Edible SCHOOL GARDEN. Program. A how-to for a program in American Indian communities. Implementation GUIDE VERSION: AUGUST 2016 JHU CAIH

Edible SCHOOL GARDEN Program A how-to for a program in American Indian communities. Implementation GUIDE VERSION: AUGUST 2016 JHU CAIH

Edible School Garden Program: Implementation Guide INTRODUCTION This Implementation Guide is a how-to guide for implementing an Edible School Garden Program in American Indian communities. This guide is based on the experiences and lessons learned from the Johns Hopkins Center for American Indian Health, which has implemented an Edible School Garden Program in partnership with schools in three Native communities since 2010. The intent of this document is to guide other Native communities in creating their own Edible School Garden Program. For more information or technical assistance, please contact feastforthefuture@jhu.edu. JHU CAIH Feast for the Future 2016

TABLE OF CONTENTS PREFACE AND ACKNOWLEDGEMENTS... 1 SECTION 1. PROGRAM OVERVIEW, HISTORY, AIMS... 2 PROGRAM OVERVIEW AND HISTORY PROGRAM AIMS SECTION 2. THEORETICAL MODEL... 4 SOCIAL COGNITIVE THEORY CONSTRUCT TABLE SECTION 3. GETTING STARTED... 6 STAFFING AND RESOURCES GARNERING SCHOOL AND COMMUNITY SUPPORT SECTION 4. THE GARDEN... 9 SELECTING A GARDEN SITE GARDEN SITE PLAN PLANTING SCHEDULE TOOLS AND SUPPLIES MAINTAINING THE GARDEN ADDITIONAL RESOURCES FOR GARDENING SECTION 5. THE CURRICULUM... 12 CURRICULUM MATERIALS LESSON PLANNING AND PREPARATION CLASSROOM MANAGEMENT LESSON STRUCTURE CLASS WARM-UP: CHAMPION CHEER AND VEGGIE TASTE TEST FOOD SAFETY ENGAGING FARMERS/ELDERS INCORPORATING EDUCATION STANDARDS SECTION 6. EXTENDING IMPACT AND ENSURING SUSTAINABILITY... 16 SCHOOL-WIDE ENGAGEMENT PARENT AND COMMUNITY ENGAGEMENT SCHOOL WELLNESS AND NUTRITION POLICIES SUMMER PROGRAMMING PHOTOS, NEWSLETTERS AND SOCIAL MEDIA JHU CAIH Feast for the Future 2016

SECTION 7. PROGRAM EVALUATION STRATEGIES... 19 TRACKING LOG SURVEY QUALITATIVE DATA COLLECTION APPENDICES... 21 APPENDIX 1: SAMPLE BUDGET APPENDIX 2: SAMPLE PLANTING SCHEDULE APPENDIX 3: LIST OF LESSONS APPENDIX 4: CHAMPION CHEER APPENDIX 5: VEGGIE SNACK GUIDE AND RECIPES JHU CAIH Feast for the Future 2016

Preface and Acknowledgments The Edible School Garden Program is a component of the Feast for the Future Program, an innovative and holistic initiative designed and implemented by the Johns Hopkins Center for American Indian Health in partnership with the Santo Domingo Pueblo, the Tuba City community on the Navajo (Diné) Nation, and the White Mountain Apache community. Feast for the Future consists of community-envisioned model programs to promote nutrition, healthy food access, and Native communities capacity to reintroduce healthy indigenous foods, diets, agriculture, and meal preparation. The Edible School Garden Program focuses on growing school gardens and providing school-based, culturally informed nutrition and gardening education for students in 3 rd -5 th grades. This Implementation Guide provides information about the Edible School Garden Program s background and development, and it includes detailed notes about starting a school garden, teaching the curriculum, extending program impact, ensuring program sustainability, and evaluating program activities. This guide is intended for reference by communities and schools aiming to replicate the Edible School Garden Program. The guide is organized into the following sections: Section 1: Program Overview, History, and Aims Section 2: Theoretical Model Section 3: Getting Started Section 4: The Garden Section 5: The Curriculum Section 6: Extending Program Impact and Ensuring Sustainability Section 7: Evaluation Strategies Appendices (Sample Budget, Sample Planting Schedule, List of Lessons, Champion Cheer, Veggie Snack Guide and Recipes) We would like to express our appreciation to the many people who have contributed to the development of the Edible School Garden Program. We are deeply grateful to our partnering Native communities and schools. Their input, guidance, wisdom, and spirit were invaluable to the evolution of the program. We acknowledge our colleagues at Johns Hopkins University and FoodCorps, who were essential to program implementation. Finally, and most importantly, we extend heartfelt thanks to the children, teachers, school administrators, parents, farmers, elders, and community members who have participated in the Edible School Garden Program. We honor their commitment to strengthening their families, schools and communities through improved nutrition and revitalization of traditional agricultural practices. JHU CAIH Feast for the Future 2016 1

Section 1. Program Overview, History, and Aims Program Overview and History The Edible School Garden Program was developed by Johns Hopkins Center for American Indian Health in partnership with American Indian communities in the Southwest: Santo Domingo Pueblo; the Tuba City community on the Navajo (Diné) Nation; and the White Mountain Apache Tribe. Johns Hopkins Center for American Indian Health has a long history of partnering with American Indian communities to achieve optimal health and well-being through research, service, and training projects. The Edible School Garden Program is an important component of the broader Feast for the Future initiative. To launch Feast for the Future, in 2009 the Johns Hopkins Center for American Indian Health engaged in a rigorous Community Visioning process for community stakeholders in each site to create a community-driven plan for promoting children s and families broad-based nutrition and healthy foods access. National consultants in the areas of pediatrics, nutrition, food distribution, agricultural restoration and community and school gardening were engaged to share expertise with each community. The final meeting of the national and local Community Visioning Boards was in March 2010 in Santa Fe, New Mexico, where detailed three-year community plans for each of the three pilot sites were developed. Based on these plans, various Feast for the Future program components were developed and implemented in each community. The Edible School Garden Program is a key component that all communities wanted to implement in their local schools. The Edible School Garden Program is a school-based program with two primary activities: 1) grow and maintain a garden at the school and ancillary components including green houses, composting and outdoor classrooms; and 2) teach 3 rd -5 th grade students the fundamentals of nutrition and gardening/farming, with education content informed by traditional teachings and practices. The Edible School Garden curriculum consists of 20 classroom- or garden-based lessons for each grade during each school year. This includes 10 lessons in the fall for each grade and 10 lessons in the spring for each grade. The 20 lessons for each grade cover similar content throughout the year, but are taught at increasing levels of difficulty as the children age. The curriculum also includes 6 floater lessons that address general topic areas relevant to all grades. Therefore, a total of 66 classroom- or garden-based lessons have been created for the three grades. The Edible School Garden curriculum content related to gardening education is informed by the Life Lab Science K-5 Garden-Based Curriculum and the Botany on Your Plate curriculum (LifeLab, 2014; Barrett, 2008). The Edible School Garden curriculum content related to nutrition education is based on the United States Department of Agriculture s MyPlate and the Indian Health Service s My Native Plate models, and includes influences from the Harvard Healthy Plate Model (USDA, 2006; IHS, 2012; Harvard T.H. Chan School of Public Health, 2011). Some of the activities related to nutrition education are drawn from the Life Lab Growing Classroom curriculum and Botany on Your Plate curriculum. The Johns Hopkins project team, with input from Community Advisory Boards, teachers and students, has adapted all content and materials in order to: 1) incorporate New Mexico and Arizona state education standards for science, math, health education and social studies; and 2) incorporate traditional agricultural practices and cultural teachings from each tribal community. 2 JHU CAIH Feast for the Future 2016

