Bloomington Montessori School

The foundation of the Montessori school system is upheld by a belief of creating an educational atmosphere that is conducive to children’s desires and intrinsic motivations to learn without cookie-cutter methods of teaching such as those of traditional schools that can be demanding and sometimes ineffective to students' abilities to learn and succeed.

This project intends to expose children to the multifaceted benefits of urban gardening. Urban agriculture continues to gain prominence in metropolitan areas throughout the world and is likely to only continue to gain momentum, both as a cultural movement and an adaptation to a changing climate. The existing body of literature on urban school gardening suggests that gardening is highly beneficial to children in a number of ways, such as higher academic performance, instilling a sense of land stewardship in students, and significant health benefits (Blair, 2009; Ambusaidi, 2019).

There are numerous challenges to successfully implementing a school garden program. Some of these barriers include maintenance during summer months when there is reduced staffing, lack of integration into school curriculum, financial hindrances, and increased human-wildlife conflict (Baker, 2017; Food Growing in Schools, 2012; Sanchez, 2019). While the difficulties surrounding the development of an urban school garden are significant, several studies have identified potential solutions and mitigating actions that can be taken to reduce their effects. For instance, low maintenance perennials can be planted in lieu of plants requiring intensive management, and financial impediments can be reduced through fundraising by means of community engagement (Engels, 2017; Baker, 2017).

To do this, we needed to know the wants and needs of a school garden from students and faculty of the school.

One principle, previously stated above about Montessori schools, goes hand in hand with the overall goals of BMS and their school gardens as they want gardens that can be managed by their students, giving them a sense of independence, while facilitating hands-on learning experiences through building and taking care of the gardens. As well as learning about nutrition, urban agriculture, economics, finance, geometry (through building of beds, soil volume calculations, etc.), and more.

Some specific needs of faculty are:

• Market herb garden-planned, built, maintained, and managed by Upper Elementary students (ages 9 to 12)
• Deer/wildlife resistant garden plan
• A garden that inspires curiosity among the children and a desire to learn about all aspects of a garden, from the construction and planning phases to stewardship
• Plants that grow well without much help, since they mentioned there will be few people to care for the gardens over the summer months.

Most importantly, we needed to know what the kids thought about having gardens at their school. Through Zoom we were able to interview the 5th graders, going to be 6th graders, on their knowledge and experience with gardens, along with their opinions of having a few gardens at their school.

Lucia said her family has vegetable gardens and that she really loves the Irises planted around the garden.

Dylan mentioned his family has two garden beds full of fruits and vegetables.

Helena has a vegetable garden with flower and vegetables such as bell peppers and snap peas.

Kaie said the vegetables from her garden "taste so much better than vegetables from grocery stores."

Now that we have a general understanding of what Bloomington Montessori wants in their school gardens, we need to have an idea of where they will be built.

Two students created an awesome blueprint (left) of the outdoor space in which the gardens will be placed.

Areas labeled "Grass" and "Woods" are the most likely spaces for garden implementation as each space offers varying levels of inputs such as sunlight and water retention. Areas closest to the school, such as "Grass" and the 3x12ft garden box are also likely to provide the most natural defense to wildlife.

A few steps to kickstart the planning process

1. Set your goals... what do you hope to achieve?
2. Develop a team... who can help where?
3. Know your growing zone... what plants thrive in Bloomington?
4. Design... what should we grow, and where?
5. Create a schedule... when can we help?

We suggest organic gardening techniques so as to minimize environmental degradation and health impacts that often result from chemical herbicides/pesticides and fertilizers.

Principles of organic gardening, which emphasize the natural ecological relationships, reflect Montessori values of systems learning and hands-on observational analysis.

• A few reasons to choose organic... (Duford, 2017)
• Grow healthy food which is free of synthetic chemicals (and avoid chemical residue);
• Support pollinators by providing safe sources of food and shelter for them;
• Learn about and emulate nature’s processes rather than upsetting the balance of the ecosystem;
• Keep pesticides and fertilizers out of your home (brought in with air, dirt, flowers, or veggies);
• Reduce pollution by eliminating pesticide and fertilizer transfer off your property;
• Create habitat for local critters by growing native plants;
• Support healthy soil biodiversity rather than contaminating soil with chemicals.

Organic gardening respects the complex relationships between living organisms in the soil and among the plants, while conventional gardening views the soil and ecosystem as a sterile medium in which to produce food for humans (Duford, 2017)

We also received pictures of the outdoor area at the school (below).

One principle of permaculture that stood out, in the article below, in regards to the needs of the Montessori school is to, “get the most gain from the least effort." Since they told us that there will be little help to care for the garden over the summer months, this aspect of permaculture could be very beneficial to their circumstance because the garden has the ability take care of itself by working in harmony with other environmental conditions, which means less maintenance and work from the Montessori school.

