BNAN 08 SLUG Handbook-9.24.08 edition - Wikispacesbnan.wikispaces.com/file/view/BNAN+08+SLUG+Handbook+pg...The BNAN SLUG training will provide hands-on practice with selected garden-related

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GARDEN-RELATED ACTIVITIES for one day, one week, or suggested periods of time. It is not productive to “reinvent the wheel” when teachers and students can easily access the quality and quantity of existing garden-related curricula. The BNAN SLUG training will select a limited number of materials from several of the resources listed below and other curriculum sources for short-term garden-related activities to be covered in the SLUG training session. The BNAN SLUG training will provide hands-on practice with selected garden-related activities, chosen to enhance the indoor, container, and outdoor gardening experiences. For ease of access to complete materials (many of these materials are available at the Boston Public Library), we have listed some useful curricula and books below: Cultural Uses of Plants, Gabriell DeBear Paye (New York Botanical Garden Press) Digging Deeper, Joseph Kiefer and Martin Kemple, (Common Roots Press) Down to Earth, Susan and Patrick Harman (North Carolina A&T State University) French Fries and the Food System, Sara Coblyn (The Food Project) Garden Mosaics, Cornell University www.gardenmosaics.org Gardening with Children, M. Hannemann, et.al. (Brooklyn Botanical Garden) Grow Lab: Activities for Growing Minds, Eve Pranis and Joy Cohen ( National Gardening Association) Junior Master Gardener, Texas Agricultural Extension Service, www.jmgkids.com Ladybugs and Lettuce Leaves, Project Inside/Outside Somerville Public Schools, (Center for Science in the Public Interest) Plants: Science Works for Kids Series, (Evan-Moor) The Chicago School Garden Initiative, Katherine Johnson and Marti Ross Bjornson (Chicago Botanic Garden) Victory Garden Kids’ Book, Marjorie Waters, (Globe Pequot Press; Rev Sub edition April 1994) Worms Eat My Garbage, Mary Appelhof, (Flower Press) (Ms. Appelholf is known as the Worm Lady and she tells all about using worms for composting in this book.)

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RESOURCES AND REFERENCES Books, documents, websites

WE VALUE YOUR INPUT: If you have a favorite book, magazine, or website that is not listed here or on pages 62-66, please contact SLUG staff. The information you provide will be added to future additions of the SLUG handbook. Thank you!

CitySprouts, Cambridge, MA http://citysprouts.org/

Greene, M.L. 1910. Among School Gardens. Russell Sage Foundation, New York.

Miller, L.K. 1904. Children’s Gardens. D. Appleton and Company, New York.

Waliczek, T.M. 1997. The effect of school gardens on self-esteem, on interpersonal relationships, attitude toward school, and environmental attitude in populations of children. PhD dissertation, Texas A&M University.

J. Michael Murphy, Ed.D., Erwin Schweers, Ed.M. 2003. Evaluation of a Food Systems-based Approach to Fostering Ecological Literacy. Final Report – Massachusetts General Hospital, Harvard Medical School

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RESOURCES AND REFERENCES Some history of school gardens Gardening with children is not a new concept. Children have probably been gardening for food and survival for thousands of years. Yet, school gardens are about more than raising food, they are about using the garden to teach. The following timeline gives a brief history of school gardens.

1525 – Botanical garden planted at an Italian University for educational purposes.

16th Century – Quote by Comenius: “A school garden should be connected with every school where children can have opportunities for leisurely gazing upon trees, flowers and herbs and are taught to enjoy them.”

17th Century- School gardens spread throughout Europe.

1869 – Austrian mandate that all schools must have school gardens (followed by similar measures in Germany, Sweden, Belgium, France, Russia, and England).

1890 – First official U.S. school garden at George Putnam School in Roxbury, Massachusetts for wildflowers and vegetables. School gardening is linked with community garden efforts. A U.S. school garden pioneer was Mrs. Fannie G. Parsons, Director of the First Children’s School Farm in New York City.

1897 – Boy’s Garden established by the National Cash Register Company to instill good work ethic.

Early 20th Century – Large U.S. cities incorporated school gardens including Philadelphia, Cleveland, and Washington, D.C. Schools and gardens become associated as educational reformers and philosophers stress correlation between learning and personal, active experience. Experiential learning develops momentum; in 1910 approximately 80,000 school gardens maintained in U.S.

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RESOURCES AND REFERENCES

Boston-area school garden programs

Contact information

Boston Nature Center/Massachusetts Audubon Society (school and day camp curriculum, mostly environmental education) Brian Lawlor: [email protected] CitySprouts (school garden curriculum) Jane Smillie: [email protected] EarthWorks Projects (edible fruit model and other schoolyard programming) Laura Doty: [email protected] Fish & Wildlife Service (classroom curriculum, mostly wildlife) Contact: Parker River National Wildlife Refuge in Newburyport, MA at 1-978-465-5753, and the Eastern Massachusetts National Wildlife Refuge Complex (Great Meadows), headquarters located in Sudbury, MA at 1-978-443-4661. Groundwork Somerville (school garden and nutrition curriculum) Amber Espar: [email protected] Mass Ag in the Classroom Debi Hogan: [email protected] Texas Agricultural Extension Service (Junior Master Gardener program)

www.jmgkids.com National Wildlife Federation (schoolyards habitat with curriculum) Liz Soper: [email protected] Schoolyard Funders Collaborative: (curriculum) Kristin Metz: [email protected] Urban Ecology (environmental education programs and actions) Emily Hoffman: [email protected]