The program was piloted for two years in each partner site to determine the feasibility and sustainability of both growing a school garden and teaching the lessons within the school schedule. After determining feasibility, the program was then formally implemented for four years at each site by Johns Hopkins staff members and FoodCorps service members, in collaboration with classroom teachers, school administrators, and local farmers and elders. A tracking log and student survey was used to track program progress and measure outcomes among students. The tracking log documented daily and weekly program processes and confirmed feasibility of program activities. Survey data at pre, mid and post timepoints each school year consistently showed statistically significant improved youth knowledge about nutrition and gardening. Youth attitudes and self-efficacy about nutrition and gardening remained positive throughout the year. The intent from initiation was to create a sustainable program that would be institutionalized within each school and would be sustained beyond the staff participation and resources from Johns Hopkins and FoodCorps. The intent was also to create a model program that could be replicated in other schools in American Indian communities around the country. For more information about FoodCorps, visit: http://foodcorps.org/. Program Aims The overarching goal of all Feast for the Future Program components is to reduce the incidence and prevalence of obesity and obesity-related diseases among Native American families. The specific aims of the Edible School Garden Program are to impact 3 rd, 4 th, and 5 th grade students : 1. Knowledge about nutrition and gardening; 2. Attitude toward fruits and vegetables; 3. Consumption of healthy foods (defined as fruits and vegetables, whole grains, lean protein, water, and unprocessed foods with low solid fats and low added sugars); and 4. Connection to culture related to traditional gardening and agricultural practices. References Barrett, K. D. (2008). Botany on Your Plate: Investigating the Plants We Eat. University of California Botanical Garden at Berkeley. National Gardening Association. Harvard T.H. Chan School of Public Health. (2011). Healthy Eating Plate & Healthy Eating Pyramid. The Nutrition Source. Retrieved from https://www.hsph.harvard.edu/nutritionsource/healthy-eatingplate/ Indian Health Services (IHS). (2012). Division of Diabetes Treatment and Prevention. Retrieved from https://www.ihs.gov/medicalprograms/diabetes/homedocs/resources/instantdownloads/mynat iveplate1_508c.pdf LifeLab. (2014). The Growing Classroom: Garden-Based Science and Nutrition Activity Guide. (W. Jaffe, Roberta, Appel, Gary, Cohen, Ed.) (4th ed.). Williston, Vermont: National Gardening Association for KidsGardening.org. Retreived from http://www.lifelab.org/store/curriculum/#k5c United States Department of Agriculture (USDA). (2006). What is MyPlate? Retrieved from https://www.choosemyplate.gov/myplate JHU CAIH Feast for the Future 2016 3

Section 2. Theoretical Model Social Cognitive Theory Construct Table The Edible School Garden lesson plans are carefully structured to incorporate various constructs of the Social Cognitive Theory (SCT). The SCT is a widely used model among nutrition education programs and has been found to be effective at improving nutrition knowledge, attitudes, and self-efficacy among the targeted audience of 3 rd -5 th grade students in numerous programs and studies (Contento, 2007). The SCT posits that a participant s outcome expectations and self-efficacy are substantial determinants of health behavior (Bandura, 2000). The aim in using the SCT as a theoretical framework in the Edible School Garden Program is to increase self-efficacy, social norms, and physical outcomes by creating opportunities for fun, active participation, and learning. The lesson plan discussions and activities concurrently seek to instill behavioral capabilities comprised of knowledge and skills needed to make healthy nutrition choices and improve gardening capacity among participating students. The following table summarizes how some highlighted examples of the Edible School Garden lessons target selected constructs from the SCT (adapted from Contento, 2007). Social Cognitive Theory Construct/Potential Mediator of Behavior Change Edible School Garden Curriculum Examples Self-Efficacy: Help students gain confidence that they can make and maintain healthy choices by providing clear instructions, demonstrating the behaviors by respected social models, and focusing on positive, encouraging messages and feedback. For example, students are taught how to choose water instead of soda, how to read and interpret Nutrition Facts Food Labels, and how to plant and care for a garden. They are given opportunities to practice their new skills in a positive, encouraging environment. Outcome Expectations: Social norms - Emphasize positive messages about social norms and what to do in different social situations. Physical outcomes Provide sensory experiences related to desired outcomes. For example, the Champion Cheer at the beginning of each lesson establishes healthy classroom social norms, for example: drinking water together is cool and everyone does it. Eating vegetable snacks at each lesson impacts social norms, for example: eating vegetables is something we can do together as peers and everyone does it and also provides sensory experiences related to touching, smelling and tasting new foods. Touching plants, soil, worms, and garden equipment provides sensory experiences related to gardening/farming. 4 JHU CAIH Feast for the Future 2016

Behavioral Capability: Teach practical knowledge and procedural skills related to desired outcomes. For example, factual knowledge is taught on many different aspects of nutrition and gardening. Some topics covered include: dietary guidelines, the five food groups, nutrients, parts of a plant, different types of insects, etc. Procedural knowledge and skills related to nutrition include: Learn how to read food labels, how to recognize processed vs. unprocessed foods, learn how to select whole grains, calcium rich foods, etc. Procedural knowledge and skills needed to successfully grow a garden include: how to care for plants, create healthy soil, attract pollinators, deter pests, etc. Observational Learning/Modeling: Model behaviors and create mastery experiences related to desired outcomes. For example, modeling and mastery experiences about food and gardening are created by providing hands-on activities to practice new skills illustrated by the instructors and Tribal elders or farmers. Traditional culture practices are modeled with invited Tribal elders or farmers. Opportunities for Active Participation and Learning: Emphasize facilitated discussion using open ended questions to engage students. Use hands-on, learner centered activities to encourage active participation. For example, when learning about portion sizes, students participate in actually measuring out serving and portion sizes, using estimating and predicting skills. Students are asked to come up to the front of the class to perform some aspects of the demonstration activities, such as spooning out amounts of sugar in drinks. The lessons include socially interactive games (for example, a Jeopardy review game, relay races such as the Catch the Calcium race, worm races, etc.) References Bandura, A. (2000). Social Cognitive Theory: An Agentic Perspective. Annual Revues of Psychology (52) 1-26. Contento, I. (2007). Nutrition Education: Linking Research, Theory, and Practice. Sudbury, MA: Jones and Bartlett Publishers. JHU CAIH Feast for the Future 2016 5