Raised beds are free-standing, above-ground vegetable beds. They are a simple and effective way to increase the health and productivity of gardens (Trinklein, 2014; Fritz and Rosen, 2018).

Advantages of raised beds:

• Improved soil structure compared to ground-level gardens: the soil within raised beds is typically easier to amend and manage
• Plant roots form above compacted or water-logged soil, thus mitigating erosion and irrigation issues
• Improved soil drainage, which extends growing seasons by allowing soil to warm faster in the spring
• Can easily be covered to extend growing season or protect from frost, wildlife
• Protects plants from foot traffic and heat stress
• Higher yields due to increased root growth and soil fertility
• Endless design options

Disadvantages of raised beds:

• Relatively permanent structures, which restricts planting based on bed dimensions and configuration
• Upfront labor investment and cost of materials, which varies widely depending on design and construction
• Improved soil drainage is good during wet seasons or for crops requiring well-drained growing mediums, but can quickly dry out in hot weather and require additional upkeep
• Untreated wood frames attract and harbor garden slugs when moisture levels are excessive; will rot and need to be replaced every 5 to 6 years

Factors to consider when designing raised beds (Nair, 2016)

• Site selection: vegetables require a lot of sunlight. Beds should be constructed in locations that receive a minimum of 6 to 8 hours of sunlight daily; if this is not possible, then areas that receive more morning light than afternoon light are preferred. In the scenario that large amounts of shade are unavoidable, cool season vegetables should be planted, as they tolerate shade better than other species
• Site preparation: begin preparing the site by tilling the area that the bed will be placed, then determine the dimensions of the bed(s). Raised beds are typically 8 to 12 feet long, no longer than 4 feet wide, and 8 to 12 inches tall
• Soil amendments: if bringing in external soil, it is crucial to ensure that the soil is free from pathogens, nematodes, and weeds. Similarly, compost should be carefully selected and analyzed to determine if nitrogen:carbon ratio, salt content, and contaminant levels are suited for your production goals
• Irrigation: excessive watering can lead to disease while inadequate watering can result in stressed or dying plants. Low-volume irrigation that keep moisture off leaves, such as drip lines, are ideal for raised beds

We have identified three different raised bed designs that could serve Montessori's needs well. They include raised ground beds, containerized raised beds, and raised bed cloches.

Raised ground beds

• Simplest form of raised beds: flat-topped mounds, usually 6 to 8 inches high, that require no materials aside from additional soil and compost
• To begin construction, determine the total area of space you have available for planting, how many raised beds you want, and the dimensions of those beds; leave a minimum distance of 24 inches around beds to ensure easy access
• Start by digging out pathways around raised beds, around 3 to 4 inches deep. You can add this soil to your beds or you can bring in soil from an external source. However, this option will not only cost money, but it is of critical importance that you ensure it has no soil-borne pathogens, disease, nematodes, or weed seeds in it before adding it to the beds
• After digging out the pathways and adding the additional soil, complete the beds by adding 4 to 6 inches of finished compost, peat moss, or manure and thoroughly till into soil
• Once tillage is completed, shape the beds once more into mounds approximately 8 inches high with sides tapering at a 45* angle
• Allow beds 1 to 2 weeks to settle before planting

Containerized raised beds

• Raised beds with 10 to 12 inch walls; the higher the walls are built, the less maintenance they require in terms of weeding
• Typically built out of untreated, rot resistant wood like cedar, but design options range from stones and bricks to recycled tires
• Wood container beds are usually 2 inches x 6 inches (height x width) and 8 to 12 feet in length; if you are unsure about whether the wood has been treated or not, you can line the container with a heavy plastic liner to prevent roots from making contact with the lumber
• Stones and bricks are more aesthetically pleasing and last longer than wood, but are significantly more expensive
• Due to how easy and inexpensive it is to acquire them, tires have been gaining popularity as containers. However, while there is no definitive evidence regarding the safety of consuming produce grown in tires, it is important to remember that many of the chemicals and metals (Michaels, 2019)

One of the concerns Montessori expressed to us was the issue of urban wildlife management. Specifically, they were concerned about preventing wildlife from eating the garden and attracting wildlife to the property, especially in regard to disease transmission. Below are non-lethal management techniques used to deter nuisance wildlife from gardens (INDFW, n.d; Sanchez, 2019).

