• Taking time to plan and design a school garden is time well spent. Considering how the school garden will actually be used within the workings of the school is a critical step in the planning process. Often, people think of a garden as an aesthetic addition to the school’s site, which it inevitably is, but more importantly it becomes an outdoor classroom, welcoming a variety of classes, enrichment programs, after-school activities, and community through its garden gate.

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  • Before touching spade to earth there are many things to do to ensure the support, use, and sustainability of a school garden project. In this chapter we outline the first exploratory steps to help you get started in the process, and to help you understand if your school community is ready and ripe to begin the process. To cultivate long-term interest in the project, you’ll need to develop a committee instead of taking it all on yourself. This chapter will provide ideas and examples of best practices to help streamline that process.

  • There is rising concern over a growing divide between children and the ecology that surrounds them. More and more commonly children stay inside sitting in front of computers or video games, exploring virtual reality instead of playing and exploring out of doors. The reasons for this are well documented and widely discussed. Parents have become more protective due to a perceived fear of danger in the outdoors; the introduction of the automobile and a dramatic increase in its usage over the last century has resulted in a lack of play spaces in the streets; major demographic shifts have occurred in the last century resulting in a dramatic reduction of the number of families who live on farms; and kids are now bombarded with irresistible forms of media and electronic entertainment resulting in more time spent indoors. In urban areas, the relative scarcity of empty lots, parks, and natural open space makes connection with the natural world even more tenuous for many kids. The consequences of this disconnect have been considered by academics, journalists, educational professionals, politicians, and environmentalists. Are children gaining a sense of the systems at large if they aren’t outside exploring them? Are children learning to be independent problem solvers if they aren’t afforded the opportunity to engage their hearts, minds, and hands by building a fort somewhere outside using raw materials and their own creativity? Are they suffering from Attention Deficit Disorder and increased incidence of obesity due to a lack of unstructured play and activity outside? In response, education professors have written on the positive, lifelong effects of nature play; journalist Richard Louv wrote Last Child in the Woods, Saving our Children from Nature Deficit Disorder and cofounded the Children and Nature Network; “No Child Left Inside” legislation is being brought before Congress; and a tapestry of environmental organizations strive to draw children and families away from the TV and into the outdoors. And what about our schools? Are we able to move beyond the plastic play structure and re-imagine the schoolyard to incorporate nature play and a small slice of the natural world? Can we build a hands-on outdoor classroom that amplifies the math, science, and language arts that are taught inside?

  • You might imagine that you would need ample space to make growing your own fruit and vegetables worthwhile, when in fact even the tiniest sunny corner or windowsill is enough to get a good start. With a little imagination, time, and effort, you can transform almost any space, however small, into a productive plot.

  • Farming on the house terrace is strictly organic farming. Since available land for cultivation is shrinking drastically especially in urban areas, it is high time that alternative measures like farming on the house terrace are to be explored. Farming on house terrace including vegetable cultivation, poultry rearing, azolla cultivation and vermi-composting facilitate better time and space utilization, disposal of household organic garbage., proper harvesting of sunlight, reduced incidence of pests and diseases, reduction of family expenditure, nutritional security to physical and economical access to vegetables and eggs and above all the better availability of fresh, hygiene, safe and eco-friendly vegetables and eggs to the urban families.

  • Species of Pleurotus, commonly known as oyster mushrooms, grow saprophytically under natural conditions on trees, deal wood, stumps and branches. Today several species of Pleurotusare commercially grown in many parts of the world. The tropical climate prevalent in the state is ideal for mushroom cultivation. Species of Pleurotusand Volvariella can be successfully cultivated in the state all round the year on a variety of agro-wastes like saw dust, vegetable and paper wastes, oil palm pericarp waste and straw. But the most suitable substrate is found to be paddy straw.


    Ananthan: Short duration variety of oyster mushroom. It is an inter-stock hybrid of Pleurotus petaloides with firm flesh, pure white color and is resistant to pests and diseases. It has good cooking quality as well as consumer acceptability and can be grown on wheat, paddy and sorghum straw. On an average, it takes eight days from spawning to harvest. Yield potential is 800 g per kg straw.

    Bheema: High yielding white milky mushroom.

