An Environmental change for Obesity Prevention

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1 An Environmental change for Obesity Prevention

Positive Outcomes Associated with a Garden (obesity prevention and more) RELATIONAL EFFECTS Improved self-esteem and pride Improved connection between child and the community Improved support for

2 Positive Outcomes Associated with a Garden (obesity prevention and more) RELATIONAL EFFECTS Improved self-esteem and pride Improved connection between child and the community Improved support for youth garden programs COMMUNITY Improved food security Increased social interaction Increased pride CHILD Increased fruit and vegetable consumption Increased physical activity / decreased sedentary behavior Improved food systems literacy GARDEN Safer Communities Improved life satisfaction and well-being Rise in property values Improved proxy efficacy Increased volunteerism RELATIONAL EFFECTS Increased access to gardening PARENT (Guardian) Increased fruit and vegetable accessibility Increased value of fruits and vegetables Increased involvement and interest RELATIONAL EFFECTS Copyright 2011 National Gardening Association

3 Garden Based Education Fosters Hands-On Learning Art & Music Health Language Arts Math Physical Education Science Social Studies Drama or puppets Pen & Ink, rubbings, charcoal Artistic Arrangements for gifts Illustrating expressive writing Vegetable printing Vegetable dyes Natural art drawings or collage Painting, sketching Singing Drama Instrumental music (rhythms of gardening) Food Security Feeding Others Teaching the Value of local food Sources Nutrition Education Making healthy choices about food and Diet Importance of exercise Breathing fresh air How to use tools safely Written Expression Non-fiction Fiction Expressive Language (speech) Listening Reading Handwriting Estimating and measuring Weight measurements Volume The Plot Time Plant Growth Recording Logging Graphing Charting Geometry Area Scale drawing on graph paper Computation Walking Lifting Carrying Digging Planting Raking Breathing fresh air Dexterity and Balance Science Skills Observing Recording Measuring Concluding Comparing Testing Predicting Related Activities Tools Seeds Soils Temperature Plant Growth Sunlight Water usage Discussing the Environment Cultural Exchange Developing a positive self-image through success experiences Support multiple intelligences teaching Learning about agricultural economy Developing insight into global conservation matters Copyright 2011 National Gardening Association

Attitude Improvement in Students Participating in Youth Garden Programs Social Skills 93% Nutritional Attitudes 86% Community Spirit 85% Self Confidence 84% Leadership Skills 80%

observations of 2010-11 NGA garden award programs. (272 awards impacting 42,537 students). NGA Grants Awards: ~ Subaru Healthy Sprouts ~ It's All About the Fruit and Veggies!

4 Attitude Improvement in Students Participating in Youth Garden Programs Social Skills 93% Nutritional Attitudes 86% Community Spirit 85% Self Confidence 84% Leadership Skills 80% Attitude Towards School Scholastics 48% Motor Skills 62% 80% Volunteerism 91% Environmental Attitudes 96% Copyright 2011 National Gardening Association Data compiled from educator observations of NGA garden award programs. (272 awards impacting 42,537 students). NGA Grants Awards: ~ Subaru Healthy Sprouts ~ It's All About the Fruit and Veggies! ~ Muhammad Ali Center Peace Garden ~ Youth Garden Grants ~ Welch s Harvest Grants ~ Farmer's Garden by Vlasic ~ Mantis Community and Youth Gardens ~ Midwest Adopt a School Garden Award

Research Supporting Positive Outcomes in Children from Garden-Based Education ~ Increase fruit and vegetable consumption (McAleese & Rankin, 2007; Lautenschlager & Smith, 2007) ~ Moderate intensity

5 Research Supporting Positive Outcomes in Children from Garden-Based Education ~ Increase fruit and vegetable consumption (McAleese & Rankin, 2007; Lautenschlager & Smith, 2007) ~ Moderate intensity physical activity (Domenghini & Shoemaker, unpublished doctoral dissertation) ~ Increase knowledge about food systems (Lautenschlager & Smith, 2006) ~ Increase nutrition knowledge (Morris & Zidenberg-Cherr, 2002; Parmer, et al., 2009) ~ Increase preference for vegetables (Morris & Zidenberg-Cherr, 2002; Lineberger & Zajicek, 2000) ~ Increase willingness to try vegetables (Morris, et al., 2001) ~ Improve science achievement (Klemmer, et al., 2005; Smith & Motsenbocker, 2005) ~ Increase life skills-working with groups & self-understanding (Robinson & Zajicek, 2005) ~ Increase self-efficacy for gardening (Poston, et al., 2005; Domenghini, et al., 2011) ~ Increase asking for fruits and vegetables to made available at home (Heim, et al., 2011) ~ More positive environmental attitudes (Waliczek & Zajicek, 1999) ~ Develop skills and increase empowerment (Pothukuchi, 2004) Please see your handout for additional garden facts about parents/guardians and communities.

