Tax Exempt looking for Donation or Donations help kids

first off no fees will be removed all proceeds will go to Grassy lake Elementary school Garden project  or you can Mail them directly

the following is long but it is everything you will need

You can view old and new videos on our youtube

http://www.youtube.com/watch?v=T5Uy5CiUQ30

http://www.youtube.com/watch?v=5y6mKL2KH1A

http://www.youtube.com/watch?v=A67PEAZ5TnM

PROPOSAL

Grassy Lake Gardens Steering Committee

by Kelly A. Livorsi

We believe that students have a greater learning retention with lessons that are taught through hands-on exploration and first hand experiences.  Grassy Lake Elementary has begun a garden that consists of one-half acre.   We believe that this garden is a learning tool that lends itself to all of the academic areas and allows for these first hand experiences that impacts our students to their greater benefit.  Our school garden is ready to form a steering committee to provide coordination and leadership to establish a school wide vision and develop its full potential.  We believe that this learning tool will allow Grassy Lake Elementary to stand out academically within our community and state.

BENEFITS OF OUR GARDEN

There are many benefits, academically and socially, to use of our garden.  However, we believe that research is the most telling.  The following are just a few peer-reviewed research studies and articles that support the positive outcomes of our garden:

Increased Nutrition Awareness

• This study reports that the adolescents who participated in the garden-based nutrition intervention increased their servings of fruits and vegetables more than students in the two other groups. Although further research is needed, the results of this study seem to indicate the efficacy of using garden-based nutrition education to increase adolescents’ consumption of fruits and vegetables. (McAleese, J. D. & L. L. Ranklin. (2007). Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. Journal of the American Dietetic Association, 107:662-665.)
• A study on a youth gardening program in Detroit reports that after gardening, kids have an increased interest in eating fruit and vegetables, possess an appreciation for working with neighborhood adults, and have an increased interested for improvement of neighborhood appearance. In addition, they made new friends, and showed increased knowledge about nutrition, plant ecology, and gardening. (Pothukuchi, K. (2004). Hortiliza: A Youth "Nutrition Garden" in Southwest Detroit. Children, Youth and Environments. 14(2): 124-155.)
• In a project that involved integrating nutrition and gardening among children in grades one through four, the outcomes have gone well beyond an understanding of good nutrition and the origin of fresh food, to include enhancing the quality and meaningfulness of learning. (Canaris, Irene. (1995). Growing Foods for Growing Minds: Integrating Gardening and Nutrition Education into the Total Curriculum. Children's Environments, 12(2): 264-270.)
• A study in Tucson, AZ showed that children who participated in the garden learned to like healthy foods. The vegetables that the children grew had a high intrinsic value. (Cavaliere, D. (1987). How Zucchini Won Fifth-Grade Hearts. Children Today, 16(3), 18-21.)
• Hiemendinger and Van Duyn report that consumption of fruits and vegetables, as a habit in childhood, is an important predictor of higher fruit and vegetable consumption as adults and can help to prevent or delay chronic disease conditions. (Heimendinger, J. & M. Van Duyn. (1995). Dietary behavior change: the challenge of recasting the role of fruit and vegetables in the American diet. American Journal of Clinical Nutrition, 61:1397S-1401S. and Crockett, S.J., & L. Sims. (1995). Environmental Influences on Children's Eating. Journal of Nutrition Education. 27: 235-249.)
• The title says it all: Frequency of Eating Homegrown Produce Is Associated with Higher Intake among Parents and Their Preschool-Aged Children. (Rural Missouri. Journal of the American Dietetic Association, Volume 107, Issue 4, April 2007, Pages 577-584 Marilyn S. Nanney, Sheldon Johnson, Michael Elliott and Debra Haire-Joshu.)

