Structuring School Garden Management

Authors Sheehan, Kellie

Publisher The University of Arizona.

Rights Copyright © is held by the author. Digital access to this materialis made possible by the College of Architecture, Planning andLandscape Architecture, and the University Libraries, Universityof Arizona. Further transmission, reproduction or presentation(such as public display or performance) of protected items isprohibited except with permission of the author.

Download date 26/03/2021 16:02:38

Link to Item http://hdl.handle.net/10150/608638

IntroductionDearIntern,

ThankyouforyourinterestininterningatManzoElementary!ThepurposeofthismanualistooutlinewhattoexpectduringyourtimeatManzo.WhilemostofthisinformationisuniquetothewayManzooperates,someoftheinformationmaybegeneralizedtootherschoolswithsimilarinfrastructure.Thismanualisintendedto provide an introduction to school gardens, Manzo Elementary, and generaloperationsyoumaycomeintocontactwiththroughoutyourinternship.Resourcesareprovided in thebackof thismanual togiveyou furthersupportandprovidearelativeintroductiontopaperworkintegraltoday-to-dayoperationsatManzo.

This manual was written as a senior capstone project for the College ofArchitecture, Planning and Landscape Architecture during the 2015-2016 schoolyear.IinternedwithManzothroughtheUACommunityandSchoolGardenProgramfor one year andhave tried to remain involvedwhenmy schedule has allowed itsince then. I chose to create this manual as more involvement between theUniversity of Arizona and the community was establishedwithManzo to furtherenhancestudentslearningandteacherdevelopment. Statewide, Arizona has become a leader of sustainability that will foreverchange the future of our education system. Teaching young, curious minds thebasicsofsustainabilityandgardenecology isonlythebeginningtodevelopfutureinnovators and community leaders. Your role as an intern helps establish thefoundationsforthemanybrightstudentsofManzotobecomesuccessfullaterinlife.

Manzo is a wonderful resource for anything and everything you need toknow about school gardens, sustainability, cultural relationships, and teacherdevelopment.ThisschoolhassomuchtoofferandIgenuinelyhopebyreadingthismanualyouwillhaveabetterideaofwhatisyettocomeinyourinternship.Sincerely,KellieSheehanSpringclassof2016BachelorsofScience,SustainableBuiltEnvironments

2

TableofContents

Introduction.................................................................................................................1

SchoolGardensinArizona............................................................................................3

TUSDandManzoElementary.......................................................................................4

SiteDescription............................................................................................................5

DailyOperations..........................................................................................................6

SummaryofSustainableFeatures................................................................................7

RoleofanIntern..........................................................................................................9

InternOrientation......................................................................................................10

BasicInternDuties.....................................................................................................11

UniversityofArizonaandCommunityInvolvement...................................................12

ClassroomversusGarden...........................................................................................13

TipsFromPastInterns................................................................................................14

Resources:HelpfulWebsites......................................................................................15

Resources:ImportantPaperwork...............................................................................17

3

SchoolGardensinArizonaThe state of Arizona has been a leader in developing school gardens, trainingteacherseffectively,andusingthegardenasacorepartofcurriculumdevelopment.InMaricopa County alone there are over 100 school gardens and evenmore arethroughoutthestate.GardensinArizonathatareonaschoolcampushaveachoicetobecomecertified through theArizonaDepartmentofHealthServices touse theproduced food in the cafeteria to distribute to students. Most schools in Arizonahave not yet achieved this status but there are some in the process or workingtowardsit.Onekeycharacteristicofschoolgardensisthattheyteachfoodsecuritytostudentsthat may not have access to healthy and affordable food. According to a studyperformed by the Arizona Department of Education in 2015, 58% of the statequalifiedforfreeorreducedlunchduetotheirfamilies’socioeconomicstatus.TheGarden to Cafeteria certification helps resolve this problem and decrease thatpercentage by showing students how to produce their own healthy food. Moststudents in the state may have never seen food production this way nor beenencouraged to eat the healthy foods that can be grown in schools throughoutArizona.Gettingstudentsexcitedaboutgrowingtheirownfoodandprovidingthemthe tools todo it confidentlywill encourage them to take that knowledgeback totheirfamilies.Therippleeffectsofstudentseatinghealthiermaybeabletodecreasethediabetesepidemicandinfluenceotherdiet-relatedchronichealthproblems.Access to school gardens creates opportunities for lessons in food security,biodiversity, local heritage, and agriculture. Furthermore, it presents experientiallearningopportunitiesthatfacilitatepersonal,andeducationalgrowth.Activitiesinthegardencan coverall subjectmatter requiredby theDepartmentofEducation.My experience in working with Manzo has shown me math lessons that asksstudents to countworms, compare and contrast leaf structure amonga varietyofplants,andevenlandscapearchitecturelessonsthatchallengestudentstoplantheirowngardenplot.Ihaveseensciencelessonsthatansweraspecificquestionaboutthe garden that is testable, immediately observable and encourages students tothinkoutsidethebox.Ipersonallyhavewrittenlessonsonthetortoisehabitatandpollinatorgarden,observationalgamesthatallowyoungerstudentstoexpandtheirvocabulary in describing objects in the garden, and so much more. Theopportunities thegardenpresentsareendlessas longas internshave thecourageandwillingnesstoexploretheirideasandunderstandthepotentialthatManzohastooffer.