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RESEARCH THAT SUPPORTS GARDENING’S POSITIVE ROLE IN EDUCATION One of the realities of working within the world of garden-based learning is that inevitably, you may be asked for “proof” of gardening’s role in enhancing education. Fortunately, there is research that you can draw on to bolster and advocate for your efforts. The following is a summary of research findings that you can share with teachers, administrators, and parents and use in countless other ways to support the important work that you are carrying out. * Children’s garden consultant is a new model designed to give teenaged youth the opportunity to actively research children’s garden design and educational programming, then present recommendations to an adult audience. Surveys, observations, and discussions with youth, adults in attendance, and program organizers indicated the approach was highly valuable and worth repeating. It provided a new learning opportunity for youth, and it also gave adults new perspectives on gardens. (Kristi S. Lekies, Marcia Eames-Sheavly, Kimberly J. Wong, and Anne Ceccarini. 2006. Children’s Garden Consultants: A New Model of Engaging Youth to Inform Garden Design and Programming. HortTechnology 16.1: 139-142.) * Gardening can be an ideal vehicle for introducing elements of multicultural education. (M. Eames-Sheavly. 1994. Exploring Horticulture in Human Culture: An Interdisciplinary Approach to Youth Education. HortTechnology 4.1.) * A study of a youth gardening program in Detroit reports that after gardening, kids have an increased interest in eating fruit and vegetables, possess an appreciation for working with neighborhood adults, and have an increased interest in improvement of neighborhood appearance. In addition, they made new friends and showed increased knowledge about nutrition, plant ecology, and gardening. (K. Pothukuchi. 2004. Hortiliza: A Youth “Nutrition Garden” in Southwest Detroit. Children, Youth and Environments. 14.2: 124-155.) * Elementary school and junior high school students gained more positive attitudes about environmental issues after participating in a school garden program (T.M. Waliczek, J.M. Zajicek. 1999. School Gardening: Improving Environmental Attitudes of Children Through Hands-On Learning. Journal of Environ. Hort. 17.4: 180-184.)

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* “Gardens are often the most accessible places for children to learn about nature’s beauty, interconnections, power, fragility, and solace.” ( M. Heffernan. 1994. The Children’s Garden Project at River Farm. Children’s Environments. 11.3: 221-231.) * Third, fourth, and fifth grade students that participated in school gardening activities scored significantly higher on science achievement tests compared to students that did not experience any garden-based learning activities. (C.D. Klemmer, T.M. Waliczek, and J.M. Zajicek. 2005. Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students. HortTechnology. 15.3: 448-452.) * Both passive and active interactions with plants during childhood are associated with positive adult values about trees. However, the strongest influence came from active gardening, such as picking flowers or planting trees as a child. (V.I. Lohr and C.H. Pearson-Mims. 2005. Children’s Active and Passive Interactions with Plants Influence Their Attitudes and Actions toward Trees and Gardening as Adults. HortTechnology. 15.3: 472-476.) * Students in a one-year school gardening program increased their overall life skills by 1.5 points compared to a group of students that did not participate in the school gardening program. The gardening program positively influenced two constructs: “working with groups” and “self-understanding.” (C.W. Robinson and J. M. Zajicek. 2005. HortTechnology. 15.3: 453-457.) * Most successful school garden programs aim to involve children in the entire process of gardening (planning, design, and implementation). (B. Lucas. 1995. Learning through Landscapes: An Organization’s Attempt to Move School Grounds to the Top of the Educational Agenda. Children’s Environments. 12.2: 233-244.) * As early as 1909, Montessori had identified several benefits of children’s gardens: enhances moral education, increases appreciation for nature, increases responsibility, develops patience, and increases relationship skills. (M. Montessori. 1964. The Montessori Method. Schocken.)

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* Studies in Bexar County, Texas showed that school gardening increased self-esteem, helped students develop a sense of ownership and responsibility, helped foster relationships with family members, and increased parental involvement. (J. Alexander and D. Hendren. 1998. Bexar County Master Gardener Classroom Garden Research Project: Final Report. San Antonio, Texas.) * Children use their own experiences, literary sources, music, and television as sources of information in identifying characteristics of a garden. (Alice Phipps Whiren. 1995. Planning a Garden from a Child’s Perspective. Children’s Environments. 12.2: 250-255.) * In a project that involved integrating nutrition and gardening among children in grades one through four, the outcomes have gone well beyond an understanding of good nutrition and the origin of fresh food, to include enhancing the quality and meaningfulness of learning. (Irene Canaris. 1995. Growing Foods for Growing Minds: Integrating Gardening and Nutrition Education into the Total Curriculum. Children’s Environments. 12.2: 264-270.) * Parent involvement of almost any kind can improve student achievement. (A.T. Henderson, C. Marburger, and T. Ooms. 1986. Beyond the Bake Sale–An Educator’s Guide To Working With Parents. National Committee for Citizens in Education, Columbia, Maryland.) * Parents who are highly involved at school are more likely to be involved in educational activities with their children at home. (National Center for Educational Statistics. 1997. Father’s Involvement in Their Children’s Schools. Government Printing Office: Washington, D.C.) * By linking storytelling with children’s garden programs, public gardens may serve to educate children about the processes that underlie and interweave diverse cultures’ seasonal traditions. (Beatrice Bowles. 1995. Celebrating Common Ground: Storytelling in Children’s Gardens. Children’s Environments. 12.2: 271-274.) * Adults make assumptions about children, and because of that, planning and landscaping of children’s environments can run counter to children’s needs. (Kenneth R. Olwig. 1990. Designs upon Children’s Special Places? Children’s Environments. 7.4: 47-53.)

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* Participation with nature enhances mental health, reduces stress, and can produce physiological benefits such as lower blood pressure and reduced muscle tension. (D. Relf. 1988. People-Plant Relationship. In: S.P. Simson, M. C. Straus, eds.. Horticulture as Therapy. The Food Products Press, New York. Pp. 21-42.) * Children with learning disabilities had enhanced nonverbal communication skills, developed awareness of the advantages of order, learned how to participate in a cooperative effort, and formed relationships with adults. (M. Sarver. 1985. Agritherapy: Plants as Learning Partners. Academic Therapy, 20.4. 389-396.) * Horticulture is a profession deeply rooted in community involvement and activity-based learning, both of which are key elements to the development of children. McCormick reports that students tend to learn more and better when they are actively involved in the learning process. (F. McCormick, D. Cox, and G. Miller. 1989. Experiential Needs of Students in Agriculture Programs. The Agriculture Education Magazine. 62.4: 11-12,23.) * Gardening has been shown to increase scores on environmental attitude surveys of elementary school children. (S. Skelly and J. Zajicek. 1998. The Effect of an Interdisciplinary Garden Program on the Environmental Attitudes of Elementary School Students. Hort Technology, 8.4: 579-583.) * Studies have shown that fifth, sixth, and seventh grade students developed better interpersonal relationship skills after participating in a garden program. (T. Waliczek and J. Zajicek. 1998. The Effect of a School Garden Program on Self-Esteem and Interpersonal Relationships of Children and Adolescents. Hort Technology [submitted].) * A study in Tucson, Arizona showed that children who participated in the garden learned to like healthy foods. The vegetables that the children grew had a high intrinsic value. (D. Cavaliere. 1987. How Zucchini Won Fifth-Grade Hearts. Children Today, 16.3, 18-21.) * After gardening, children have shown more positive attitudes toward fruit and vegetable snacks and an improvement in vegetable preference scores. (S. Lineberger. 1999. The Effect of School Gardens on Children’s Attitudes and Related Behaviors Regarding Fruits and Vegetables. Thesis, Texas A&M University.)

