Toolkit for School Gardens, Childcare Gardens & Community Gardens

a 5 a day

GardenToolkit
GardenToolkit

for implementing community, childcare and school gardens

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Wisconsin Department of Health and Family Services
Division of Public Health
Nutrition and Physical Activity Program

Wisconsin Department of Public Instruction

For more information about this garden toolkit contact:
Nutrition and Physical Activity Program
P.O. Box 2659
Madison, WI 53701-2659
Phone: (608) 267-9194
Fax: (608) 266-3125
Email: meineam@dhfs.state.wi.us
Website: http://dhfs.wisconsin.gov/health/physicalactivity/index.htm

This garden toolkit was made possible by funding from:
Centers for Disease Control and Prevention Obesity Prevention Grant:
This publication was supported by Cooperative Agreement
Number U58/CCU522833-02 from the Centers for Disease
Control and Prevention. Its contents are solely the
responsibility of the authors and do not represent the
official views of the Centers for Disease Control and Prevention.

Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

About Your Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Part One: Basic Steps for Starting a Garden
step 1: Find a Place to Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
step 2: Get Seeds and Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
step 3: Prepare the Soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
step 4: Start Your Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
step 5: Planting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
step 6: Caring for the Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
step 7: Harvest Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
step 8: Preparing for Next Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Part Two: Gardening Examples and Resources
Stories of Successful Gardens
Community Gardens
Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Child & Adult Care Center Gardens
Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
School Gardens
Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Funding Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Helpful Garden Resources
Cultivating the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Extra Gardening Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Educational Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Ideas for My Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Foreword
I am pleased to introduce this
“5 A Day Garden Toolkit for
Community, Childcare and School
Gardens.” I hope it helps
something good grow in your
backyard !
The Toolkit is a practical guide
with basic instructions on how
to start your garden, and great
examples of community and
school gardens around the
state. I hope it inspires you to
plant the seeds of good health,
and to nurture the growth of our
children and communities.

— Helene Nelson
Secretary
Department of Health and Family Services

P.S. Did you know that one of
the best things you can do for
your own health — and one of
the best ways to fight obesity
and promote good health for
children — is to eat 5 to 9
servings of fruits and vegetables everyday? Garden-fresh
produce is a great start for
healthy eating!

Preface
To encourage healthy eating and increased physical activity, the Wisconsin Department of Health and
Family Service’s Nutrition and Physical Activity program produced this garden toolkit. To ensure the
inclusion of accurate information, gardening professionals from around the state contributed or reviewed
the “Got Dirt? Garden Toolkit” including University of Wisconsin Extension Horticulture Agents, Master
Gardeners, Extension Community Garden Coordinators, and local gardening experts.
The purpose of the garden toolkit is to encourage the implementation of school, community, and childcare
gardens and to increase consumption of fruits and vegetables among Wisconsin children, adolescents,
and adults. By encouraging you to start a garden, the toolkit attempts to support a number of the
following national and state initiatives:
•

5 A Day Program: The 5 A Day for Better Health Program is a national initiative to increase the
consumption of 5 to 9 servings of fruits and vegetables per day. Eating 5 to 9 servings of fruits
and vegetables a day will promote good health and reduce the risk of many cancers, high blood
pressure, heart disease, diabetes, stroke and other chronic diseases. Incorporating the produce
from the garden into meals and snacks are wonderful ways to increase the amount and variety
of fruits and vegetables eaten each day.

•

Verb™ Campaign: Verb-It’s What You Do™ is a national campaign coordinated by the U.S.
Department of Health and Human Services’ Centers for Disease Control and Prevention (CDC) to
encourage young people ages 9-13 to be physically active every day. A gardening project provides
an ideal setting for physical activity, with walking or biking to the location, carrying supplies, bending
and stooping to plant and work the garden, and harvesting the garden.

•

Wisconsin Nutrition and Physical Activity Program: This program seeks to encourage
healthful eating and increased physical activity as a means for reducing overweight and obesity
in Wisconsin. Currently, 60% of Wisconsin adults are considered overweight or obese and 24%
of high school students are at risk of overweight or are overweight. (1, 2)

•

Wisconsin Food Security Project: From 1996 to 2000, almost 9% of Wisconsin households
were food insecure (3). A household that is food insecure is one that has uncertain or limited access
to food. The Wisconsin Food Security Projects seeks to provide up-to-date information on food security,
economic well-being, and the availability and use of public and private programs to increase access
to affordable and nutritious foods. A bountiful garden’s produce can be donated to local food
pantries or other public and private programs working to eliminate food insecurity in Wisconsin.

•

Service Learning: Service learning is a teaching method that promotes learning by connecting
academic studies to real-life experiences. With service learning, students become problem-solvers
as they discover ways to tackle community issues by remedying problems. For example, school and
community garden service learning projects can allow students to address hunger needs of their
communities and families.

Gardening is a wonderful means of increasing physical activity and encouraging healthful eating.
A 130-pound person can burn around 295-calories an hour while gardening. Similarly, a 150-pound
person can burn around 300-calories an hour. Additionally, experiences such as eating fresh-picked fruits
and vegetables while growing fruits or vegetables (4) is one the strategy to increase fruit and vegetable
consumption (4). Furthermore, several new approaches to increasing consumption are currently being
piloted in schools include school gardening programs and salad bars using fresh produce from local
farmer’s markets (5). Thus, creating and supporting community, childcare, and school gardens is a way
to work towards improving the health of all Wisconsin residents.
References Cited:
1. Centers for Disease Control and Prevention. Behavioral Risk Factor Surveillance System. www.cdc.gov/brfss.
2. Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance System. www.cdc.gov/HealthyYouth/yrbs/index.htm.
3. University of Wisconsin-Extension. Wisconsin Food Security Project. www.uwex.edu/ces/flp/cfs/.
4. Devine CM, Wolfe WS, Frongillo EA, Bisogni CA. Life-course events and experiences: association with fruit and vegetable consumption
in three ethnic groups. J Am Diet Assoc. 1999;99:309-314.
5. French SA, Wechsler H. School-based research and initiatives: fruit and vegetable environment, policy, and pricing workshop.
Prev Med. 2004;39:S101-107.

3

About Your Garden Toolkit
The Wisconsin Department of Health and Family Service’s Nutrition and Physical Activity Program
and 5 A Day Program, along with other contributors, have compiled this easy-to-use garden
toolkit to provide you with a framework for starting a fruit and vegetable garden. The toolkit is
designed to walk you through the basic steps of starting and maintaining a garden. We have
also included several examples of successful community, childcare, and school gardening projects
in Wisconsin. These stories highlight key points including tips on funding, finding local resources,
and engaging adults and children in gardening. In addition, there are stories on programs that
can enhance your gardening experience including providing ideas on what to do with all the fruits
and vegetables harvested and where to get more information on service learning and school
curriculum resources.
The garden toolkit is separated into two main parts:
• Part One: Basic Steps for Gardening
• Part Two: Gardening Examples and Resources
In Part One, a comprehensive guide provides you with a start to finish approach that begins with
finding a garden plot and ends with tips on preparing your garden for the next year. Part Two
provides several resources to ensure that you have a successful gardening experience. Gardening
can be a great deal of fun, but a lot of work. To further assist you with your garden, it may be
beneficial to engage others to help you. Here are some suggestions for people you may want
to contact:
• Co-workers
• Teachers
• School Administrators
• School Food Service Staff
• Students
• Parents
• Children
• Community Leaders
• Coalition Members
• Local Faith-Based Organizations
• Local Health Care Organizations
• Neighborhood Associations
• Local Businesses
• Representatives from Other Local Organizations
Gardening is a wonderful way to increase your physical activity, while having access to healthful
foods such as fruits and vegetables. We hope that you find this toolkit useful and that it encourages
you to start a garden. If you have any comments or suggestions for improving this gardening
toolkit, please direct them to Amy Meinen, Nutrition and Physical Activity Program, at
meineam@dhfs.state.wi.us.

4

Basic Steps
for Starting
a Garden

step

1

Find a Place to Plant

Where Can You Find Land?
Here are a few ideas of where you can start to look for land for your garden.
• Your Yard (Front or Back)
• Vacant Lots
• Private Land (A Neighbor’s Yard)
• School Grounds
• Hospital Grounds
• Community Parks
• Farm Land
• County Fairgrounds
• County UW-Extension Office Grounds
Need help finding land? Contact these organizations:
• Wisconsin Park & Recreation Association
www.wpraweb.org/index.asp
• Urban Open Space Foundation
www.uosf.org/
If you can only find a small amount of land…try small plot vegetable or
container gardening. It’s amazing how many vegetables can grow in pots!
Keep in mind if you are using vacant land that you may need to obtain
permission to use it. Permission may be necessary as vacant lots are still
considered to be private land.
6

Small Plot Vegetable Gardening
overall points
•
•
•

Choose a site that receives at least 6 hours of sun each day.
If the land has never been used for a garden, rototill or dig up the area
to a depth of 6 to 8 inches in the early spring.
Even if space is limited, remember not to crowd the plants. They need
air and elbow room.

suggested
fruits &
vegetables
for small
garden plots
a.
b.
c.

space saving techniques

1.

Try Interplanting: This is a technique that involves growing two or more
vegetables in one area by planting slow-and-fast maturing crops among each
other. The fast maturing vegetables will be harvested before the crops begin
to crowd each other. You can also alternate rows of fast and slow maturing
vegetables. For example, plant a row of tomatoes (slow maturing) and lettuce
(fast maturing).

2. Try Succession Planting: This involves planting another crop once the

other is harvested or finished. For example, when spinach has been harvested,
replant the space with beans or beets.

3. Wide Row Planting: This technique involves scattering fruit and
vegetable seeds over an 8 to 12 inch band rather than a single row.
This method works best for leafy vegetables like spinach and lettuce,
which ultimately form a leaf canopy that prevents weed growth.

4.

d.
e.
f.
g.
h.

i.
j.
k.
l.
m.
n.
o.
p.
q.

Beets
Carrots
Cucumbers
(grow on a trellis or
plant a bush-variety)
Eggplant
Green Beans
Lettuce
Kohlrabi
Muskmelon
(grow on a trellis or
plant a bush-variety)
Onions
Peppers
Potatoes
Radishes
Shallots
Spinach
Summer Squash
(bush variety)
Swiss Chard
Tomatoes
(standard, patio,
& cherry)

Use Vertical Space: Using a trellis or fence to support pole beans,
cucumbers, and squash is a great way to maximize a limited space. You can
also cage or stake the tomato plants.

5. Plant Bush Varieties: By planting “bush” varieties, the plants take up

less space in the garden than standard varieties. Bush varieties, available as
seeds, are found in cucumbers, muskmelon, watermelon, and squash.

6. Square Foot Gardening: This technique involves marking squares of

space for crops rather than planting in straight rows. Common arrangements
involve marking off 1 foot by 1 foot areas of garden space. Plants are planted
according to their space needs.

7. Bottom Line: Gardens don’t have to be square. They can be planted in
a circle or a triangle.

7

Step 1: Find a Place to Plant

Container/Raised Bed Gardening
overall points
•
•
•

•
•
•
•
•

To begin, be sure to select a container that is large enough to hold the
plant and its root system.
For most vegetable crops, a 3 to 5 gallon container is preferred
Soilless potting mixes are the best for container gardens. The mix is less
likely to compact, holds moisture and plant nutrients very well, and is
typically lightweight.
Plants grown in containers require frequent watering because they dry
out quickly from sun and wind. Some plants may require daily watering.
Clay, wood, plastic, cement, and metal are all suitable materials for
growing plants.
Raised beds that are two to three feet wide permit easy reaching across
for weeding and harvesting.
When using raised beds you can plant the fruits and vegetables closer
together because you don’t need to walk on the soil.
For the best results, use drip lines or slow-release watering units in
containers.

types of containers
•

•
•

•

Examples of possible containers included clay pots, old pails, bushel
baskets, plastic buckets, wash tubs, wooden planters, or hanging baskets.
Almost any type of container can be used as long as it has good drainage
via holes in the sides or bottom.
Wood containers can be easily constructed, but last longer if heartwood
of durable trees is used (i.e. cedar or redwood).
A typical size for a wooden container is 18” X 24” X8”. Drainage holes
must be drilled in the bottom or around the sides near the bottom of the
box. A mesh screen can be cut to fit the bottom of the container to allow
water, but not soil, to drain. Soil 6 to 8 inches deep is the minimum for
most vegetables.
Dairy supply plastic tanks (35 gallons or less) cut in half make excellent
containers as well.

For more information on container or raised bed gardening
visit the following website:
• University of Wisconsin Extension: Specialized Gardening Techniques
http://cecommerce.uwex.edu/pdfs/A3384.PDF
• University of Minnesota Extension Services: Gardening in Raised Beds
www.extension.umn.edu/projects/yardandgarden/ygbriefs/h233raisedbed.html
• Iowa State University Extension: Container Vegetable Gardening
www.extension.iastate.edu/Publications/PM870B.pdf
8

Where Should Your Garden Go?
1. Think Location: Plenty of sunlight and well-drained, level soils are important

factors in deciding where to put your garden. The site should be fairly level to
avoid erosion problems. A garden should be located away from trees and
shrubs, not only because of shade, but also because they compete for soil
moisture and plant nutrients. Ideally, your garden should be at least 75 to 100
feet away from any trees, especially from any walnut or nut trees.

2. Check the Soil: Fruits and vegetables grow best in well-drained, fertile

soil. Improving drainage and soil structure can help poor soil. Organic matter
(compost, peat moss, manure, and decayed ground bark) mixed with tight
soils will open them up and improve drainage. It is very important to complete
a soil test if the land being used has not been previously tested. For more
information on soil testing contact your county UW Extension office.

3. Needs Sun: At least six hours of full sunlight daily is necessary to

produce healthy, top-quality vegetables. If the best, well-drained location
has some shade, locate cool-season crops, such as lettuce, radishes, carrots,
and cabbage, in partial shade. Full sun is needed to grow such crops as
sweet corn, snap beans, tomatoes, and peppers.

suggested fruits
& vegetables
for container
raised bed gardens
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.

