Learning Objectives
- Youth will run an environmental assessment report for their garden site and interpret findings.
- Discuss soil conservation practices and sustainable soil practices learned from Native American culture.
Background:
- Natural Resource Conservation Service
In previous lessons, learners have discovered soil composition, microbe communities in the soil, and the importance of soil nutrients for plant growth. What happens when the soil condition in an area declines? Soil degradation is a serious environmental problem and can be caused by poor land management in agricultural, industrial, or urban development. Examples of soil degradation include wind and water erosion, chemical contamination, and physical deterioration such as soil compaction. Impacts of soil degradation go beyond destruction of species habitat and erosion and include a loss of soil fertility and the ability to grow food which can lead people into forced migration and starvation as well as health impacts from living in contaminated areas. Some contaminants can stay in the soil for decades and are designated superfund sites by the EPA and by law must be cleaned up. Traditional native cultures utilized sustainable management land practices to keep soil from becoming contaminated, eroding, and losing nutrients. One such method is companion planting. While domesticating corn, beans, and squash early indigenous tribes discovered that these three sister crops grew better when planted together. The science behind this is that corn provides support for bean vines to grow upon. Beans provide extra support for corn stalks in strong winds and also fix nitrogen in the soil while squash provides a ground cover to suppress weeds, keep roots cool and conserve water from evaporating too quickly in the heat of summer.
We acknowledge that the main campus of Clemson University occupies the traditional and ancestral land of the Cherokee People.
Materials and Resources
Environmental Report
https://growinganation.org/ (see timeline 1600-1929, panel 4 -Agriculture in Early America)
Three Sisters
Supplies
1. Potting soil
2. Seeds (seeds should be labeled “untreated”)
3. Clean shallow containers with clear lids and drainage holes in the bottom
4. Adjustable grow light (can use adj. desk lamp)
5. Large tray or pan to hold containers
6. Clean sharp scissors for harvesting
7. Spray Bottles for misting
8. Optional:
Ruler
Plant tags/markers
Opening Activity: ~15 minutes
1. What makes up soil? soil worksheet
2. They will run and interpret the report from the netronline website.
Content Lesson and Activities: ~60 minutes
1. Growing Microgreens in the Classroom
2. This will require minimal supplies and grow edible crops as MICROGREENS..
Virtual adaptation: MICROGREENS (same version)
Seed Starters can utilize any viable seed by wrapping them on a wet paper towel and keeping them warm, moist, and providing light. Then they are transported to a peat pot.
Directions
1. Start with moist potting soil. Do not use soil from the garden.
2. Fill shallow trays with soil.
3. Sow seeds thickly over the surface of the soil and gently press into the soil for good contact. Larger seeds can be lightly covered with more potting soil.
4. After sowing seeds, cover trays with clear plastic covers or plastic wrap to create a warm, moist environment like a mini-greenhouse.
5. Use a spray bottle or mister to keep sprouting greens well-watered. Place containers in a sink or larger tray to water more thoroughly if the soil dries out.
6. Place the trays under a grow light or adjustable desk lamp. You don’t need fancy to grow lights, a simple fluorescent light bulb will suffice. Keep the light around 4” above the new sprouts to guard against leggy seedlings. Germination will take 5-9 days.
7. Harvest microgreens by snipping plants just above the soil line with clean, sharp scissors when greens reach the desired size (2-3 inches). Store in a clean plastic bag in the refrigerator. Wait to wash them until you are ready to use them.
Closing Activity: ~15 minutes
Journal Prompts:
1. Environmental justice is defined by the Environmental Protection Agency(EPA) as ”the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulation, and policies”.
2. Is it the responsibility of the government to ensure equitable access to healthy living environments? Why or why not? Consider all levels of government agencies: National (EPA), State (SCDHEC), and local (county and city conservation districts).
3. Do you think that issues of environmental justice are related to socioeconomic status? Race and culture?
Source:
Netronline
Gardenweb.com