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SLUG VEGETABLE GARDEN GLOSSARY

ACID SOIL A soil with a pH lower than 7.0 is an acid soil. (A soil pH higher than

7.0 is alkaline.)

AERATE Loosening or puncturing the soil to increase water penetration.

ALKALINE SOIL A soil with a pH higher than 7.0 is an alkaline soil. (A soil pH lower

than 7.0 is acidic.)

ANNUALS Plants whose life cycle lasts only one year, from seed to blooms to

seed.

ARBORETUM A garden with a large collection of trees and shrubs cultivated for

scientific or educational purposes.

BEDDING

PLANT

Plants (mainly annuals), nursery grown and suitable for growing in

beds. Quick, colorful flowers.

BIENNIAL A plant that usually only lives two years, normally producing flowers

and seed the second year.

BOLTING Vegetables that quickly go to flower rather than producing the food

crop. Usually caused by late planting and too warm temperatures.

BONSAI The art of growing carefully trained, dwarf plants in containers.

BOTANICAL

NAME

The Latin or "scientific" name of a plant, usually composed of two

words,the genus and the species.

BRACT Modified leaves growing just below a flower. Often confused with

the flower itself.

BROADCAST To sow seeds by scattering, opposed to planting each one individually

in a narrow row.

BUD Early stages of development of a flower or plant growth.

BULB The thickened underground storage organ of the group of perennials

that includes daffodils and tulips.

CAMBIUM The thin membrane located just beneath the bark of a plant.

CATKIN A slender, spike-like, drooping flower cluster.

CELL PACK A plastic container in which seeds are started.

CHLOROPHYLL The green pigment in leaves, which is vital to photosynthesis as it

aids in absorption of light.

COMMUNITY

PACK

A cell pack with just one large cell, into which multiple seeds are

planted.

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COMPLETE

FERTILIZER

A soil additive that contains all three of the primary elements

plants need: nitrogen, phosphorus, and potassium.

COMPOST An organic soil amendment resulting from the decomposition of

organic matter.

CONIFER A cone-bearing tree with tiny needle-like leaves.

CORM A thickened underground stem which produces roots, leaves, and

flowers during the growing season.

COTYLEDON The first leaf-like structure on young seedlings. Often the initial

source of food for the plant.

COVER CROP A crop that is planted in the absence of the normal crop to control

weeds and add humus to the soil when it is plowed in prior to

regular planting.

CROWN The point at which a plant’s roots and top join (usually at soil level).

CULTIVATION Process of breaking up the soil surface, removing weeds, and

preparing for planting.

CUTTINGS A method of propagation using sections of stems, roots, or leaves.

DAMPING-OFF A fungus, usually affecting seedlings, which causes the stem to rot

off at soil level. Sterilized potting soil and careful sanitation

practices usually prevent this.

DEADHEADING The process of pinching off used or spent blooms to keep the

plants well groomed and to prevent them from setting seed. This

will promote continued bloom.

DIBBLE STICK A pointed tool used to make holes in the soil for seeds, bulbs, or

young plants.

DIVIDING The process of splitting up plants, roots, and all that have began to

get bound together. This will make several plants from one plant,

and usually should be done to mature perennials every 3 to 4 years.

DOUBLE

FLOWER

A flower with many overlapping petals which gives it a very full

appearance.

DRIP LINE The circle that would exist if you drew a line below the tips of the

outermost branches of a tree or plant.

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EPIPHYTE A plant that grows on another plant but gets its nourishment from

the air and rainfall. Epiphytes do no damage to the host plant.

EROSION The wearing away, washing away, or removal of soil by wind, water,

or man.

EVAPORATION Process by which water returns to the air. Higher temperatures

speed the process of evaporation.

EVERGREEN A plant that never loses all of its leaves at one time.

EYE An undeveloped bud growth that will ultimately produce new growth.

FERTILIZERS Organic or inorganic plant foods that may be either liquid or

granular, used to amend the soil in order to improve the quality or

quantity of plant growth.

FLAT A shallow box or tray used to start cuttings or seedlings.

FROND The term used to describe the branch and leaf structure of a fern

or members of the palm family.

FROST The condensation and freezing of moisture in the air. Tender plants

will suffer extensive damage or die when exposed to frost.

GERMINATION The process of the sprouting of a seed.

GIRDLING The choking of a branch by a wire or other material, most often in

the stems of woody plants that have been tied too tightly to a stake

or support.

GROUND COVER A group of plants usually used to cover bare earth and create a

uniform appearance.

GROWING

SEASON

The number of days between the average date of the last killing

frost in spring and the first killing frost in fall. Vegetables and

certain plants require a minimum number of days to reach maturity,

so be sure your growing season is long enough.

HARDENING

OFF

The process of gradually acclimatizing greenhouse or indoor-grown

plants to outdoor growing conditions.

HARDINESS The ability of a plant to withstand low temperatures or frost,

without artificial protection.

HARDPAN The impervious layer of soil or clay lying beneath the topsoil.

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HEELING IN Temporarily setting a plant into a shallow trench and covering the

roots with soil to provide protection until it is ready to be

permanently planted.

HERBACEOUS Describes a plant with soft rather than woody tissues.

HONEYDEW The sticky secretion produced by sucking insects such as aphids.

HUMUS The brown or black organic part of the soil resulting from the

partial decay of leaves and other matter.

HYBRID The offspring of two plants of different species or varieties of

plants. Hybrids are created when the pollen from one kind of plant is

used to pollinate an entirely different variety, resulting in a new

plant altogether.