Beets
Carrots
Cucumbers
Eggplant
Green Beans
Kohlrabi
Lettuce
Onions
Peppers
Radishes
Summer Sauash
Spinach
Swiss Chard
Tomatoes

4. Water Supply: Water is one of the most important needs of a garden.

Make sure an adequate water supply is nearby. Water generously once per
week with a 1-inch application. You can set out a watering can, with a one
inch mark inside, to collect sprinkler water. That way you will know when
you have watered appropriately. Last, if your garden plot is located near a
garage, you can collect rainwater from the eave spouts. If you use this as your
main water source, be sure to have your water tested every 5 years or so.

5. Think Size: Your garden’s size depends on the kind and amount of

vegetables desired, land availability, and your time commitment. A manageable
size for a garden is 100 square feet, but smaller or larger spaces can be used.
Make sure that your first garden is not TOO BIG!

6.

Map it Out: Make a garden map, plan or graph so that after the
growing season you will know where not to plant your fruits or vegetables
the following year. Crop rotation helps cut down on the spread of diseases,
especially for the cabbage family and tomatoes.
9

step

2

Get Seeds & Tools
Selecting Seeds for Planting
overall suggestions
•
•
•
•
•

•

Buy seeds early in the year (January through March) for the best selection.
Select seeds based on time of maturity (how long they need to grow),
and disease tolerance. This information should be on the package label.
To ensure germination, purchase new seeds every year.
Some seeds may have been chemically treated and will be labeled as such.
Make sure to wash your hands following the handling of the treated seeds.
Purchase new seeds every year. However, if you do choose to save
seeds from the vegetables in this year’s garden, make sure to store them
in a closed container for next year. If using saved seeds, make sure to
pre-test a few of the seeds for germination. In order to do this, moisten
a plain white paper towel and fold it in half. Place a few seeds on 1/ 2 of
the paper towel and then fold it in half again. Place the paper towel in
a plastic sandwich bag, close the bag, and store it for a week to ten
days. Then remove the paper towel from the bag and see how many
seeds have sprouted.
Choose varieties marked “easy to grow”.

quick tips

1. Look for Purity: For the best results, buy quality seeds from a reliable dealer.
2. Check Packages: Seeds sold in packages should show the crop, cultivar,

germination percentage, and chemical seed treatments, if any.

3. Check Storage: Seeds should be kept in a cool and dry place to ensure

good germination at planting. Paper packets are best kept in tightly closed
cans or jars until seeds are planted. Laminated foil packets ensure dry storage.

4. Hybrid Seeds: Hybrid seeds often cost more than the seeds of non-hybrid

cultivars. However, hybrids tend to have better uniformity, yields, and increased
disease-specific resistance.

5. Saving Seeds: Some gardeners save seeds from the previous growing
season. This requires knowing how to select, produce, handle, and store
the seed.

For additional information on seed saving, visit:
http://infosource.uwex.edu
Click on Garden and Landscaping and then on Saving Seeds.

10

quick tip

Tools and Other Items
Needed for Your Garden

The Baraboo High School FFA
started several plants in a
school greenhouse. FFA would
sell the started plants for a
minimal cost at the beginning
of the planting season. Check
your local high school to find
out if there are students
involved with starting plants
indoors. You may be able to
purchase these plants.

the necessities
a. Rake
b. Shovel
c. Garden hoe

other accessories
•
•
•
•
•
•

Small hand trowels
Watering cans
Turning fork
Small buckets
Plant labels or row markers
Rope or twine

•
•
•

— Beth Kramer,
Sauk County, Master Gardener

Garden hose
Lawn sprinkler
Wheelbarrow

to mark rows if planting in straight rows

11

3

step

Prepare the Soil
A Word about Wisconsin Soil
Some soils in Wisconsin are “heavy” because of high amounts of clay particles.
These fine-textured soils hold lots of nutrients, but do not drain well and take
longer to warm up in spring. Most of these soils also have a higher pH, which
means the soil is more alkaline (basic) than acidic. Soil pH is an important
factor, as some plants prefer more acidic “sour” soil, while others prefer more
alkaline “sweet” soil. Soil can have a pH value of 7 (soil pH ranges from 0
to 14), meaning the soil is neutral, which is neither acidic or alkaline. Soils
should never be tilled when wet or they will clump. In order to test the soil,
grab a handful of soil and squeeze it between your thumb and forefinger. If it
crumbles, it is dry enough. If not, your soil is too wet and it may be too soon to
start “working” your garden.

The Ultimate Garden Soil
The ultimate garden soil is deep, loose, fertile, well drained, slightly acidic
(pH of 6.2 to 7.0), and has lots of organic matter. Most garden soils don’t
meet all these requirements. So it is a good idea to try to improve your soil
to the best of your abilities.

12

if I do container
or raised bed
gardening, will
I get a good crop?

How to Improve Your Soil
kinds of soil
There are several types of garden soils, which range from sandy to clay.

test your soil
Getting a soil test is one practical way to know the nutrients your soil may
need and whether your soil’s pH is too low, high, or just right. The soil test
helps you determine if you need to add lime (for low pH) or elemental sulfur
(for high pH). For more information on soil testing, contact your county UW
Extension office. Also, a pH indicator can be purchased from a local garden
center. The pH for an ideal garden is around 6.8.
For more information on soil testing visit these websites:
•

UW-Extension Office (county) :
www.uwex.edu/ces/cty

•

The Soil and Plant Analysis Lab
http://uwlab.soils.wisc.edu

add organic matter
To yield quality fruits and vegetables, garden soils need lots of organic matter.
You can improve soils by adding organic matter. Organic matter helps create
good crumb-like soil structure. This helps for better water and air movement
and easier root penetration. The key to improving either sandy or heavy soils
is to add organic matter frequently. Types of organic matter include rotted
manure (aged), leaves, grass clippings (from a non-chemically treated lawn),
compost, green manure, crop residues or peat moss. Add about 1-4 inches
of organic matter over the soil. Then, blend the organic matter into your soil at
least six inches deep. The best time to add organic matter is in the fall, after
the previous growing season, when soils are reasonably dry. If you add it in
the spring, make sure the soil is dry enough and work it in right away.

Raised bed and container
gardening is a great way for
anyone to get started gardening,
and is particularly well suited for
school gardens where space may
be at a premium. You can get a
great harvest in containers and
raised beds. In fact, yields are
often superior in raised beds
compared to standard in-ground
gardens. The key to good
harvests with any gardening
method is enough (not too much)
fertility and water and plenty of
direct sunlight. Containers will
need to be watered more
frequently than raised beds or
in-ground gardens. Depending on
the crop, a good rule of (green)
thumb for container soil is 1/4
compost, 1/2 peat moss, 1/4 soil
with some vermiculite mixed in to
keep it fluffy. Raised beds can be
filled with 1/4 compost and 3/4 rich
topsoil.) Top dress heavy feeding
crops like corn, squash, and tomatoes with compost when the
plants are fruiting and add
additional compost before each
new season to maintain optimum
harvests and to keep the beds
and containers filled with soil.

— Mark Voss
teacher and organic market gardener

13

4

step

Start Your Garden
finding the best time to start your garden
In Wisconsin, the start of the growing season can vary greatly, depending
on the weather. Sometimes, seeds requiring longer growing seasons may
be started indoors to ensure a crop before fall’s harvest. If this is the first time
you have gardened, you may see better results with purchasing vegetable
plants that have already been started.

Timeframe For Starting Your Garden

1. Timeline for Your Garden: When should you start your garden? That

depends on where you live in Wisconsin. To find out when you can start
planting, check the University of Wisconsin Horticulture Department’s website
at www.uwex.edu/ces/wihort/fruitveggies/VeggiePubs.htm for their annuallyproduced Planting Guide for Wisconsin Gardens. It gives anticipated start
dates for most areas of the state. An important point to remember is that
some vegetables grow best in cool temperatures, while others require warm
soil and air.

2.

Getting Ready to Plant in the Garden: If you purchase plants, they will
have to be “hardened off” prior to planting them in the garden. Hardening off
plants first reduces severity of “transplant” shock and gives them a better chance of
survival in the garden. Gradually introduce the starter plants to outdoor growing
conditions by setting them outside for short periods of time about 7 to 10
days before planting in the garden. Place the plants in a shady, protected location
outdoors. Be aware of spring frosts and move plants indoors if the forecast calls
for temperatures below 40 degrees. A cold frame is another way for getting
plants used to the weather. A cold frame is like a miniature greenhouse. It is an
unheated plastic or glass covered box that is heated by sunlight. A cold frame
is ideal during spring weather when sudden drops in temperature can occur. You
can construct your own cold frame by using a couple of bales of hay, straw or a
wood frame for the sides and an old storm window for a top/cover.

3.

Planting in the Garden: The best time to transplant started plants into
the garden is in the late afternoon or during a cloudy day. Newly planted
vegetables can be protected from the bright sun by boards or floating row
covers. Plastic row covers are not recommended. They can actually cook
seedlings too easily.

14

a few things to consider

1. Buying or Growing Transplants: Many crops need to be started early

indoors or in “cold frames” and later transplanted to the garden. This head
start allows a crop that needs a long-season to grow the ability to mature
before frost in the fall. Some gardeners start their own seeds indoors.
Others find it easier to purchase plants from garden centers and greenhouses.
If buying, be very selective by choosing the dark green, stocky plants over
leggy, yellow, weak ones.

2.

Remove Any Fruit: Prior to planting, make sure to remove any fruit.
If fruit is left on the plant, the nutrient resources will go towards the fruit and
not into developing a strong, adequate root system (which will in the long
run, help produce more vegetables).

how do I protect
my garden
from frost?
One of the best ways I have
found is to use floating row
covers to cover plants whenever there is a threat of frost.
These fabrics are light weight,
easy to fold and store, and are
available through most seed
catalogues.

3. Setting Transplants into the Garden: The main goal is to avoid root

disturbance as much as possible. Try to transplant late in the afternoon or
during a cloudy day. Protect newly set plants with light shade during bright
days for the first 3 to 5 days. If planting early in the spring, you may want to
consider covering plants to avoid damage from frost. When using a covering,
be sure to provide some ventilation so the heat generated from the sun does
not “cook” your plants. Water the transplants the day before you are planning
to plant them into the garden. If you have individuals helping to plant that
smoke, make sure they wash their hands or wear gloves prior to handling
any of the transplants.

—

Bill Wright
Community Garden Coordinator
Brown County UW-Extension

15

Step 4: Start Your Garden

4. Planting Garden Vegetables:

Check the Year’s Planting-to-Harvest Schedule: The University of Wisconsin
Extension releases a planting schedule prior to the growing season each year.
You can read it and make a copy at: http://cecommerce.uwex.edu/pdfs/A1653.PDF.
It is also important to pay particular attention to the weather. If the ground is
still cold, you may want to wait to plant. You may begin planting when there
have been at least 4 or more consistent days above 65 degrees with sun.
Use the table (at right) to help you decide the best time to plant your
garden. Since the weather varies by region in Wisconsin, you may want to
plant 1 to 2 weeks later if you are along the lower lakeshore or central part
of the state. Plant 2 to 3 weeks later in northern Wisconsin counties.

5. Watch for Frost: Pay attention to frost warnings. Frost can destroy

newly-planted fruits and vegetables. Plant your garden after the frost has
subsided. If you have planted already and there is still a chance of frost,
protect your plants by covering them with cloth, plastic, newspaper, or straw.
Mulch around plants can also help trap heat in the soil to prevent freezing.
Some vegetables tolerate frost and cold temperatures better than others do.
If there is a chance of frost, plant “tolerant” fruits and vegetables.
For Additional Resources Regarding Frost, visit:
University of Wisconsin Extension Infosource:
http://infosource.uwex.edu/
Click on Garden and Landscape and then Frost Protection

typical dates of last spring killing frost

April 26 — May 2
May 3 — May 9
May 10 — May 16
May 17 — May 23
May 24 — May 30
May 30 — June 6

Map information provided courtesy of Wisconline® www.wisconline.com. Used by permission.

16

Fruit/Vegetable

Plant Date
Madison, WI

Seed
or Plant

Days until
1st Harvest

Asparagus
Bean, bush (snap)
Bean, pole (snap)
Beet
Broccoli
Brussels Sprouts
Cabbage (early)
Cabbage (late)
Carrot
Cauliflower
Celery
Collards
Corn
Cucumber
Eggplant
Endive
Kale
Lettuce (head)
Lettuce (leaf)
Muskmelon
Okra
Onion
Onion, sets
Pea
Pepper
Potato (early)
Potato (midseason)
Potato (late)
Pumpkin
Radish
Rhubarb
Rutabaga
Spinach
Squash, summer
Squash, fall
Tomato
Watermelon

April
May
May
April
May
May
May
May
April
May
May
June
May
June
June
June
June
May
April
May
June
May
April
April
June
April
April
April
May
April
April
June
April
May

Seed
Seed
Seed
Seed
Plant
Seeds
Plant
Seeds
Seeds
Plant
Plant
Seeds
Seeds
Seeds
Plant
Seeds
Seeds
Plant
Seeds
Plant
Plant
Plant
Plants
Seeds
Plant
Seeds
Seeds
Seeds
May 20 (Plant)
Seeds
Seeds or Crowns
Seeds
Seeds
Seeds
Plants
Plants
Seeds

1-2 years
50-60 days
60-65 days
50-60 days
Cool season crops can
60-70 days
be planted when the
90-100 days
ground temperature
is around 50 degrees;
60-70 days
warm season crops
90-100 days
are planted when the
60-70 days
ground is at 60 degrees.
50-60 days
100-110 days
cool season crops:
60-85 days
beets
65-90 days
carrots
38-55 days
peas
70-80 days
lettuce
90 days
chard
50-70 days
mustard
greens
60-70 days
cabbage
40-50 days
broccoli
80-90 days
brussel sprouts
50-60 days
110-120 days
warm season crops:
40-50 days
corn
60-70 days
beans
60-70 days
squash
80-100 days
pumpkins
100-120 days
peppers,
120-140 days
eggplant
melons
90-110 days
cucumbers
25-30 days
1 year
100-110 days
40-50 days
50-60 days
90-120 days
65-80 days
75-90 days
*depends on variety

15
10
10
15
1
15
1
15
15
1
20
20
10 or May 2*
1
1
25
25
1
15
20
1
1
15
15
1
15
15
15
10 (Seeds)
15
15
15
15
20-June 1

May 20 – Early June
May 20 – Early June

May 20-June 1

cool & warm
season crops

17

step5

Planting
Different Ways to Plant Your Garden
There are several different ways that you can plant your garden. Here are
some examples:

1. Straight-Row Furrows: Although straight-row furrows are not the most

efficient use of space, they make cultivation, insect control, and harvesting
easier. To plant a straight-row furrow, first stretch a tight cord or rope between
stakes at each end of the row. A 1 1/ 2 to 2-inch furrow can be made using the
blade of a garden hoe. Use this method when planting large seeds, such
beans and corn. The handle of a garden hoe can be used to make 1/ 4 to 1/ 2
inch shallow furrows for small-seed crops such as lettuce, beets, carrots, etc.

