THE INNER CITY SCHOOL GARDEN PROJECT

1. THE INNER CITY SCHOOL GARDEN PROJECT Ali Zango Cyrille Teja Heather Mitchell Justine Spearman Nelly Uzezi Steve Tedham Sustainability and Food PresentationENVR 3850

2. THE INNER CITY • THE INNER CITY • Steve Tedham • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Substantive urban decline • Keystone area for the revitalization of the city's core • Home to high-risk demographics • Poor access to high quality services (dependence on convenience) • Greatest opportunity to benefit from our proposal

3. OUR VISION • THE INNER CITY • OUR VISION • Steve Tedham • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES “To provide an educational, sustainable, community building opportunity to the children of the inner city through use of the public school system and incorporation of indoor school gardens.”

4. INDOOR BOXES • THE INNER CITY • OUR VISION • Steve Tedham • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES http://www.crestonesolarschool.com/IntroducingTheEarthBox.html

5. BENEFITS • THE INNER CITY • OUR VISION • Steve Tedham • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Economic: -Program is low cost and has high utility for return -Promotes local food sourcing (Support local farms) -Reduces dependence on food banks by providing food for the community

6. BENEFITS • THE INNER CITY • OUR VISION • Steve Tedham • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Environmental: -Promotes sustainability and sustainable food practice -Plants filter carbon dioxide and provide fresh oxygen for the classroom -The use of compost as fertilizer has the potential to reduce waste produced from the school

7. BENEFITS • THE INNER CITY • OUR VISION • Steve Tedham • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Social: -Foster a sense of responsibility -Encourage students to engage in external relationships -Gain internal connections and inward reflection (A sense of empathy, cooperation)

8. BENEFITS • THE INNER CITY • OUR VISION • Steve Tedham • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Education: -A connection with nature -Hands-on learning -Skill development -Food systems -An outlet for troubled Students

9. DEMONSTRATION • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • The objectives of school gardening is to improve health, nutrition, educational opportunities and outdoor activity for the children -school garden -outdoor classroom lessons

10. DEMONSTRATION • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • School gardens are a wonderful way to use the schoolyard as a classroom -reconnect students with the natural world and the true source of their food -teach them valuable gardening and agriculture concepts and skills that integrate with several subjects

11. F.W GILBERT ELEMENTARY • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • for example: F.W Gilbert Elementary School • food matters  The Golden Carrot Award • is a leader in the local community that encourages the implementation of gardening in schools • they practice outdoor garden which was put together and maintained by the principal, experienced teachers, volunteer parents and student • plots for all grades, including kindergarten and nursery

12. F.W GILBERT ELEMENTARY • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • “Little Green Thumbs” Garden Club • Garden plots have been used to grow: -vegetables -grains -flowers • used for various projects and education opportunities • contributing ingredients for an annual harvest supper, after school snacks and canning sessions

13. GROSVENOR SCHOOL • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • practice school gardening as part of their curriculum • the kids study plants as well as soil and food sustainability • it’s a real and experiential learning path for them to have hands-on experience with planting and growing food • As part of the Education for Sustainable Development priority, Grosvenor students practice installing of new raised garden beds in front of the school.

14. FAMILIES FORWARD • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Grants from Families Forward is being used to create the outdoor classroom with planning and installation help from Urban Eatin’ -a local garden co-operative -each classroom will have their own garden bed to plant their favorite vegetables to harvest in the fall while in the summer, the students and staff will learn about composting and building a three-bin composter on-site

15. GARDEN DEVELOPMENT • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Construction of school garden at school site will help them: -Spend time planning the garden -Participate in weeding and preparing the ground to become a growing space -Shovel and move dirt and woodchips -Explore other components of garden construction, including basic carpentry where applicable e.g. fencing -Plant the seeds and transplants into the waiting beds

16. COMPOST & WATER SYSTEMS • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • No environmentally conscious garden is complete without a compost system • Composting and water systems teaches student how to manage their school’s food waste and turn it into nutrient-rich organic compost for use in the schoolyard gardens each season.