4

TUSDandManzoElementaryTucsonUnifiedSchoolDistricthasbeeninstrumentalinsupportingeffortsatManzoElementary and others in the district that share the same passion for schoolgardens. TUSD has taken its own sustainable initiative by installing solar panelarraysthroughoutthedistrictinordertoreducethecarbonfootprintofschoolsandto effectively save money. More information on this particular project and therecognition the district has gotten for it is further discussed in the Summary ofSustainableFeaturesonpage7.Theresourcesavailabletoteachersthroughoutthedistricthavemadetheschoolgardenssuccessfulandeffectiveinteachingstudentsthemanylessonsavailable.ManzoElementarywasthefirstschoolgardeninPimaCounty to achieve certification forGarden toCafeteria events.TheprocessManzowentthroughtoachievethiscertificationlaidthegroundworkfortheschoolsthatwishtofollowintheirfootsteps.The garden at Manzo was originally started as a school-counseling tool by thencounselor,MosesThompson,whojoinedManzoin2006.Thompsonchosetousetheschoolgardenasawaytohelpstudentsmanageanger,problemsolve,andtoteachthemcooperation.Thistoolhelpedtheschoolgardendevelopintothehugesuccessit is today and Thompson hasmoved to being the school garden coordinator forTUSDandTheUniversityofArizona.CurrentoperationsatManzoareextremelysuccessfulandcanbeusedasaleadingexample forother schools thatwish tohavea similar setup.Manzo teaches theirstudents toexplore theworld in frontof themandto thinkbeyondwhat theycanimagine. Students have access to a greenhouse, aquaponics system, chickens,composting, water harvesting, native pollinators and plants, a tortoise, and foodproduction they can complete themselves with guidance. Students at Manzo arechallenged to think critically, explore their culture and local environment, and tovalue the natural world around them. New families that wish to join the Manzofamilywillmostoftengeta tour froma fellowstudent that isanexpert inall thatManzohastooffer.ThegardenatManzowasthefirstoneinPimaCountytobecertifiedforGardentoCafeteriaeventsinwhichthefoodharvestedfromthegarden,whenhandledsafelyandappropriately toArizonahealth code standards,maybeused in the cafeteria.AnotherimportanteventtoManzoistheManzoMarketthathappensacoupletimesamonth.Atthiseventfifthgraderslearncashexchangeandrunthecashregistertosellgardengoodstocommunitymembersandfamiliesofstudents.SeanO’Connor,anauthor forNationalGeographic,wroteawonderfularticleaboutManzoand itsdevelopment. If interns would like to know even more about how this gardendevelopment,followthislinktothearticlewrittenin2012titledCultivatingLifeinthe SonoranDesert: http://education.nationalgeographic.org/news/cultivating-life-sonoran-desert/

5

SiteDescription

Starting in thetopleftcornerwiththebluebox, this isthe locationof thenativeplantgarden.InthisgardenstudentscompletetheNativeNotebookwherestationsaresetupat a specific plant that theywill continuouslymonitor throughout the school year. Indoing this activity, studentswill learnand observe first hand howplants changeovertime. Theywill alsoworkwithaprogram called iNaturalist,whichallows students totake pictures of plant species they can’t identify, post it to a forum, and receiveresponsesfrompeopleallovertheworldwithinformationaboutthatspecificplant.

Next,theyellowboxisthesolarpanelinstallationthatTUSDaddedtothesite.

Thegreenblock iswhereyoucan find thesmallergardenplotsusedbyKindergartenandPACEstudentstolearnonasmallerscalethattheycanunderstandandapplyeasier.Thisarea is great for introducingsimpleconceptswhile stillallowingstudents tobeapartofanoutdoorclassroom.

The purple is the main garden courtyard. Here you will find the aquaponics systemhousedinthegreenhouse,thechickencoop,thelargestfoodproductionareaoncampus,the kiva sitting area, all the garden tools, awashing area, a few cisterns and severalnativeplants.

The first courtyard, highlighted in orange houses the tortoise habitat and nativepollinatorgarden,thewormbin,andthechickentractor.

Finally, in the front of the school, shown above in red, displays cisterns and nativelandscaping. Signage around this area pays tribute to several local organizations thathelpedmakethegardenpossible.

N

6

DailyOperations

Farmchoresarecentraltothefunctionalityoftheschoolgarden.Mr.Oswald’sthirdgradeclass isprimarilyresponsible tocomplete theseresponsibilities.Mr.Oswaldhasaveryspecificsystemthatlistsallthejobsrequiredthatcorrelatewithagivennumber.EachnumberisthenmatchedwithastudentanditrotateseachMondaytoprovidenewlearningexperiencesforallstudents.Theinformationbelowdetailsthedutiesstudentsareexpectedtocompleteeachday.