2. Wide Row Planting: This method involves scattering seeds across a wide

row to produce greater yields of smaller vegetables. This allows for a more
efficient use of sunlight, space, and soil nutrients. Set your wide row by
drawing a rake over the ground. Seeds can be planted in 4-to-24 inch wide
bands, rather than rows. The bands reduce the chance of malformed roots.
Some thinning is required during the growing season to ensure quality
vegetables. Careful hand weeding is required. If using a raised bed, plants
such as broccoli, tomatoes, peppers, and eggplant can be set closer together
than in a typical straight row format.

quick tip
“Keep in mind that a garden cannot be
planted in one day. Some fruits and vegetables grow best in cooler temperatures,
while others require warm soil or hot air”
— Iowa State University Extension

18

3. Square-Foot Gardening: Similar to the wide-row planting method,

extra hand weeding may be required. However, this method is a very efficient
use of garden space. Instead of planting in rows, the garden is divided into
squares that are 1 foot by 1 foot (1’ X 1’). The number of plants in each
square depends on the variety, how big the plant will get, and how far apart
it needs to be from other plants in order to develop properly.

4. Hill Planting: This method is most commonly used for vine crops, such as
squash, melons, and cucumbers. Hills let the roots range out from a central
growing point, which helps the plant obtain more soil nutrients and water.
Begin by raking dirt into a round hill that is raised from the ground, creating
a 12-inch circle. Next, plant 4 to 5 seeds. Later, when the plants begin to
grow, thin the hill to no more than 3 plants. Raised mound plantings are not
highly recommended for the entire garden, as the soil will dry out much more
quickly than if it were level. This can result in poor germination.

For an Additional Resource on Special Planting Techniques visit:
University of Wisconsin-Extension:
Specialized Gardening Techniques (publication):

how often should
you water your
garden?
Most gardeners use the 1
inch of water per week rule.
Unfortunately, it is a bit more
complicated because temperature, wind, soil, mulch,
sun/clouds, and plant variety
all need to be considered.
Most gardeners monitor the
soil and determine that the
plant needs water when the
soil appears to be dry. The
key is to check the soil about
a inch or two below the
surface. Too much water will
leach out the much needed
nitrogen fertilizer and excessive water could actually
suffocate the plants by
depriving the roots of oxygen.

Dennis Lukaszewski, RLA
UW Extension Service, Milwaukee County

19

step

6

Caring for the Garden
general upkeep

1. Thinning Seedlings: Once your seeds have begun to sprout and grow

in the garden, pull out the extras to provide growing space for the remaining
plants. Make sure to remove the extras when the plants are still small, before
they compete with others for light, air, and water. When fruits and vegetables
grow too close together, the plants growth may be stunted, root crops become
distorted, and vine crops grow poorly due to self-shading.

2.

Weeding: If you keep
weeds out of your garden,
you’ll have a better harvest!
Weeds compete with your
Check the Weather Forecast! View the Gardener’s Local
plants for water, light, and
Forecast, courtesy of The Weather Channel. Check here
nutrients. Weeds also
www.weather.com/activities/homeandgarden/garden/
encourage insects and
and enter your zip code to find out if you’ll need to
diseases that attack your
water your garden today.
garden plants. Mulch and
cultivation can help keep
the weeds in your garden under control. Use organic materials such as grass
clippings (from a non-chemically treated lawn) or a good weed-free straw,
specifically clean wheat or rye straw as means for controlling weeds in your
garden. Old newspapers combined with a top layer of grass clippings can
be placed around and in between plants to provide an excellent barrier for
weeds. The coarser the material, the thicker the layer of mulch.

20

quick tip

3.

Watering: The best time to water is in the early morning or early afternoon.
This allows for the leaves to dry off before nightfall, reducing the chance for
disease. Drip irrigation or soaker hoses can be used to keep plants dry during
watering, which also reduces the chance of disease infection. However, drip
irrigation can be done anytime during the day if used under newspaper, straw,
or grass mulch. Some plants, like tomatoes, do not like their leaves wet. In this
case drip hoses work especially well. Note: Watering between 10:00 am and
2:00 pm could burn the plants, unless it is an overcast or cloudy day.

4.

Garden Fertilizer: An inorganic garden fertilizer can be used according
to your soil test. If you did not get a soil test, a rule of thumb would be to use
2-3 pounds per 100 square feet. It is best to determine which type of fertilizer
you need based on the results of your soil test. Follow label directions for
application of fertilizer.

5. Adding Organic Matter: “Organic Matter” provides nutrients for plants.

Plants take food from the soil as they grow, so organic matter needs to be
applied yearly. Some organic matter sources include: well-rotted cow or horse
manure, compost made from tree leaves, lawn clippings (without chemicals),
garden refuse (disease-free), green manure, and other organic residues. It
is important to keep in mind that some fruits and vegetables are “heavy feeders”
(i.e. corn and tomatoes), while others are not (i.e. green peppers). It is best
to incorporate organic matter in the fall or early spring, as you prepare the
garden soil.

how do I keep
the weeds to a
minimum in
my garden?
At the Ho-Chunk Youth Fitness
Garden, we found that a layer
of leaf mulch did a great job of
keeping the weeds down;
especially around the squash,
pumpkins, and vine plants.
—

Roxanne Lane
Master Gardener
Sauk County

21

Step 6: Caring for the Garden

6. Integrated Pest Control Management

a. Purchase Quality Seeds & Plants: Start by selecting healthy plants
or seeds from reputable seed companies and nurseries. There are
several different disease-resistant varieties of seeds you can purchase.
b. Plant Spacing: Leave plenty of distance between plants to provide
air movement, which reduces the chances for diseases to begin.
c. Plant Appropriately: Setting plants out too early or late can make
them weak and more susceptible to a pest attack.
d. Set up Barriers: Use physical barriers between the plants and the
pests by using row covers or nets that allow the sunlight and water to
penetrate, but keep out pests. The barrier DOES have to be in place
before the pest appears. Remember to remove the barriers during the
blossoming stage so that insects will be able to polinate the plants.
e. Pick the Pests: Hand-pick and destroy insect pests.
f. Prevent Weeds: A layer of mulch helps to control weeds and conserve
soil moisture. A garden full of weeds is a major attraction to pests!
g. Learn to Look: Monitor your garden weekly for any new pests.
Regularly inspect your plants and their leaves for any trace of insect
feeding, etc.
h. Keep it Clean: After you have harvested everything from your
garden, discard any diseased plant material from the site. Remove
debris as soon as possible, as many pests will over winter in
or under dead plant material. Plow or till the garden in the fall.
i. Rotate Crops Next Year: Move crops to different garden locations
each year to reduce buildup of plant-specific pests in the soil.
For more information for controlling diseases in your
garden, visit the following websites:
•
•

The Plant Diseases Diagnostic Lab, UW-Madison,
Dept. of Plant Pathology: www.plantpath.wisc.edu/pddc

•

22

The Insect Diagnostic Lab, UW-Madison, Department of
Entomology: www.entomology.wisc.edu/entodiag.html

University of Minnesota Extension Service:
Controlling Diseases in the Home Vegetable Garden
www.extension.umn.edu/distribution/horticulture/DG1427.html

how can I
engage youth
in gardening?

7. Keep the Beneficial Insects: Over 90% of insects around the garden are

harmless to people and plants. Without the help of these “beneficial insects”,
most plants would be overrun with pest insects every year. These beneficial
insects feed on many different pest species. Furthermore, several of these
beneficial insects are pollinators. With more pollination taking place, more high
quality fruits and vegetables can be produced. To keep beneficial insects around
your garden, limit or eliminate pesticide use. Consider leaving flowering weeds
around the garden (i.e. dandelions and clover) to provide alternate nectar sources
for pollination. To have beneficial insects attracted to your vegetable garden, be
sure to add some flowers and herbs. Examples of annual flowers that attract
pollinators include alyssum, marigolds, nasturtiums, dill, and cosmos.

8. Mulching: Mulching with untreated, chemically free grass clippings, leaves,

Getting youth interested in
gardening is easy — just
provide a safe location, a
hand trowel, some seeds
and plants, and a volunteer
to show them what to do —
kids love learning how to
grow things. Start small,
either with a container
garden or a small raised bed
no larger than 4 x 4 feet.
Square foot gardening is a
technique that works well
with kids. Have them map
out their one foot squares
and choose which plants
they want in each square,
then have them post their
map at the garden while
they plant. Caring for their
garden and watching it grow
will be a delight.

or straw in late June provides several benefits. The mulch will help to suppress
weeds, conserve soil moisture, prevent compaction of soil by heavy rains, and
add more organic matter to your soil.
For Additional Resources on Composting:
•

Wisconsin Department of Natural Resources: Recipes for Composting:
http://dnr.wi.gov/org/caer/ce/eek/earth/recycle/compost_waste.htm

•

Iowa State University Horticultural Guide: Composting Yard Waste
www.extension.iastate.edu/Publications/PM874.pdf

—

Patti Nagai
UW Horticultural Agent,
Racine County

For Answers to General Gardening Questions,
Visit These Websites:
•

University of Wisconsin Urban Horticultural Website
www.uwex.edu/ces/wihort/fruitveggies/index.htm

•

University of Wisconsin Extension-Milwaukee County
Yard & Garden Line (Milwaukee County Residents only)
www.uwex.edu/ces/cty/milwaukee/hortline/CallUs.html

23

step

7

Harvest Time
so, when is it a good time to pick?
Asparagus: Pick when the spears are
6 to 8 inches tall, and before the tips
begin to open. Cut or break off stems
at the soil line.
Beans (Snap): Pick when the pods
are almost full size, but before the
seeds begin to bulge. Never pick beans
that are wet or have dew on them.
Beets: Pick the greens when the
leaves are 4 to 6 inches long. If you
want to use the tops or small beets,
pick when the beets are 1 to 1 1/ 2” in
diameter. If you want to use the roots
only, pick when the roots are 11/ 2” to
3” in diameter.
Broccoli: Pick when flower heads are
fully developed, but before flower
buds start to open. Cut 6 to 7 inches
below the flower heads.
Brussels Sprouts: Pick when sprouts
at base of plant have become solid.
Remove sprouts (buds) higher on the
plant as they become firm, but do not
strip the leaves, as they are needed
for further growth. They tend to taste
better if harvested after the first fall frost.
Cabbage: Pick when the cabbage
head has become solid. Leave older
leaves, stems and roots to produce
small, lateral heads later in the season.
Carrots: Pick when roots are 1/ 2 to 1
inch or more in diameter. If you want to
store carrots, pull them just before the
ground freezes in the fall.
Cauliflower: Pick when curds (flower
heads) are 6 to 8 inches, but still are
compact, white, and smooth. Curds that
are exposed to sunlight become cream
colored, rough, and coarse in texture.
Therefore, cover curds when they are
3 to 4 inches across by tying the
outer cauliflower leaves loosely above
the curds.
24

Celery: Pick when the plants become
12 to 15 inches tall. When the plant
is still young and tender, the lower
leaves (8 to 10 inches long) may be
removed from a few plants and used
in salads, soups or cooked dishes.
Chard: Break off new leaves at the
ground level as they appear in early
spring. Pick the tender leaves throughout the season.
Collards: Pick by breaking off outer
leaves when they are 8 to 10 inches
long. New growth from the center of
the plant will provide a continuous
harvest throughout the growing season.
Cowpeas/Black-Eyed Peas: Pick
when seeds are near full size, but still
bright green. Dry seed can be used for
cooking, baking, or in soups. Pick dry
seeds when they are full size and dry.
Cucumbers: Pick burpless cucumbers
when they are 10 to 12 inches long.
For sweet pickles, pick cucumbers when
they are 11/ 2 to 21/ 2 inches long. For
dill pickles, pick when the cucumbers
are 3 to 4 inches long. For slicing, pick
cucumbers when they are 6 to 9 inches
long and are bright green and firm.
Eggplant: Pick when eggplant is
about 4 to 6 inches long, but still firm
and bright in color. Older eggplants
may become dull in color, soft and
seedy.
Endive: Pick when plant is 10 to 12
inches across and after blanching the
center leaves of the plant by covering
or tying loosely to exclude light for 2
to 3 weeks.

Garlic: Pull the garlic when tops
begin to bend over or die.
Gourds: For eating, pick gourds
when they are 8 to 10 inches long,
young and tender. For decoration,
pick when gourds are mature and
fully colored, but before the first fall
frost. Also, you’ll know a gourd is
mature if a finger nail doesn’t leave
a mark on them.
Horseradish: Dig up roots in the
late fall or early the following spring.
Kale: Break off outer leaves when
they are 8 to 10 inches long. New
leaves will grow from the center of
each plant for harvest throughout the
growing season.
Kohlrabi: Pick when bulbs (thickened stems) reach 2 to 4 inches
in diameter; depends on variety.
Leeks: Pull when leeks are 1 to
11/ 2 inches in diameter and before
the ground freezes.
Lentils: Pick when lentil pods turn
yellow. Mature seeds can be used
in soups.

