons about food into classrooms.
• Local purchasing has taken a big leap forward. More than 32percent of Oregon schools buy some of their food for school lunches from farmers and processors in their communities, according to an Oregon Department of Agriculture survey. Recently relaxed rules in the 2008 federal farm act encourage more local purchasing. School districts that buy more than a certain dollar amount must get bids on food purchases. For many years, it was impossible to cite a preference for local products (meaning Washington, Oregon and Northern California) when soliciting bids. Last year, that restriction was removed.
Despite other hurdles — and there are many — school food service directors are buying fresh fruits and vegetables from nearby farmers when they can, with little or no additional federal or state money in their pockets.
A yearlong grant from the Kaiser Permanente Community Foundation has given enough oomph to two public school districts — Portland and Gervais — to put not just locally grown produce on lunch trays, but also monthly hot entrees in Portland schools using Oregon products.
Doug BeghtelThe food that students grow end up in the cafeteria and could someday, school officials say, defray as much as 20 percent of the cafeteria’s produce costs.
“We want to use it to demonstrate what could be possible statewide,” says Deborah Kane, vice president of the food and farms program at Ecotrust, which supports farm-to-school activities around the West.
What’s missing is permanent funding. Oregon is one of only a handful of states that does not provide money for public school meals. School districts need more resources, say a coalition of food and public health activists working on farm-to-school issues, to create programs that reach every student.
Farm-to-school supporters are gearing up to ask for it: State Reps. Tina Kotek (D-Portland) and Brian Clem (D-Salem) plan to introduce legislation in 2009 requesting that the state match a portion of the federal dollars if districts purchase Oregon foods. If the bill is enacted, the state would kick in as much as 15 cents for every lunch and 7 cents for every breakfast to purchase foods produced, packaged or processed in Oregon. The proposed legislation also would provide up to 150 grants for complementary food- and garden-based education, up to $10,000 a school year for each of two years.
Meanwhile, some Oregonians aren’t waiting. School gardens are taking root in pockets around the state, helped along by community members, passionate teachers and parent volunteers. With grants and donations, a new culinary arts program is getting off the ground in the Centennial district, with the hope of introducing at-risk teens to a lifetime of more healthful eating.
Stay tuned. Meanwhile, sample a few stories of change, below.
Ecotrust (events, program overviews, assistance and legislative updates),
National Farm to School Program
Portland Public Schools’ Local Lunch program
Growing Gardens’ school garden resource page
(click on Resources, then School Gardens)
Bend/LaPine farm-to-school program
(click on Parents, Nutrition, Menus, and Farm to School)
Centennial Learning Center
Fellow Master Gardener Anne Nagro (Illinois chapter) has recently published a non-fiction children’s book, Our Generous Garden. The book is based on Anne’s successful seed-to-table elementary school garden project that last year donated 900 pounds of produce to a local food bank. The easy-to-read text written from a child’s perspective follows students as they find the perfect garden spot, design their garden, grow seeds in the classroom and plant the seedlings outdoors. A few recipes are included as well. It is available here from Amazon.com or from Anne’s website, GardenABCs.com. While perusing GardenABCs, be sure to check out the Resources page, as well as the Library page. Great stuff for both garden and classroom.
Seeds come in many shapes and sizes. They can be as big as coconuts or as small as orchid seeds that are carried by the wind. Size usually depends on how the seed is dispersed.
Big or small they all have three things in common related to their structure:
1) Hard protective shell outside called the seed coat;
2) Dormant embryo inside;
3) Nutrition (stored food) to keep it viable. Viable means that the seed is capable of germinating when you plant it. If it is not viable the nutrition inside has been used up and the embryo will no longer develop. Much of seed viability depends upon storage conditions. Ideal conditions would be somewhere cool and dry (e.g. a capped jar in the refrigerator).
When a seed is planted in the ground, container, or any growing medium there are four environmental factors that affect germination:
1) Moisture – Germination begins with the absorption of water. It ends when the seedling is self-sustaining. During that period, the growing medium should stay evenly moist (like a wrung-out sponge) and never dry out.
2) Temperature – Seeds like warmth. Generally, 65-75 F is best for most plants. The back of the seed pack will list the desired temperature range.
3) Oxygen – Respiration takes place in all viable seeds. During germination, the respiration rate increases. Soil or growing medium needs to be loose and well aerated.
4) Light – Some seeds require light, some seeds require darkness, and for some seeds it doesn’t matter. The back of the seed pack will list any special lighting requirement.
Ideal characteristics of growing medium include the following:
1) Fine and uniform texture;
2) Well aerated and loose;
3) Free of insects, disease, and weed seeds;
4) Low in total soluble salts;
5) Able to hold moisture yet drain well.
If sowing seeds indoors in containers think about recycling egg and milk cartons, plastic soda and water bottles, or pie pans. Just remember to create holes in the bottom for drainage.
Seed Sowing Tips
1) Depth matters – Problems can arise if too shallow or too deep. In general sow seeds 4 times the smallest dimension (see seed packet).
2) In soil or in a pot? Sow big seeds like sunflower, nasturtium, corn, peas in soil where they’ll grow. Sow small seeds like broccoli, oregano, snapdragons in containers.