Section 3. Getting Started Staffing and Resources Implementing an Edible School Garden Program requires a considerable amount of staff time and resources, in addition to school and community support. Before initiating the program, dedicated staff must be identified to work on the program, and resources must be identified to fund the program. There are two main responsibilities to fulfill within the Edible School Garden Program: 1) growing and maintaining a school garden and ancillary components including green houses, composting and outdoor classrooms at the school; and 2) teaching weekly lessons to 3 rd, 4 th and 5 th grade students, using the structured curriculum and partnering with Tribal elders and farmers to teach about traditional practices. Existing staff at the school (for example: teachers, food service staff, and maintenance staff) will likely have wonderful expertise to lend to the program, but most likely their schedules will be full and their time will be limited. Volunteers from the community also will be able to contribute valuable skills and knowledge, however if they are not paid staff members they may not always be reliable or available. The ideal situation is to have one dedicated Edible School Garden Coordinator at the school to lead all aspects of the program and coordinate the assistance of other interested individuals such as school staff, volunteers, and students. FoodCorps service members are also an excellent resource to fill a coordinating role while the school seeks to institutionalize an Edible School Garden Coordinator position. For more information about FoodCorps, visit: https://foodcorps.org/. Funding for an Edible School Garden Program may be available through the school budget and/or through external grants or donations. Funding from within the school or school district will ensure program sustainability beyond grant end dates. If funding from the school or school district is not possible when the program begins, it is critical to discuss program resources and sustainability with the school leadership before program initiation so that it is on the school s agenda. Please see Appendix 1 for a sample budget to fund an Edible School Garden Program. Garnering School and Community Support School Principal and Administrators An enthusiastic and engaged principal is key to the development and success of an Edible School Garden Program. The principal will most likely be the person to approve space and facility needs for the garden, as well as classroom time for the curriculum. The principal will also be key to getting support internally from teachers and other school staff, and externally from the school district and community. At the time of program initiation, request a letter of approval from the principal for the program. This will serve as formal documentation of the principal s support, and may be requested by other administrators in the school district or community leaders who want to know if the principal has approved the program. In addition to garnering support from the principal, identify other administrators and decision makers for the school, such as the superintendent and/or the School Board, and engage them from the start of the program. The superintendent and/or School Board may require a formal presentation of program plans so 6 JHU CAIH Feast for the Future 2016

they can review and approve the program. These leaders will be key to integrating the program into the school and identifying resources to sustain the program. School Teachers and Other Staff At any given school, there are likely certain staff members who have both a personal and professional interest in gardening, nutrition, and wellness. Identify these individuals early on as they will be the local champions of the Edible School Garden Program. Engage them in program development and find a role for them with the program. One idea is to assign rows of the garden to interested teachers so they can plant and maintain those sections of the garden. Another idea is to engage interested food service workers in school-wide taste tests and garden-to-cafeteria efforts. Maintenance staff may be eager to be involved in the construction of garden beds and irrigation systems. All interested staff members can be involved in changing school policies and practices around healthy eating; for example, a teacher can encourage water drinking throughout the day and can also regulate what kinds of food are brought into classroom parties (if the school does not already have a policy around this). Students and Parents It is important to engage students in all aspects of development of an Edible School Garden Program. The students should feel a sense of ownership and dedication to the garden. Involve students from the beginning in making decisions such as what to plant, where to plant, making a schedule for watering and weeding, etc. In addition to the garden time that is part of the curriculum, invite students to join program staff in the garden at other times of the school day or after school. Consider asking teachers to use garden time as a reward for students good behavior. In addition to engaging students from program inception, notify parents of the plans to begin an Edible School Garden Program, and invite them to participate in the design and development of the program. Share frequent updates with parents (via newsletter, email and/or text message) about program activities and garden events. Community Leaders In most Tribal communities, the Tribal leaders (e.g., Tribal Governor or Tribal Council) will need to review and approve the plans to begin an Edible School Garden Program. Before starting the program, be sure to find out what levels of community approval are needed. Obtain signed documents confirming approval before beginning any program activities. If research activities will be included in the Edible School Garden Program, there may be other layers of approval required such as Institutional Review Board (IRB) approval. Approval processes vary between Tribes; be sure to inquire about this from Tribal leadership and obtain all necessary approvals before initiating the program. Identify the local elders and farmers who are knowledgeable and passionate about traditional gardening practices, and who are available and willing to share this knowledge with youth. These elders and farmers will be essential to teaching certain lessons within the curriculum, as well as guiding the garden development. Engage and involve them from the time of program inception. School Garden Committee A School Garden Committee is comprised of a core group of individuals who are committed to overseeing the planning and implementation of the Edible School Garden Program. While it is not required, it is highly recommended to form a School Garden Committee to support the development, implementation, and sustainability of the program at the school. It is most effective to initiate the School Garden Committee before the Edible School Garden Program begins. Representatives from all of the above JHU CAIH Feast for the Future 2016 7

groups of stakeholders should be represented on the School Garden Committee. An Edible School Garden Coordinator can facilitate the Committee and coordinate the meeting schedule, roles of Committee members, communication within the Committee and with the broader school and community, and follow through on all Committee decisions. 8 JHU CAIH Feast for the Future 2016

Section 4. The Garden The information below on starting and maintaining the school garden is drawn from the Life Lab Growing Classroom curriculum, pages 25-29 (LifeLab, 2014). Please see the Growing Classroom book for many additional tips and resources for creating your own school garden. Selecting a Garden Site Consider these four essential garden requirements when selecting a site: A minimum of six hours of full sun daily Easy access to water Easy access to classrooms Protection from vandalism Also consider the following: Will you need a fence to keep out deer or other animals? Will you need to lay underground gopher wire? Where will the pathways go? What kind of irrigation will you use? Will you be able to access the garden site when the school is closed? (e.g., school vacation weeks; summer) The garden site must be approved the principal and possibly other school administrators and/or Tribal leaders. It is important that the site does not interfere with other school plans or activities. Garden Site Plan Once the garden site is selected, it is time to design the garden itself. Perhaps the best advice at this stage is to dream big and start small. While it is tempting to start with grand plans and incorporate all ideas from all stakeholders, the garden is much more likely to be successful if it starts small and grows over the years to incorporate a bigger vision. This will ensure that the garden site is manageable for the school from the beginning. The Edible School Garden curriculum can be taught with a very small garden plot; a larger garden site will serve other purposes for the school and community. Consider making a three-year plan and adding different components each year. Your garden site plan might include: Beds or planting areas for each classroom (3 to 4 wide so students can work from either side) Community growing area for school-wide projects or plantings (e.g. flower growing area; pumpkin patch; herb garden) Food prep area (e.g. hand washing station; cooking equipment; table) Compost area JHU CAIH Feast for the Future 2016 9