Compost:completethetemperaturelog,addcarbonorwaterasneeded,aeratethecompostbyturningit,takebinsandbucketstothecafeteriaforlunchcomposting,recordthestartandendtimestocalculatetheelapsedtimeittakestodothejob

Aquaponics: feed the fish, water seedling trays, log the data from the weatherstation,(separatejobfromaquaponics)andwaterthepotsinsidethegreenhouse

Vegetablegarden:waterplants,pulloutweeds,plantorharvestasneeded

Chickencoop:checkfoodandwater,clean(collectfoodscraps),takechickenstoandfromthechickentractor

Other:sweeping,wateringpotsoutsidethegreenhouse

Otherdutiesoutsideof farmchoresprimarily involve thecafeteriacomposting. Itstartseachdayat11:45andendsaround1:00pm.Aninternispostedatthestationset up for composting to help guide students on separating their food scrapsappropriately. Older students will generally volunteer to help but interns shouldonlyallowamaximumof two studenthelpers.Thebinsstudentswillseparatetheirleftoversarecompostablefood,chickenscraps,trash,andrecycling.Oncelunchis completed, fifth graders will take all the bins and buckets to their respectivelocations tobedisposedofproperly.Compostableandchicken foodgetsweighedandrecordedtothedailyfoodwastelog.Contentsofthecompostbucketwillgoto a pre-designated pile to begin the process of breaking down. Once all bucketshave been emptied appropriately, they are to be rinsed and placed where theybelong.

7

SummaryofSustainableFeaturesManzohasseveralsustainable featuresthroughoutthesite thathaveattributedtothisschoolbeingnamedtheBestGreenSchoolof2012bytheU.S.GreenBuildingCouncil’s Center for Green Schools. TUSD specifically has encouraged schools tofocus on sustainability initiatives and have launched solar panel installations atmostschools throughout thedistrict.ManzoElementarywasoneof thoseschools.Other sustainable features on the site include water harvesting cisterns, agreenhouse and aquaponics system, and the use of heirloom varieties that paystributetothelocalhistoricalculture.SolarPanelsInsummary,theTUSDSolarProjectwasinitiatedbythedistrictineffortstoreducethe carbon footprint and save money. With more than 200 days of sunshine inTucsonover40schoolsinthedistrictwillhavesolarpanels installedsoon.Duetothe size of this project and efforts of TUSD, the Environmental ProtectionAgencyrecognizedthedistrictfortheireffortsinsustainabilityandgreenpowerleadership.This18-monthprojectwillsave$170,000inthefirstyearandisprojectedtosavemorethan$11millioninitsentirety.Itwasdecidedbythedistrictthatover38,000panelswouldbeplacedoverplaygroundstoprovidemoreshadeforstudentsduringtheirtimeoutdoors.Manzoisaprimeexampleofthisdesigntechniqueasthepanelsareplacedinthereargrassyareaneartheplayground.Theinformationprovidedinthe image below is explicit to the panel operation of Manzo Elementary. TheinformationsummarizedhereandthegraphbelowwasfoundontheTUSDwebsitepageforthesolarprojectthatcanbefoundat:

http://www.tusd1.org/contents/distinfo/solar/index.aspCisternsInthesimplestoftermsacisternisatankthatholdsharvestedwater.Typicallyitisconsidered an active water harvesting technique because it collects and storeswater for later use. There are many different kinds of cisterns that are made ofdifferentmaterialsandcancomeinmanydifferentsizes.Thesizeandmaterialofacisternhastodowiththeamountofrainfallandroofrunoffofthesite,intendeduseofthecollectedwater,andseveralotherfactors.ManzoElementaryhasatotalof17cisternsthatprovideamajorityofthewaterusedtoirrigatethegardens.Thereisacapacityofabout17,000gallonsofwaterthatcanbecollectedandusedonthissite.ThefirstgroupofcisternswasinstalledunderagrantprovidedbytheDepartmentofFishandGameasa condition toprovideanativepollinatorgardensuchas theone found in the tortoise habitat in the front courtyard. As an intern, your

8

involvement with the cisternsmay be to clean out the gutters that lead into thecisterntodecrease theeffectplantwastemayhaveonwatercollection. Ifyouareinterested inexploringmore informationaboutwaterharvesting techniques, localTucsonresident,BradLancasterwroteanexcellentbookthatisusedastheprimarytext for theUAWaterHarvestingcourse.To findacopyof thisbook itscitation isbelow:

ISBN:978-0977246434

Lancaster,Brad.RainwaterHarvestingforDrylandsandBeyond,Volume1,2nd Edition:GuidingPrinciplestoWelcomeRainintoYourLifeandLandscape. Tucson:Rainsource,2013.Print.GreenhouseThe greenhouse in the main garden courtyard was initially built to house theaquaponicssystem.Aseducationalopportunitiesforstudentscontinuedtoexpand,more and more technology was added to the greenhouse to further encouragestudent exploration of sustainable curriculum. Added educational opportunitiesinclude a weather station, misting benches for heirloom fruit tree propagationprojects (through Mission Gardens and the Tucson Audubon Society), vegetablestarts and seedling trays,water quality testingmaterials, aswell as theMini-LEOproject with Biosphere 2. Tilapia is raised in the aquaponics system and isoccasionallyharvestedfortheManzoMarket.Otherusesforthetilapiaaretoteachstudents about food growth,water quality testing, and fishery sciences. Themostimportantthingtorememberabouttheaquaponicssystemis that it isnotpartoftheGardentoCafeteriaProgram.Thereiscurrentlynoestablishedsetofstandardstoensuresafehandlingforconsumptionbystudentslikethegardenfoodsalreadyhave.HeirloomVarietiesAn heirloom plant variety is an old cultivar that ismaintained by gardeners andfarmers. These varieties will typically have a different taste or color than thevarietiesweknowtodaysince theymostoftencontain thegenetics from longagothathavenotbeenalteredbytheplantprocessesweusetoday.Manzotriestouseheirloomvarietiesthatarelocallyadaptedasmuchaspossibletoinstillthevalueoflocal foodproduction to students. The cultural connection to using these kinds ofvarietiesisextremelyimportanttohelpstudentsconnecttonotonlytheirheritagebuttotheirlocalcommunityaswell.

9

RoleofanInternThe role of an intern is one of the most important things to be clear of as youconsider this internship. There is no other internship anywhere in Tucson that isexactly like the experience you will get here at Manzo so please read thedescriptions below to fully understand how your position as an intern ismoldeddependingonyouraudience.To the garden director, an intern is responsible to help with daily chores andactivitiesthattakeplaceinthegarden.Anyecology-relatedactivitiesthataninternmayprovidesupportinisintegraltoknowandbecomfortablewith.Internsarealsoexpected to provide classroom support for teachers and students as it relates toecology projects, general classroom support and student management, teachinglessons and finally, supporting specific events like Manzo Market and Garden toCafeteria events. The resources in the end of this manual are important tounderstandandbewell rehearsedwithwhen itcomes tohelpingwitheventsandclassroommanagement.Totheteacher,aninternisnecessarytohelpwithclassroommanagementandactas an outside resource for unique information. Interns are not required to havebackground in ecology, plant science, agriculture or education. Successful internshave a passion and drive to actively research any necessary information to helpclarifyanddeveloplessonplansastheyrelatetogardenactivities.OneofthemostimportantcharacteristicsofyoubeinganinternistherepresentationtheUniversityofArizonaorthelocalTucsoncommunity.YoungstudentsatthisschoolseetheUofAastheirfutureandinternsprovidethatreallifeproofthatcollegeisapossibility.AlwaysremembertorepresenttheUofAinapositiveway.Tothestudent,internsareapositiverolemodelthatrepresentstheUniversityandthelocalcommunity.Internsareasecondaryauthorityfigureintheclassroomthatprovide structure but also a friendly adult that is there to help. Students willnaturallyassociateinternswiththeschoolgarden.Youngerstudentsespeciallyseethegardenasaprivilegeandwillconstantlybeexcitedanytimetheyseeaninternthey are familiar with. The garden is something that the older students typicallyhavemoreinvolvementinsointernsaretheconnectiontothegardentheyoungerstudentsgetexcitedabout.

10

InternOrientationInternsatManzoElementaryarerequired tocompletean InternOrientation.Thisevent is intended for interns to be introduced to teachers they aremost likely toworkwithandtopair internswithteachersthatmatch interestsandyearlygoals.Thisorientationismandatoryandwilloccurinthebeginningofthesemesteroncestudentsareplacedattheirrespectivesites.Theprimarygoalofthisorientationisfamiliarizing interns with Manzo and its operations and also to establishrelationshipswiththestaff.Nomaterialsarenecessarytobringtothisorientationbuttherearesomethingstokeepinmindandhavedecidedbeforeattending,thoseareasfollows:

• Haveaconsistentschedulepre-decidedandfollowito Consistencyiskeytoasuccessfulinternshiphereo Makesureinternscancommittoestablishedscheduleeachandevery

week• Decidewhatformofcommunicationworksbestforinternstobepairedwith

ateacherwiththesamerequiremento Personalemailexchangeisthemostcommon

• Beconfidentandcomfortablewithopencommunicationo Don’tbeafraid tocommunicatewith internsdesignated teacherand

garden manager anything that may come up that could effectinternshipperformanceandconsistency

• Teachersarewilingtoworkwithinterns;theyunderstandthatinternsareacollege student first. Be open and honest with the partnered teacher toensuresuccessfortheinternshipaswellasthestudentsinternsworkwith.

• Allinternsscheduleshouldbeclearlydiscussedwiththegardenmanager,astheyaretheprimaryresourceforguidanceandinstruction.Maintainingopencommunicationandaconsistentschedulewillbeexpectedofallinterns.