Lettuce: If growing leaves, pick
when outer, older leaves are 4 to 6
inches long. If growing heads, pick
when it is moderately firm and
before seed stalks start. Leaves
taken from either leaf or head
lettuce can be harvested once the
leaves are 4 to 6 inches long. New
leaves provide a continuous harvest
throughout the growing season,
until hot weather may bring a bitter
flavor and seed stalks begin.
Mushrooms: If growing edible
mushrooms, pick when the mushroom
is 1 to 2 inches across, but before
the cap separates from the stem.
Muskmelon: Pick when the base
of the fruit stem begins to separate
from the fruit. The fruit is almost ripe
when the separation begins, but will
be fully ripe when a crack appears
completely around the base of the
fruit stem.
Mustard: Pick when outer leaves
are 8 to 10 inches long. New leaves
will provide continuous harvest, until
flavor becomes too strong and the
leaves become tough in texture
from hot weather. Seeding again
in late summer will provide for a
crop with a milder flavor and tender
texture.
Okra: Pick when young and tender
pods are 3 to 4 inches long, but still
bright green.

how to use
the produce
Growing Vegetable Soup
A great garden book for children preschool
to age 8 that explains the process of
growing and using vegetables.
www.uwex.edu/ces/wnep/tch_res/
res_detail.cfm?resource_id=209
Produce Oasis
For information on how to prepare and/
or cook fruits and vegetables, visit:
www.produceoasis.com
Fabulous Fruits, Versatile Vegetables:
Provided by the United States Department
of Agriculture, this valuable handout
provides tips on how you can meet the
current recommendations for daily
consumption of fruit and vegetables.
www.usda.gov/cnpp/Pubs/Brochures/
FabFruits-print.pdf
Get Fresh! Videos
Available for purchase, this video series
provides tips on selecting, storing, and
preparing fruits and vegetables. For more
information on the content and how to
purchase these videos, visit the University
of Wisconsin-Extension, Wisconsin Nutrition
Education Program’s site at:
www.uwex.edu/ces/wnep/tch_res/res_
detail.cfm?resource_id=209
25

Step 7: Harvesting

good time to pick continued. . .
Onions: For green onion sets, pick
when onions are 6 to 8 inches tall.
Harvest any with round, hollow seed
stalks when they appear. Continue
harvesting onions until all are used.
Mature onion sets do not store well.
If planted from seeds or plants, harvest
when tops fall over and begin to dry.
Pull with tops on and dry them in a
protected place, cutting tops 1 inch
above bulb for further drying.
Parsnips: Pick in very late fall, after
early frosts, and in very early spring
before growth starts. If roots are to be
left in the soil over the winter, cover
after early frosts with 3 to 5 inches
of soil to avoid injury from alternate
freezing and thawing.
Peas: Pick when pods are fully developed, but still green. Edible pod peas
can be picked when pods reach near
full size (about 3 inches) and before
seeds show appreciable enlargement.
If you only want seeds for eating, pick
peas when seeds are fully developed,
but pods are still fresh and bright green.
For Sugar Snap and Sugar Ann peas,
pick when the pods are filled out.
Peppers: Pick when peppers are firm,
good size, and appropriate in color. In
2 to 3 weeks “mature” green peppers
will be fully ripe (green will change to
red).
Potatoes: Pick when tubers are full
size and skin is firm. “New” potatoes
can be harvested at any size, but
generally after the tubers are 1 1/ 4 to
1 1/ 2 inches in diameter. If you plan to
store your potatoes, it is best to wait
for the top of the plant to die, then dig
up the potato.

26

Pumpkins: Pick when fruits are full
size, the rind is firm and glossy, and
the portion of the pumpkin touching
the soil is cream or orange in color.
Radicchio: Pick in fall, after the
first frost for the best flavor. The
burgundy red leaves with white
midribs should be folded to resemble
a small, loose, head of cabbage.
Radishes: Pick when 1 to 1 1/ 2 inches
in diameter.
Rhubarb: Pick when stalks are 8 to
15 inches long. Flavor and tenderness
are best in spring and early summer.
Harvesting from well established
plants may be continued throughout
the season; may want to pull all leaves
present just before the first fall frost.
Spinach: Pick when larger leaves are
6 to 8 inches long. Pull larger, whole
plants from the row until you harvest
all plants. Spinach that is planted in
early spring goes to seed when the
days get longer. If spinach is planted
in early August, it does not usually go
to seed during the shorter days of fall.
Squash: Pick winter squash when it
is full size, the rind is firm and glossy,
and the portion of the squash touching
the soil is cream to orange in color.
Pick summer squash when 6 to 10
inches long.
Sweet Corn: Pick when kernels are
fully rounded, but still filled with milky
juice. Harvest about 21 days after silk
appears. Pull each stalk once the last
ear of corn has been harvested.
Sweet Potatoes: Pick in late fall,
but just before the first early frost.
Make sure to dig up carefully to
avoid cuts, bruises, and broken roots.
Use smaller, younger roots soon after
harvest, as sweet potatoes typically
do not store well.

other helpful
resources
University of Wisconsin
Urban Horticulture Website
www.uwex.edu/ces/wihort/fruitveggies/
HarvestDates.htm

Tomatoes: Pick when fruits are
fully colored. For fully ripe tomatoes,
leave completely red fruits on
healthy plants for 5 to 8 days
during the warm, sunny days of
August and very early September.
Pick only fully ripe tomatoes for
juice or canning to ensure full
flavor, good color, and maximum
sugar content. Tomatoes will ripen
indoors if picked at a mature
green stage or when some color
is showing.

Watercress: Pick tips of stems
6 to 8 inches long, especially
in spring and fall. This is when
leaves and stems are fully
developed but still bright green
and tender.
Watermelon: Pick when watermelon is full size, dull in color,
and the portion touching the
soil turns from greenish white
to cream. The tendrils nearest a
melon will curl and dry up when
a melon is ripe.

Turnips: Pick when roots are
2 to 21/ 2 inches in diameter, but
before heavy fall frosts.

Harvesting Vegetables from the Home Garden
UW-Extension Publication
Freezing Fruits and Vegetables
http://cecommerce.uwex.edu/pdfs/B3278.PDF
Safe Canning Methods
Canning Vegetables Safely

typical dates for first fall killing frost

September 13 — 19
September 20 — 26
September 27 — Oct. 3
October 4 — 10
October 11 — 17
October 18 — 24

Map information provided courtesy of Wisconline® www.wisconline.com. Used by permission.

27

step

8

Preparing for Next Year
During the Growing Season
try composting
Compost, which is decomposed organic material, can be used in many different
ways including as a soil amendment to add nutrients to your soil, as mulch
around plants, or as an ingredient in potting soil. Furthermore, it can help fight
disease, neutralize the pH of your soil, improve soil, protect against soil erosion,
hold moisture, and help moderate soil temperature. To begin composting, find
an area of level, bare ground near a water source. After choosing a place or
container to store your compost, mix 1/ 3 “green” and 2/ 3 “brown” materials.
Examples of “green” materials include grass clippings (from a chemical-free
lawn), vegetable/fruit scraps, coffee grounds, weeds and other garden debris,
feathers, hair, manure, or egg shells. Examples of “brown” materials include dry
leaves, hay or straw, paper, cardboard, or dried grass clippings. Sawdust and
small brush or twigs should be stored in a separate pile than the compost pile,
as they tend to take longer to decompose. A sawdust or small brush pile can
take up to 10 years or longer to fully decompose.

After the Growing Season
removing spent vegetable plants
Once the plants in your garden have stopped producing fruits and vegetables,
entirely remove it from your garden. For example, remove all the cucumber,
pumpkin, and squash vines in your garden. You can compost these spent
plants, if they have not been infected by disease or insects.

add organic matter
You can improve soils by adding organic residues. Organic matter helps
to create good crumb-like soil structure. This allows for better water and air
movement and easier root penetration. The process of decomposition using
organic residues is what helps loosen heavy soils. The key to improving
“heavy” soils is to add organic matter frequently. Types of organic matter that
you can use include rotten manure (aged), leaves, grass clippings (from a
non-chemically treated lawn), compost, green manure, crop residues or peat
moss. It is best to “dig” the organic matter into your soil at least six to eight
inches deep. The best time to add organic matter is in the fall, after the
previous growing season. This is when soils are reasonably dry. Plant a cover
crop in the fall, such as annual rye, that can be tilled into the garden soil the
next spring.

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last minute
gardening tips

1.

Spread Out Your

Rewards: Replant beds
or rows in the garden when
vegetables pass their prime.
For example, once the
lettuce is done producing,
replace the row with green
beans.

2.

Not Sure About the

Difference of Good & Bad
Bugs: Collect a sample of
insects that you think are
doing damage. Take your
sample to a Extension agent

till it up
Tilling can be done mechanically via a rototiller or by hand using a spade
or fork. Turning soil over and exposing the lower portion helps bury surface
residue so microorganisms can decompose it. If left on the surface, crop
residues act as an insulator and will slow the soil warming the next spring.
If you take extra time to prepare your soil in the fall, it will make it easier
come spring for next year’s garden. Remember to NEVER, EVER TILL or work
the soil when it is wet. If you do, the soil will form large clumps and balls and
it will take even more time to create workable soil.

saving seeds
In general, it is not advised to save seeds from fruits and vegetables grown
in the garden. Home-saved seeds of some crops can carry disease and seeds
from hybrids will not grow true again. Some vegetables can be stored over
the winter and transplanted outdoors the following spring for seed propagation.
These vegetables include: beets, cabbage, carrots, onions, and rutabagas.
Some vegetable seeds may be successfully saved. These include bean, lettuce,
pea, pepper, and tomato seeds.

or a garden center for
identification.

3.

Don’t spray insecticides

when crops are flowering,
because it may also kill the
pollinating insects.

4.

If using floating row

covers, be sure to lift them
off of the plants occasionally
to allow pollinating insects
a chance to do their job.

additional gardening resources and tips
For additional information on gardening check with your local county UWExtension office or local garden shops. They can help with all sorts of
gardening questions you may have including pests and diseases that you
may experience in your garden.
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” In the end, plants want only four
things: plenty of soil moisture,
plenty of air in the soil, plenty of
plant food, and plenty of sunlight ”
— The Old Farmer’s Almanac Book of Garden Wisdom

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community
garden examples

Hunger Taskforce of La Crosse
By Linda Lee, Hunger Task Force Board Member, La Crosse, WI
Hunger Task Force members were seeing very low fruit and vegetable consumption among
low-income families they served and sought to help get these foods on to low-income
families’ tables by providing them free of charge. As a result, the Kane Street Community
Garden was started in 1999. We were looking for free land to site the garden on. After
we made several requests to the parks department, the City of La Crosse stepped forward
and offered a one-block parcel in a low income neighborhood on the north side of the city.
Initially the Planning Department opposed the $1/one-year lease the City offered to Hunger
Task Force, but after seeing how it benefited the neighborhood, they eventually became
supporters. The Kane Street Garden was initially supported through community donations.
The first year of the garden we worked with the media to get the word out about the garden
and were able to raise between $4500 and $5000 to pay for seeds, a part time coordinator,
water and tools. After that, we approached the Community Development Block Grant
Committee who now provides $7500/year the Kane Street Garden and $2000 for the Rotary
Garden. The La Crosse Community Foundation has also provided 3 years of funding from
2000-2003 ($10,000 each year) for the garden coordinator. Grant funding has also been
received from the United Way for tools and other garden expenses.
The Kane Street Garden produced 40,000 pounds of fruits and vegetables in 2003 and
nearly 20,000 pounds in 2004. The 2004 growing season was too wet so yield was down.
A survey conducted with garden recipients in 2003 found people were receiving produce
regularly from the garden, with an average of 5 to 10 pounds per week, and saved $8.90
on their weekly food bill. They also ate more fruits and vegetables as a result of their
participation in the garden.
The Rotary South Garden was started in 2002 in a low income south side La Crosse neighborhood to distribute healthy, fresh food to neighborhood residents. The Rotary approached
the Hunger Task Force and Hamilton Elementary School (a school with more than 80% of
its students on free/reduced lunch) as partners. The garden focuses on education and the
surrounding neighborhood. Each Hamilton child has been to the garden several times each
summer helping to plant, maintain and harvest produce. In 2003, the Rotary South Garden
produced around 1,500 pounds of food; 4,000 pounds in 2004.
Children are involved at both gardens but primarily at the Rotary South Garden. They help
plant, maintain and harvest produce. The children seem to enjoy coming to the garden and
a number of the older children come back on their own or with their parents, not as part of
an organized class. Hamilton Elementary School children came to the garden, as part of summer

32

school enrichment programming. The gardens could be used to teach math, language,
science as well as teamwork and how to get along with others. Each year pumpkins from
another La Crosse garden are donated to a teacher of 2nd grade children at Hamilton.
He uses the pumpkins to teach math (counting seeds, pumpkins, etc), language (the children
write about the pumpkins) and science (how the pumpkin grows). If children actually work
in the garden together they can learn teamwork skills, as many tasks require people to work
together rather than alone.
Each spring, volunteers are recruited from
the general community and through volunteer
events such as the University of WisconsinLa Crosse involvement fair. The Hunger Task
Force has a booth there to recruit volunteers.
Hunger Task Force works with the media to
publicize the need for volunteers. Furthermore,
they try and keep volunteer work days at the
garden consistent (i.e. Every Saturday from
9 to noon in April & May and every Monday &
Thursday from 3:30-6:30 pm in July, August and
September). Master Gardeners sometimes
volunteer but have not been greatly interested.
For several years now, AmeriCorps volunteers
have come regularly to the garden as part of
their service.
All in all, volunteers enjoy working at the
gardens as evidenced by their returning a
number of times over the course of the summer.
Recipients of the garden produce are very
grateful. This can all be attributed to the hard
work of the Hunger Task Force staff and
volunteers working at the garden.

“One night when I volunteered there
an older woman came up & took my
hand & kept thanking me for the
garden. She shared with me that her
husband was gravely ill & she had
just been diagnosed with health
problems. They were living on a very
limited income & money was tight.
The garden gave them access to free
fresh produce that they normally
couldn’t afford.”
— Linda Lee

Challenges
Challenges to creating a community garden include helping everyone to get along. People
may have strong opinions about how to garden and this can often lead to disagreements
(i.e. organic gardening versus using chemicals to reduce pests in the garden). Planning
meetings are essential to ironing these issues out and reducing tempers.
Fundraising is also a challenge. La Crosse is a generous community, but it is always difficult
to get your activity in the public eye and to get people to financially support it. Recruiting
volunteers is not always easy. People are busy and it can be difficult to keep volunteers
coming back regularly. Take advantage of organized groups such as church or civic youth
groups, garden clubs, etc. Lastly, have a strong, committed steering committee to help plan
and oversee garden activities. If possible, hire a part or full time garden coordinator for the
day to day work-it is too much to ask a volunteer to do this unless the garden is quite small!