Greenhouse or cold frame Tool shed or storage area Outdoor classroom or meeting area ( Ramada ) Garden signs, ideally made by the students Draw the garden site plan so that all stakeholders (school administrators and staff, students, parents, community members) can see a visual and offer feedback and ideas. Make sure all planned construction at the garden site meets building codes, fire codes, and electrical safety codes. Planting Schedule It is very helpful to create a planting schedule for the full year that notes when seeds/plants will be planted and when they are likely to be harvested. This schedule can be as simple as an annotated calendar, or more sophisticated on an Excel file or other electronic document. Since the planting schedule will depend on local frost dates and weather conditions, it will vary by site. Please see Appendix 2 for an example of a planting schedule from the Edible School Garden Program in Tuba City, Arizona. To facilitate student learning opportunities in the garden, it is helpful to plant some short-season crops such as lettuce, radishes, spinach, carrots and broccoli in early spring so that students can harvest them before school is out. Long-season crops such as pumpkins, corn tomatoes can be planted in late spring so that students can harvest them in the fall. Tools and Supplies Some of the basic tools and supplies needed to start a garden include: Garden gloves Spades Trowels Spading forks Stakes Iron rake Twine/string Leaf rake Sharp knife Hoes Pruning shears/scissors Shovels Harvest baskets Wheelbarrows Watering cans/hoses/nozzles Plant markers Soil Compost Plants/flowers Seeds 10 JHU CAIH Feast for the Future 2016

o Whenever possible, identify local sources for heirloom seeds. One resource frequently used by Edible School Garden Program sites in the Southwest is: http://www.nativeseeds.org/ Maintaining the Garden Garden maintenance is a big job and requires significant planning and scheduling to ensure the garden is well cared for. The garden s needs will change with the seasons. Maintenance during school vacations, and especially during the summer, can be challenging. One way to address the needs of the summer season is to host a summer program for students in the garden. Installing an irrigation system and timer also helps with summer maintenance. Another idea is to have teachers, families, or community members adopt the garden for a week at a time during school vacation periods, and then take home what they harvest. The Edible School Garden curriculum includes lessons on both planting and weeding to engage students in garden care and maintenance. Additional Resources for Gardening There are likely many local resources to provide technical assistance, training and other support to start and maintain the school garden. One common resource is the Extension Offices at local universities. Extension provides non-formal education and learning activities to people throughout the country, and can provide practical information and expertise on gardening and farming. Contact your local university s Extension Office to learn more about what services they can provide to support your school garden. Another valuable resource is local Master Gardeners. There may be Master Gardener courses available locally, and/or local Master Gardeners who will be willing to volunteer their time and expertise to support the school garden. The Edible School Garden Reference Manual includes additional technical information on gardening, such as preparing a garden (e.g., constructing lasagna beds), controlling pests, and using traditional methods of planting and harvesting. References LifeLab. (2014). The Growing Classroom: Garden-Based Science and Nutrition Activity Guide. (W. Jaffe, Roberta, Appel, Gary, Cohen, Ed.) (4th ed.). Williston, Vermont: National Gardening Association for KidsGardening.org. Retreived from http://www.lifelab.org/store/curriculum/#tgc JHU CAIH Feast for the Future 2016 11

Section 5. The Curriculum Curriculum Materials The Edible School Garden Curriculum includes the following materials: Implementation Guide (the document you are reading now): The Implementation Guide is a comprehensive guidance on how to start, maintain and sustain an Edible School Garden Program in American Indian communities. The Implementation Guide is intended for instructors and program coordinators to review carefully before implementing the program. Reference Manual: The Reference Manual includes additional resource information and reference material related to the content in the lesson plans. The Reference Manual is intended for instructors to review carefully before teaching any lesson, and to continually refer to as needed. The Reference Manual is divided into three sections: Gardening; Nutrition; Targeted Attitudes and Behaviors in the Edible School Garden Curriculum. Curriculum Overview Charts: There are 6 Curriculum Overview Charts, one for each grade and season. Each Curriculum Overview Chart lists: lesson number and title; learning objectives; lesson activities; workbook pages; teacher resources; materials and preparation. These charts are an excellent at-a-glance summary of the curriculum, and are a good tool for teachers to help with planning ahead for lessons. Lesson Plans: The Lesson Plans are the instructor s guide to teaching each lesson. There are 66 lesson plans in total. This includes 20 classroom- or garden-based lessons for each grade during each school year (10 lessons in the fall for each grade and 10 lessons in the spring for each grade). The 20 lessons for each grade cover similar content throughout the year, but are taught at increasing levels of difficulty as the children age. The curriculum also includes 6 floater lessons that address general topic areas relevant to all grades. There are 3 lessons each season for each grade that require a Tribal elder or farmer to participate in the teaching. Please see Appendix 3 for a list of all lessons. Teacher Resources: Some, but not all, of the lesson plans contain additional teaching tools related to lesson content, for example; a PowerPoint presentation, recipes, song lyrics, photo images related to the lesson activity, etc. The Teacher Resources are intended for use with students during the class. Student Workbooks: There are 6 Student Workbooks, one for each grade and season. The workbooks include interactive pages that correspond to each lesson. Each student should have their own workbook to complete. Student Workbooks Answer Keys: There are 6 Student Workbook Answer Keys. These are intended for use by the instructor. They provide answers to all of the workbook pages that ask students to write-in an answer. 12 JHU CAIH Feast for the Future 2016

