From Garden to Tableby: Hillary Rubenstein, Angela Calabrese Barton, Pamela Koch, and Isobel R. Contento

Journal ArticleDigital resources are stored online in your NSTA Library.

The sight of young children eagerly reaching for and eating string beans, carrots, lettuce, radishes, and even raw beets and onions is an incredibly satisfying one for a science teacher. The experience of growing food is a natural motivation for getting children to eat more healthful food. Tending a garden can make this process real and help children to make connections between farmers who grow food or raise animals and the food that arrives in the stores.

Grades
  • Elementary
  • Middle
Publication Date
3/1/2006

Community ActivitySaved in 182 Libraries

Reviews (3)
  • on Thu Nov 17, 2016 10:47 PM

This article is loaded with excellent ideas for lessons. The science of growing requires an understanding and application of the science of water, of seasons and the sun, and of procedure and patience. It also connects science to food very well- recipes are a great way for students to learn about gardening, while participating in chemistry as well!

Alyson Whitmore
Alyson Whitmore

  • on Tue Jun 19, 2012 9:38 PM

This article is very informative towards how making a salad in a classroom can be a fun way to learn about eating healthy and plants. It is very important to promote healthy eating in the classroom, especially with younger students. I really liked how the teacher incorporated making a salad in the classroom.

Anaelis Hernandez
Anaelis Hernandez

  • on Thu May 26, 2011 10:54 AM

Gardening is a great way to incorporate many life science concepts into a science curriculum. There are many ways to design inquiry lessons. Most readers are familiar with the 5 Es. This article uses a four cyclical model (QuESTA): Questioning, Experimenting/Searching, Theorizing, & Applying to Life. The authors share their experiences growing plants in fourth- through sixth-grade classrooms. Many connections are made between the growing of certain plants and various science concepts. For example, students learn the important part the positioning of the Sun plays during a geographical region’s growing season. They connect that to how, when and why they position various plants for growth in a garden plot. They are able to answer a question like: Do they want the taller growing sunflowers to be next to the shorter growing radishes? For teachers looking for ways to incorporate a botany unit into their curriculum, this article will be a useful resource.

Carolyn Mohr  (Buffalo Grove, IL)
Carolyn Mohr (Buffalo Grove, IL)


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