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community garden examples

Ho-Chunk Youth Fitness Program
By Charmaine Garry, Pam Lathrop-Roets, and Richard Broerman, Baraboo, WI
The Ho-Chunk Youth Fitness Program (HYFP), as part of our mission to help youth and their
families eat more healthfully and be more active, began planting a garden in Baraboo
in 2002. It was such a success that after two years we re-located the garden so that it
could expanded.
All of the Ho-Chunk Youth Fitness Program youth and parents, with the help of Master
Gardeners from UW-Extension, planted a garden as part of their summer class. During the
summer session, the families had opportunities to attend weekly “Garden Nights” to plant,
water, weed, and harvest fruits and vegetables. In addition, the youth and their families,
with the help of Master Canners from UW-Extension, learned how to make freezer jams and
can tomatoes. The program’s garden had such abundance that they shared the excess with
Ho-Chunk community members and a local food pantry.
Children and adults alike enjoyed the experience. With the variety of fruits and vegetables
planted, some community members were able to taste fruits and vegetables that they had
never tried before. Everyone agreed that fruits and vegetables that you grow yourself taste
better than those purchased in a grocery store.

The Ho-Chunk Youth Fitness Program and garden, is funded by an Indian Health Service
grant that aims to prevent the spread of type-2 diabetes in Native-Americans.
We encourage you to plant a garden as part of your classroom or program to help you
reach your 5 A Day goal!

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Troy Gardens Kids’ Gardening Program
By Megan Cain, Madison, WI
Troy Gardens is a 26-acre land trust on the Northside of
Madison. The land was rescued from development by
neighbors who then facilitated a community process to create
a plan for the land. Troy Gardens features a large community
garden, youth gardens, handicapped accessible gardens, a
community farm, woodland and prairie restoration, nature
trails, and edible landscaping. On five additional acres
adjacent to the open space area, the Madison Area
Community Land Trust is building 30 units of affordable
co-housing at Troy Gardens.
The Kids’ Garden is currently a 4,000 sq. ft. garden that is
tended by kids in the neighborhood. Elementary and middle
school aged youth from local low income housing complexes
visit the garden once a week in spring, summer and fall to
learn how to plant, tend, harvest and prepare the food that
is grown. At the beginning of the season the youth pick out
small 4’x4’ garden plots to share with one or two others and
decide together what to plant in their gardens. Each time they
visit the Kids’ Garden they tend to their plots and their plants
and experience the process of growing food. The rest of the
garden is a shared space where youth plant theme gardens, such as a Rainbow Garden
and a Pizza Garden, construct bean tunnels and sunflower houses, and plant watermelon,
tomato, pumpkin and raspberry patches. Some of the most popular activities during the
gardening season have been:
•

a visit from local chickens to learn their role in the garden and then holding and feeding them

•

a visit from a UW entomology student to learn about insects and hold a tomato hornworm

•

making pickles from the cucumbers in the garden to take home to share

•

preparing a meal of pizza and pasta with lots of vegetables from the garden and then
inviting families for a special dinner

•

looking for the resident garden snake

•

shoveling big mounds of compost into wheelbarrows to spread around the garden

•

WATERING!!!

•

learning about worms and worm composting

•

painting beautiful signs for the garden

•

TASTING!!!

In addition, in partnership with the WI Nutrition Education Project, the Kids’ Gardening
Program is working with teachers and students at Mendota Elementary to assist in integrating
more gardening, nutrition and food into the curriculum and to put their school garden into
more regular use.
For more information please contact Megan Cain, Kids’ Gardening Program Coordinator,
608.240.0409, kidsgarden@troygardes.org, www.troygardens.org
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community
garden resources

Locating an Expert
You can locate a Master Gardener in your area by visiting your local UW-Extension office
or via one of the 41 local Master Gardener Associations around the state.
To find your county UW-Extension Office visit:
www.uwex.edu/ces/cty/
To find a local Master Gardener Association visit:
www.hort.wisc.edu/mastergardener/

Other Valuable Community Garden Resources

1.

American Community Gardening Association: www.communitygarden.org
All about bringing neighbors and gardeners together on community land to share ideas,
grow food and flowers. How to start, organize, maintain, insure, manage-and enjoycommunity gardening. Need background research on the social and health benefits of
gardening? Find it here.

2. Wisconsin Master Gardener Program: www.hort.wisc.edu/mastergardener
Need seeds? Expertise on bugs, special kinds of plants, local nurseries and garden
supply outlets? Volunteer advisors or mentors? Training? “The Wisconsin Gardener”
on public television, urban horticulture and UW Extension InfoSource are all linked here.
This is the Wisconsin “mother lode” of web sites. If you cannot find here, chances are
you won’t find it anywhere!

3. Growing Power: www.growingpower.org
Especially emphasizing community projects, Growing Power has a track record of
creativity and outreach with Boys and Girls Clubs, churches, community centers, youth
and jobs programs, public housing and neighborhood groups. Training in “Growing
Your Community Food System From the Ground Up.” Hands-on, experiential education
in working greenhouses, fields and urban lots.

36

4. National Gardening Association: www.kidsgardening.com
KidsGardening, from the National Gardening Association, is like an encyclopedia of
easy-to-use resources for beginning school and children’s gardeners as well as those
who have experience. Be sure to see the Thematic Library, curriculum connections,
“how-to” instructions, stories and directory funding and award

5. FEEDs Program: www.uwex.edu/ces/cty/racine/hort/MoreaboutFEEDs.html
Project FEEDs, Food and Ecosystem Educational Demonstration sites, is a program of the
University of Wisconsin Extension Horticulture/Urban Agriculture group. FEEDs is designed
to link community gardens in Wisconsin (particularly in the southeast part of the state),
create diverse community demonstration gardens, assist with garden design and technical
advice, and provide gardeners with research-based information. To become a part of the
FEEDs Garden Network, register your community garden at www.uwex.edu/ces/cty/racine
/hort/GettingInvolvedwithFEEDs.html and take the FEEDs Garden Survey.

6. Accessible Gardening: www.uwex.edu/ces/cty
Accessible gardening helps people with physical and developmental limitations enjoy
barrier-free gardening. UW-Extension Urban Agriculture Program Staff have helped create
several accessible gardens in Wisconsin. Contact your local county Extension office’s
Urban Agriculture Program for more information.

Who are the key people to get involved
when starting a community garden?
The local gardeners who will use the garden are the most important.
In addition to the gardeners, a local garden center store employee,
a Master Gardener and I would make sure at least one local politician
is included, at the very least, on the advisory board. It is also a good
idea to involve the neighbors — as hard as it to believe, sometimes
they do not want a community garden in their neighborhood.
— Dennis Lukaszewski, RLA
UW Extension Service, Milwaukee County

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child & adult care center
garden examples

Heart & Home Family Daycare
By Billie Ognenoff, Owner, Milwaukee, WI
After attempting traditional gardens way in the backyard in past years with only minimal
success, I decided to try what I call “front door gardening”. My thought was that if I had to
walk by my “garden” several times a day, it would be harder to forget about weeding, etc.
I also liked the idea of the children being able to notice the changes in their garden every
day whereas when it was way in back, it was often out of sight, out of mind and they lost
interest after awhile (as did I)! The space wasn’t very big (just either side of my front door)
but it’s biggest advantage was that it was right there where I couldn’t help but see it! It all
started back in early May when the children planted a variety of seeds in paper cups.
We started out with carrots, tomatoes (two kinds), zucchini, green peppers, and broccoli,
as these were some of their favorite vegetables.
After brainstorming about what they thought the
seeds would need to grow into plants,(sun,
water, dirt, etc), they took their seeds home
with instructions to watch closely and come back
and tell us which seed sprouted first. We made
a big wall chart and recorded their findings and
they were very excited to come in after a few
weeks and report that their zucchini or carrots
had “popped up” ! We had some interesting
conversations about why they thought one
person’s carrots sprouted first while another
one’s hadn’t sprouted at all and they figured
out that differences in sunlight, watering, etc.
could be responsible for the variations.
They helped me prepare the soil all around our front door so we could put the seeds that
I had first planted in cups in the ground. By now, we were at the end of May and they had
also planted their seeds at home if they had the space to do so. For the next month or so,
things were kind of quiet with most of the garden related activity being weeding (which even
the three year olds learned to do!) and measuring the growing height of the plants as this
was the most tangible change they could see at this point. Then they began to notice other
changes (usually while coming in the door with their parents in the morning when the sun
was brightest on the plants) like tiny green tomatoes or small clusters of broccoli heads and
this was really exciting for them to compare the plants they were seeing now with the tiny
seeds they had planted!

38

I thought our little garden was thriving (and it was) but I’ll admit to a little envy when one
family brought in an 18 inch long zucchini that had come from those seeds in a cup a few
months before! (Especially because my zucchini hadn’t done anything but flower yet!)
We enjoyed this zucchini for lunch that day with a little butter and Parmesan cheese and
it was so fun to watch their pride in sharing food that they had grown themselves!
This inspired a special snack a few days later when I declared it “Obscure Vegetable Day”!
We went to the market and bought 10 “obscure vegetables” that I thought might be new to
most of the children. This included eggplant, turnip, snow peas, pickled beets, asparagus,
Brussels sprouts, parsnips, collard greens, etc. (To their credit, some of these were familiar to
some of the children already and with positive connotations!) I cooked some of them and some
we ate raw but it was a sampling snack where they tried pretty much everything and gave me
their feedback (liked, didn’t like, or they weren’t sure). We charted this and then voted on their
personal favorites with pickled beets and sugar snap peas tying for most liked! It was very
enlightening to hear parent’s responses when they saw the chart that night (“My son tried
Brussels sprouts? I won’t even try those!!!”) Since that day, I have incorporated some of those
obscure vegetables into our everyday menus and they are now familiar to the children.
As the summer went on, it became obvious that the rewards of gardening were especially
sweet when you could step outside the front door, and pick a fresh pepper for a salad or
a few children could take a small basket and collect only the ripest cherry tomatoes for lunch.
Many of the children have worked the garden into their goodbye ritual at the end of the day
by asking if they can pick a tomato or piece of broccoli “for the road”! Who would have
thought that preschoolers would see vegetables as a reward?
Having a hand in every aspect of raising these vegetables has made them proud and invested
in this garden. Many of the parents don’t have the time or space for a garden of their own
so they are very glad that their children get to have the experience here. We’re already
poring over the seed catalogs to get ideas for next year’s garden and they want to include
some of those “obscure vegetables” in that one! Lately, we’ve been reading the weather
reports together to see if they are predicting a frost so they know if we need to cover up
our precious plants so they don’t freeze. To have a four-year old ask if we should “tuck in
the tomatoes tonight” is it’s own reward!

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child & adult care center garden examples

Bad River Head Start Program
By Janelle Cole & Becky Le Meiux, Odanah, WI
The Gitiganing Garden Project is a grassroots organization run by members of the Bad
River Band of Lake Superior Chippewa who are dedicated to re-establishing the Bad River
community’s relationship with food and health. The
members of Gitiganing believe that “Food is Medicine,”
and they strive to combat diabetes by re-introducing
whole and high-quality traditional foods into the diet
of their community.
Team Nutrition’s Nibbles for Health:
Grow a Family Garden
Two years ago, The Gitiganing Garden Project joined

childcare garden resource

This site includes great tips on gardening
with young children, including a list of
gardening tasks that are easier for children.

www.fns.usda.gov/tn/Resources
/Nibbles/grow_garden.pdf

together with Bad River Head Start to create a pumpkin
garden for Head Start children and families. The garden
of heirloom Omaha Pumpkins emphasized hands-on
leaning by involving the children in gardening activities
such as planting, weeding, and harvesting. The projects
also included educational activities to enhance the
awareness of traditional American Indian food crops
and their cultural significance.

Many hands from the community helped tend the garden over the summer months, and
when fall rolled around there were over 70 pumpkins to harvest. Every child was delighted
to be able to take home a bright orange pumpkin they had helped plant. Head Start took
the remaining pumpkins and sponsored a cooking class for Head Start parents on making
pumpkin pies and sweets. The parents then cooked and donated 25 pumpkin pies to Bad
River’s annual Intergenerational Feast. During the feast one child exclaimed proudly, “That’s
my pumpkin in the pie!”

40

This year over 55 pumpkins were harvested from the garden, and more children are discovering the joy of gardening. The Head Start Pumpkin Garden is just one example of Gitiganing’s
efforts to promote healthy eating and activity through gardening.
The Gitiganing Garden Project will continue to garden with
our children, to help them grow in a healthy way.
For more information, contact:
Gitiganing Garden Project
P.O. Box 275
Odanah, WI 54861
badrivervistas@yahoo.com
phone 715.685.2784 fax 715.685.2601

St. Mary’s Continuing Care Center
Take It Slow…and Remember the Taste!
St. Mary’s Continuing Care Center Grows Its Own
By Sarah Brooks, Madison, WI
Just because you don’t live in the house you grew up in doesn’t mean you can’t enjoy the
benefits of a garden. In fact, the residents of the St. Mary’s Continuing Care Center just
across the road from Chavez Elementary School in Dane County are finding that gardening
brings back fond memories.
Former restaurant owner, gardener and community builder
Nancy Christie wanted to add an outdoor dimension to the
nutrition and recreation services at St. Mary’s. So she
invited “Slow Food” advocate Susan Boldt and Master
Gardener Sarah Brooks to help.
They listened to residents and staff to hear about the
vegetables and flowers remembered from their childhoods
and…voila! Heritage seeds and heirloom tomatoes started
showing up in the courtyards. Peppers, herbs and spices
for Italian dishes were planted in raised beds, and by
mid-summer the suppers at St. Mary’s were seasoned with
flavors that residents favored.
Each year St. Mary’s hopes to add a few more plants and
activities to attract folks who spend most of their time
indoors to get out in the sunshine. Coming soon: wheelchair strolls on the path through the neighborhood to the
school garden across the way, plantings by the parking lots
and street side.