  • A school garden is an outdoor classroom oasis, attracting countless organisms, each a rich opportunity to teach students about the complex and fascinating ecosystem that we are all a part of. School gardens provide on-site “field trip” opportunities for students, even in the most resource-deficient schools. School gardens may be as small as raised boxes on the asphalt play yard or planter boxes on a rooftop garden. In some cases, a school may have the space to take over an unused playing field or parking lot and turn it into a mini-farm with chickens and even goats or sheep. School gardens may be designed to help students learn about food and nutrition by planting edible crops, or lessons might focus on the local habitat by planting native plants. The common denominator of all school gardens, however, is that various classes utilize them as outdoor classrooms. The class may be planned as a standards-based lesson that charts the growth of recently planted fava bean plants and measures the change in growth over time. Or more typically, the focus of the class might veer unexpectedly toward pollination, due to the unanticipated arrival of a hummingbird nectaring in the pineapple sage. In both cases, school garden lessons are connected to education standards.

  • Extend your growing season with Cold Frame Gardening and Greenhouses.

    Growing under cover:

    This isn’t some kind of covert gardening, but the practice of protecting plants from the worst weather, to extend the growing season. It is particularly useful if you live in a cold area where spring comes late and fall arrives early, but almost all gardeners looking to produce crops year-round will benefit from growing crops under cover.

    Basics & Advantages of Protected Culture

    If your environment includes months of frozen cold or equal amounts of time in scorching heat, you may think you’ll never be able to grow a successful vegetable garden. The answer to your problem is a greenhouse. A greenhouse is a great asset to any vegetable plot, enabling gardeners to make the most of the sun. Even the smallest, unheated structure will allow gardeners to extend the seasons and produce good crops of a wide range of vegetables.

    Why Grow in a Greenhouse?

  • General principles

    The seed production programme envi-sages to produce genetically pure quality seeds and to store them in a viable condition for a reasonable period of time, until it reaches the farmers. The seeds should have genetic purity, uniformity in size and shape, high germination and vigour. The seeds should be free from mechanical damages, insect and fungal infestation and other crop and weed seeds. A commercial seed production programme has three aspects - seed production, seed processing and seed storage.

  • The most important and basic ingredient you need to grow any sort of produce is soil. Soil anchors the plant’s roots, provides a constant supply of nutrients to the plants, and offers it a healthy environment, something plants need to grow big and fresh.

  • Soil Layers: Soil is composed of three basic layers: the topsoil, the subsoil, and lastly, the parent matter.

  • Soils are classified by the size of their particles. Generally, they range from coarse to fine or from light to heavy. Here are some soil types:

    Type and characteristics
    sandy: Easliy tilled
    Sandy loam: Well drained
    Loam: Warms quickly Poor nutrient retention
    Silty loam: Hard to work
    Clay loam: Slow drainage-great moisture retention
    Clay: Warms slowly Excellent nutrient retention

    The coarser the soil, the earlier it warms in the spring and the earlier it can be worked. Coarse particles of sand retain less moisture than fine particles of clay. Coarse soils require less spring sunshine to reach a temperature suitable for seed germination.

    Delay working the soil until it is dry enough so that a compressed ball of soil will break apart when dropped from the height of your hip. Soil that is worked when too moist forms compact clods and makes root growth difficult.

    There are five primary types of soil: sand, clay, limestone, peat, and silt. The type of original rock and the mineral fragments’ size determines a soil’s type. It is imperative to have in depth knowledge of your garden’s soil because this knowledge allows you to know exactly what you will be dealing with when gardening because your cultivations, their size, type and planting timing largely depends on the soil’s nature and type.

  • The ideal garden soil is rich in organic matter, well drained, slightly acid, and replenished with plant nutrients. How good is your soil? The amount of nutrients and the level of acidity can be determined by soil tests.

  • Dolichos bean (lablab purpureus)

    Pole varieties:

    Bush variety:

  • Vegetable cowpea includes bush type (Vigna unguiculata sub sp. unguiculata) and yard long bean (Vigna unguiculata sub sp. sesquipedalis).

    Cowpea can be grown throughout the year. It can be grown as a pure crop in single-crop and double-crop rice fallows during rabi and double-corp rice follows during rabi and summer seasons.

  • Brinjal, chilli and tomato are the important solanaceous fruit vegetables grown in the state.

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  • Spices organic cultivation methods

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  • Ornamental plants - organic growing

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  • Spices organic cultivation methods

    We are updating this website