11

BasicInternDutiesThereisn’toneparticularjobeachinternwillhavesoleresponsibilityfor.Allinternswillbeexpectedtobeflexibleandbetrustedtoplaceinanyjoborsituation,asitisneeded.Firstandforemostinternsmustbefamiliarandcomfortablewiththedailyfarmchoresthatmakethegardenoperatesuccessfully.ThesechoresaredetailedonPage 6 of this manual and interns will be trained on these as well. CurriculumdevelopmentisofgreatimportancetothecontinualsuccessofthegardenprogramatManzo. Internsmaybeasked to assist indeveloping curriculum for thegardenmanager or a teacher. Any additional questions about daily chores or curriculumdevelopmentshouldbedirectedtothegardenmanager.Onoccasion,eventsforManzoMarketandGardentoCafeteria(GTC)harvestingwilloccur. As an intern, expected involvement with Manzo Market is to assist withharvestingasneeded,overseethemarkettoassureappropriateexchangeistakingplace between students and communitymembers. Garden to Cafeteria events aremuchmorecloselymonitoredastherearespecificregulationsinplacethatmustbefollowed according to health code. The resources under Resources: ImportantPaperworkonpage18,arenecessarytobefamiliarwithforeverysingleGTCevent.Theseguidelinesareinplacetoensurethehealthsafetyofanyonewhocomesintocontactwiththefoodproducedintheschoolgardenandareexpectedofallinternstobefollowedinitsentirety.If interns are not in the UA Community and School Garden program through theSchoolofGeography,therewillbetimesthatstudentswillbeatManzothatinternshaveneverworkedwith.ThesestudentsarereferredtoasGreenAcademyInterns,whichisabranchoftheschoolgardencourse.TheinternsofthisparticularprogramareplacedatgardensthroughouttheTucsoncommunityandactasleadersintheirrespectivesite.ThesestudentsmaycometoManzotoreceivespecialtrainingontheoperationssetupatManzo.

12

UniversityofArizonaandCommunityInvolvementThe local Tucson community and The University of Arizona have had incredibleinvolvement in the success of Manzo’s garden. The U of A currently has severalclasses that offer internships with Manzo including, but not limited to, the UACommunity and School Garden Program, SPAN 480 which is an introduction todiverse community issues, and a course through the border studies program thatoffers students on exchange from other universities to experience the Tucsoncommunity.AsidefromUniversityinvolvement,Manzowillalsooccasionallyseestudentsfromlocalhighschoolshelpout,aswellasAmeriCorpsandAmeriCorpsVISTAmemberson site. These service members are typically Coverdell Fellows completing agraduateprogramthroughtheUniversityofArizona.Involvement and support from local community organizations have broughtprojects like fruit tree propagation and themini-LEO toManzo students. The listbelowstatessomeoftheothercommunitypartners.

• TheUniversityofArizona,SchoolofGeographyandDevelopment• TheUniversityofArizona,SchoolofSocialandBehavioralSciences• Arizona-SonoraDesertMuseum• Biosphere2• CommunityFoodBank(providesinterntrainings)• TucsonVillageFarm(providesinterntrainings)• MissionGardens• TucsonAudubonSociety• EarlhamCollege• SaguaroNationalPark• NativeSeedSearch• AmeriCorps

13

ClassroomversusGardenThe biggest distinction between working in the classroom and working in thegarden isobviouslytheenvironment inwhich internsareteaching.Theclassroomwouldtypicallyrequireinternstoworkwiththeclassasawhole, it isanenclosedspacethatiseasytocontrol,andthestudent’sbehaviorisexpectedtobeacertainway.Intheclassroomtheteacheristheprimaryauthorityandthestudentsrespectthatassuch.The garden is a vastly different teaching environment. Interns may have smallgroups or the entire classwith the help of the teacher. Theremayormaynot besomeone there to help interns manage the students behavior and safety. Whenteaching in the outdoor classroom, all internsmustmake clear their expectationsbeforeandduringanyoutdooractivity.Understandingtheteachersdisciplinaryandbehavior control techniques while in the classroom will help manage studentsoutside, as they will understand the same rules apply. Safety is the number onepriority in the outside classroom as there are more dangers present. Cacti anddistractionswillprovetobeachallengebutifinternsmaketheirlessonsshort,fun,andinteresting,studentswillhavelittletonoproblemkeepingup.In the classroom it is also easier to stick to a pre-determined lesson plan. Thematerials,resourcesandassistancearereadilyavailableifthelessonispre-planned.Beingintheoutdoorclassroommakesthisalittlemoredifficult.Materialsnecessarywillhavetobethoughtofandpackedaccordinglytomakesurestudentsarereadyto complete their task and return to the classroom to allow another group out.Planning,theabilitytothinkquicklyandbecreativewilldefinitelyhelpatthistime.