I

J

K

LEACHING The removal or loss of excess salts or nutrients from soil. The soil

around over-fertilized plants can be leached clean by large

quantities of fresh water used to “wash” the soil. Areas of

extremely high rainfall sometimes lose the nutrients from the soil

by natural leaching.

LEAFMOLD Partially decomposed leaf matter, used as a soil amendment.

LOAM A rich soil composed of clay, sand, and organic matter.

MANURE Hmmmm...... Organic matter, excreted by animals, which is used as a

soil amendment and fertilizer. Green manures are plant cover crops

that are tilled into the soil.

MICROCLIMATE Variations of the climate within a given area, usually influenced by

hills, hollows, structures, or proximity to bodies of water (i.e., when

it's raining at your house, and the sun is shining on the other side of

the street).

MICRO-

NUTRIENTS

Mineral elements that are needed by some plants in very small

quantities. If the plants you are growing require specific “trace

elements” and they are not available in the soil, they must be added.

MULCH Any loose material placed over the soil to control weeds and

conserve soil moisture. Usually this is a coarse organic matter, such

as leaves, clippings, or bark, but plastic sheeting and other

commercial products can also be used.

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NATIVE PLANT Any plant that occurs and grows naturally in a specific region or

locality.

NATURALIZE To plant randomly, without a pattern. The idea is to create the

effect that the plants grew in that space without man's help, such

as you would find wild flowers growing.

NODE The part of a stem from which a leaf or new branch starts to grow.

ORGANIC

GARDENING

The method of gardening utilizing only materials derived from living

things (i.e., composts and manures).

ORGANIC

MATERIAL

Any material that originated as a living organism (i.e., peat moss,

compost, manure).

PARASITIC

PLANT

A plant which lives on and acquires its nutrients from another plant.

This often results in declined vigor or death of the host plant.

PEAT MOSS The partially decomposed remains of various mosses. This is a good,

water-retentive addition to the soil, but tends to increase the

acidity of the soil pH.

PERENNIAL A plant that grows and lives for more than two years. Perennials

usually produce one flower crop each year, lasting anywhere from a

week to a month or longer.

PERLITE A mineral, which when expanded by a heating process forms light

granules. Perlite is a good addition to container potting mixes; it

promotes moisture retention while allowing good drainage.

PEST Any insect or animal that is detrimental to the health and well-being

of plants or other animals.

pH Basically, pH is a measure of the amount of charged hydrogen in the

soil, which is affected by the amount of lime contained in your soil.

A soil with a pH lower than 7.0 is an acid soil, a soil pH higher than

7.0 is alkaline soil. Soil pH can be tested with an inexpensive test

kit.

PHOTO-

SYNTHESIS

The formation of carbohydrates (to make and store energy) in

plants from water and carbon dioxide, by the action of sunlight on

the chlorophyll within the leaves.

PINCHING

BACK

Utilizing the thumb and forefinger to nip back the very tip of a

branch or stem. Pinching promotes branching, and a bushier, fuller

plant.

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PISTIL The seed-bearing organ of a flower, consisting of the ovary, stigma,

and style.

POLLINATION The transfer of pollen from the stamen (male part of the flower) to

the pistil (female part of the flower), which results in the formation

of a seed.

POTTING SOIL A soil mixture designed for use in container gardens and potted

plants. Potting mixes should be loose, light, and sterile.

PROPAGATION Various methods of starting new plants, ranging from starting seeds

to identical clones created by cuttings or layering.

PRUNING The cutting and trimming of plants to remove dead or injured wood,

or to control and direct the new growth of a plant.

Q

RELATIVE

HUMIDITY

The measurement of the amount of moisture in the atmosphere.

RHIZOME A modified plant stem that grows horizontally under the surface of

the soil. New growth then emerges to form new stems from

different points of the rhizome. Irises and some lawn grasses are

rhizome plants.

ROOT BALL The network of roots along with the attached soil of any given plant.

ROOT-BOUND A condition that exists when a potted plant has outgrown its

container. The roots become entangled and matted together, and

the growth of the plant becomes stunted. When repotting, loosen

the roots on the outer edges of the root ball to induce them to once

again grow outward.

RUNNER A slender stem growing out from the base of some plants, which

terminates with a new offset plant. The new plant may be severed

from the parent after it has developed sufficient roots.

SCION A short length of stem taken from one plant that is then grafted

onto the rootstock of another plant.

SEED FLAT A plastic tray used for holding cell packs.

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SINGLE

FLOWER

A flower having only a minimum number of petals for that variety of

plant.

SIX-PACK A cell pack made up of six individual cells.

SPHAGNUM A bog moss which is collected and composted. Most peat moss is

composed primarily of sphagnum moss. This moss is also packaged

and sold in a fresh state, and is used for lining hanging baskets and

air layering.

SPORE The reproductive cell of ferns, fungi, and mosses. (These plants do not produce seeds.)

STAKING The practice of driving a stake into the ground next to, and as a

support for a plant. When attaching the plant to the stake, be sure

that it is tied loosely so it doesn't strangle the stem. When staking

a potted plant, the stake should be set into the planter before the

plant is added.

SUCKER A growth originating from the rootstock of a grafted plant, rather

than the desired part of the plant. Sucker growth should be

removed so it doesn't draw energy from the plant.

TAPROOT The main, thick root growing straight down from a plant. (Not all

plants have taproots.)

TENDER

PLANTS

Plants which are unable to endure frost or freezing temperatures.

TENDRIL The twisting, clinging, slender growth on many vines, which allows

the plants to attach themselves to a support or trellis.

THATCH The layer of dead stems that builds up under many lawn grasses.

Thatch should be removed periodically to promote better water and

nutrient penetration into the soil.

THINNING Removing excess seedlings, to allow sufficient room for the

remaining plants to grow. Thinning also refers to removing entire

branches from a tree or shrub, to give the plant a more open

structure.

TOPIARY A method of pruning and training certain plants into formal shapes

such as animals.

TOPSOIL The top layer of native soil. This term may also apply to good quality

soil sold at nurseries and garden centers.

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TRANSPIR-

ATION

The release of moisture through the leaves of a plant.

TRANS-

PLANTING

The process of digging up a plant and moving it to another location.

TRUE LEAVES Leaves that develop after the cotyledon.