Increased Environmental Awareness

• Elementary school and junior high school students gained more positive attitudes about environmental issues after participating in a school garden program (Waliczek, T.M., Zajicek, J.M. (1999). School Gardening: Improving Environmental Attitudes of Children Through Hands-On Learning. Journal of Environ. Hort. 17(4): 180-184.)
• "Gardens are often the most accessible places for children to learn about nature's beauty, interconnections, power, fragility, and solace." (Heffernan, M. (1994). The Children's Garden Project at River Farm. Children's Environments. 11(3): 221-231.)
• Both passive and active interactions with plants during childhood are associated with positive adult values about trees. However the strongest influence came from active gardening, such as picking flowers or planting trees as a child. (Lohr, V.I. & Pearson-Mims, C.H. (2005). Children's Active and Passive Interactions with Plants Influence Their Attitudes and Actions toward Trees and Gardening as Adults. HortTechnology. 15(3): 472-476.)
• Gardening has been shown to increase scores on environmental attitude surveys of elementary school children. (Skelly, S. & J. Zajicek. (1998). The Effect of an Interdisciplinary Garden Program on the Environmental Attitudes of Elementary School Students. Hort Technology, 8(4): 579-583.)

Higher Learning Achievements

• Third, fourth, and fifth grade students that participated in school gardening activities scored significantly higher on science achievement tests compared to students that did not experience any garden-based learning activities. (Klemmer, C.D., Waliczek, T.M. & Zajicek, J.M. (2005). Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students. HortTechnology. 15(3): 448-452.)
• Several variables may have affected the outcome of the study, but the results show once weekly use of gardening activities and hands-on classroom activities help improve science achievement test scores. (Smith, Leanna L., and Motsenbocker, Carl E. (2005). Impact of Hands-on Science through School Gardening in Louisiana Public Elementary Schools. HortTechnology. 15(3), pages 439-443)
• The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of third, fourth, and fifth grade students using a garden curriculum. The development of the test instruments occurred in three phases: 1) an initial set of test instruments which served as a prototype for length, scope, and format; 2) an adapted set of test instruments which were piloted; and 3) a final set of test instruments which were used for the assessment of the school gardening curriculum. (Klemmer, C.D., Waliczek, T.M., and Zajicek, J.M. (2005). Development of a Science Achievement Evaluation Instrument for a School Garden. HortTechnology. 15(3), pages 433-438.)

Increased Life Skills

• As early as 1909, Montessori had identified several benefits to children's gardens: enhances moral education, increases appreciation for nature, increases responsibility, develops patience, and increases in relationship skills. (Montessori, M. (1964). The Montessori Method. Schocken.)
• Studies in Bexar County, Texas showed that school gardening increased self-esteem, helped students develop a sense of ownership and responsibility, helped foster relationships with family members, and increased parental involvement. (Alexander, J. & D. Hendren, (1998). Bexar County Master Gardener Classroom Garden Research Project: Final Report. San Antonio, Texas.)
• Participation with nature enhances mental health, reduces stress, and can produce physiological benefits such as lower blood pressure and reduced muscle tension. (Relf, D. (1988). People-Plant Relationship. In: S.P. Simson, M. C. Straus (eds.). Horticulture as Therapy. The Food Products Press, New York. Pp. 21-42.)
• Children with learning disabilities had enhanced nonverbal communication skills, developed awareness of the advantages of order, learned how to participate in a cooperative effort, and formed relationships with adults. (Sarver, M. (1985).Agritherapy: Plants as Learning Partners. Academic Therapy, 20(4). 389-396.)
• Studies have shown that fifth, sixth, and seventh grade students developed better interpersonal relationship skills after participating in a garden program. (Waliczek, T. & J. Zajicek. (1998). The Effect of a School Garden Program on Self-Esteem and Interpersonal Relationships of Children and Adolescents. Hort Technology (submitted).

Youth Development and Leadership

• Children's garden consultants is a new model designed to give youth the opportunity to actively research children's garden design and educational programming, then present recommendations to an adult audience. Surveys, observations, and discussions with youth, adults in attendance, and program organizers indicated the approach was highly valuable and worth repeating. It provided a new learning opportunity for youth, and it also gave adults new perspectives on gardens. (Lekies, Kristi S., Marcia Eames-Sheavly, Kimberly J. Wong, and Anne Ceccarini. 2006. Children’s Garden Consultants: A New Model of Engaging Youth to Inform Garden Design and Programming. HortTechnology 16(1): 139-142)
• Most successful school garden programs aim to involve children in the entire process of gardening (planning, design, implementation, and evaluation). (Lucas, B. (1995). Learning through Landscapes: An Organization's Attempt to Move School Grounds to the Top of the Educational Agenda. Children's Environments. 12(2): 233-244.)

