The vegetable path in our hands

INTRODUCTION

The school garden was born during the 2023-2024 school year as an initiative aimed at promoting sustainable agriculture and strengthening environmental awareness among students. At first, the space intended for the garden was only a plot of land with land and pasture; however, thanks to the enthusiasm, collaboration and commitment of teachers and students, this project took shape until it became a productive, educational and ecological area. Its development has allowed the school community to experience in a practical way the benefits of teamwork, environmental responsibility and the care of natural resources.

 

This project arose as part of the activities promoted by the mathematics academy, under the guidance and support of teachers Claudia, Elisa, Jessica Téllez, Guillermina, Olga Garduño, Lupita Flores, Anarelly. Its main purpose has been to create a comprehensive learning space, in which students can understand the importance of growing food, conserving water, and protecting the environment. To this end, actions have been implemented such as the installation of a 100-liter water storage system, irrigation planning, crop selection and constant observation of plant growth, adapting to the climatic conditions of each season.

The school garden is not only a planting space, but also an environment that fosters coexistence, cooperation and a sense of belonging. Each student actively participates in the care of plants, understanding that perseverance, patience and effort are fundamental values to achieve positive results. In addition, the project has made it possible to reflect on the relationship between human beings and nature, promoting healthy eating habits and respect for the natural processes of life.

The experience of the garden has been enriching for the entire educational community, as it has awakened interest in science, ecology and sustainability. This green space represents a tangible example of how education can transform environments and raise awareness in new generations about the importance of caring for the planet. The commitment of participants demonstrates that when you work with dedication and collaboration, it is possible to achieve meaningful

change that transcends beyond the classroom.

The school garden symbolizes a project of collective growth, where knowledge, effort and love for nature come together. Its creation has not only beautified the school environment, but has also sown in each student the seed of respect, responsibility, and hope to build a greener and more sustainable future.

The philosophy of the garden

The school garden is a space where the earth teaches, teamwork unites and each seed becomes a life lesson. Here, each student contributes their effort, their time and their heart, understanding that together the best fruits are achieved.

Sowing is not just burying a seed, but cultivating patience, hope and cooperation. In this place you learn to take care of nature, to value what it gives us and to recognize that, just like plants, people also grow with love, care and dedication.

The garden invites us to share, to respect the processes and to enjoy community work. Their philosophy is based on learning by doing, on caring to reap and on understanding that every small effort, when joined to that of others, can transform the world around us.

GLOSSARY

  • Photosynthesis: The process by which plants produce their own food using sunlight, water, and carbon dioxide.
  • Compost: A mixture of organic matter (such as leaves or fruit peels) that decomposes and is used to nourish the soil.
  • Substrate: The material in which plant roots grow; it can be soil, coconut fiber, or another medium.
  • Watering: The act of providing water to plants to keep them alive and healthy.
  • Germination: The stage in which a seed begins to grow and become a plant. Pruning: Cutting branches or parts of a plant to improve its growth or shape.
  • Fertilizer: A substance added to the soil or plants to provide nutrients and promote their development.
  •  Pest: A group of insects or organisms that damage plants.
  •  Nutrients: Substances that the body needs to function properly, such as proteins, carbohydrates, fats, vitamins, and minerals
  • Protein: A nutrient that helps build muscles, tissues, and enzymes in the body.
  • Carbohydrate: The body's main source of energy, found in foods such as bread, rice, and fruit. Healthy Fats: Lipids that provide energy and protect organs, such as those found in avocados and Olive oil.
  • Vitamins: Substances the body needs in small amounts to stay healthy and prevent disease.
  • Minerals: Inorganic nutrients, such as calcium and iron, that strengthen bones and help with
  • Vital functions.
  • Fiber: A part of plant foods that aids digestion and prevents constipation

INTERVIEWS

Teacher: Ana Arelly Guerrero Barrera

When and how did the idea of creating the school garden arise?

It arose about a year and a half to two years ago, through the modules of the mathematics academy. A hydroponic garden was proposed, and from there it began. Now it has expanded beyond hydroponics, as we also transplant seedlings into soil.

Who were the main promoters of the project and what were the first steps to make it a reality?