TUBER A flat underground stem which stores food and plant energy and

from which a plant grows, e.g., Dahlias.

VARIEGATED Leaves that are marked with multiple colors.

VERMICULITE The mineral “mica” which has been heated to the point of expansion.

A good addition to container potting mixes, vermiculite retains

moisture and air within the soil.

VERMICULTURE Making compost with composting worms.

XYZ

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RESOURCES AND REFERENCES SLUG JOURNAL PROMPTS

Maintaining garden journals can be a great way to help students document and reflect on changes in the garden and classroom plants. The following list of journal prompts are designed to promote observation and investigation throughout all stages of the plant cycle. If you would like additional information about making journals with your students as well as different examples of how you can integrate journals into your teaching, the National Gardening Association’s Kids Gardening website (kidsgardening.com) is an excellent resource. We value your input. If you have a suggestion for a prompt that worked well in your classroom, please contact SLUG staff. The information you provide will be added to future additions of the SLUG handbook.

Science-related Prompts General

• Discuss which insects benefit plants and which insects are unwanted in a garden.

• How do excessive nutrients affect plant growth? Can you have too much of a good thing?

• Learn about soil macronutrients and micronutrients. Seed Starting

• Are seeds alive? Why or why not? • What do you think the inside of a seed looks like? • What does a seed need to sprout? • How does a seed know how to start growing?

Germination

• Why do plants bend toward light? • What are some reasons you think some seeds sprouted faster than others? • Write a comparison of outdoor soil to indoor potting soil, i.e., how does it look,

feel, etc. First Leaves

• What is the role of the leaves? • Why are the second set of leaves different from the first? • What happens when you deprive a plant of light? • Discuss how plants evolved survival techniques through different shapes and

functions of leaves. • Why do you think different plants have different shaped leaves?

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Transplanting • Why do we transplant? • What part of the plant benefits most from transplanting? • What do the roots do?

First Buds/Flowers

• What do buds become? • What is the role of the flower? • Describe what you think the inside of the bud looks like. Predict when you think

the bud will open. • In outdoor gardens, can you think of any animals that like flowers? Why?

Harvesting

• Is it beneficial to the plant to have parts that people and animals want to eat? Why do plants have edible parts?

• How do some plants let you know when it’s time to harvest? • Compare the life cycles and life spans of plants. • Compare the life cycles of humans to life cycles of a variety of plants, i.e., trees,

annual vegetables, perennial ornamentals. Decomposition

• What is decomposition? • Why does it take longer for some things to decompose than others? • Why do you put compost on your garden?

Vermiculture

• Worms don’t have eyes like ours. How do you think they “see”/perceive the world?

• Which of the five senses do you think is most important to them? • Why can’t worms have greasy foods? • What other foods can’t worms eat and why?

Math-related Prompts Seed Starting

• Keep track of the number of seeds planted and the number that germinate. Use this information to calculate the percentage/fraction of plants germinated.

• Count the number of available cells/inserts/trays, and calculate how many seeds the class will be able to plant.

Germination

• Measure plants as they grow for X amount of time. Make a graph of their growth. • Make a record of which plants germinate first, and put the information in a table. • Count the number of sprouted seeds. What is the germination rate of each cell?

Of all the cells total? • Graph propagation rates and percents.

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First Leaves • Make predictions about which plants will grow leaves first. Calculate the number

of people who guessed correctly, the number who were off by one day, and the number who were off by more than one day. What fraction of the class guessed the correct day? What fraction were off by one day? What fraction were off by more than one day?

Transplanting

• Think about the size of the cell that you planted the seeds in and the size of the pot. How much more space does the pot hold than the cell?

First Buds

• Track how long it takes the buds on a selection of plants to open. Create a graph to represent these different amounts of time.

Harvesting

• Weigh, measure, and record produce. • Which plants had the heaviest produce? The biggest? The most per plant?

Decomposition

• How long does it take plants to grow vs. decompose in vermicompost? Vermiculture

• How many worms started out in the classroom? • Did the amount of food you could put in the bin change over time? Why? • Weigh the amount of food that you put into the bin, and

then weigh the compost that you get out. Are the numbers alike?

Language Arts-related Prompts General

• If you could be any plant in the world, what plant would you be, and why? • Describe something new you tried while working in the garden or with the plants

indoors: a food, a job, or a conversation with someone you do not know well. • Write about a change you noticed in the garden, since the last time you were

out. • Imagine what a drop of water thinks when it’s watering a plant. • Discuss and write about what makes a plant healthy and what makes a plant

unhealthy. • Describe the plants using as many of the five senses as possible. • Write a description of the garden from the point of view of the root, stem, leaf, or

flower of a plant. • What was challenging about your garden today, what part was easy?

Seed Starting

• Can you think of any seeds that we eat? • Write about the ways plants protect their seeds.

78

Germination

• Describe how you feel when you stand in the sun. How does it feel when you stand in the dark? Which one is more comfortable for you?

• Describe the changes that you see in your seed. What new colors do you see? Describe the different textures that you see.

First Leaves

• Students sketch shape of leaf they’d like to be and write a paragraph describing the advantage of being this shape.

Transplanting

• If you were a plant, would you enjoy being transplanted? Why or why not? First Buds

• Can you compare this stage of the plant’s development to a human’s development? Another animal?

Harvesting

• Describe being harvested from the point of view of a fruit or vegetable. • Write or tell stories depicting how early humans might have discovered plant

dyes (or another plant product). Decomposition

• If you could be any kind of animal or insect that helps in decomposition, which would you be and why?

• What do you think happens to your household food scraps? Where do they go? • How would you persuade someone in your family that it's important to compost? • What is the difference between a dead and a live seed?

Vermiculture

• Describe a day in the worm bin from the point of view of a worm or of a vegetable scrap.

• What shape is a worm? Describe the shape.

Art-related Prompts General

• Sketch a garden with vegetables that the student’s family eats. • Make new homemade paper from old paper. Incorporate dried leaves, flowers,

or other plant parts into the paper. (For instructions, see http://www.kidsgardening.com/growingideas/projects/nov02/pg1.html#paper.)

• Sketch each stage of a lady beetle or butterfly’s life cycle. Seed Starting

• Create seed packets for saving seeds or for unused seeds. (See seed packet template.)