Lesson Planning and Preparation Planning and preparation is essential to effectively teach each Edible School Garden lesson. At least 1 week prior to teaching a specific lesson, the instructor needs to carefully review the Lesson Plan, Teacher Resources (if applicable), Workbook pages, and relevant portions of the Reference Manual. While reviewing these documents, the instructor should think carefully about logistics such as: Materials / supplies: Purchase or gather all of the materials and supplies listed in the lesson plan. Location: Determine whether the lesson will be done in the classroom or in the garden, and plan the space accordingly to accommodate activities, demonstrations, etc. Seasonal constraints: Ensure that the planned lesson is appropriate for the season; for example, if the lesson includes looking at certain items in the garden, be sure those items are present. Timing: Ensure that there is enough class time to complete the lesson, or make plans to adjust the lesson to fit the allotted time. Staffing: Ensure that there will be enough instructors and assistants present to complete the lesson; pay special attention to lessons that require a Tribal elder/farmer to assist and be sure there is someone available to fill that role. The most important part of preparation is practice. Practice teaching the entire lesson and doing the activities before you are in front of a classroom full of students. The very best way to catch potential challenges or confusion is by practicing the lesson in full prior to the actual class time. This will allow the instructor time to change course and make adjustments so that the lesson flows smoothly. Classroom Management Anyone who is teaching an Edible School Garden lesson must be well trained in classroom management strategies. In order to have a productive, fun, and safe lesson, student behavior must be well managed and the entire lesson time should be highly structured and engaging. If the instructor is not a trained teacher, seek out local and/or online resources for training in classroom management. If the instructor is not the usual classroom teacher, discuss with the classroom teacher any behavior management strategies (e.g., a point system or other reward systems) and use those same strategies during the Edible School Garden class. JHU CAIH Feast for the Future 2016 13

Lesson Structure Each Lesson Plan follows the same lesson structure, and is intended to fit within a 60 minute class period. The following is the template for each lesson plan. Lesson Title Lesson Description This is a brief description of lesson content and flow between discussion and activities. The time required and suggested location for the lesson are also listed. Learning Objectives These are specific, measurable learning objectives for the lesson. Attitude and Behavior Goal This is attitude and behavior goal(s) for the nutrition-focused lessons. Materials and Preparation This is a list of all supplies and materials needed to teach the lesson, as well as any required preparation. Workbook pages are listed and are indicated throughout the lesson plan with this symbol: Teacher Resource(s) (if applicable) are listed and are indicated throughout the lesson plan with this symbol: Class Warm-up: Champion Cheer and Veggie Taste Test (5-10 minutes) This describes the water and vegetable snack, as well as the Champion Cheer that is done during every lesson. Review of Last Lesson (2-3 minutes) This is a reminder to review the evaluation questions from the previous week s lesson. Class Discussion (X minutes the timing varies for each lesson) This includes the main content and teaching points for the teacher to share with the class. Text that the instructor can be read verbatim is in italics. Questions to ask of the class are also in italics. Activities (X minutes the timing varies for each lesson) This lists the detailed steps for each activity. Text that the instructor can be read verbatim is in italics. Evaluation Questions (5 minutes) This lists the evaluation questions to ask of the students to ensure their understanding of the lesson. Preparation for Future Lessons Reminder for the Instructor This is a reminder to review the materials and preparation needed for the next lesson, and plan for a Tribal elder/farmer to teach certain lessons. Class Warm-up: Champion Cheer and Veggie Taste Test As indicated in the Lesson Plan template above, each class begins with a Champion Cheer and vegetable taste tasting. Please see Appendix 4 for the Champion Cheer. This is a fun way to reinforce key teachings within the curriculum. Please see Appendix 5 for the Veggie Snack Guide and Recipes, which includes a table and accompanying recipes to guide the vegetable taste testing throughout each semester. These vegetables were chosen because they are all included on the Edible School Garden student survey. The table indicates recipes of different difficulty levels. Additional recipes can be found on Pinterest or through a general web search. 14 JHU CAIH Feast for the Future 2016

Food Safety The Edible School Garden lessons incorporate various types of food preparation and food serving. All instructors should be trained and certified in food safety and food handling practices. There may be local options for this training, or there is an online training available through Indian Health Service: https://www.ihs.gov/foodhandler/ Engaging Farmers/Elders A unique and essential component of the Edible School Garden Program is working with Tribal elders and farmers to teach culturally-based nutrition and gardening content. There are 3 lessons in the fall for each grade and 3 lessons in the spring for each grade that require a Tribal elder/farmer to assist with the lesson instruction. These lessons focus on the following topics: Plant parts Seeds and seed saving Winterizing the garden Preserving foods Traditional Native diet Water and rainfall Flowers and pollen See the Curriculum Overview Charts for the specific lessons the Tribal elders/farmers are invited to coinstruct. The individual Lesson Plans indicate how to involve the elders/farmers, and what teaching points they should cover. Be sure to share the Lesson Plans with the elder/farmer prior to the lesson, and meet with them to discuss the plans for the session. Consider providing a stipend or gift for the elder/farmer to thank them for their time. Incorporating Education Standards The Edible School Garden curriculum was designed and developed to meet the state education standards for Arizona and New Mexico. This was a key point of interest in participating schools when the program began, and it helped to facilitate classroom time for the Edible School Garden Program within the school schedule. In some cases the schools did not have a dedicated science class, and the Edible School Garden Program filled that gap. The learning objectives and activities for each lesson in the curriculum were correlated with the AZ and NM state science, social studies, health education, and/or math standards as of spring 2014. An updated review of national education standards and corresponding curriculum learning objectives and activities will be completed by spring 2017. JHU CAIH Feast for the Future 2016 15

Section 6. Extending Impact and Ensuring Sustainability School-Wide Engagement An important part of the Edible School Garden Program is extending the curriculum teachings and garden activities to the entire school, beyond the 3 rd -5 th grade students and teachers who are participants in the program. Engaging all teachers and administrators, as well as all students, will help move the school towards a healthier environment as well as promote sustainability of the program at the school. All teachers and other staff at the school should be aware of the program and invited to participate in the garden. The Edible School Garden Coordinator or other program representative should attend teacher/staff meetings to share program updates and encourage participation. During harvest season, garden produce can be shared with teachers and staff during the meetings. Interested teachers can adopt a row in the garden so that they and their class are responsible for planting and maintaining that part of the garden. Teachers should be encouraged to use garden time as a reward for their students. There are various options for school-wide events that promote healthy eating and gardening. Taste tests are a great way to introduce new fruits or vegetables. These are best done in collaboration with the school s food service staff so that food samples can be tasted by all students during lunch periods. Posters, flyers or other media can be used to share messages about healthy eating with the entire school. One example of this is a Fruit or Veggie of the Month flyer that is distributed throughout the school and accompanied by a taste test of the month s chosen fruit/veggie. School-wide events can also be planned around other relevant occasions, such as Earth Day which is a great time to highlight gardening activities. It is essential to update school administrators (e.g., principal, vice-principal) frequently about the program, and invite them to participate in garden activities and other school-wide events. They will need to approve any events and activities at their school, and it will be important to have their buy-in and engagement on all program activities. Consider hosting a monthly standing meeting with the principal to discuss the Edible School Garden Program progress and needs, and to listen to the principal s feedback. In addition to in-person meetings, send an email or hand-deliver program updates and photographs to the principal on a regular basis. The same updates should be shared with the School Board, superintendent, and any other individuals or Boards who oversee programming at the school. This will ensure that the Edible School Garden program is valued and sustained at the school. Parent and Community Engagement Parents are key to accomplishing the aims of the Edible School Garden Program. In order for youth to improve their knowledge, attitudes and behaviors around nutrition and gardening, their home environment needs to support what they are learning at school about healthy eating and gardening/farming practices. Share frequent updates with parents about what their students are learning in the program, and suggest ways that parents can extend these teachings to the home. For example, if students harvested squash and are taking some home, send home a recipe suggestion for the family to use. In addition, a monthly parent newsletter is very useful for sharing updates on lesson content for the month. Consider hosting family events in the garden and incorporate a cooking demonstration with 16 JHU CAIH Feast for the Future 2016