“What a difference it makes to
have our own tomatoes! These
are so delicious they remind me
of our summer suppers in the
old neighborhood 50 years ago.
And it’s wonderful to see some
new faces in the garden.”
— St. Mary’s volunteer

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school garden examples
Middleton High School Garden
By Mark Voss, Teacher, Middleton High School, Middleton, WI
The Middleton High School garden was established in the spring of 2000 by a core group
of motivated staff called the Green Team who are devoted to environmentally progressive
projects at school. The project drew inspiration, as so many school garden projects do, from
the Edible Schoolyard in Berkeley, CA. The goal of the project was to establish a school
garden that teachers of any discipline could use in whatever manifestation they deemed
useful. Students and staff avail themselves of the school garden in both
formal and informal ways including everything from direct observation in
science to harvesting and preparing produce in at-risk classes, to using
produce for recipes in family and consumer education classes and French
gastronomy units, to students simply hanging out and eating lunch in a
beautiful space on a warm afternoon. Related goals included effecting the
school nutrition “environment”, providing an avenue for school service, and
educating students and staff about gardening.
The garden at Middleton High School has been well funded through grants
from the Wisconsin Environmental Education Board, Madison Area Master
Gardeners, private donations, and school project funds. Our ultimate goal
with regard to funding is for the school board to acknowledge the value
of the garden project and fully fund its maintenance and integration into
the curriculum.
Two encouraging developments have evolved spontaneously out of
our school community as a result of the school garden. The first is the
“germination” of a garden club that meets monthly and plans or works in the
garden. The second is the “sprouting” of an independent study project by
two students who are running a second production garden apart from the
teaching garden. These students are selling the organically grown produce to students
and staff at a “farmers market” held at school several times a week.
One of the most challenging times of the year for school gardens is during the summer
vacation period. Those confronting this problem may consider organizing a Plant a
Row for the Hungry campaign. Garner support from community members to maintain
the garden and contribute summer harvests to local food pantries. For more information,
visit: www.gardenwriters.org/par/. For photos of the garden go on line to:
www.mcpasd.k12.wi.us/mhs/departments/foreign/voss/garden/index.htm
The Edible Schoolyard at Martin Luther King, Jr. Middle School in Berkeley, CA offers the
“Rolls Royce” of websites and resources. Includes the philosophy, practices, and value of
gardening in and around schools. Curriculum and activity ideas in the garden, classroom and
kitchen are available. Particularly useful: Lessons We Learned the Hard Way” teacher liaison
and links to other sites. For more information, please visit: www.edibleschoolyard.org

42

Kids Get Down to Earth with HUG
By Tammy Hansen, Wisconsin Nutrition Education Program Coordinator,
UW-Extension Marathon County
“Help Us Grow” or HUG is a cooperative project of the Marathon County Nutrition Education
Program, the Wausau School District, Lincoln Elementary School and the Marathon County 4-H
Program. During the year-long project, now starting its ninth year, kids learn about making
healthy food choices, how to prepare their own healthy snacks, how to be
physically active each day, how to plant and maintain a garden, and how to
harvest and use what they plant.
The HUG project was initiated in January 1997 as a response to the many
research studies that reflected poorly on the nutritional status of today’s
youth. Findings of particular concern were the relatively low intake of fruits
and vegetables and the growing problem of childhood obesity. Based on
these findings, three main goals were established for the HUG project: to
increase youth consumption of fruits and vegetables, to teach youth how to
prepare their own healthy snacks, and to help youth understand the importance of daily fitness activity. A wide variety of activities are conducted throughout the school
year in an effort to meet these goals. Skits, storytelling, puppet plays, games, and many
other creative nutrition/fitness activities are used to make nutrition topics fun and interesting
for kids during the school year. Then at the beginning of the growing season, the current
fourth grade students plant a variety of different foods that they might not otherwise get at
home in a large outdoor school garden. Over the summer, the Wausau School District offers
a six-week summer school class called the “Magic Bean”. One of the main focuses of this
nutrition/fitness class is to maintain the garden. Approximately 65 summer school students
work in the school garden each week. After the “Magic Bean” class ends, a summer, “at-risk”
4-H club takes over the maintenance of the garden until school starts again. Then when
school resumes in the fall, the new fourth graders work the garden and harvest the produce.
Using some of this produce, they prepare the food for a harvest party where last year’s
fourth graders are invited as special guests to enjoy the fruits of their labor. In this way,
the students get to complete the cycle from garden to table. The interrelationship
between nutrition and gardening enables children to make food choices
based on new tasting experiences and an increased appreciation and
understanding of where our food comes from. The knowledge they gain
has a direct correlation to the resulting overall quality of their diet.
Program success has been measured in a variety of ways. Food recalls
taken at the beginning of the year and again at its conclusion reflected an
increased consumption of vegetables. Pre and post verbal interviews taken
during the six-week summer school class found a 54% improvement in students
reporting eating five servings of fruit and vegetables a day, a 29% improvement in those
willing to try a new food, and a 48% increase in students reporting they helped work in
some other garden other than the school garden. One of our cooperating teachers in the
HUG project wrote, “It was nice to see the kids try new fruits, vegetables, and snacks made
from items that are healthy choices. The kids couldn’t help but learn to make better food
choices. Many kids said they helped parents shop and were more aware of food labels, the
food pyramid, and basic cooking skills now than they were before. They even made me eat
vegetables...and I don’t like vegetables...but I eat more now than I have in many, many
years. Even adults can change!”

43

school garden examples

Howe Elementary School
By Bill Wright, Green Bay, WI
The school garden located at Howe Elementary School
in downtown Green Bay, WI is a joint effort between
the school and the 4-H After School Program of Brown
County UW-Extension. The garden was first started as
an extension of the 4-H summer program but has
evolved into a program which engages both the
summer program students and Mrs. Emily DeVillers 5th
grade students in the spring and fall. A theme is selected
for the garden each year (salad garden, pizza garden, Three Sisters garden, etc.). The
students then start seeds in the classroom in the early spring so that
the transplants can be moved to the garden before the end of the
school year. The students will also direct seed some seeds when
the time is appropriate. Most of the weeding and care of the
Dear Mr. Bill,
garden is the responsibility of the summer 4-H program students.
The students then harvest the produce and assist in the preparation
Thank you for letting
of a lunch or baking of pies, depending on the type of produce
us learn neat things
grown that particular year. This program provides a wealth of
learning opportunities for the students including the areas of
about gardens. If you
science, math, where their food comes from, and learning to work
together to make the garden a success.
never would have been

here to teach us, Iwouldn’t
know anything about
gardening. Also thank
you for being patient
with us. You are a great
teacher.
Sincerely,
Labeisha Stufleen-Charney

44

For more info about this project, contact:
Kathy Kauth or Bill Wright
Brown County UW-Extension
Green Bay, WI 54302
(920) 391-4610

Want more information on school garden projects? Check out these great resources:

1.

Gardening With Kids: www.gardening-with-kids.com
This site includes tips for how to successfully garden with kids. Additionally, tips on how
to encourage children to get involved with watering and weeding the garden are offered.

2. KinderGarden: http://aggie-horticulture.tamu.edu/kindergarden/kinder.htm

KinderGarden provides an introduction to the many ways children can interact with
plants and the outdoors. The site includes a direct link to multiple school garden
resources, including a step-by-step guide to building a school garden.

3. Kidsgardening: www.kidsgardening.com

This one-stop shop website will provide you with valuable information on how you can
connect with other school gardening projects around the nation, access to possible funding opportunities, a school greenhouse guide, wonderful and classroom gardening stories.

helpful school garden resources

School Garden Resources

4. Kids World Plant Nutrition: www.agr.state.nc.us/cyber/kidswrld/plant/index.htm

Sponsored by the North Carolina Department of Agriculture, this site offers kid-friendly
explanations of plants and their essential nutrients, puzzles, and games.

5. Junior Master Gardener: www.jmgkids.com

Growing plants and gardens is good for kids! This site includes information on Junior
Master Gardener Curricula, an inter-active kid’s section, and wonderful resources for
teachers and leaders.

6. My First Garden: www.urbanext.uius.edu/firstgarden/

This wonderful website provides a great overview of the basics of gardening, including
tips on starting a garden and how to plant fruits and vegetables. Additionally, the site
includes a Just for Kids section that includes interactive on-line games including The
Great Plant Escape.

7. National Junior Horticultural Association: www.njha.org

The National Junior Horticultural Association is designed to help youth obtain and develop
skills expanding art and science of horticulture. This site contains information about
ongoing projects and programs involving horticulture.

8. Science NetLinks: www.sciencenetlinks.com

This website provides a wealth of resources for K-12 science educators, including lesson
plan ideas on where food comes from and what plants need to grow.

Need Funding to Start a School Garden?
1. School Garden Grants: www.kidsgardening.com/teachers2.asp
2. Youth Garden Grants: www.kidsgardening.com/grants.asp
3. Grant Resource Directory: www.kidsgardening.com/resources/resources.asp
45

s u p p o r t

a n d

r e s o u r c e s

f o r

service
learning

Top Six Reasons to have a Garden at Your School

1.

Garden experiences reinforce classroom curriculum, which can be integrated across
several subject areas.

2. Students understand the role of food in life by allowing education on healthy eating
and nutrition.

3. A school garden creates an opportunity to work cooperatively on real tasks.
4. Gardens at schools provide opportunities for community involvement, a link to neighbors,
volunteers, parents and community businesses.

5. Students learn to value the garden by developing a sense of pride.
both school
6. Gardens,projects and community, provide excellent prospects for student servicelearning
Adapted from the Edible Schoolyard. www.edibleschoolyard.org

Tips for Starting a School Garden
•
•

Get permission before planning to plant a garden on either public or private property.

•

Define specific talents and expertise of each member in your garden committee.
List specific needs and wants and have individuals commit to those areas.

•

Establish project lists, including realistic timelines for completion of tasks and specific
objectives for students in the garden.

•

Enlist the help of community volunteers who may have gardening experience or are
just interested in helping. Older adults in the community may be willing to tend the
school garden during the summer months when school is not in session.

•

46

Include administration, teachers, parents, and students in the planning process;
form a garden committee.

Enlist the help of garden experts from UW Extension Family Living Program and the
Wisconsin Master Gardener Program.

Tips for Gardeners Working With Young Kids
•

Young children have very short attention spans. Make sure that you have lots of options
available so they can work in the garden immediately. Digging holes seems to hold
endless fascination.

•

Kids need instant gratification. This can be met by planting radishes, as they come up in
3 to 4 days.

•

A picture is worth a thousand words. Never tell kids something that you could show them
instead.

•

When giving out supplies to kids, try to keep seeds, tools, and watering cans as similar
as possible to avoid squabbles (i.e. purchase all green watering cans, not pink and
blue ones.)

•

When working with older kids, try to add responsibility and ownership to projects, as
gardening may be perceived as “uncool.”

•

Pair older and younger kids together.

•

Remember many kids won’t talk in a large group. Try to create smaller work groups.

Gardening and Service-learning
School and community gardens provide excellent prospects for student
service-learning projects, with opportunities for numerous connections
to classroom curriculum. Service-learning is a teaching and learning
method which fosters civic responsibility and links classroom learning and applied learning in communities. Often, community service
or volunteerism is mistaken for service-learning. Community service
offers students a chance to contribute to the community without
necessarily connecting to the curriculum or providing reflection
opportunities. Projects must include four main components to be
considered “service-learning.”

Four Point Test for Service-learning
Wisconsin has come up with a Four Point Test to determine whether the project is
service-learning.

1.

Student Engagement: Do students identify community needs and the issue to be
addressed? Is the service project student-planned and student-led?

2. Meaningful Service: Does the service meet a real community need? How is the need

identified? Who benefits from the service project? Will the community be a better place
because of the project? Are local agencies, organizations, or community groups partners
in the project?

3. Link to Learning and/or Curriculum: Is the service activity connected to classroom learning?
How are learning outcomes determined and measured?

4. Reflection and Evaluation: Is there an opportunity for students to talk or write about the

project before, during, and after it happens? Are students involved in evaluating the project’s
success? How will the knowledge gained from this project be used in future planning?
47

service learning

Why Service-learning?
Service-learning is not intended to create more work for teachers or to be an “add-on”
to regular schoolwork; instead, it is a teaching method to enhance classroom learning
and curriculum with meaningful service, student leadership, and positive skill development.
Projects can involve one classroom, a grade level, or an entire school.
Learn and Serve America, a grant program of the Corporation for National and Community
Service, found that effective service-learning programs can improve grades, increase school
attendance, and develop personal and social responsibility among students. Additionally,
students who participate in service-learning often report feeling that they have made a
positive contribution to the community, improving their citizenship skills. They also gain
career and communication skills and develop positive work attitudes.

Service-learning through school & community gardens
In Wisconsin, schools ranging from the elementary through the high school level are
experimenting with the gardening concepts and service learning. Below are some projects
they have implemented and reported.

Examples from around Wisconsin:
Tiffany Creek Garden
Tiffany Creek Elementary in Boyceville, Wisconsin
After a unit on plants in science, a class of second grade students went outside on a walking
tour with their teacher to identify plants used to beautify their community. Those same
students read Linnea in Monet’s Garden with the visual arts teacher and recreated their own
versions of the artwork in the book.
As a result of these experiences and a short
discussion and brainstorming session, the students
composed short paragraphs explaining project
ideas and how they would contribute to the
project. The class wrote about the importance
of changing the look of school grounds to make
it a more welcoming environment. They decided
with the teacher to create a raised garden on the
school grounds.
Working with their teacher, the students planned,
designed, and planted a raised garden of
flowering perennials and annuals. Partners for
the project included the University of WisconsinStout, teachers, staff, parent volunteers, and the
Boyceville High School agriculture class, which
constructed the raised garden bed. The project
was funded by a service-learning grant of $1000
from the National and Community Services Act
and matching funds from the school district.

48

This project made classroom connections in Language Arts, Science, Math, and Social
Studies. Students composed summaries, evaluations, lists, letters, and a photo essay for the
project. They also kept a journal throughout the process and talked about their experiences
and challenges, and they wrote thank-you notes to the volunteers and donors who supported
the project. To incorporate Science, the teacher taught about plants and how they grow,
thrive, and reproduce under a variety of conditions; she also described how to plan, prepare,
and plant a garden. To connect the project to the Math curriculum, students measured and
diagramed plots for the garden, applying what they were learning in the classroom. The
second-graders learned about citizenship and communities as part of their Social Studies
learning in the project.
To reflect upon the project, the students engaged in classroom discussions; wrote in their
journals about their likes, dislikes, and contributions; and created a photo scrapbook with
student-coined captions. The class also created a video capturing the whole process of
designing and planting a school flower garden.

