Richard R. MacMahon, Ph.D.
INTRODUCTION:
As each high school student approaches independent adulthood, it is important that they understand the factors influencing the quality of their own environment and how they may of their own volition modify this environment for a safer, healthier life. In order for students to understand and appreciate the quality of their environment, they must have an understanding of how this environment impacts on their lives, and of how environmental quality is related to health, society and the natural world. This unit assumes that each student will be planting their own garden in a school community garden. The student’s plot in the community garden becomes the laboratory in which questions may be posed to the natural community and answers obtained. By so doing, it is anticipated that each student will gain an understanding of the environmental
relationships
necessary to improve the environmental
quality
of their own lives.
The first question to be answered is: What is the composition of a garden and what goes into a garden? This might best be answered with a flow chart as shown in Figure One. A thorough understanding of this chart will greatly increase the student’s understanding of what is actually going into plants raised in a garden.
The second question is: What are the benefits to the student in the actual planting of a garden? The answer to this question depends in large part upon the enthusiasm and diligence of the student. Students who have prepared the soil and seedbeds, sewn the seeds, watered, coped with insects and other pests, weeded and harvested their own garden will very quickly and with very little effort grasp a large amount of information concerning environmental quality, and will be able to apply this knowledge to their own lives. In addition, students will benefit from learning to work together effectively in small groups, as well as learning a practical skill that will be with them throughout their lives.