garden produce. Encourage parents to work in the garden along with their children. Engage parents and families in garden maintenance during school vacation weeks or summer breaks. Similarly, extend the teachings of the Edible School Garden Program to the broader community and invite community leaders and other community members to participate in the program. The goal is to share with the community the messages of healthy eating and the benefits of revitalizing traditional gardening practices. For youth to change their own behaviors, they need to see change in the community around them. They also need access to healthy foods and farm lands, which are things that are often beyond their own control. School Wellness and Nutrition Policies The Edible School Garden Program offers a wonderful opportunity to impact wellness policies at the school, especially those policies focused on student nutrition. The Edible School Garden Coordinator is a natural position to lead an effort to initiate or update the school s wellness policy. Specific guidelines to consider include the types of food that are served in the cafeteria, and the types of food that are allowed for classroom events/parties. These policy changes are necessary to impact students attitudes and behaviors around nutrition. Another key policy to consider implementing is a garden-to-cafeteria process. Look into the school s or state s requirements for providing garden produce in the cafeteria, and consider taking the steps to be approved to serve the school garden s produce in the cafeteria. This will require early and frequent engagement with the food service staff at the school. Most likely they will be thrilled at the idea of using garden produce in this way, and students will be delighted to see what they grew in the garden being served in the cafeteria. This is another important way to extend the reach of the program and impact youth attitudes and behaviors around healthy eating. If serving garden produce is not possible, support the food service staff on other initiatives such as offering a salad bar in the cafeteria. Summer Programming The summer is a wonderful time to have students in the garden, however in most schools this time coincides with school being out of session. Consider hosting a summer program to engage youth with the garden throughout the summer. This can be done as part of an existing summer program at the school; for example, the Edible School Garden Program can be offered as a class during summer school. If there is no existing summer program at the school with which to collaborate, you can create your own program to gather youth in the garden. It is a great time to do interactive, creative activities such as cooking projects and crafts. Lessons from the Edible School Garden spring and fall curriculum can also be used during this time. Summer programming ensures that the garden will be maintained during the summer, and it also reinforces program teachings for students and helps to instill positive attitudes and behaviors about nutrition, gardening and connection to culture. Photos, Newsletters and Social Media Any Edible School Garden Program is best captured through photographs. The garden itself and the youth, teachers and elders/farmers interacting with the garden and with each other provide beautiful photo opportunities. Take pictures often to document program activities and growth of the garden over time. JHU CAIH Feast for the Future 2016 17

The pictures will be valuable for sharing with students, teachers, school administrators, parents, and community members. However, be sure to obtain media release forms from parents, students and all other individuals you may photograph. Consider creating a program newsletter to share updates with program participants and their parents, as well as with the entire school and the broader community. The newsletter might include photos of recent garden activities, information about what lessons the students are covering, recipe suggestions, and general health and nutrition tips. Also consider social media options to promote the program and share messages about healthy eating, gardening, and connecting to traditional eating and farming practices. If appropriate, media such as Facebook may be a great way to share information. Also consider reaching parents through texting or other electronic media. Find out how the school communicates with families and request to incorporate Edible School Garden program updates within those existing communication streams. 18 JHU CAIH Feast for the Future 2016

Section 7. Evaluation Strategies Tracking Log It is important to document all Edible School Garden program processes to track daily/weekly/monthly progress over time and ensure accountability to all program commitments. A simple tracking log in an Excel file is one way to do this. Please see a sample tracking log on the website (http://caihdev.strongbaltimore.net/programs/feastforthefuture/edible-school-garden/). This log includes one sheet to track all session dates as well as other relevant meetings and events at the school. A second sheet tracks student attendance in the Edible School Garden classes. A third sheet tracks the amount of produce harvested from the garden. Survey Depending on the scope of the program s evaluation goals, you may consider measuring changes in youth outcomes between the start and end of the school year. A survey has been designed to correlate with the Edible School Garden curriculum content and learning objectives. The survey measures student knowledge, attitudes, behaviors, and self-efficacy around nutrition and gardening. There is one survey for each grade (3 rd, 4 th, 5 th ) although the only section that differs between the grades in the knowledge assessment. All other sections of the survey are the same across grades. The survey is designed to be administered at the beginning, middle, and end of the school year. Please see the three surveys on the (http://caihdev.strongbaltimore.net/programs/feastforthefuture/edible-school-garden/). Be sure to request necessary approvals before administering this type of survey to youth. Required approvals for this type of evaluation with students will likely include school approval, Tribal leadership approval, and Institutional Review Board (IRB) approval. In addition, parent consent will be required to collect and use data from students. Qualitative Data Collection The survey noted above is quantitative data collection. You may also consider qualitative data collection to better capture the impact of the program on students lives and well-being. Qualitative data include focus groups, in-depth interviews and newer methods such as PhotoVoice (Wang & Burris, 1997). Different methods will be most appropriate for different groups of people. For example, PhotoVoice would be best done with students, a focus group may be best done with teachers, and an in-depth interview is most appropriate for a school administrator. These types of evaluation will also require approvals and consent processes, as noted above. There are also other informal ways to capture all of the stories and anecdotes that will come from an Edible School Garden Program. Consider creating a Story Collection Form to capture stories that are shared or successes that come from the program. The form can be a simple one-page document to track name(s), date(s), location(s), and a blank space to share the story. For additional information or technical assistance with evaluation strategies, please contact feastforthefuture@jhu.edu. JHU CAIH Feast for the Future 2016 19

References Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health education & behavior, 24(3), 369-387. 20 JHU CAIH Feast for the Future 2016