• Deterrence by fencing: though initially costly, fencing is a highly effective tool to prevent wildlife from gaining access to gardens. Though most wildlife fencing is usually at least partially electrified, fencing constructed from wooden posts and 1" chicken wire is an excellent way to deter wildlife
• Deterrence by aversive conditioning: aversive conditioning is also highly effective at discouraging nuisance wildlife. Tools such as motion-activated sprinklers, reflective tape, or mechanized predator calls (for instance, audio of raptor calls to discourage nuisance birds and small mammals)
• Deterrence by unpleasant smells and tastes: wildlife are remarkably adaptive when it comes to acclimating to unpleasant smells and tastes; homemade solutions such as sprinkling blood meal around gardens, soap, or mint oil are only effective for short periods of time. In regard to deer, commercial repellents such as Deer Out®, Hinder®, Deer Away®, and Deer Off® rely on offensive tastes or odors and are effective deterrents

Children of Orlando, Florida's Amazing Explorers Academy engage in the Lake Nona Children Farmers' Market. "The children basically learned how to grow a garden and what they do, what the process was with it. They learned how to actually plant seeds and grow them in the classrooms... And then they actually sell the produce..." says program director Jamie Kirker.

A similar model may be crafted by the students of BMS, taking place in their own front yard or at the existing Farmers' Markets in town.

Through the design and integration of a garden that incorporates organic and permaculture techniques, the students of Bloomington Montessori may continue their interactive learning beyond the classroom.

It is our hope that the children and instructors of the Upper Elementary classroom may feel both encouraged and equipped to engage with the planning, building, maintaining, harvesting and distributing of whatever fruits and vegetables may sprout. Special consideration is given to raised beds, nature-mimicking systems and composting.

In the community, the Montessori school may develop either direct or indirect relationships with food banks, pantries, growing centers and the consumer as a result. Emphasis is placed upon income generating channels, such as the involvement in a school or local farmers' market, so as to further develop the students' exposure to hands-on and independent learning.

The development of a school garden may also result in positive health, emotional and mental benefits. Environmental stewardship is a necessary component of a modern education, and we believe through the direct understanding of and interaction with a garden and its associating practices may prove informative and inspiring.

The state of urban agriculture in Bloomington remains to be bolstered by interactive and accessible webs of food supply and allocation, and the Montessori garden will fill an important role in doing so.

Thanks to the creative and intellectual insights of the students and the staff, a comprehensive theoretical and actionable plan may be found in the sections throughout.

Ambusaidi, Abdullah, Rashid Al-Yahyai, Subhashni Taylor, and Neil Taylor. 2019. “School Gardening in Early Childhood Education in Oman: A Pilot Project with Grade 2 Students.” 1.

Baker, Tim. 2017. “How a School Garden Has Transformed the Way We Teach.” The Guardian.  https://www.theguardian.com/teacher-network/teacher-blog/2017/sep/29/primary-school-garden-teaching-method-improve-pupil-behaviour .

Blair, Dorothy. 2009. “The Child in the Garden: An Evaluative Review of the Benefits of School Gardening.” The Journal of Environmental Education 40(2): 15–38.

“Designing a School Garden.” KidsGardening.  https://kidsgardening.org/designing-a-school-garden/ .

Duford, Mary Jane. 2017. “What Is Organic Gardening? (And Why Is It Important?).” Home for the Harvest.  https://www.homefortheharvest.com/what-is-organic-gardening/ .

Engels, Jonathon. 2017. “10 Edible Plants That Grow in Abundance Without Any Help.” One Green Planet.  https://www.onegreenplanet.org/lifestyle/plants-that-grow-without-any-help/ 

Food Growing in Schools Taskforce 3. 2012. Garden Organic.  https://www.gardenorganic.org.uk/sites/www.gardenorganic.org.uk/files/resources/fflp/FGIS-Final-Full-report.pdf .

Hiles, Elisabeth. 2018. “Parents’ Reasons for Sending Their Child to Montessori Schools.” Journal of Montessori Research 4(1): 1–13.

Praetorius, Patrick. n.d. "A Permaculture School Garden."  http://www.okfarmtoschool.com/edible-school-gardens/GT_78_Permaculture.pdf . 5.

Sanchez, Dana. 2019. “Manage Wildlife Conflicts in Your Home and Garden.” 6.

Wolsey, Thomas, Lapp, Diane. 2014. School Gardens: Situating Students Within a Global Context. The Journal of Education, 194(3): 53.

Fritz, V., Rosen, C. 2018. Raised bed gardens. University of Minnesota Extension.

Nair, A. 2016. Raised beds for vegetable production. Iowa State University Extension.

Trinklein, D.H. 2014. Raised-bed gardening. University of Missouri Extension.

Michaels, K. 2019. Health Considerations when Using Tires for Raised-Bed Gardening. The Spruce.  https://www.thespruce.com/are-tire-gardens-safe-growing-veggies-848043 

Indiana Department of Fish and Wildlife. n.d. Urban Deer Technical Guide. Indiana Department of Natural Resources.