The teachers of the mathematics academy at that time included several teachers: Claudia Eliza, Jessica Téllez, Guillermina, Olga Garduño, Lupita Flores, and others.

What goals or expectations did you have when starting the garden project?

That it would be a sustainable project, especially because of the hydroponic garden: germinating the seeds, planting them in soil, and obtaining the produce for use.

What has been the biggest challenge you have faced in the care and maintenance of the garden?

The time needed to care for it is insufficient; there is a lack of follow-up from teachers and, obviously, from the students.

What memorable moment or achievement would you highlight in the history of this garden?

From the beginning, the students' support and commitment to setting it up, because it is the students who have made it happen.

How has the garden impacted student learning beyond the classroom?

It has helped them learn about some foods and how they are grown and harvested, products that can be used for consumption, the benefits of these products, their uses, and above all, their impact on their bodies for a healthy life.

What important values or lessons, such as teamwork or patience, do you think have been cultivated in this project?

Tolerance, responsibility, commitment, and empathy.

What is the main "philosophy" that guides the school garden project?

That there be responsibility and commitment, and that it can be a sustainable long-term project for the school, the students, and the community.

What message would you like the school community and readers to take away from learning the story of the garden?

That they give it more support, that they give it the importance it deserves so that it can become a larger project, and that, more than the authorities, the students themselves commit to taking care of it.

Teacher: Ms. Magdalena Monrroy

When and how did the idea of creating the school garden arise? Last semester.

Who were the main drivers of the project and what were the first steps to make it a reality? The science department and selecting the land.

What goals or expectations did you have when starting the garden project? To involve the students in community work.

What has been the biggest challenge you have faced in the care and maintenance of the garden? The weather during the rainy season.

What memorable moment or achievement would you highlight in the history of this garden? The day of the project presentation.

How has the garden impacted student learning beyond the classroom?

In learning about planting and small-scale production.

What important values or lessons, such as teamwork or patience, do you think have been cultivated in this project? Responsibility and appreciation for the work of people who produce in the fields.

What is the main "philosophy" guiding the garden project? Community work.

What message would you like the school community and readers to take away from learning the garden's story? The importance of growing food.

Teacher: Guillermina

When and how did the idea of creating the school garden come about? Two years ago, at a meeting where we decided to create a garden. We were called to a meeting between teams, and our team felt the urge to start a garden.

Who were the main drivers of the project, and what were the first steps to make it a reality? Anarelly, Jessica Téllez, Guillermina, Guadalupe, among others.

What goals or expectations did you have when starting the garden project? That what was planted would grow and be of interest to the students.

What has been the biggest challenge you have faced in the care and maintenance of the garden? Acquiring the necessary knowledge to achieve the objectives and working as a team.

What memorable moment or achievement would you highlight in the history of this garden? When a plant blooms and bears fruit, and when good teamwork is achieved.

How has the garden impacted student learning beyond the classroom? They are not yet established as an educational objective for the students, but they are in the process.

What important values or lessons, such as teamwork or patience, do you think have been cultivated in this project? They have been cultivated since they are still in the planting stage, but they are working on patience.

What is the main "philosophy" that guides the school garden project? That it be a sustainable and beneficial project for the students' learning, and that the students consider it valuable.

Teacher: Claudia Eliza Cruz Casañas

When and how did the idea of creating the school garden arise?

This initiative began as a cross-curricular project during the 2023-2024 school year. It started as a motivation to promote sustainable agriculture and has evolved. Now we have to shift our focus from water availability through resources such as hydroponics, which doesn't require physical land for the germination of some vegetables. Later, we moved to a ground-based garden, but to make this garden sustainable, we are looking for a rainwater harvesting system.

Who were the main drivers of the project and what were the first steps to make it a reality?

This project originated from the initiative to have cross-curricular projects starting in the cycle I mentioned, with the academies formerly known as Physics and Mathematics and Experimental Sciences. We worked together for a year and a half in that academy, and now, with the new academies structure, we are working in a more integrated or cross-curricular way, including support academies such as English and Computer Science, but primarily with the Physics and Mathematics and Experimental Sciences academies in the first three cycles.

What goals or expectations did you have when you started the garden project?