• Design and decorate plant markers with students’ names.

79

Germination

• Create colorful plant markers using popsicle sticks. First Leaves

• Remove a small number of different leaves from plants found outdoors and do leaf rubbings. What do the leaf rubbings show about how the leaves differ from each other?

• Students sketch shape of leaf they’d like to be and write a paragraph describing the advantage of being this shape.

• Have students draw all the different leaves they’ve seen in the garden. • Have students “invent” and draw a new plant using the different kinds of leaves

they’ve seen in the garden. Transplanting

• Sketch a drawing of a healthy plant and an unhealthy plant. What are the differences between the two plants?

Harvesting

• Make block prints with different shaped vegetables or fruits. Potatoes and mushrooms work especially well.

Decomposition

• Create a sculpture from recycled materials (bottle caps, paper towel rolls, egg cartons, etc.). How do recycling and composting differ as ways to get rid of waste?

Vermiculture

• Design and draw a worm palace. What features of this new worm home are especially appealing to the worms?

History and Culture-related Prompts General

• What do you think it means for a plant to be “native” to a particular place? Can you think of an example of a native plant?

• How can finding old, preserved seeds help us understand the history of a people?

• How does knowing a plant's origins help us determine the degree of protection it needs from weather extremes?

• What does it mean for a plant to be endangered? Why are some plants “endangered”?

• Describe ways different cultures use or waste water. • Describe the difference between how people and plants receive the nutrients

they need.

80

Seed Starting • Acorns are easy to find in Boston. How do you think acorns were used by native

Americans in this area? First Leaves

• Other than eating, what are some ways that people use leaves? Transplanting

• Invent a tool for transplanting, using only natural materials that you can find outside.

Harvesting

• What foods are part of your family’s history and tradition? Why are they important to your family?

• Which foods that originated in other cultures have become popular staples or "novelty foods" here (e.g., tortilla chips and salsa, pizza)? When and how did they move into the mainstream in the U.S.?

• Where do the students’ families grow and/or purchase vegetables? • Discuss and write about the cultural origins of food. • List two ways that people use plants other than eating them. Describe if there

are any people you know who use plants in this way.

Decomposition • Your family’s trash gets picked up every week by a garbage truck. How do you think families got rid of their garbage before garbage

trucks? Vermiculture

• How was a particular plant food historically processed or preserved? How is this accomplished today?

81

WHEN TO PLANT HOW TO PLANT SLUG version

Vegetable

Zone 6

Zone 5

Method of

Growing

Cold

Hardy or Tender

Depth to

Plant Seed

Day to

Germination

Weeks to

Transplant

Spacing

Plants

Spacing

Rows

Days to

Harvest

Plants

per Person

Comments

Bean, Scarlet

Runner May 1-Aug 1 May 15-Aug1 Seeds Hardy 1 – 1!” 5-10 at 70F 6” 5 ft. 70 6

Provide poles for

support

Beet Apr 1-Jun 15 Jul 15-Aug 1

Apr 15-Aug 1 Seeds Hardy "” 6-1`0 at 70F 3-4” 12-18” 50-60 45 Provide continuous moisture

*Broccoli

Mar 25-May 1 Aug 1-Sep

15

Apr 15-Jun 1 Seed or Plant

Hardy "” 5-10 at 70F 6 18” 14-36” 50-70 10 Heavy feeder, especially nitrogen

Brussels

Sprouts

May 25-May

1 Aug 1-Sep 15

Apr 15-Jun 1 Seed or

Plant Hardy "” 8-10 at 70F 6 18-24” 24-36” 80-90 10

Usually best as a fall

crop

*Cabbage

Mar 10-Apr 10 Aug 1 – Sep

15

Apr 15-Jun 15

Seed or Plant

Hardy "” 5-10 at 70F 6 12-24

24-36 60-90 10 Protect transplants against cutworms

*Cabbage, Chinese

Jun 15-Aug 15

Jun 1-Jul 15 Seed or Plant

Hardy "” 3-5 at 70F 6-8 18-24” 24-36” 45 10 Pak Choy, a non-heading cabbage,

tolerates crowding

Carrot Apr 5-Jun 1 Apr 5-Jul 1 Seeds Hardy 1/8” 7-10 at 60-70F

1! - 2” 12-18” 55-80 90 Plant in short, wide rows

Cauliflower

*Apr 1-May 10 Aug 1-Sep

15

Apr 15-Jun 15

Seed or Plant

Hardy "” 4-10 at 70F 6-8 24” 18-36” 65-80 10 Bolts to seed with warm weather

Celery Apr 10-May 1 Apr 10-Jun

15

Seed or

Plant Hardy 1/8” 10-14 at 65F 10-12 12 24-36” 95-150 15

Blanching stems

improves flavor

Chard, Swiss Apr 1-Jun 15 Aug 1-Sep

15

Apr 15-Jun 15

Seeds Hardy !’” 4-10 at 70F 3-4 12” 18-36” 45-55 15 Pay close attention to thinning

Collards

Mar 15-Apr 15

Aug 1-Sep 15

Apr 1-Apr 15 Seed or Plant

Hardy "” 4-10 at 70F 5-6 12-24” 24-36” 60-70 10 Slight frost improves flavor

Cress, Upland Mar 20-May

10 Aug 15-Oct 1

Apr 20-Jun 1 Seeds Hardy "” 3-7 at 70F 6” 12” 60 30 Plants will survive

cold winters

Endive Apr 1-May 1

Aug 1-Sep 15

Apr 15-May

15 Seeds Hardy "” 7-14 at 70F 9-12” 18” 70-80 15

Bunch leaves over

heart to sweeten

Garlic Mar 10-Apr 15

Apr 1-May 15 Bulbs (cloves)

Hardy 2” 10 at 55-70F 4” 12” 90 6 cloves Each clove segment produces a new plant

*Transplants are preferred

82

WHEN TO PLANT HOW TO PLANT SLUG version

Vegetable Zone 6 Zone 5 Method of Growing

Cold Hardy Or Tender

Depth to Plant Seed

Days to Germination

Weeks to Transplant

Spacing Plants

Spacing Rows

Days to Harvest

Plants per

Person

Comments

*Husk Tomato May 1 May 15 Plants Tender "” 7-14 at 70F 8 36” 36” 70 5 Also known as Ground Cherry/Cape Gooseberry