14

TipsFromPastInterns“Iwish I had an idea of amore concrete role that Iwould be playing at the schoolwhereIworked,JBWright-forthestudents,theteachers,andtheschool.Examplesoflessonsthatweresuccessfulatmysitewouldhaveadditionallybeenhelpful,differingresources available, times available, etc. Talking to the teachers from the beginningaboutwhattheyvalueandwanttheirstudentsworkingoninthegardenwouldhavealsobeenahugehelptostartoffwith” DianaEnglert,Senior SustainableBuiltEnvironments:LandscapeArchitectureHoustonHarrisparticipated in theUACommunityandSchoolGardenProgrambyinterningwithRuskrugeMiddle School. Although she did not directly internwithManzo, her experience in school gardens is relative to the samekindofproblemsthatcomeupforinternsatManzo.Houstonadvisesinternsto“reallymakesurethatyoubuildtherelationshipwithyourteacherifthereisaspecificoneyouworkwiththemost.Maintaining that constant lineof communicationandmakinga connectionasearlyaspossiblewilltrulyhelpinternsbesuccessful.Houstonalsoadvisesinternstobepreparedtobeflexible.Studentsorteachersmayhavearoughdaybeforeyourarrivalthatcouldpotentiallyaffectyourplanforthatday.Beabletothinkofyourfeetandmoldyourplantotheneedsofthestudent,asthatisyourfirstpriority.Houstonfinallyadvises interns to get to know your students! They have a lot to offer and are verycuriousabouttheworld.”

HoustonHarris,SeniorSustainableBuiltEnvironments:LandscapeArchitecture

MaggieZamarripacompletedherManzoInternshipthroughherSpanish480coursethatwas intended to showstudents an introduction todiverse community issues.Along with the tips the other two past interns stated,Maggie expressed that shewouldhavelikedtoknowwherecertainplantswereonthesitesotheywereeasiertoidentify. Her background is in heritage conservation so she didn’t have muchexperience in plants or agriculture. Knowing where the plants were would havehelpedheranswerthequestionsstudentshadaswellasbemorefamiliarwiththesiteoratleastaplantlisttoknowwhattolookfor.Toresolvethis,thereisalinkintheResources:HelpfulWebsites section on page 16 that leads to the Pima CountyCooperative Extension Master Gardener website that provides a detailedintroduction to plants. Further research on plants native to Tucson or southernArizonawillhelpinternsidentifyplantseasier. MaggieZamarripa,Senior

SustainableBuiltEnvironments:HeritageConservation

15

Resources:HelpfulWebsitesManzoManzoElementaryWebsite:www.gomanzo.comFacebook:www.facebook.com/ManzoEcologyTUSDhttp://tusd1.orgSolarProject-http://www.tusd1.org/contents/distinfo/solar/index.aspCommunityPartnerWebsitesTheUniversityofArizona,SchoolofGeographyandDevelopment https://www.geography.arizona.edu CommunityandSchoolGardenProgram–schoolgardens.arizona.edu

PresentationonTUSDandUAPartnership-http://www.tusd1.org/contents/govboard/packet09-09-14/9-9-14-BAI9-Presentation.pdf

TheUniversityofArizona,SchoolofSocialandBehavioralSciences https://web.sbs.arizona.eduArizona-SonoraDesertMuseum https://www.desertmuseum.orgBiosphere2 https://biosphere2.org

• Mini-LeoProjectpicturescanbe foundon theManzoFacebookpageunderthephotoalbum“B2Mini-LEOproject”

CommunityFoodBank(providesinterntrainings) https://www.communityfoodbank.org Facebook:https://www.facebook.com/foodbankofsouthernarizona/TucsonVillageFarm(providesinterntrainings) https://tucsonvillagefarm.arizona.eduMissionGardens http://www.tucsonsbirthplace.orgTucsonAudubonSociety http://www.tucsonaudubon.orgEarlhamCollege http://www.earlham.edu

16

SaguaroNationalPark https://www.nps.gov/sagu/index.htmNativeSeedSearch http://www.nativeseeds.orgAmeriCorps http://www.nationalservice.gov/programs/americorpsOtherHelpfulWebsitesUniversityofArizonaCALSCooperativeExtension PimaCounty-https://extension.arizona.edu/pima

FoodSafetyGuidelines-http://cals.arizona.edu/agliteracy/sites/cals.arizona.edu.agliteracy/files/UA-School-Garden-Food-Safety-Guidelines.pdfArizonaMasterGardener-https://cals.arizona.edu/pubs/garden/mg/

• The master gardener manual gives a thorough description of topics likeentomology,plantpathology,plantdamage,pesticidesandsomuchmore.Ifyoudonothaveabackgroundinagricultureorplants,thiswouldbeagreatplacetostart!

ArizonaDepartmentofEducation http://www.azed.gov

• Thiswebsitehasstatestandards forcurriculum ingrade levelsK-12whichwillbeveryhelpfulinlessonplanning.http://www.azed.gov/health-nutrition/school-gardens/

• This link is theDepartment of Educationwebsite for SchoolGardens.HereyoucanfindlinkstootherhelpfulwebsitessuchastheDepartmentofHealthServices,youcanfindexamplelessonplansandtheresultsofstudiessuchastheonementionedonPage3ofthismanual.