17. COMPOST & WATER SYSTEMS • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Rain collection systems can be installed to save on water and develop a greater awareness of our environmental impacts. • Students will: -learn about the food chain of decomposition and the value of compost in a garden -explore the dangers of land-fill sites -develop signs and systems for collection of the school’s food waste

18. COMPOST & WATER SYSTEMS • THE INNER CITY • OUR VISION • DEMONSTRATION • Nelly Uzezi • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES -help Urban Eatin’ build a compost bin system out of recycled pallet wood -maintain the compost system throughout the year -teach subsequent students about how to continue the compost management season-after-season

19. SUSTAINABILITY IMPROVEMENTS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • Cyrille Teja • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES The implementation of an indoor garden in schools is a sustainable way to integrate and introduce fresh food into the education system • Problem: schools are only in session for roughly 9 months out of the year -maintenance -space limitation • Solution: create an earthbox -saves space -low maintenance

20. WHAT IS AN EARTHBOX? • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • Cyrille Teja • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES An earthbox is a unique sustainable container garden system which allows the users to grow a multitude of vegetables, flowers and herbs without having a traditional garden or garden site. http://www.cultivatingconscience.com/2011/03/earthbox-diy/

21. IMPROVEMENTS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • Cyrille Teja • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES Although earth boxes prove to be a sustainable way to integrate a living food system indoors and even outdoors, there still can be some improvements in the creation and implementation of the earthbox program in inner city schools. -materials -the use -the waste

22. MATERIAL • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • Cyrille Teja • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Instead of a rubber tub, use wood -requires a water reservoir on the bottom of the box -use of plastic is frowned upon  -try and limit use of plastic • Solution: - is to make the whole box out of wood -use a smaller plastic container for the water reservoir

23. USE • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • Cyrille Teja • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • Give community members access to the earthboxes -can be utilized to their potential -encourages the community to grow their own food in the comforts of their home -inspire to live in a sustainable way • Summer programs/day camps -take home an earthbox for the duration of their summer vacation -teach members of the community (all ages) how to make their own earthbox as well as how to take care of it

24. WASTE • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • Cyrille Teja • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • REFERENCES • What will you do with the food you have grown? -use in lunch programs -showcase student’s hard work and effort -get to taste the food they have grown -donate to food banks and soup kitchens -reach out to the community -learn the value of giving and helping -compost initiatives -environmental and education benefits -able to use compost in future earthbox projects

25. COST ANALYSIS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • Ali Zango • FEASIBILITY • CONCLUSION • REFERENCES In most cases schools with already implemented inner city gardens have done so using funds from: -fundraising -donations -they start the program in a small scale, with time its turns into larger scale program -there is no precise cost equivalent to cover for the program.

26. BENEFIT ANALYSIS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • Ali Zango • FEASIBILITY • CONCLUSION • REFERENCES The benefits of Inner city garden could be divided into two parts: 1. the students 2. community

27. STUDENTS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • Ali Zango • FEASIBILITY • CONCLUSION • REFERENCES • It encourages student to become stronger, more active learners, capable of thinking independently • Kids spend less and less time with nature -this program will help them engage with nature • It encourages student to be more resilient, confident and responsible towards approaching their goals in life

28. STUDENTS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • Ali Zango • FEASIBILITY • CONCLUSION • REFERENCES • Inner city garden facilities students learning vital jobs skills: -presentation skills -communication -team work • It helps develop the ability of student to work and communicate with people of all ages and back ground.

29. COMMUNITY • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • Ali Zango • FEASIBILITY • CONCLUSION • REFERENCES • Create greater awareness of sustainable living through the student to their parent and across the society • It creates stronger society bonds due to the relationship created by gardening of people of all ages • Inner city garden help student develop into more skilled, creative thinkers who are adoptable to the changing needs of society

30. COMMUNITY • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • Ali Zango • FEASIBILITY • CONCLUSION • REFERENCES • It increases the societies economical value • Parents play an active role in their children leaning and life of the school by checking on the garden progress

31. FEASABILITY • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • Justine Spearman • CONCLUSION • REFERENCES • Based on two factors: 1. Technical 2. Economic

32. TECHNICAL • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • Justine Spearman • CONCLUSION • REFERENCES Relies on 3 main components 1. supplies 2. participation 3. lighting -Ensure a functional, sustainable system

33. SUPPLIES • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • Justine Spearman • CONCLUSION • REFERENCES • Requires: -boxes -soil -plants -pipe *supplies may be costly and difficult to attain in large quantities Include middle/high school woodshop programs to make the boxes -3 schools, 6 grade levels -soil/plants/pipe -hardware stores and garden centers can supply large quantities (may offer discount as it is a school project)

34. PARTICIPATION • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • Justine Spearman • CONCLUSION • REFERENCES • 3 months (cumulative) students are not in school Difficult to maintain during those months Solutions: • Winter/spring break: • Students could bring boxes home • Created with ease of transportation in mind • Sense of ownership/responsibility • Summer break: • Take home boxes • Share project with nearby daycare centers • Create summer gardening club

