OTISFIELD — In the last few weeks of each school year, there is always a lot going on. This year was no different, and in the last several days at Otisfield Community School, a special garden party was enjoyed by all.

In the spring, in all of Oxford Hills’ elementary schools, students and their teachers were reminded of the possibilities of the gardens as outdoor learning spaces, as well as of the learning expectations in the outdoor environment. Sarah Timm, the MSAD 17 Outdoor Learning Coach, challenged each school with a goal to get every one of our elementary students out into their school’s garden, and to plant (at least) one seed or seedling. Every school that had at least 85% participation was promised a garden party with dance music and fresh garden snacks!

In the garden, students learned about the components that seeds and plants need to grow: light, air, water, nutrients, and adequate space. They were asked to suggest one thing they could do to help take care of the garden in the coming weeks; they discussed how the cycle of seasons changed the landscape and gathered new ideas for how the garden might grow in the new season.

Once the ground warmed in the spring, students investigated the garden areas with magnifying glasses, trowels, and their hands. They found worms and bugs, weeded, and helped their teachers plan what should go in the garden.

One staff member at each elementary school was deemed the “garden champion” and helped to support teachers and organized a theme for all classes to connect them schoolwide. Laura Waite, Grade 2 Teacher, was Otisfield’s garden champion, and her class created a detailed map of the locations and themes of each class’s area.

Each class had a section to plant and care for, and chose a book with a related garden theme:

• Pre-K read the book Planting a Rainbow by Lois Ehlert, and planted tulips, marigolds, snapdragons, zinnias, and phlox

• Kindergarten read Eating the Alphabet, also by Lois Ehlert, and planted broccoli, carrots, cucumbers, radishes, and lettuce

• First grade followed the example of The Little Red Hen Makes a Pizza by Philemon Sturges, planting peppers, basil, tomato, and oregano

• Second grade planted Peter Rabbit’s garden after reading The Tale of Peter Rabbit by Beatrix Potter

• Third grade read Because of Winn-Dixie by Kate DiCamillo, and then planted rhubarb, lemon thyme, lemon balm, and Lamb’s ear to represent parts of that story

• Fourth graders read Keepunumuk: Weeâchumun’s Thanksgiving Story by Danielle Greendeer, Alexis Bunten, and Anthony Perry

• Fifth graders used Tops and Bottoms, by Janet Stevens, to learn which foods grow above the ground and which grow below the ground.

• In sixth grade, students read Sir Thyme Slays the Germs by Craig Kirkland and Lynn Kirkland

Other school staff planted seeds or seedlings as well, using themes from The BFG, Cinderella, and Jack and the Beanstalk, and a sensory garden to include garlic, basil, kale, rosemary, sage, and thyme.

To celebrate the end of the school year and each class’s achievements, Timm and Ruby Forde, a Food Corps member who has worked mostly with 3/4th grade classes at Oxford Elementary and Otisfield Community School, brought garden produce for snacks, some dance music, and their infectious energy to showcase the magic this school community had created.

Timm has led the way by providing staff with ideas, curriculum, and supplies for their learning time outside, as well as for planting gardens and measuring their growth. Younger students learned to label the different parts of a plant on a diagram and compared the food and resources needed by animals and plants.

They used nonstandard means to measure weed growth, made predictions about weeds, and estimated what the watering dose for plants should be. Older students kept field journals and used time in the outside learning environment to hone science skills, practice mindfulness, and design and measure garden areas.

Research from the Children & Nature Network (https://www.childrenandnature.org/schools/) tells us that “Time spent learning and playing in nature benefits the whole child and can help children reach their full potential. Access to safe, natural areas can enhance children’s physical and mental health, from improving cardiovascular vitality and weight management to reducing stress and ADHD symptoms.

“In addition, regular access to high-quality green space inspires strong connections to the natural world…Spending time in nature enhances educational outcomes by improving children’s academic performance, focus, behavior, and love of learning…Meaningful outdoor experiences benefit children and inspire them to love and care for nature…Children who are connected to nature have better health, higher satisfaction with life, and pro-environment behaviors.”

These gardens continue to grow over the summer, and, with a little luck, students will be able to harvest the results of their efforts as they return to school in late August.