PimaCountyFoodAlliancehttp://www.pimafoodalliance.org

• Thislinkhasinformationonlocalnon-profitorganizationsthathelpoutwithschoolgardensandtheirnecessaryresources.Ifyounavigateonthewebsitefromresources>schoolgardens,youwillfindsuchinformation

ArizonaDepartmentofAgricultureSpecialtyCropGuide-https://agriculture.az.gov/2015-specialty-crop-guide

• This guide was created to inform the public on the importance andavailabilityofagricultureandtodiscusslocallyproducedfruits,veggies,nuts,and nursery crops. This provides a solid introduction to Arizona crops aswell as places or events in the community you can go to learnmore firsthand.

17

Resources:ImportantPaperworkDailyLogs

• CompostLog• DailyChickenFeedLog• DailyEggCollectionLog• DailyFoodWasteLog• WeatherStationData

PlantingCalendarGardentoCafeteriaRules–ArizonaDepartmentofHealthServicesGreenAcademyLessonPlanOutline

COMPO

STBINTEM

PERA

TURE

LOG

MONDa

te

(m/d/yr)

Nam

eTempBin

1TempBin

2TempBin

3TempBin

4TempBin

5TempBin

6TempBin

7TempBin

8

1.Hottestbinte

mpe

raturero

unde

dtoth

ene

arest1

0=2.Coo

lestbinte

mpe

raturero

unde

dtoth

ene

arest5

=3.R

ange=

(ho

ttestm

inuscolde

st)

TUES

Date

(m/d/yr)

Nam

eTempBin

1TempBin

2TempBin

3TempBin

4TempBin

5TempBin

6TempBin

7TempBin

8

1.Hottestbinte

mpe

raturero

unde

dtoth

ene

arest1

0=2.Coo

lestbinte

mpe

raturero

unde

dtoth

ene

arest5

=3.R

ange=

(h

ottestm

inuscolde

st)

WED

SDa

te

(m/d/yr)

Nam

eTempBin

1TempBin

2TempBin

3Temp

Bin4

TempBin

5TempBin

6TempBin

7TempBin

8

1.Hottestbinte

mpe

raturero

unde

dtoth

ene

arest1

0=2.Coo

lestbinte

mpe

raturero

unde

dtoth

ene

arest5

=3.Range=

(h

ottestm

inuscolde

st)

THURS

Da

te

(m/d/yr)

Nam

eTempBin

1TempBin

2TempBin

3TempBin

4TempBin

5TempBin

6TempBin

7TempBin

8

1.Hottestbinte

mpe

raturero

unde

dtoth

ene

arest1

0=2.Coo

lestbinte

mpe

raturero

unde

dtoth

ene

arest5

=3.Range=

(h

ottestm

inuscolde

st)

FRI

Date

(m/d/yr)

Nam

eTempBin

1TempBin

2TempBin

3TempBin

4TempBin

5TempBin

6TempBin

7TempBin

8*

1.Hottestbinte

mpe

raturero

unde

dtoth

ene

arest1

0=2.Coo

lestbinte

mpe

raturero

unde

dtoth

ene

arest5

=3.Range=

(h

ottestm

inuscolde

st)

*FRIDA

Y *A

reth

ereanyou

tliers?YesN

o

Ifyes,pleaselisto

utliersbybinandday:

*Whatw

asth

eaveragetempe

ratureofB

in4-5th

isweek?(T

ofin

dtheaverage,add

upallthe

dailyte

mpe

raturesforbin4-5,the

ndivide

bythetotalnum

bero

fdays.)

DAILYCHICKENFEEDLOG

Teacher

NamesofFeeders

Qts.FeedGiven

(Qts.=quarts)Mon

Date&Time

TuesDate&Time

WedsDate&Time

ThursDate&Time

Fri*Date&Time

*TotalQts.offeedthisweek:

DAILYEG

GCO

LLEC

TIONLOG

Teache

r

Nam

esof

Collectors

Total#of

EggsTod

ay

EggCo

lorT

ally

(IIII)

White

Green

Brow

nLightB

rown

Mon

Da

te&Time

Tues

Date&Time

Wed

sDa

te&Time

Thurs

Date&Time

Fri*

Date&Time

*FRIDA

Y:W

hatw

asth

eaverag

enu

mbe

rofe

ggslaid

perd

ay?(

Tofind

theaverage,dividethe

Totalbythenu

mbe

rofd

aysinaweek.)_

_______

Total#of

Eggsth

isWeek

Wee

kTo

tal#

White

Wee

kTo

tal#

Green

Wee

kTo

tal#

Brow

n

Wee

kTo

tal#Lt.

Brn.

DAILYFO

ODWAS

TELOG

Teache

r

Nam

esofD

ata

Collectors

Po

undsof

Compo

st

Po

undsof

Chicken

Scraps

To

talPou

nds

ofwaste

(com

post+

chickenscrap)

Mon

Da

te&Time

Tues

Date&Time

Wed

sDa

te&Time

Thurs

Date&Time

Fri*

Date&Time

*Totalpou

ndso

ffoo

dwasteth

isweek:

WEA

THER

STA

TIONDAT

ALO

G

Nam

esof

Data

Collectors

Green

houseTemp.