Kids for Composting
The Oneida Nation Reservation at Oneida Elementary
The Oneida Elementary garden plot was faltering. It is now a place of activity year round
at the school. The elementary school secured grants from the Solid Waste Management
Assistance Program of the U.S. Environmental Protection Agency and from Learn and Serve
America to implement a “Kids for Composting” project on the Oneida Nation Reservation.
The project serves as a model for cooperative projects and promotes composting in other
food service establishments in the community. Their vision is to create sustainable composting and gardening at the Oneida Nation Turtle Elementary School, which will promote civic
and personal responsibility among the youth, foster intergenerational communications, and
provide enhanced educational opportunities.
Most of the cafeteria food waste is used for a large scale outdoor composting project. Some
of the waste is used for classroom worm vermicomposting. The cafeteria waste is source
separated by the elementary school students in the cafeteria immediately following food
service. During winter, the students weigh the compostable waste and put it in plastic drums,
covering them with soil. They are placed by the compost pile until spring thaw. Children in
grades K-8 are in charge of the daily operation of the program, including weighing food
scraps, recording the amount of waste, hauling compost, applying compost, and gardening
activities. Students utilize sampling techniques and take averages to access trends in enhanced
plant performance due to soil enhancements. Photos are used for comparative purposes.
The goal is to have more facilities on the Oneida reservation fully “source separating”
in the next few years. Currently there are 27 such food service facilities on the reservation.
Students are learning hands-on about waste cycles and food cycles through their participation.
Curriculum is being incorporated to use this first hand experience as a medium to learn concepts
from biology, chemistry, environmental science, and more. Even families are participating with
their children over the summer months.
The volunteer labor will produce foods used in community feasts during the end of the school
year. The students contribute to this community fellowship and environmental awareness,
while gaining responsibility themselves. They reflect upon their work by comparing before
and after photographs.

49

service learning

The Giving Garden at West Salem Elementary School
Three multi-age classes from grades one through three designed, constructed, planted,
maintained, and harvested a garden on West Salem School District Grounds. The garden
was designed to produce vegetables for the fifty families per month that utilize the West
Salem Care and Share Food Pantry. Students from the junior high school constructed benches
for the garden, and high school students helped with the planting. The project was designed
to teach students what a good community member is by providing opportunities to work with
teachers, parents and other community members. In addition to learning gardening skills,
students learned about the relationships between people, plants and wildlife, and practiced
leadership skills in their work crews.
The students came up with the idea of planting a garden to help serve their community.
They invited a speaker from the food pantry to come and talk to them about the pantry
and about community needs. After the garden was planted, the students created a weekly
schedule for their families to work the garden on a rotating basis during the summer.
This project connected to science (plant study) and math (measurement and budgeting).
Now that the garden is in place, the teachers plan to expand curricular connections to
include study of composting, economics (supply and demand) and more math (calculating
the output of the garden, etc.).
Classroom reflection included discussion of the concept of “community,” and the reasons
a food pantry would be needed in a community, such as job and wage loss and poverty.
Students wrote journals throughout the project.

Youth Service-Learning Garden Project at Hurley K-12 School
Nearly 100 students in six elementary schools took part in this project, creating new flower and
vegetable gardens around the signs at the Iron County Farmer’s Market and the Hurley School.
In order to complete their projects, some of the students appeared before the school
board, the farmer’s market board and the University of Wisconsin Extension Board to obtain
permission. Then they solicited the help of the Iron County Extension Youth Agent to help
plan the garden. Students took a trip to a local greenhouse where they purchased plants
and learned how to keep them healthy. They then transplanted the seedlings after starting
them in their classrooms.
Through this project, students learned to identify the parts of a flower, and they learned
how plants metabolize water and other nutrients. Each classroom planted seeds, watered,
provided lighting, and transplanted plants to the two gardens. They were helped on planting day by six members of the Hurley High School Ecology Club, a master gardener, and the
assistant manager of the market.
The students received help and donations from a number of sources, including a local
plywood manufacturer, which donated lumber for the flower bed frames, and the county
forestry department and the Wisconsin Conservation Corps, which donated two days’ labor
to help build the frames.
All six classes reflected on the experience through journal writing, and some completed the
Department of Public Instruction student survey. The surveys indicated that students wished
to continue gardening, both at home and at school. Students participated in group writing projects, created stories, and wrote thank-you notes to businesses and individuals who donated
time or materials.
50

Pilgrim Park Middle School Landscaping Project
Sixth Grade Gold House students at PPMS in Elm Grove, Wisconsin established a goal at
the beginning of the 2000 school year to improve the landscape surrounding their school.
This goal developed as a result of preparing for the new millennium, and asking, “What kind
of legacy could they leave behind for future sixth graders?” The students decided that they wanted
to develop a prairie, improve the cross-country trails/create and observational walk through
the forest areas surrounding the school, and create an outdoor learning classroom area.
A survey was created by the students to gain insight into what the rest of the school
community would like. Goals were established, and steps to reach the students’ goals
were developed. We enlisted the help of
several community members and parents to
provide information and guide the students in
their planning. Classroom teachers, Master
gardeners, landscape architects, a botanist, a
prairie restoration specialist, and our buildings
and grounds supervisor made up the team.
The existing landscape was analyzed, needs
were identified, and the students developed an
action plan. Through the donation of hard work,
contacts with the city for free mulch and compost,
donation of plant materials, discounts obtained at
a local nursery, donated funds through the student
senate and other donors, our plans started to bear fruit. We created three specialty gardens,
planted four trees, cut the forest trail and spread over 80 yards of mulch for the path.
Bird life has increased, evidence of deer and other wildlife has increased. Finding compass plants
thriving on our prairie was very exciting for the students due to the story behind how the early
settlers used them as navigation tools. We are in the process of developing a gardening club.
The project has helped to promote environmental education and foster the awareness of the
school’s natural environment. It has challenged the students to use and improve their critical
thinking skills, and gain basic skills needed to participate in resolving the issues that arise.
Group cooperation and team building activities have created an atmosphere that promoted
civic responsibility by encouraging students to use their knowledge, personal skills, and
assessment of environmental problem-solving and action.

Implementing Your Own Service-learning Project
If these stories inspire you to plan a gardening service-learning project in your classroom or
school, remember several key points. Be sure to facilitate student-generated project ideas
that meet real community needs, so that those in your class will have ownership and responsibility of the project. Incorporate reflection activities throughout the project. These can be
visual arts, journaling, discussions, group activities, or musical projects; students learn and
process experiences in different ways, so various reflection activities will maximize responses.
Finally, tie classroom learning and curriculum into the service-learning project. Make the
subjects students study in school applicable to the community around them.

51

stories about gardeners & gardening

cultivating
the future
Veggin’ Out
by Tony Zech
The Veggin’ Out Program in Wisconsin features food and cooking demonstrations at farmers’
markets of delicious and easy to prepare recipes utilizing fruits and vegetables currently
available at those markets. The program targets WIC and Senior Farmers’ Market Nutrition
Program (FMNP) participants to increase their use of vouchers for fresh produce at
the market, but is open to everyone. The program helps participants eat more fruits and
vegetables and promotes the 5 A Day message. The program was adapted from a program
in Rhode Island created by Johnson and Wales University.
Veggin’ Out Program materials include a training manual, sample flyers, and equipment.
Participants and staff enjoy the program and find it beneficial. Chefs, nutritionists, Extension
staff, or other trained staff provide the interactive demonstrations and nutritionists or other
trained staff provide nutrition education at the market. Activities for children may be provided.
Participants can participate in these demonstrations, sample the foods prepared, receive
copies of the recipes demonstrated, and be eligible for prizes (if offered). Farmers’ markets
that host these demonstrations benefit through increased attendance and publicity. Farmers
at the market benefit by developing relationships with chefs that need sources of
fresh produce in their practice. Chefs benefit
by receiving recognition and publicity and
chefs-in-training benefit by receiving practical experience and the opportunity to build
relationships that will benefit their future
practice. Nutritionists and other program
staff benefit by connecting and outreaching
their programs to the community.
The Veggin’ Out Program helps prevent hunger and food insecurity since participants learn
how to prepare and use fruits and vegetables. Participants receive information that helps
them save money on fruits and vegetables and use community food resources. The program
also helps prevent overweight and obesity in children and adults by promoting strategies for
developing healthy eating and physical activity habits. Participants learn how easy it is to
eat 5 servings of fruits and vegetables each day and the benefits of eating healthy and
being physically active.
Veggin’ Out is a program that helps achieve win-win partnerships that benefit everyone
involved! If you are interested in being a Veggin’ Out partner or would like more information,
please contact Tony Zech, State WIC FMNP Nutrition Coordinator at 608.266.3742 or email:
zechad@dhfs.state.wi.us.

52

What is Community Supported Agriculture (CSA)?
by Bill Wright
CSA is a model for local agriculture which dates back about 35 years. The movement was
started in Japan by a group of women who were concerned about the increase in food
imports and the decrease in local farms. They set out to establish a growing and purchasing
relationship between their group and the local farms. This arrangement, called “teikei” in
Japanese, translates to “putting the farmer’s face on food.” The concept later reached Europe
and then the United States where it became known as “Community Supported Agriculture.”
A CSA becomes a partnership between a farmer and a community of supporters. At the
beginning of the year, supporters purchase a “share” of the farm’s production. The farmer
uses this money to cover the cost of seeds, fertilizer, equipment maintenance, labor, etc.,
and produces a healthy supply of fresh produce throughout the season (usually May through
October). When CSA members make this commitment, they are supporting the farm through
the season and are sharing the costs, risks, and bounty of growing food along with the
farmer. This mutually supportive relationship between local farmers and community members
helps to create economically stable farm operations in which members are assured the highest
quality produce. In return, farmers are assured a reliable market for a variety of crops.

How does a CSA work?
When community members purchase a “share,” they then receive a bag/box of locally-grown,
fresh produce once per week from approximately May through October. The type of produce
received varies from farm to farm and, in some cases, may also include such things as honey,
eggs, or herbs. The method of distribution also varies from farm to farm. Some farms will
deliver all boxes to a central location for pick-up by members while some farms require
members to pick up their boxes at the farm on a designated day and time. It is important to
understand the operating procedures of the CSA share you are purchasing in order to get the
most benefit from your purchase.
In addition to healthy produce, CSA farms also provide a focal point for education and
community building. CSA farms sponsor a variety of events throughout the year which can
include field days, work days, harvest festivals, and celebrations. These events provide an
opportunity for families to share and learn together in a rural setting.

Why are CSA’s important?
•
•
•
•

Through direct marketing, CSA’s give farmers the fairest return on their products.
A CSA helps to create dialogue between farmers and consumers and increases our
understanding of how, where, and by whom our food is grown.
A CSA creates a sense of social responsibility and stewardship of local land.
By purchasing shares in a CSA, members help to keep food dollars in the local community
and help to maintain local food production.

Visit one of these sites to find a CSA in your area:
www.biodynamics.com/usda/csastate.htm
www.sare.org/csa/
www.foodroutes.org
www.localharvest.org
www.macsac.org (southern Wisconsin only)
53

cultivating the future

Wisconsin Young Greens: Kids Grow Project
by Carla Wuennenberg
UW-Extension Division of Outreach and E-Learning, working with the Divisions of Broadcasting
and Media Innovations and Cooperative Extension, is creating a digital youth gardening
service-learning curriculum. The project was inspired by a Milwaukee County Cooperative
Extension 4-H youth urban horticulture program, and will be available in spring, 2005. Young
Greens: Kids Grow is composed of video clips from Wisconsin Public Television’s Wisconsin
Gardener series that will be supplemented with classroom materials for teachers and students.
The classroom materials will be paper-based in PDF format and online, through interactive
websites. The project will be compiled by UW-Extension Outreach and E-Learning with
support from a Wisconsin Campus Compact AmeriCorps VISTA, and will be aligned to state
standards by educational consultants.
AmeriCorps VISTA is a national program that places full-time volunteers with organizations
to help them develop and strengthen programs designed to bring individuals and communities out of poverty. Wisconsin Campus Compact (WiCC), part of the national Campus Compact
organization, is a coalition of leaders from more than 30 Wisconsin public and private
colleges and universities, including UW-Extension. Member campuses of WiCC are dedicated
to strengthening civic engagement in the state’s postsecondary institutions. The goal of
the cooperation between AmeriCorps VISTA and WiCC is to help develop service-learning
initiatives that address poverty by engaging high school and college students in efforts to
improve academic achievement and aspirations of low-income youth. Young Greens: Kids Grow
will give youth around the state an opportunity to learn outside of the classroom and
increase their connection to their academics. It will also expose them to older students who
can share their enthusiasm for learning.

Young Greens: Kids Grow , funded by UW-Extension’s Cross-Divisional Grant program,
will be made accessible to teachers across Wisconsin through the IDEAS portal website.
IDEAS (www.IDEAS.wisconsin.edu), funded by UW-Extension and the UW System, connects
resources, including lesson plans and videos, from across the internet to the classroom.
Educators from around the state find and evaluate the resources on IDEAS, meaning they
have all been filtered through the eyes of a teacher. Most of the resources, including
all lesson plans are aligned to the Wisconsin Model Academic Standards. Ultimately, Young
Greens: Kids Grow will give teachers access to innovative, interdisciplinary ways to connect
their students to hands-on learning opportunities integrating the garden into the classroom
and into the community.
Online resource: The IDEAS Portal website www.IDEAS.wisconsin.edu
Selected PK-16 educators from Wisconsin work in teams to identify, evaluate, catalog, and
align to the state education standards resources that are already on the internet such as
lesson plans and reference materials. These resources are then made available from the
IDEAS search engine, funded by UW-Extension and UW-System.
Coming in spring 2005, the Wisconsin Young Greens: Kids Grow project will also be available
from IDEAS. Young Greens: Kids Grow gives teachers access to innovative, interdisciplinary
ways to connect students to hands-on garden-based projects that tie into the curriculum and
link to the community.