• Junior Master Gardener (JMG) was chosen to be evaluated in 14 Indiana third grade classrooms as little formal classroom usage data exists for the program. Student pre- and posttest results indicated overall significant gains in knowledge and attitudes. Qualitative data also indicated that the students enjoyed the program, shared what they learned with others, and wanted to participate in more JMG and gardening type activities. Teachers indicated that they were satisfied with the program in their classrooms and planned to reuse their JMG materials for future classes. (Dirks, Amy E., and Orvis, Kathryn. (2005). An Evaluation of the Junior Master Gardener Program in Third Grade Classrooms. HortTechnology. 15(3), pages 443-447.)

Community Development and Involvement

• Parent involvement of almost any kind can improve student achievement. (Henderson, A.T., C. Marburger, & T. Ooms. (1986). Beyond the Bake Sale -An Educator's Guide To Working With Parents. National Committee for Citizens in Education, Columbia, Maryland.)
• Parents who are highly involved at school are more likely to be involved in educational activities with their children at home. (National Center for Educational Statistics, (1997). Father's Involvement in Their Children's Schools. Government Printing Office: Washington, D.C.)
• By linking storytelling with children's garden programs, gardens may serve to educate children about the processes that underlie and interweave diverse cultures' seasonal traditions. (Bowles, Beatrice. 1995. Celebrating Common Ground: Storytelling in Children's Gardens. Children's Environments, 12(2): 271-274.)
• Gardening can be an ideal vehicle for introducing elements of multicultural education. (Eames-Sheavly, M. 1994. Exploring horticulture in human culture: An interdisciplinary approach to youth education. HortTechnology 4(1).)

STEERING COMMITTEE OBJECTIVES:

1.       Establish a mission statement and vision for Grassy Lake Gardens.

2.       Establish positions and jobs within the committee.  Such positions may include President, Treasurer, Secretary, Art Director, Technology Director, Student Representatives, Parent Representatives and more as decided by the committee.

3.       The Committee will be responsible for keeping with the established vision in the management of sub-projects within the garden.

4.       The committee will fundraise and utilize grants in support of the garden.

5.       The committee will partner with businesses and groups, from our community, in support of the vision and goals for the garden.

6.       Brainstorm ideas and through a consensus process choose projects that support the academic, social and emotional needs of our school and community.  We will include input and ideas from stakeholders (students, teachers, administrators, and community members) to build a base of awareness, support for our project and involvement by all those the garden serves.

7.       Establish a consensus on how the funds raised, for the garden, will be used.

8.       Incorporate the arts.  Establish a student group that will be responsible for recording the progress of the garden through artistic means.  One such project would be scrap booking so that there is a visual element that can be shared at community functions and with all stakeholders.

9.       Incorporate technology.  Establish a student group that will be responsible for documenting the progress of the garden through a website/webpage dedicated to recording the progress and involving the student body in ongoing projects.  

10.    In time, establish community outreach programs.

11.    The committee will create meeting agendas in advance, record meeting minutes and develop an effective communications system among committee members.

12.    The committee will insure that all contributions, in materials and service, by all donors are recognized. 

CONCLUSION

This is a project that supports the children of Grassy Lake Elementary.  It allows them first- hand knowledge and experiences in all of the academic areas.  It supports a goal of teaching children what our Earth provides for us and good nutrition.  It provides an avenue of leadership and teamwork for students that may not have had that vision prior.  It is our hope that this garden and the many lessons it provides is not only academically successful but has the impact to change some of the outcomes within our student’s lives.  A message of personal health and respect for nature, our school, and our goals is an invaluable gift this garden has the potential to give.  We hope this project becomes a successful tool that thrusts Grassy Lake Elementary to the forefront and demonstrates what an outstanding school we truly are.