Appendices Appendix 1: Sample Budget Edible School Garden Program: Sample Budget for One Site Personnel Cost School Garden Coordinator $40,000 (this is an example; the exact amount Full-time coordinator to teach classes, depends on the school's salary structure) maintain garden, and engage the school Fringe Benefits (35.5%) $14,200 (this is an example; the exact amount depends on school's benefit structure) Total Personnel $54,200 Educational Materials Quantity Cost Teaching props/supplies ($100/month) 10 months $1,000 Food/snacks for lessons ($50/month) 10 months $500 Workbook printing ($25 each) 100 $2,500 Curriculum printing ($400 each) 1 set $400 Newsletter printing ($100 each quarter) 4 per year $400 Classroom supplies ($50/month) 10 months $500 Guest speaker stipends ($25/each) 18 per year $450 (the curriculum incorporates elders/farmers to present certain topics) Total Educational Materials $5,750 Garden Equipment and Supplies Quantity Cost Garden Gloves ($5 each) 15 $75 Shovels ($20 each) 3 $60 Rakes ($20 each) 3 $60 Soil ($8/bag) 15 $120 Transplants ($10/tray) 25 $250 Seed Packets ($2 each) 30 $60 Flowers ($8/tray) 5 $40 Watering cans ($10 each) 3 $30 Plant markers ($20/set of 15) 2 $40 Water hoses ($30 each) 3 $90 Tomato cage/tower ($5 each) 5 $25 Compost ($10/bag) 15 $150 New projects, e.g. cold frames, rain barrels, etc $1,500 Total Garden Equipment and Supplies $2,500 Additional Program Costs School/teacher meetings ($50/meeting) 6 $300 Transportation for field trips ($150/trip) 4 $600 Total Additional Program Costs $900 TOTAL Edible School Garden Program Budget $63,350 JHU CAIH Feast for the Future 2016 21

Appendix 2: Sample Planting Schedule 2015-2016 Planting Schedule for School Garden in Tuba City, AZ. ***This is based on local frost date and weather conditions*** Vegetable # o f Weeks to start in greenho use befo re setting o ut to harden o ff fo r a week # o f weeks vs last fro st to plant Peas 3-4 6-8 B4 SI HO FP Spinach DS 4-6 B4 FP Strawberry DS Cabbage 4-6 4 B4 SI HO FP 1 7 14 21 1 7 14 21 1 7 14 21 1 7 14 21 1 7 14 21 1 7 14 21 1 7 14 21 Radish DS 4-6 B4 FP # # # SP Broccoli 4-6 3 B4 SI HO FP # Beets 4-6 3 B4 SI HO FP # Onions 6 3 B4 SI HO FP # # # Hakurei Turnip DS 3 B4 FP # # SP Sweet Potatoes DS 4 A FP Potatoes DS 1-2 B4 FP Arugula DS 3 B4 FP # Salad Mix DS 4-6 B4 FP # SP Lettuce 4 5 SI HO FP # Carrots 2 B4 FP # Parsnip February March April May June July August Sweet Corn DS 2 B4 FP # Parsley 5 3-4 SI HO FP # Cilantro * Time with Tomatoes DS 4 B4 FP Dill * Time with cucumbers DS 6 A FP # Basil 6 1 A SI HO FP # Chard DS 1 A SI HO FP # Beans 3-4 A FP C ucumbers 3 3-4 A SI HO FP # FP 22 JHU CAIH Feast for the Future 2016

Summer Squash DS 3-4 A FP # Zuchini DS 3-4 A FP # Sweet Peppers 6-8 3-4 A SI SI HO FP Hot Peppers 8-10 3-4 A SI Tomatoes 6-8 3-4 A SI Eggplant 8-10 3-4 A SI HO FP Sun Flower DS 3-4 A SI HO FP Average Last Frost Date: 4/21 SI/ HO SI/ HO FP (HT) HO SP FP (HT) HO SP # HO = Harden Off HT = High Tunnel A =After last frost SI = Start Inside B4=Before last frost FP = First Plant # = predicted harvest DS = Direct Seed NOTES: Warm weather crops (peppers, beans, squash, tomatoes etc.) should be planted with no danger of frost. If warm temperatures indicate that there is no danger of frost prior to 4/21, plant these crops earlier. The last frost date included is a tentative prediction of last frost based on USDA Hardiness zones. Plants planted prior to predicted last frost (peas, radishes, etc.) should be hardy enough to withstand a light frost. But plants intended to be planted after last frost will not survive a frost. Pay attention to the weather when planting warm weather crops; there is a good chance these crops can be planted prior to the date on this chart if temperatures are in the 70s during the day and not going below 45 at night. NOTES: Harden off early spring plants (planted before last frost) in high tunnel, on pallets, using row cover when temps expected below 40 degrees F. Harden off summer plants outdoors, on pallets, under shade cover during times of intense heat. JHU CAIH Feast for the Future 2016 23

Appendix 3: List of Lessons Edible School Garden Curriculum Lessons: Fall Grade 3 Lesson 1 Introduction to the Edible School Garden Program Lesson 2 What is a Plant? Lesson 3 Insects and the Garden Lesson 4 Seed Exploration Lesson 5 Plant Parts Roots Lesson 6 Preserving The Harvest Lesson 7 Introducing the 5 Fabulous Food Groups Lesson 8 Building Balanced Meals Lesson 9 Estimating Serving Sizes Lesson 10 Companion Planting and Traditional Cooking Fall Grade 4 Fall Grade 5 Lesson 1 Introduction to the Edible School Garden Program Lesson 2 Exploring Plant Parts Lesson 3 Beneficial Insects in the Garden Lesson 4 Traveling Seeds Lesson 5 Plant Parts Stems Lesson 6 Winterizing the Garden Lesson 7 Balance My Plate Lesson 8 Food Labels Are Your Friend Lesson 9 Measuring a Serving With Your Hands Lesson 10 Companion Planting and Traditional Cooking Lesson 1 Introduction to the Edible School Garden Program Lesson 2 The Plant Life Cycle Lesson 3 Worm Investigations Lesson 4 Seed Saving Lesson 5 Plant Parts Leaves and Photosynthesis Lesson 6 Drying Foods the Traditional Way Lesson 7 The Super 6 Nutrients Lesson 8 Comparing Food Labels: Battle of the Labels Lesson 9 What?! That s a Serving!? Lesson 10 Companion Planting and Traditional Cooking Spring Grade 3 Lesson 1 Eating A Rainbow Lesson 2 Be Sugar Smart! Lesson 3 The Fantastic Food Chain Lesson 4 Water and Precipitation Lesson 5 All About Soil Lesson 6 Discovering Seeds Lesson 7 Calcium Makes My Bones and Teeth Strong Lesson 8 The Rotten Pile Lesson 9 Plant Parts: Identifying Parts of a Flower Lesson 10 Our Favorite Fruits and Vegetables 24 JHU CAIH Feast for the Future 2016

