Here is how the project went:
The Roots & Shoots project successfully addressed the need for environmental stewardship and access to outdoor learning by creating a sustainable school garden that combined food production with a Florida native pollinator habitat. Implemented at a Title I middle school, the project provided students—many of whom have limited daily access to nature—with hands-on opportunities to engage with real environmental challenges such as pollinator decline, soil health, and sustainable food systems. Four raised garden beds were established: two for edible plants and two for native pollinator species. Using fertilizer-free, nutrient-rich soil purchased with Roots & Shoots funding, students investigated how soil quality influences plant health while learning about the impacts of fertilizers on runoff and water quality. Students actively participated in planning the garden layout, preparing soil, planting, and maintaining the beds, fostering a strong sense of ownership and responsibility. The garden supported increased pollinator activity, as demonstrated by data collected by the students. Pollinators included butterflies and native bees. The gardens produced measurable food harvests used for educational demonstrations and used to feed the participating students. Students documented plant growth and pollinator observations in garden journals, collected data over time, and reflected on their learning through surveys. Results showed increased student engagement, improved understanding of environmental science concepts, and stronger attitudes toward sustainability. Community members, parents, and local environmental partners contributed through volunteer planting days and shared expertise. By the end of the project, the garden served as a living classroom and a lasting example of how student-led action can benefit people, animals, and the environment.
Through this project I/we learned:
We took measurements and tracked the growth of the plants. We tracked pollinator biodiversity data by completing line transect studies. Additionally, we celebrated the success by harvesting our food and having a tasting party. Students will reflect at the conclusion of the school year by creating posters on the food growing process and the relationship food growth has with pollinators.
What I/we might change:
The time of planting so we can water less and utilize rain as our primary source of water.
My/our favorite part of this project was:
Picking out and learning about how different plants are attracted to different plants. This helped us narrow down the plants we would like in our garden during the design process.
Some tips, tricks or fun facts about the project:
Instead of planting a vegetable garden from seed, if you get plants that are already flowering, it is easier to get your vegetable garden started and established.
