Gardening offers hands-on, experiential learning opportunities in a wide array of disciplines, including the natural and social sciences, math, language arts (e.g., through garden journaling), visual arts (e.g., through garden design and decoration) and nutrition. With recent concern over relatively weak science and math skills among American children, the need for innovation in science and math teaching is apparent. There is mounting evidence that students who participate in school gardening score significantly higher on standardized science achievement tests (Klemmer, et.al. 2005). Further research along these lines can be found at Cornell University’s Garden Based Learning website and at the California School Garden Network.
2) Environmental stewardship and connection with nature
Richard Louv’s 2005 book Last Child in the Woods: Saving our children from nature deficit disorder is a call to action. A close connection with nature can be therapeutic in addressing attention deficit disorders and other problems faced by so many children today. By deepening children’s sense of connection with nature, gardening can inspire environmental stewardship. A garden offers many occasions for achieving insight into the long-term human impact on the natural environment. From water shortage to the over-use of pesticides, children who engage in gardening have first-hand opportunities to observe the importance of conservation and intelligent allocation of resources.
3) Lifestyle and Nutrition
Kids’ attitudes toward healthy foods are an important precursor to adopting lifelong healthy behaviors. With children’s nutrition under assault by fast food and junk food industries, and with only about one-fourth of Florida adults eating recommended quantities of fruits and vegetables, it is no wonder that nearly one-third of Florida’s 10-17 year olds are reported to be overweight or at risk for being overweight. School gardening offers children opportunities for outdoor exercise while teaching them a useful skill. Gardens containing fruit and vegetables can also help to revise attitudes about particular foods. There is mounting evidence that active learning in less structured, participatory spaces like gardens is more likely to transform children’s food attitudes and habits, and that school gardening, especially when combined with a healthy lunch program or nutritional education, encourages more healthful food choices. Students are more likely to try eating vegetables they have grown themselves and to ask for them at home (Morris & Zidenberg-Cherr 2002). When students take their preferences back to their families, they can help to improve family consumption choices.
(Tampa Bay Gardening Network)