54

The Wisconsin Homegrown Lunch Project
Linking the Land and the Lunchroom by Doug Wubben
The Wisconsin Homegrown Lunch project is an exciting initiative
in Madison, WI intended to increase the amount of locally and
sustainably grown produce used in schools, and develop a farmto-school model for the Midwest. Funded by the USDA Sustainable
Agriculture Research and Education Program since October 2002,
Wisconsin Homegrown Lunch (WHL) is a joint effort of the
University of Wisconsin Center for Integrated Agricultural Systems
(www.wisc.edu/cias) and the non-profit REAP Food Group
(www.reapfoodgroup.org). With one full-time Project Coordinator
and the oversight of a professor heavily involved in the project, WHL relies on partnerships
with school foodservice staff, principals and teachers in three pilot elementary schools,
volunteers, and local organic vegetable growers to work toward the following general goals:
•

Increase access to fresh, local produce for Madison school children, beginning in public
elementary schools

•

Build stable markets for area farms and food producers who prioritize ecologically sound
growing methods

•

Create meaningful educational links between classrooms, lunchrooms, and local food
and agriculture

The Madison Metropolitan School District’s Food Service are constrained in many ways from
using more fresh produce, not the least of which is having to serve 18,000 meals daily to 45
schools from their centralized kitchen facility. Another constraint is how willing the kids are to
trying new lunch items such as veggie wraps. It’s not that helpful to figure out ways to serve
up healthier foods if the kids won’t eat it.
Our project has been fortunate to have the cooperation of the Madison Metropolitan School
District and other community partners in overcoming the barriers to serving more fresh produce.
As for the “Will the kids eat it?” question, our approach has always been the more you
expose and engage young people with new foods, the more interested and willing they
will be to eat them. Through our “Classroom Tastings,” “Farmer-in-the-Classroom,” activities,
and farm tours, kids learn about where their food comes from, get to know
real people who are growing food, and get to taste all kinds of fresh
foods. Time and again, given a supportive atmosphere, we find young
people not only willing but excited to try new and fresh foods. Carrot and
daikon radish sticks, heirloom tomato and apple slices, and shredded
cabbage, turnip, spinach, and carrots wrapped in tortillas are just some
examples of what children in our three pilot schools have gobbled up.
Integrating what happens in the classroom and the lunchroom is crucial
as we work to improve how our children eat.
Farm-to-school initiatives are complex puzzles, and will be pieced together differently in each
community. Across the board, they require cooperation, flexibility, and a willingness to think
and work both inside and outside of the box. Certainly, if meaningful and lasting connections
between farms and schools can occur, they can work within other institutions as well, for the
benefit of farmers, communities, and a broad constituency of eaters.
For more information on the Wisconsin Homegrown Lunch project, please visit our web-site:
www.reapfoodgroup.org/farmtoschool or contact Doug Wubben, Project Coordinator at
608.263.6064, dwubben@wisc.edu.
55

resources and
educational opportunities
Extra Gardening Resources
For additional information on gardening check with your local county Extenstion office or
local garden shops. They can help with all sorts of gardening questions you may have
including pests and diseases that you may experience in your garden.
The following websites have useful information on basic gardening tips:
•

University of Wisconsin-Extension Urban Horticulture Website:
www.uwex.edu/ces/wihort/fruitveggies/index.htm

•

University of Wisconsin-Extension Urban Horticulture:
The Vegetable Garden (publication) http://cecommerce.uwex.edu/pdfs/A1989.PDF

•

University of Wisconsin Urban Horticulture: Growing Vegetables at Home:
Questions & Answers: http://cecommerce.uwex.edu/pdfs/A2801.PDF

•

University of Minnesota Extension Services: Gardening and Commercial Horticulture:
www.extension.umn.edu/topics.html?topic=5

•

Iowa State University Extenstion: Gardening Publications
www.extension.iastate.edu/pubs/ga.htm

Wisconsin Resources:
Wisconsin Master Gardeners: Need seeds? Expertise on bugs, special kinds of plants,
local nurseries and garden supply outlets? Volunteer advisors or mentors? Training? “The
Wisconsin Gardener” on public television, urban horticulture and UW Extension InfoSource
are all linked here. This is the Wisconsin “mother lode” of web sites. If you cannot find here,
chances are you won’t find it anywhere! For more information on the Wisconsin Master
Gardener Program visit: www.hort.wisc.edu/mastergardener/
UW-Extension County Agriculture Offices: To find volunteer master gardeners or for
questions related to gardening, contact your county UW-Extension Office. For a listing of
UW-Extension offices around the state visit: www.uwex.edu/ces/cty/
Food Preservation/Master Canners: For information on preserving your garden produce,
contact your county UW-Extension Family Living Agent. For a listing of UW-Extension offices
around the state visit: www.uwex.edu/ces/cty/
Wisconsin Federation of Garden Clubs:
www.wpt.org/garden/resource/index.cfm?content=societies
Wisconsin Public Television: The Wisconsin Gardener: www.wpt.org/garden/

National Resources:
National Gardening Association
180 Flynn Avenue
Burlington, VT 05401
www.garden.org/home
56

National Junior
Horticulture Association
5885 104th Street
Freemont, MI 49412
www.njha.org/index.htm

American Horticultural Society
7931 E. Boulevard Drive
Alexandria, VA 22308
www.ahs.org

Educational Opportunities
Wisconsin Master Gardener Program:
If you are interested in becoming a master
gardener, contact your county UW-Extension
office for more information on classes or visit
www.hort.wisc.edu/mastergardener/ for more
information on becoming a Master Gardener.
Contact Information:
Master Gardener Program Coordinator
Dr. Susan Rice-Mahr
Department of Horticulture
1575 Linden Drive
University of Wisconsin-Madison
Madison, WI 53706
(608) 265-4504
To find a Master Gardener program in your
county or region, visit www.uwex.edu/ces/cty/
for more information

Harrison HC. Vegetable Cultivars and
Planting Guide for Wisconsin Gardens-2004.
University of Wisconsin Extension.
Cooperative Extension Publishing, Madison, WI: 2004.
Harrison HC. The Vegetable Garden.
Iowa State University Extension/Reiman Gardens.
Nonchemical Pest Control for the Home Lawn and
Garden. 1996.

references cited

Harrison HC. Specialized Gardening Techniques:
Wide-Row Planting, Square-Foot Gardening,
and Raised Beds.

Iowa State University Extension.
Planting and Harvesting Times for
Garden Vegetables. 2004.
Pollinators in the Garden. 2002.
Small Plot Vegetable Gardening. 2001.
Starting Garden Transplants at Home. 2003.
Minnich J. Wisconsin Garden Guide.
Madison, WI; 1982.
Taber HG and Naeve L. Garden Soil Management.
Iowa State University Extension. 1997.
Taber HG, Jauron R. Where to Put Your Vegetable
Garden. Iowa State University Extension. 1999.
University of Wisconsin-Extension-Cooperative
Extension. Compost: An Overview.
http://infosource.uwex.edu. Accessed on 10/21/04.

Junior Master Gardener Program:
If you are interested in how kids can become
Junior Master Gardeners, please visit
www.jmgkids.com for more information.

University of Wisconsin Extension-Cooperative
Extension. Container Gardening.

Continuing Education for Teachers:

Extension. Frost Protection.

1.

Extension. Insects: Beneficial Types.

Growing Gardens, Growing Minds
(1 credit): Involves tips and ideas for integrating
gardening into curriculum. For grades K-12
For more information, check out the WisTEP
website at: www.wisc.edu/wisteb

2.

Something is Happening in the Salad Bowl
(1 credit): Provides ideas for classroom curricula
for the basic biology and food science of fruits
and vegetables. For grades K-5
For more information, check out the
WisTep website at: www.wisc.edu/wisteb

Extension. Planting: When to Plant.
Extension. Preparing Soil for Planting.
Extension. Weeds: Control.
KinderGarden. Starting a School Garden.
http://aggie-horticulture.tamu.edu/kindergarden/Child
/school/step.htm Accessed on 9/29/04.
KinderGarden. Tips for Gardening with Kids.
http://aggiehorticulture.tamu.edu/kindergarden/pnote.
htm. Accessed on 9/29/04.

57

acknowledgements
Author
Amy Meinen, RD, CD is the Nutrition
Coordinator for the Department of Health &
Family Service’s Nutrition and Physical Activity
Program. She also serves as Wisconsin’s
5 A Day Coordinator.

Contributors
Julie Allington, MS, RD, CD is the Nutrition
Education Consultant with the Department
of Public Instruction. In that position she
administers the USDA Team Nutrition Training
Grants and is involved with several programs
connecting schools to the community. Julie
also chairs the WI Action for Healthy Kids
Coalition.

Richard Broerman is the Program Assistant
for the Ho-Chunk Youth Fitness Program in
Tomah, WI.

Richard Brooks is the director of the
Health Promotion Project at the University
of Wisconsin-Madison. He is a specialist
in social marketing, health communication
and community development. He founded
the Madison Home Garden Project (building
raised bed gardens with and for people with
disabilities) and the Community Food and
Gardening Network in South Central
Wisconsin.

Linda Lee, MS, MPH is the Manager of
Nutrition Services at the La Crosse County
Health Dept and as a member of the Hunger
Task Force of La Crosse helped establish
the Kane Street Community Garden in 1999.
Nutrition Educator for the Bad River Band
of Lake Superior Chippewa since 1996.
She is also a founding member of the
Gitiganing Garden Restoration Project, working
to restore the tribe’s agricultural heritage.

Paul Hartman is the Brown County University
of Wisconsin-Extension Horticulture Agent.
Paul has been teaching gardening classes for
29 years and keeps a low-input, low-impact
garden in his backyard. He is also the Master
Gardener Coordinator for Brown County.

Patti Nagai, PH.D. is the Horticulture
Educator for UW-Extension in Racine County.
A gardener since childhood, Patti specializes
in home vegetable gardens and interior
plants, focusing on cultural and organic
control methods for insects and diseases.
She directs a wonderful, dedicated group
of trained Master Gardener volunteers who
run community and children's garden all over
the county.
Billie Ognenoff, owner of Heart N’ Home
Family Daycare in Milwaukee, Wisconsin, has
worked with young children and their families
for 26 years in several capacities. She is
an accredited and licensed family childcare
provider who believes in giving children
first-hand experiences, including gardening.

Mark Voss, a French and At-Risk teacher

Megan Cain is the Kids’ Gardening Program

Bill Wright is the Community Garden

Nutrition Coordinator of the Gitiganing
Garden Restoration Project on the Bad River
Indian Reservation in far northern Wisconsin.

Coordinator for Brown County University of
Wisconsin-Extension. He has been gardening
organically for 25 years. He also works with
the area 4 H Program to conduct a gardening
program at Howe Elementary School in
Green Bay.

Charmaine Garry, MES, CPFT is the Fitness
Director for the Ho-Chunk Youth Fitness
Program in Tomah, Wisconsin.

Doug Wubben is the Project Coordinator for

Tammy Hansen is a Wisconsin Nutrition
Education Program Coordinator for the
University of Wisconsin-Extension Marathon
County.

Carla Wuennenberg is an AmeriCorps*VISTA

Pamela Lathrop-Roets, MSE is the

Tony Zech, RD, CD, MBA is a Public Health
Nutritionist/WIC Program Nutritionist/Nutrition
Education Coordinator and Farmers’ Market
Nutrition Coordinator for the State of
Wisconsin-Division of Public Health.

Guidance Counselor for the Ho-Chunk Youth
Fitness Program in Tomah, WI.

58

at the Hancock Agricultural Research Station.
Jeff is also a Master Gardener.

Sarah Brooks (also a contributor)

Sarah Brooks, a Master Gardener, has
worked at the Dane County Farmer’s Market
for more than a decade, selling flowers and
vegetables. She is an active volunteer and
participant in the Sheboygan Community
Garden in Madison.

Janelle Cole is the Youth Garden and

Jeff Breuer is the Assistant Superintendent

Becky Le Meiux has been the Tribal

at Middleton High School, has been a market
gardener for over 10 years and has helped
initiate two school gardens at Middleton
High School. He also is the facilitator of a
summer course in the University of WisconsinMadison Wisconsin Teacher Enhancement
Program entitled Growing Gardens-Growing
Minds.

Coordinator for the Friends of Troy Gardens
in Madison, WI.

Reviewers

the Wisconsin Home Grown Lunch Program
in Madison, Wisconsin.
at the University of Wisconsin-Extension
Division of Outreach and E-Learning through
Wisconsin Campus Compact.

Florence Johnson is a Research Gardener
at the Hancock Agricultural Research Station.
She also is a Master Gardener
in Adams County.
Roxanne Lane, manager of Big John’s Nursery
in Reedsburg, WI, has been a Master
Gardener in Sauk County for two years.
She has volunteered for two years at the
Ho-Chunk Youth Fitness Program.
Dennis Lukaszewski: Dennis is a landscape
architect working for the UW Extension
Service in Milwaukee County as the program
coordinator for urban agriculture. Dennis is
also co-administrator of the statewide FEEDs
project.
Beth Kramer has been a Master Gardener
in Sauk County for two years and a home
gardener for over 30 years. She has
volunteered for two years at the Ho-Chunk
Youth Fitness Program Garden in Baraboo,
Wisconsin.
Mary Pesik, RD, CD is the Nutrition and
Physical Activity Program Coordinator for
the Department of Health and Family
Services, Division of Public Health.
Chuck Prissel of Polk County UW-Extension,
is a 4 H Youth Development Agent and
Associate Professor.

Ron Richter has over 38 years of experience
of being an organic produce grower and 17
years as a pollination owner and operator
using honey bees. He has been a Wisconsin
Master Gardener for 20 years and has
served on the University of Wisconsin
Horticultural Advisory Board for over 15 years.

Robert Tomesh, PH.D. coordinates the
state’s Master Gardener program, which
includes educating individuals on the practice
of gardening.

Bill Wright (also a contributor)

ideas for our garden
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C

_____________________________________________________________________________________

Department of Health and Family Services
Wisconsin Nutrition and Physical Activity Program
P.O. Box 2659
Madison, WI 53701-2659
Phone: 608.267.9194
Fax: 608.266.3125
Email: meineam@dhfs.state.wi.us
Website: http://dhfs.wisconsin.gov/health/physicalactivity/index.htm

PPH 40112 (02/05)

Toolkit for School Gardens, Childcare Gardens & Community Gardens

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