35. LIGHTING • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • Justine Spearman • CONCLUSION • REFERENCES • Plants require adequate sunlight which may be limited in some classrooms Vegetation not dependent on direct sunlight: • Lettuce • Broccoli • Cauliflower • Peas • Beans

36. ECONOMIC • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • Justine Spearman • CONCLUSION • REFERENCES -Project dependent on economic factors and ability to fit in school budget -The cost is dependent on supplies needed for the 12 elementary schools in the area -Implementing middle/high school wood shop classes reduces cost -If the project does not fit into budget, taxes may need to be raised -Cost may be reduces as suppliers of soil and seeds may offer price reduction

37. ECONOMIC • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • Justine Spearman • CONCLUSION • REFERENCES http://www.mypeg.ca/maps/

38. CONCLUSION • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • Issues with respect to Winnipeg’s inner city • high rates of unemployment • poverty • high school drop-out rates • street-gang activity • prostitution • violence • impoverished housing • “food desert”

39. CONCLUSION • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • Issues with respect to Winnipeg’s inner city Winnipeg has the largest urban Aboriginal population in Canada, and they are disproportionately concentrated in the inner city. They are also disproportionately represented among the poor, and are severely impacted by the devastation of poverty.

40. NEED FOR CHANGE • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • The inner city area of Winnipeg is desperate for positive change and improved well-being for its people, communities, and future. • This is where our idea of school gardens comes into play: -The purpose of our project was to promote the integration of gardening programs into inner city schools in Winnipeg in hopes of accomplishing an array of various benefits that will help the food security issues of this area. By following the example of F.W. Gilbert Elementary School, other inner city schools can enhance the learning experience of their students and make lasting educational, health and community impacts.

41. RE-CAP OF BENEFITS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • Schools are provided with fresh and healthy foods. • It saves the schools money by providing food for their students that has been grown right at the school, rather then purchasing and importing from else where. • It also provides food to students whose families may not be able to afford fresh food choices (lack of grocery stores, high prices and cost of transportation elsewhere).

42. RE-CAP OF BENEFITS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • Gardening allows students to govern a sense of responsibility and self-esteem, engage and cooperate with others, and gain teamwork skills. • Gives the schools and surrounding area a sense of community. • Gardening programs teach children all about their food systems and the importance of healthy food choices.

43. RE-CAP OF BENEFITS • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • School gardens are a pathway to making school subjects more interesting and meaningful to children. • Horticulture therapy has helped troubled children see themselves more positively and helped them manage their emotional and behavioural problems. • Environmental education leads to significant improvements in cognitive development, self-discipline, creative expression, language skills, and social interactions.

44. IT’S EASIER THAN WE THINK! • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • There have been many schools with gardening programs in Winnipeg which include: Grosvenor School, J. B. Mitchell School, Wellington School, David Livingstone School, Montrose School, Ecole Varennes, and Wayfinders Urban Eatin’ Gardeners Worker Co-op: • Help students start thousands of seedlings • provide information on lighting options, classroom sizes, costs, garden design, composting, and seed varieties • Organize the construction and installation of new gardens at many different locations

45. IT’S EASIER THAN WE THINK! • THE INNER CITY • OUR VISION • DEMONSTRATION • SUSTAINABILITY IMPROVEMENTS • COST/BENEFIT ANALYSIS • FEASIBILITY • CONCLUSION • Heather Mitchell • REFERENCES • The Environmental Funding Guide: • Lists agencies that provide funding to environmental organizations and projects, some of which include: Assiniboine Credit Union, CP Loewen Family Foundation, Investors Group Community Projects Fund, Shell Environmental Fund, etc. • The funding is available, there are role model schools, and there are resources and organizations willing to help start school gardening programs, so it is more than possible to integrate more of them into inner city schools of Winnipeg!