Spring Grade 4 Lesson 1 Eating A Rainbow Lesson 2 Processed or Unprocessed Food? Lesson 3 Balance in the Natural World: Our Ecosystem Lesson 4 The Water Cycle Lesson 5 Soil Discovery Lesson 6 Seeds and Whole Grains Lesson 7 Vitamins and You! Lesson 8 Making Compost Lesson 9 Plant Parts: Pollination Lesson 10 Our Favorite Fruits and Vegetables Spring Grade 5 Lesson 1 Eating A Rainbow Lesson 2 Food Label Logic: Making Healthy Choices By Reading the Label Lesson 3 Food Pyramids and Pesticides Lesson 4 Conserving Water: A Renewable Resource Lesson 5 Soil and Erosion Lesson 6 Whole Grains Taste Great! Lesson 7 Digestion Lesson 8 Reduce, Reuse, Recycle Lesson 9 Plant Parts: Flowers and Pollination Lesson 10 Our Favorite Fruits and Vegetables Floater Lessons (All grades) Starter Plants Garden-to-Market Sales Activity Lasagna Beds What is a Weed? Terrible Weeds Jeopardy Review Game JHU CAIH Feast for the Future 2016 25

Appendix 4: Champion Cheer The Champion Cheer! We drink WATER cause it s fun, feels good, and makes us strong! We enjoy FRUITS AND VEGGIES all day long! 6 cups of water, 5 fruits and veggies, 4 a healthy me! We grow our own GARDEN with our own hands- We love our TRADITIONS and we love our LAND! 26 JHU CAIH Feast for the Future 2016

Appendix 5: Veggie Snack Guide and Recipes EDIBLE SCHOOL GARDEN PROGRAM VEGGIE SNACK GUIDE check and insert date when completed Vegetable Basic (Level 1) Washed and chopped Fun (Level 2) Add dip Gourmet (Level 3) Extra awesome Lettuce Washed and chopped into ribbons Ranch dip* Vinaigrette dip* Salad or Lettuce wraps Carrots Baby carrots, or Peeled and cut into sticks Ranch dip Hummus* Carrot Cake smoothie* Zucchini washed and chopped into sticks Ranch dip Zucchini sushi* Hummus Spinach Washed and chopped into ribbons Ranch dip Vinaigrette Salad or Spinach smoothie* Radish Washed, served whole or cut into bite sized pieces Ranch dip Cauliflower Washed and chopped into bite sized pieces Ranch dip Baked cauliflower nuggets: washed, chopped, roasted. Dip: ketchup Peas/Snap peas Washed, served whole Ranch dip Bell pepper Washed and chopped into strips Ranch dip Hummus Roasted red bell pepper dip with crackers Tomato Cherry tomatoes, or Ranch dip Salsa Tomatoes washed and chopped into wedges Sprinkled with Lemon/lime juice and salt JHU CAIH Feast for the Future 2016 27

Green beans Washed, serve whole Ranch dip Roasted or steamed Kale Washed Ranch dip Vinaigrette Kale chips* Kale smoothie* Kale salad Beets Canned or Frozen (microwaved per package instructions) Baked beet fries: Washed, peeled, chopped and roasted Baked beet fries: Washed, peeled, chopped and roasted Bok Choy Washed and chopped into ribbons Ranch dip Sweet Potato Canned or frozen (microwaved per package instructions) Baked sweet potato fries: Washed, peeled, chopped and roasted. Mashed sweet potatoes Dip: Ketchup Broccoli Washed and chopped into bite sized pieces Ranch dip Hummus Cucumber Washed and chopped into bite sized pieces Ranch dip Roasted or steamed Salad Hummus Your choice *Indicates recipe is provided below. EDIBLE SCHOOL GARDEN PROGRAM RECIPES FOR VEGGIE SNACK GUIDE Ranch Dip Easiest way to make a healthier ranch dip: Mix low fat plain Greek yogurt or low fat sour cream with the contents of a ranch seasonings packet. Use fresh herbs from the garden if possible (basil, dill, parsley, chives, oregano). For dairy free option: Use low fat mayonnaise instead of Greek yogurt. Hummus (or any bean dip) Ingredients: 1 15-ounce can garbanzo beans, drained, liquid reserved. 1-2 cloves garlic, peeled and crushed 1 Tbsp. lemon juice ½ tsp ground cumin 1 Tbsp. olive oil ½ tsp salt (optional) Other optional mix-ins: green chile, pinon nuts, roasted red peppers, fresh basil, tahini, substitute garbanzos with any other type of bean (black beans are good or pintos). Experiment! Prep: Blend garbanzo beans, lemon juice, olive oil, garlic, cumin, salt, in a food processor; stream reserved bean liquid into the mixture as it blends until desired consistency is achieved. 28 JHU CAIH Feast for the Future 2016

Vinaigrette Dip Ingredients: 1/2 cup red wine vinegar 2 cloves garlic, crushed 1/3 cup olive oil 1 tablespoon Italian seasoning 1 teaspoon lemon juice 1/8 teaspoon white or black pepper Optional add ins: Chopped green onion or grated regular onion, ground cumin, fresh basil, oregano, thyme, rosemary. Experiment! Prep: Whisk all ingredients together in the bowl (or shake together in the mason jar with TIGHT lid) and let sit for 15-20 minutes before serving if possible for flavors to blend. Basic Instructions for Roasting Vegetables 1. Wash and peel vegetable. 2. Chop into bite sized or french fry sized pieces. 3. Place in an oven safe shallow container, drizzle with olive oil, mix until all pieces are evenly coated and sprinkle with salt. 4. Place in a preheated oven to 400 degrees Fahrenheit and roast for approximately 30 minutes, stirring every 10 minutes. Remove when soft enough to be easily pierced with a fork. Kale Chips Ingredients: 1 bunch kale 1 tablespoon olive oil 1 teaspoon salt Prep: Preheat an oven to 350 degrees F (175 degrees C). Line a cookie sheet with parchment paper. With a knife or kitchen shears carefully remove the leaves from the thick stems and tear into bite size pieces. Wash and thoroughly dry kale with a salad spinner. Drizzle kale with olive oil and sprinkle with seasoning salt. Bake until the edges brown but are not burnt, 10 to 15 minutes. Kale Banana Smoothie The Green Machine Ingredients Ripe bananas Washed, chopped kale leaves Milk, soymilk, or other nondairy milk Prep: Blend it up! Use about twice as much kale as banana and add milk to reach desired consistency. Zucchini Sushi: Spread one end of zucchini ribbons with hummus or ranch dip. Fill with veggies and roll up zucchini as shown in the picture on the right. Carrot Cake Smoothie Ingredients 1 ripe banana 1 cup diced carrots ½ cup milk or milk substitute ½ cup yogurt 1 tsp. cinnamon 1 tsp. nutmeg 1 tsp. ginger Handful walnuts Optional: chia seeds, coconut, raisins Prep: Blend it up! For a whole class, double or triple the recipe. JHU CAIH Feast for the Future 2016 29