Kale Mar 20-Apr 20 Aug 1-Sep 15

Apr 10-May 10

Seed or Plant

Hardy "” 3-10 at 70F 4 18” 24-36” 50-65 10 Hardy enough for winter greens

Kohlrabi Mar 20-May

10 Aug 1-Sep 15

Apr 10-Jun 30 Seed or

Plant Hardy !” 3-10 at 70F 4-6 4-6” 18” 50-70 30

Turnip-like bulbs form

on the stem above the soil

Leek Mar 15-May 1 Apr 15-May 20

Seed or Plant

Hardy !” 7-14 at 70F 4-6 2-4” 12-24” 140 45 Leave in garden until ground freezes

Lettuce Apr 1-May 1

Aug 1-Sep 15 Apr 20-Jun 30

Seed or

Plant Hardy "”

4-10 at 55-

65F 4 12: 18” 6070 15

Space leaf types 6-8”

apart

Mustard Mar 20-May 10’Aug 1-Sep

15

Apr 15-Jun 30 Seed or Plant

Hardy !” 3-5 at 70F 4 12” 18-24” 35-60 20 Grow as a fall crop

*Onion Mar 15-Apr 15 Apr 10-May 15

Seeds, Plants, Sets

Hardy "” 7-12 at 70F 6 4” 6-12” 75 45 Space green bunching types 2”

apart

*Parsley Mar 20-May 1 Aug 1-Sep 15

Apr 15-May 15

Seed or Plant

Hardy 1/8” 7-28 at 70F 6-8 6-12” 12” 50 2 Outdoor sowings are slow to germinate

Parsnip Apr 1-May 1 Aug 1-Sep 15

Apr 20-May 20

Seeds Hardy "” 15-20 at 70F 4-6” 12-18” 120 60 Leave in garden until ground freezes

*Pepper May 15-Jun 10 Jun 1-Jul 1

Jun 1-Jun 15 Plants Very Tender "’ 10-15 at 70F 8 18-24” 24” 70-100 5 Harvest fruit regularly

*Potato Apr 1-May 10 May 15-Jun 15

May 1-Jun 15 Tubers or Seeds

Hardy "” 5-10 at 70F 8 12” 30” 90-105 15 Potato seed has recently become available

Radish

Mar 10-May 10 Aug 15-Sep

15

Apr 1-Jun 15 Seeds Hardy !” 4-6 at 60F 1” 12” 25-35 80 Provide with constant moisture

Shallot Mar 15-May 1 Apr 10-May

10 Bulbs Hardy

Surface

Sow 7-10 at 55F 8” 12” 100 25 Bulbs form in clusters

Spinach Mar 15-Apr 20 Aug 1-Sep 15

Apr 1-Jun 15 Seeds Hardy !” 7-12 at 50-60F

4-6” 12-18” 40-50 30 Grow spinach substitutes during

warm weather

Sweet Potato May 15-Jun 15

Difficult to grow

Plants Very Tender 3-4” 1`0 at 70F 6 12” 4 ft 120 15 One root produces may sprouts for

planting

*Tomato May 5-Jul 15 Jun 1-Jul 1

May 20-Jun 15

Plants Tender "” 6-14 at 70F 6-8 24-36” 36-48” 55-90 3-5 Use wire cages for supports

Turnip Mar 10-May 1 Aug 1-Sep 15

Apr 1-Jun 15 Seeds Hardy !” 7-10 at 70F #” 12-18” 40-60 30 Tops make delicious greens

*Transplants are preferred

83

OUTDOOR GERMINATION RATES

Vegetable gardens are generally planted in the spring, with plants living out their life cycles during the summer season.

Because the SLUG outdoor gardens will be planted in the fall and then live during the cooler winter months, the plants will behave differently. Temperature will have significant impact on the growth rate and morphology of a plant.

For example, radishes will germinate after about 6 days at a temperature of 59°F, where it will take 29 days for the

same plant to germinate at 41°F. Beets will take about 42 days at a temperature of 41°F, and 16 days at 59°F.

Germination Times According to Temperature of a Few SLUG Crops:

Crop 32°F 41°F 50°F 68°F

Beets Not tested 42.0 days 16.7 days 6.2 days

Cabbage Not tested Not tested 14.6 days 5.8 days

Carrots 0.0 50.6 days 10.1 days 6.9 days

Lettuce 49.0 days 14.9 days 7.0 days 2.6 days

Radishes 0.0 29.0 days 11.2 days 4.2 days

Spinach 62.6 days 22.5 days 11.7 days 5.7 days Bartholomew, Mel. Plant A Fall Garden Now! Square Foot Gardening www.squarefootgardening.com/html/body_fall_garden.html

Seeds planted outside could germinate as much as three weeks later than seeds started indoors, depending on the temperature difference. Be patient!

If temperatures are unseasonably warm (65-70°F), plants may begin to germinate by the end of the week. If it is

colder, don’t expect any germination until the end of the second week.

Place a thermometer inside the row cover and keep a detailed temperature record—take temperature readings at several points during the day (i.e., upon arrival at school, midday, and in the afternoon). This will help you estimate when seedlings will germinate.

84

KEY STEPS FOR SUSTAINED SUCCESS-SLUG Calendar BOSTON PUBLIC SCHOOLS 2007-2008 School Calendar

A vegetable garden requires active engagement. The vegetable garden needs to be checked daily before seeds sprout, daily after seeds sprout, weekly after seedlings are transplanted to containers or outdoors. The vegetable garden will not take care of itself. Seeds need to be kept properly moist (if they dry out they die) and at the proper temperature. Seedlings need proper moisture, temperature, and light. Soil needs proper fertility. Weeds need to be removed. Pests need to be managed. Urban growing tips like vertical planting and close spacing need to be practiced. Record every step on the SLUG CALENDAR Use the Boston Public School calendar to properly time seed plantings, arrange vacation watering systems, plan for summer maintenance, and the like. Even if each student will keep a Garden Journal, be sure to record key steps on the SLUG CALENDAR. The list and prompts on the back of each month will guide you to record key steps. This will help you track your progress and help BNAN establish data for the SLUG program.