(*F)

Degreeso

fDiffe

rence

Outsid

eTemp.

(*F)

WindSpeed

(mph

)WindDirect-io

n(N,S,E,W

)Mercury

W.S.

W

.S.

Mon

day

Date

Time

Tuesda

yDa

te

Time

Wed

sDa

te

Time

Thursday

Date

Time

Friday

Date

Time

18

GardentoCafeteriaRules–ArizonaDepartmentofHealthServicesThefollowingsummaryisbasedoffinformationfoundonthewebsitefortheArizonaDepartmentofHealthServiceswhichcanbeviewedbyfollowingthisURL:http://www.azdhs.gov/preparedness/epidemiology-disease-control/food-safety-environmental-services/index.php#school-garden-program-homeInshort,allinternsinvolvedwiththeGardentoCafeteriaprocessmustbefamiliarwithandstrictlyfollowtherulesonthispage.InorderforstudentstoparticipateintheGardentoCafeteriaharvesting,thefollowingrulesmustbecompleted:

• Studentsshouldhavenoopenwoundsorbandagesontheirhands• Studentsshouldnotbesickorshowsignsofillness,forexample,no

coughing,runnynose,hightemperature,sneezing,etc.• Studentsshouldwashtheirhandsaccordingtothefollowingprocedure:

o Washyourhandswithwarmwaterandsoapforatleast20secondsbefore

o andafterhandlingfood• Oncehandsarewashed,studentsmustNOTtouchtheirface,mouth,other

students,oranythingthatcouldpotentiallycontaminatefoodorcleanliness• PlaceharvestedfoodinbasketsspecificallyforGardentoCafeteriaEvents

(gardenmanagerwillidentifythesebasketsasnecessary)• FoodwillbewashedinsinksthatareNOTusedforhandwashingtolimit

contamination• Toensurestudentshealthsafety,internsshouldbecautiousaboutstudent

participation.Manzowantsallstudentstohaveaccesstothiswonderfuleventbutoverallsafetyisthemostimportant.

• Studentsunabletoparticipateduetoanyoftheabovereasonsshallbeencouragedtohaveinvolvementinsomethingelsetobesuretoincludethem.

Thefollowingproceduresandinformationistakendirectlyfromthewebsitelistedatthetopofthispage.ProduceContactSurfacesGardenersshouldprotecttheproducefromcontaminatedequipmentbyensuringthefollowing:

• Harvestingandgardenmaintenanceequipment(shovels,rakes,pitchforks,spades,knives,scissors)arecleanandsanitized◦ Washedwithhotsoapypotablewater,rinsedwithcleanwater,and

thensanitizedwithachlorineorquaternaryammoniasolution.Thesolutionmustbetestedwithatestkittoensureitisattheproperconcentrationperthemanufacturespecifications.

• Harvestingstoragecontainersaremadeoffoodgradequalityand/ornew,unusedplasticorpapergrocerybagscanbeusedforharvestandtransport.

19

• Harvestingstoragecontainersarecleanedandsanitizedaftereachuse◦ Washedwithhotsoapypotablewater,rinsedwithcleanwater,and

thensanitizedattheproperconcentrationwithachlorineorquaternaryammoniasolution.

OtherinformationthatisimportanttothehealthandsafetyofGardentoCafeteriaevents has to dowith thewater used. SinceManzo uses harvested rainwater fortheirgardens,itisimportantforinternstounderstandthattheuseofthiswaterismonitored under the certification Manzo has to use their produced food in thecafeteria.Water testing is one form ofmanagement used to ensure safewater isusedforanyfoodthatcouldbeconsumedthroughthecafeteria.Soilcompositionanditsamendmentsareanothercomponentoftheschoolgardenthat ismanagedby the certification.During theprocessof initial certificationandwhenit’srenewed,soilmustbetestedbyathirdpartyentitytoensurenon-biasandareliabletest.Thisalsoincludestestingcompostthatisusedinthegardenaswell.Regulationsforcompostmaybeexplainedduringonesinternshipbuttherulesarestillintheprocessofbeingamendedtobettersuittheschool.

Ecology Integration Lesson Plan

Lesson Title: Teacher: Grade Level: Date:

Common Core Standard:

Enduring Understandings/ Essential Questions:

Content Objective: Math Reading Writing Other:

Language Objective:

Vocabulary Materials

Seasonality

Monsoon July-Sept.

Autumn Oct.-Nov.

Winter Dec- Feb.

Spring Mar.-Apr.

Dry Summer May-June

Guiding Questions:

Ecology Integration Lesson Plan

Anticipatory Set: This is a question you will pose to students to prepare them for the learning they are about to do. Activity/Investigation: Closure Question: Similar to the anticipatory set, closure provides an opportunity for students to summarize their learning in their own words and make some sense of the activity they just completed. Teacher Reflection: What went well, what could be improved upon, what will you keep in mind for the next lesson, etc.