At first, it was simply a hydroponic garden. Later, we continued with a terrestrial vegetable garden to grow produce. Now, our main objective is to provide the right conditions for the

terrestrial garden so that the vegetables grow in a controlled environment and to increase our water storage capacity, because right now we only have a 100-liter tank. But our main goal remains the same: to produce from a small area, and then we can expand to something larger.

What has been the biggest challenge you have faced in the care and maintenance of the garden?

The weather, not just in terms of the collaborative teamwork of the workers and students, but also in terms of the weather itself, is a factor. If it wasn't summer, it's now the lack of water, and winter is coming, so our main objective right now is to ensure production.

What memorable moment or achievement would you highlight in the history of this garden?

The students' participation is evident; it's their school project, and you can see the excitement they feel, which they transmit from the classroom to something tangible.

How has the garden impacted student learning beyond the classroom?

It has had a tremendous impact. It's a context where they understand the importance of sustainable systems, water conservation, and sustainable agriculture. This will benefit not only the student community but also the wider community because they can apply it at home, from rainwater harvesting to planting their own crops.

What important values or lessons, such as teamwork or patience, do you think have been cultivated in this project?

Teamwork and environmental awareness have been the primary values emphasized.

What is the main "philosophy" guiding the school garden project?

That students are learning and using comprehensive, experiential tools to create sustainable environments, which is what is most needed now.

Group 301: Student: Viridiana Barrientos Flores

What do you like most about working in the school garden? The camaraderie with my classmates.

Do you remember what the garden was like when you first started participating? How has it changed since then? Just dirt.

What has been the biggest challenge you have personally faced in the garden? Putting up with my classmates.

What has surprised you most about the growth of the plants or the process of cultivating them? That they stayed in good condition.

What is your funniest or most special memory of the garden? The learning.

What have you learned in the garden that you couldn't have learned in a classroom? How to plant.

How has your perspective on plants or food changed since you've participated in this project? I've learned to value food.

What does being part of the school garden mean to you? It's a wonderful experience because we live together as a group. If you had to describe the garden in one word, what would it be and why? Damp from watering the plants.

What message would you like people to take away from reading the story of your garden? That if everyone does their part, they can accomplish many things.

 

Healthy Green Recipes

  1. Omelette Verde Vida (Green Life Omelette)

 Description:

 A quick, nutritious, and protein-rich breakfast option that heavily incorporates green vegetables. Key Ingredients: Eggs, spinach, broccoli, zucchini (or other green vegetables), onion, garlic, and a touch of pepper/salt. Preparation Highlights: Sauté the vegetables until tender, mix with beaten eggs, and cook until set. Nutritional Benefits ('Relation to the Plate for Good Eating'): Excellent source of Protein (eggs) and Vegetables and Fruits (spinach, broccoli, zucchini). It is recommended to serve it with a slice of whole-grain bread or a small portion of fruit to complete the meal according to the 'Plato del Buen Comer' guidelines.

     

    1. PepiDip Verde Frescura (Fresh Green PepiDIP)

    Description:

    A refreshing and hydrating snack, perfect between meals. It combines crunchy vegetables with a creamy yogurt and cilantro dip. Key Ingredients: - Vegetables: Cucumber, carrot (optional), beet. - Dip: Plain yogurt, fresh cilantro, lime juice, salt, garlic/olive oil (optional). Nutritional Benefits: Rich in vitamins, minerals, fiber, and probiotics (from yogurt). Relation to the Plate for Good Eating: Primarily Vegetables and Fruits and Foods of Animal Origin (yogurt). Combine it with whole-wheat crackers or oat biscuits (Cereals and Tubers) for a more complete snack.

    1. Ensalada Verde Azteca (Aztec Green Salad)

     Description:

    Traditional and nutritious salad featuring nopal (cactus paddle), tomato, cilantro, and a citrus touch. Key Ingredients: - Cooked nopales. - Tomato, onion, beet, fresh cilantro. - Dressing: Lime juice, salt, olive oil (optional). Nutritional Benefits: Excellent source of fiber, vitamins, antioxidants, and low in calories. Relation to the Plate for Good Eating: Primarily Vegetables and Fruits. For a complete meal, add Foods of Animal Origin (panela cheese, chicken, tuna) and serve it with baked tostadas or corn tortillas (Cereals)

     

    Crea tu propia página web con Webador