85

86

87

SEPTEMBER NOTES:

List each vegetable, herb, and flower planted, and designate whether it was planted inside or outside: ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Planting recommendations/instructions: NOTE ON CALENDAR: 1. Estimated dates for germination and harvest

(see pages 80-81, 94-95, and back of seed packet)

2. Date(s) of seed planting 3. Date(s) of transplanting 4. Fertilization (note kind and amount) 5. Light adjustment 6. Vertical staking 7. Weeding and pest Management 8. Cultivating 9. Mulching 10. Cold temperature protection 11. Harvest

! Read pages 27-38 of the handbook to familiarize yourself with the steps of planning, preparing, planting, and weekly maintenance of your garden.

! Plant outdoors by seed for late fall/early winter harvest: Beets, Broccoli, Cabbage, Carrots, Chard, Kale, Kohlrabi, Lettuce, Mustard, Peas, Radish, Spinach, Turnips.

! If nighttime temperatures fall below 40°F,

apply row cover for cold protection. ! For indoor gardens, select compact crop

varieties suited for container growing. ! Be sure to note estimated future dates on the

calendar, to ensure timely planning of maintenance such as transplanting.

! As you thin seedlings, have an activity planned for their disposal, or put them in the compost.

NOTES, QUESTIONS, SKETCHES:

88

89

OCTOBER NOTES:



(see pages 80-81, 94-95, and back of seed packet)

2. Date(s) of seed planting 3. Date(s) of transplanting 4. Fertilization (note kind and amount) 5. Light adjustment 6. Vertical staking 7. Weeding and pest Management 8. Cultivating 9. Mulching 10. Cold temperature protection 11. Harvest

! Plant by seed the following for late fall/early winter harvest: Chard, Kale, Lettuce, Mustard, Radishes, Spinach, Turnips.

! If temperatures fall below 40°F, apply row

cover for cold protection ! As you harvest, try succession planting—see

instructions on page 38. ! As temperatures begin to drop off, watering

will not have to be done as frequently. ! Pot on seedlings to larger containers once

they have 2-3 sets of true leaves.


90

91

NOVEMBER NOTES:



(see pages 80-81, 93-94, 112 and back of seed packet)

2. Date(s) of seed planting 3. Date(s) of transplanting 4. Fertilization (note kind and amount) 5. Light adjustment 6. Vertical staking 7. Weeding and Pest Management 8. Cultivating 9. Mulching 10. Cold temperature protection 11. Harvest

! Weather permitting, continue succession planting as desired.

! Particularly cold hardy plants such as Chard, Kale and Spinach will survive and be harvestable under weather protection until the temperature drops and remains below 32°F

temperature. ! Prepare a section of your garden to go

dormant for the winter. Plant seeds as usual, but cover with a thick layer of mulch. This will ensure survival of seeds, and allow them to begin growing at the earliest possible date in spring.

! Transplant indoor plants to appropriate size container. See page 41.


92

93

DECEMBER NOTES:



(see pages 80-81, 93-94, 112 and back of seed packet)

2. Date(s) of seed planting 3. Date(s) of transplanting 4. Fertilization (note kind and amount) 5. Light adjustment 6. Vertical staking 7. Weeding and Pest Management 8. Cultivating 9. Mulching 10. Cold temperature protection 11. Harvest

! The outdoor garden should be dormant during December. It requires no maintenance during this phase, but check periodically to make sure that the weather protection is in place. Even short exposure can be lethal to seeds.

94

RESOURCES AND REFERENCES Quick Reference Guide to Indoor Growing

SLUG will provide seeds for some of the following plants.

Track their individual life cycles on the calendar. Vegetable

Variety

Date Seeds

Planted

# Cells

Planted

Date Trans-

planted

Size

Container

Esimated. Days to

Germ.

Actual Date of

Germ.

Estimated Days to

Harvest

Actual Harvest

Basil 5-10 *

Beet 50-60

Broccoli 55-70

Chard 50-60

Chinese Cabbage

3-10 65-75

Chinese Kale 2-10 50-60

Chives 10-15 *

Hot Pepper 8-25 70-85

Kohlrabi 60+

Leeks 14-21 9 mo.

Lettuce 2-12 65

Microgreens 5-10 25

Mustard Greens

2-10 40+

Nasturtium 10 42

Parsley 14 70-75

Radish 30-40

Red Stem Radish

2-10 10

Spinach 10-15 40-45

Turnips 3-10 50-60

Other:

*These herbs can be harvested on an as-needed basis.

Color Codes: Long Lifespan Intermediate Lifespan Short Lifespan

95

RESOURCES AND REFERENCES

Quick Reference Guide to Outdoor Growing

SLUG will provide seeds and/or transplants for some of the following plants. Track their individual life cycles on the calendar.

Vegetable Variety Date Seeds

Planted

# Rows

Planted

Date Trans-

planted

Size/Area

Planted

Estimated Days to

Germ.

Actual Date of

Germ.

Est. Days to Harvest

Actual Harvest

Beets 6-42

Broccoli 5-34 55-90

Carrots 6-50 60-100

Chard 6-30 60-90

Chinese Cabbage

6-15 85-95

Chinese Kale 70-80

Kohlrabi 75-80

Leeks 28-42 9 mo.

Lettuce 4-49 65

Mustard Greens

16-31 40-65

Radish 6-29 30

Spinach 7-63 60-65

Turnips 50-60

96

MONITORING THE WEATHER FORECAST

Check the thermometer inside the row cover regularly and keep a detailed record (high and low temperatures each week, minimum). This will make it possible for you determine your garden’s “microclimate.”

According to UMass Extension Service, there is a 50% chance the first frost will occur on or before October 5 in the Boston area (though Boston has several average hardiness zones, or microclimates). There is a 90% chance frost will occur before October 16 in the Boston area. Find a reliable weather forecaster (radio, TV, online) and check daily for the forecast. If a “frost advisory” is issued or temperatures drop below 40 F degrees, ensure the planting bed is protected with the row cover.

Documents

BNAN 08 SLUG Handbook-9.24.08 edition - Wikispacesbnan.wikispaces.com/file/view/BNAN+08+SLUG+Handbook+pg...The BNAN SLUG training will provide hands-on practice with selected garden-related