46. REFERENCES THE INNER CITY OUR VISION DEMONSTRATION SUSTAINABILITY IMPROVEMENTS COST/BENEFIT ANALYSIS FEASIBILITY CONCLUSION REFERENCES • Amir. Building Gardens, Growing Communities. Garden Programs into inner city schools. Retrieved 31 March, 2014 From www.amirproject.org • Carter, T. S., & Osborne, J. (2009). Housing and neighbourhood challenges of refugee resettlement in declining inner city neighbourhoods: A Winnipeg case study. Journal of Immigrant & Refugee Studies, 7(3), 308-327. • CBC News. (2008). Priceof staple foods on the rise: Winnipeg Harvest audit. Retrieved March 28, 2014 from: http://www.cbc.ca/news/canada/manitoba/price-of-staple-foods-on-the-rise-winnipeg-harvest-audit-1.699553. • Education.com. (2014). Why is Environmental Education important? Retrieved March 28, 2014 from: http://www.education.com/facts/quickfacts-ndd/why-environmental-education-important/. • Elements of the Earthbox. (2011). Image retrieved from: http://www.cultivatingconscience.com/2011/03/earthbox-diy/ • Fern. (February 12, 2009). Edible Plants You Can Grow on a Shady Balcony. Retrieved March 29, 2014 from: http://lifeonthebalcony.com/edible-plants-you-can-grow-on-a-shady-balcony/

47. REFERENCES THE INNER CITY OUR VISION DEMONSTRATION SUSTAINABILITY IMPROVEMENTS COST/BENEFIT ANALYSIS FEASIBILITY CONCLUSION REFERENCES • Ferris, J., Norman, C., and Sempik, J. (2001). People, Land and Sustainability: Community Gardens and the Social Dimension of Sustainable Development. Social Policy and Administration. 35:559-568. • Hart, H. (2012). The Benefit of Indoor and Vertical Gardening. Indoor Gardening. Retrieved March 28, 2014 from: http://www.appropedia.org/Indoor_gardening • Holle, P., & Owens, D. (2002). Fixing Winnipeg's Downtown. • Huckestein, S. (2008). Experiential Learning in School Gardens and Other Outdoor Environments: A Survey of Needs for Supplemental Programs. Thesis for Masters of Science in Career and Technical Education. • Husted, K. (2012). Can Gardening Help Troubled Minds Heal? Retrieved March 28, 2014 from: http://www.npr.org/blogs/thesalt/2012/02/17/147050691/can-gardening-help-troubled-minds-heal.

48. REFERENCES THE INNER CITY OUR VISION DEMONSTRATION SUSTAINABILITY IMPROVEMENTS COST/BENEFIT ANALYSIS FEASIBILITY CONCLUSION REFERENCES • Let, D. (2013). 'Food deserts' complex, hard-to-solve problems. Winnipeg Free Press. Retrieved March 28, 2014 from: http://www.winnipegfreepress.com/local/food-deserts-complex-hard-to-solve-problems-189778611.html. • Manitoba Eco-Network. (2014). Environmental Funding Guide. Retrieved March 28, 2014 from: http://mbeconetwork.org/resources/funding-guide. • Peg. Household Income, 2005. Scale undetermined; generated Justine Spearman, using Peg Maps. (March 29, 2014).http://www.mypeg.ca/maps/ • Peg. (2014). Peg – Community Indicator Systems. (http://www.mypeg.ca/) • Royal Horticultural Society. Gardening in Schools. Retrieved 29 March, 2014 from www.rhs.org.uk/schoolgardening • Seeds for Change: Community Garden Program. (2012). Community Garden Program. Retrieved March 28, 2014 from: http://seedsforchangegardens.org/index.php/programs/community.

49. REFERENCES THE INNER CITY OUR VISION DEMONSTRATION SUSTAINABILITY IMPROVEMENTS COST/BENEFIT ANALYSIS FEASIBILITY CONCLUSION REFERENCES • Watkins, D. (2010) What is an Earth Box? Retrieved March 28, 2014 from http://www.gardenguides.com/86648-earth-box.html • Silver, J. (2004). Indigenous Politics: Community Development in Winnipeg’s Inner City. Canadian Dimension. Retrieved March 28, 2014 from: http://canadiandimension.com/articles/1951 • University of Florida. (2008). Benefits of School Gardens. Retrieved March 28, 2014 from: http://gardeningsolutions.ifas.ufl.edu/schoolgardens/school_gardens/benefits.shtml. • Urban Eatin’ Gardeners Worker Co-op. (2014). School Gardens & Workshops in Winnipeg. Retrieved March 28, 2014 from: http://urbaneatin.com/school-gardens-workshops-winnipeg. • Winnipeg School Division. (2013). General Wolfe School. Retrieved March 29, 2014 from: https://www.winnipegsd.ca/schools/GeneralWolfe/AcademicsAndClasses/Courses-Offered/Pages/Grade-9-Courses.aspx • Winnipeg School Division. (2013). NijiMahkwa. Retrieved March 29, 2014 from: https://www.winnipegsd.ca/schools/NijiMahkwa/AcademicsAndClasses/middle-years/Pages/default.aspx