6 Join Us In Our Initiative to establish A Garden in Every School

7 Research Supporting Positive Outcomes from Garden-Based Education Children Increase fruit and vegetable consumption (McAleese & Rankin, 2007; Lautenschlager & Smith, 2007) Moderate intensity physical activity (Domenghini & Shoemaker, unpublished doctoral dissertation) Increase knowledge about food systems (Lautenschlager & Smith, 2006) Increase nutrition knowledge (Morris & Zidenberg-Cherr, 2002; Parmer, et al., 2009) Increase preference for vegetables (Morris & Zidenberg-Cherr, 2002; Lineberger & Zajicek, 2000) Increase willingness to try vegetables (Morris, et al., 2001) Improve science achievement (Klemmer, et al., 2005; Smith & Motsenbocker, 2005) Increase life skills-working with groups & self-understanding (Robinson & Zajicek, 2005) Increase self-efficacy for gardening (Poston, et al., 2005; Domenghini, et al., 2011) Increase asking for fruits and vegetables to made available at home (Heim, et al., 2011) More positive environmental attitudes (Waliczek & Zajicek, 1999) Develop skills and increase empowerment (Pothukuchi, 2004) Parents/Guardians Increase home availability and accessibility of fruits and vegetables (Heim, et al., 2011) Increase value of fruit and vegetable consumption (Heim, et al., 2011) Increase parental involvement (Alexander & Hendren, 1998) Higher job satisfaction when green space is visible from office desk (Kaplan, 1993) Moderate form of PA for older adults (Park, et al., 2008) Community Improve food security (Corrigan, 2011) Increase social networking (Sullivan, et al., 2004) Fewer crimes and instances of graffiti (Kuo & Sullivan, 2001) Increase Fruit and Vegetable Consumption (Alaimo, et al., 2008) Increase property values (US EPA 2011) Improve psychological well-being (Barnicle & Midden, 2003) Improve understanding of food systems (Corrigan, 2011)

8 Citations Alaimo, K., Packnett, E., Miles, R., & Kruger, D. (2008). Fruit and vegetable intake among urban community gardeners. Journal of Nutrition Education and Behavior, 40, Alexander, J., North, M., & Hendren, D. (1995). Master gardener classroom garden project: An evaluation of the benefits to children. Children s Environments, 12(2), Barnicle, T., & Midden, K. (2003). The effects of a horticulture activity program on the psychological well-being of older people in a long-term care facility. HortTechnology, 13(1), Corrigan, C. (2011). Growing what you eat: Developing community gardens in Baltimore, Maryland. Applied Geography, 31, Domenghini, C. & Shoemaker, C. (2011). An after-school garden club as physical activity for youth. Unpublished doctoral dissertation, Kansas State University, Manhattan, KS. Domenghini, C., Bopp, M., Hastmann, T., Dzewaltowski, D., & Shoemaker, C. (2011). The use of social ecological theory to develop and implement an after-school garden club curriculum for overweight and obesity prevention. Poster session presented at the annual meeting of the American Society for Horticultural Science, Waikoloa, HI. Heim, S., Bauer, K., Stang, J., & Ireland, M. (2011). Can a community-based intervention improve the home food environment? Parental perspectives of the influence of the delicious and nutritious garden. Journal of Nutrition Education and Behavior, 43(2), Kaplan, R. (1993). The role of nature in the context of the workplace. Landscape and Urban Planning, 26, (2004). The fruit of urban nature: Vital neighborhood spaces. Environment and Behavior, 36, Klemmer, C., Waliczek, T., & Zajicek, J. (2005). Development of a science achievement evaluation instrument for a school garden program. HortTechnology, 15(3), Kuo, F. & Sullivan, W. (2001). Environment and crime in the inner city: Does vegetation reduce crime? Environment and Behavior, 33, Lautenschlager, L. & Smith, C. (2007). Understanding gardening and dietary habits among youth garden program participants using the theory of planned behavior. Appetite, 49(1), Lineberger, S. & Zajicek, J. (2000). School gardens: Can a hands-on teaching tool affect students attitudes and behaviors regarding fruit and vegetables? HortTechnology, 10(3), McAleese, J. & Rankin, L. (2007). Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. Journal of the American Dietetic Association, 107(4), Morris, J. & Zidenberg-Cherr, S. (2002). Garden-enhanced nutrition curriculum improves fourth-grade school children s knowledge of nutrition and preferences for some vegetables. Journal of the American Dietetic Association, 102(1), Morris, J., Neustadter, A., & Zidenberg-Cherr, S. (2001). First-grade gardeners more likely to taste vegetables. California Agriculture, 55(1), Park, S., Shoemaker, C., & Haub, M. (2008). A preliminary investigation on exercise intensities of gardening tasks in older adults. Perceptual and Motor Skills, 107(3), Parmer, S., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School gardens: An experiential learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference, and consumption among second-grade students. Journal of Nutrition Education and Behavior, 41(3), Poston, S., Shoemaker, C., & Dzewaltowski, D. (2005). A comparison of a gardening and nutrition program with a standard nutrition program in an out-of-school setting. HortTechnology, 15(3), Pothukuchi, K. (2004). Community food assessment: A first step in planning for community food security. Journal of Planning Education and Research, 23(4), Smith, L. & Motsenbocker, C. (2005). Impact of hands-on science through school gardening in Louisiana public elementary schools. HortTechnology, 15(3), United States Environmental Protection Agency (US EPA). (2011). Brownfields: Basic information. Retrieved October 11, 2011, from Waliczek, T. & Zajicek, J. (1999). Relationship between environmental knowledge and environmental attitude of high school students. Journal of Environmental Education, 30(3),

Adapted from Cornell Garden-Based Learning web page Highlights from Journal Articles

Adapted from Cornell Garden-Based Learning web page Highlights from Journal Articles 1 Relevancy to my program outcomes Research Finding This study reports that the adolescents who participated in the garden-based nutrition intervention increased their servings of fruits and vegetables