3) Re-sow seeds, especially of vegetables, every 3-4 weeks for continuously developing new plants. This will provide sequential food crops to harvest. Plant lettuce in September, October, November and December, and you’ll have lettuce the entire school year.
Seed Diagram (Avocado)
Hope to see you all there!
The Los Angeles Unified School District’s
CALIFORNIA INTSTRUCTIONAL SCHOOL GARDEN PROGRAM
ANNUAL RESOURCE FAIR
SATURDAY, SEPTEMBER 27, 2008 10:00am-2:00pm
AT THE “HIDDEN GARDEN” IN NORTH WEDDINGTON PARK ADJACENT TO
Rio Vista Elementary School
4243 Satsuma Ave North Hollywood, CA 91602
OVER 50 RESOURCE TABLES!
OVER 50,000 FREE VEGETABLE SEEDLINGS!
FREE GARDEN SUPPLIES, WORKSHOPS, AND MORE!
KEYNOTE ADDRESS by Tim Alderson, Chair, California School Garden Network
FREE To All Administrators, Teachers, Volunteers, Parents and Students
No pre-registration necessary. Supervised child play area available.
Sponsored by the LAUSD Instructional School Garden Program and CSGN Los Angeles, www.csgn.org
For more information contact: Tonya Mandl, firstname.lastname@example.org & Mud Baron, email@example.com
The back of a seed packet lists all the information one needs to directly sow seeds in the ground. Let’s go through it item by item with this Cauliflower variety, Early Snowball and Carrot variety, Scarlet Nantes.
The Latin name isn’t always given but it’s a good idea to note the family name for rotation purposes. Brassica is the genus name, oleracea is the species. (See Making Sense of Botanical Names for more on proper name classification)
1) Planting Depth – When we make a trench to lay our seeds the distance from the soil line to the bottom of the trench is the planting depth.
2) Seed Spacing – Refers to distance in trench between seeds. With carrots its 3-4 per inch. Don’t overseed. It makes thinning later more difficult.
3) Days to Sprout aka Days to Germination refers to the length of time between when a seed is first planted and when it first appears above ground.
4) Spacing after Transplanting or Plant Spacing refers to the distance between plants once all thinning and transplanting has been done.
5) Row Spacing refers to the distance between the rows. In school gardens we use mostly raised beds and not large fields in which these seeds are intended. The distance between rows in a raised bed can usually be greatly reduced.
6) Days Until Harvest aka Days to Maturity is the time it takes to go from seed to table. Some will start from the day the seeds are planted while others use the day the seedling are transplanted to their final position. Notice cauliflower takes 60 days however it is started indoors for 4-6 weeks. If we plant cauliflower directly in the ground our Days until Harvest will be 88-102 days.
7) Misc – The following information is sometimes included but not always: light requirements, soil requirements, irrigation suggestions, when and how to harvest, fertilization requirements, and, growing suggestions.
Hiram Young was born a slave in Tennessee in the early 1800s. After purchasing his freedom as young man, he became famous as a wagon builder during the early trail days and westward expansion…After the Civil War he returned to Independence, MO and started his business again. During this time frame he built a school to educate African American school children in the Independence area.
Click link above for more on the history of Hiram Young.
Week 1 – Welcome back everyone. Hope you all enjoyed your summer.
For those without a school garden who would like to know how to get started please read: How to Start and Maintain a School Garden.
For those returning to an existing garden there is much to do. Preparing the beds for seed sowing is probably the hardest job physically we will have all year. Organizing a garden day with other parents, teachers, students or volunteers is something you might want to consider.
The following 10 School Garden Activities for September should be done (more or less) in order:
1) First and foremost discuss garden rules and tool safety. For those unfamiliar with garden rules these are the basics: a) No running in the garden; b) No walking in the beds; c) No running with tools; d) Do not carry or swing tools on your back; e) Do not bring hands tools over your shoulder; f) Walk with the tool by your side, blade down; g) Return all tools to their proper place immediately after use; h) Do not leave tools in the garden; i) Anyone not following these rules does not get to work in the garden.
2) Search for dried flower heads and seed pods in which to save seed (i.e. cosmos, sunflowers, marigolds, lettuce, cilantro, beans, etc).
3) Clear beds of everything other than perennials (i.e. herbs and strawberries).
4) Collect all organic refuse and compost it. For more information on composting see: Compost page at Wikipedia, the Compost Guide from compostguide.com, and the Guide to Home Composting from the Los Angeles Department of Public Works.
5) Add amendments (i.e. organic compost, aged manure) to existing soil, mix well and turn soil (top to bottom, bottom to top).
6) Review Vegetable Family Chart. At this time of year we will be planting cool-weather crops. As you will see there’s actually more to choose from now than there is in the spring.
7) Read seed packets for specific information regarding height and row spacing. (Taller plants go in the rear so as not to cast shadows on smaller plants.)
8) Plan and design garden space.
9) Lay out rows. (Ideally, rows should be perpendicular to the arc of the sun.)
10) Sow seeds and/or transplant seedlings.