1. Intersections
Inter-
generational
Education
Interactions
Research
Intersectio
ns
Health and
Community
Wellness

3. Why Might a Teacher Want to Integrate the
Garden into Curriculum?
• Being in nature more frequently improves physical,
cognitive and spiritual well-being of students, leading
to improved performance.
Being in nature more frequently reduces teacher burn-
out.
Improved student awareness of healthy foods and
healthy food preparation leads to healthier nutritional
decisions, which leads to healthier minds and bodies,
which leads to improved performance, which leads to
higher school rankings.

4. Why Might a Teacher Want to Integrate the
Garden into Curriculum?
• Educating environmental stewardship is an
opportunity to contribute to the sustainability of the
planet.
The garden is a concrete framework for teaching life
skills such as project planning, project management,
community outreach, website development, and youth
leadership.
Working in the garden contributes to the beautification
of the work environment.

5. Why Might a Teacher Want to Integrate the
Garden into Curriculum?
Fostering ownership of the garden builds a student’s
sense of pride and responsibility.
It is exciting to be part of a cutting edge educational
revolution and the potential to benefit from significant
additional resources if the No Child Left Inside bill gets
approved by the Senate in 2010.

6. Why Might a Student be Interested in the
Edible Garden?
• Being in nature improves physical, cognitive and
spiritual well-being, leading to improved performance.
• The garden provides the opportunity to learn about
math, science, geography, economics, health, and life
skills.
• Today’s children spend hardly any time in nature. By
optimizing the quantity and quality of the TIS children's
exposure to nature, the children will develop a desire
to carry on the crucial work of restoring the earth’s
ecological balance.

7. Why Might a Student be Interested in the
Edible Garden?
• Growing your own food and sharing this knowledge
with your family builds a sense of empowerment.
• The garden provides opportunities for experiencing
the joy of working with the Judson elders and other
community neighbors.
• The garden fosters a sense of connection with the
Fairhill community and Cleveland local food
movement.
• The garden provides a greater opportunity to be

9. Why Might Fairhill Partners
be Interested in
the Edible Garden?
• Opportunity to be show-cased as the “host”
organization of a cutting-edge garden project at a
number of intersections.
• Opportunity to attract additional high quality
organizations.
• Opportunity to beautify the grounds and to improve the
outdoor experience for all who work or live at Fairhill
Partners.
• Opportunity to integrate ecological principles into

10. Why Might the Surrounding Community be
Interested in the Edible Garden?
• Opportunity for involvement through volunteering.
• Opportunity to exchange time or money for fresh fruits,
nuts and vegetables.
• A greater sense of connectedness with neighbors
increases emotional well-being and safety.

11. Why Might the Cleveland Urban Farming
Community be Interested in the Edible
Garden?
• Other Cleveland community gardens and urban
farming initiatives will indirectly benefit from the
evidence-based design of the Fairhill Partners Forest
Garden with respect to improved outcomes for
children, elderly, families, and community.

13. Why Might the Judson Community be
Interested in
•
the Edible Garden?
The garden provides the opportunity to build on the
work through FIGGS (Fairhill Intergenerational Garden
Group Students).
• The garden provides deeper and broader learning.
• The garden and intergenerational garden stewardship
sustains positive health impacts for elders as a result
of physical exercise, emotional connectivity, and
cognitive stimulation.

15. Why might the FP’s Health and Wellness
Center be interested
in the Garden?
• There is an opportunity to support clients by developing
“pathways” (through the garden) for achieving optimal
physical, emotional, cognitive and spiritual well-being.
• There is a growing body of evidence supporting the
hypothesis of “nature-deficit disorder”. The disorder’s
treatment includes nature-based and place-based
education.
• The garden is a living experiment whose evidence can
be shared with the medical and educational communities
and used for future grant applications.