Terra Nova
Community Farm Toolkit
It is for man to scatter the seeds of science and of song; that climate, corn, animals and man may be milder and the
germs of love and benefits may be multiplied…Ralph W. Emerson
This toolkit represents a collaboration between Terra Nova Community Farm (TNCF) an innovative
program of the Beaverton School District, and Washington County Health and Human Services . TNCF
was founded on the ‘Big Picture Learning’ model; an educational theory that increases real-world skills
in students who have not received the same benefit from traditional educational models. The purpose
of this toolkit is to provide educational institutions with an organizing framework or guidelines on how
to implement an innovative program like Terra Nova; thereby bolstering in youth the values of social
responsibility, accountability and land stewardship. By linking student development efforts to local
priorities, TNCF ensures that students are recognized as important contributing members of their community. Terra Nova was the first ‘Big Picture School’ in Oregon.
Users of this toolkit will gain the ability to:

Educate – by demonstrating to youth, community members/ partners, administrators and public policy makers:
o
How to apply the Terra Nova Community Farm (TNCF) model to educational institutions
within the Pacific Northwest
o
How to optimize community health and nutrition through the implementation of a Community Supported Agricultural (CSA) program
o
How having healthy local produce in schools can help promote sensible eating habits early
(Tasting Tables, peer mentoring)

Advocate – describe the benefits of increasing the use of sustainable practices on improved
health behaviors:
o
Exposing individuals and communities to nutrition-based activities, agriculture-related education (farm tours, etc.) behavior change can be effected on multiple levels: a hallmark of
successful prevention focused public health programs.
o
Demonstrate how the USDA offers help for the development of local farm to institution relationships, i.e. Know Your Farmer, Know your Food, and Farm to School Initiatives (Way to
take Initiative!).
o
Supporting Healthy People, Healthy Places, Oregon Health Authority’s Health Promotion
and Chronic Disease Prevention's 2020 vision, mission and framework focusing on best
practices for promoting and supporting optimal health for all Oregonians.
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
Collaborate – by demonstrating the benefits of institutional collaboration with public and private partners in:
o
Fostering youth development through the establishment of youth employment opportunities that protect, conserve, rehabilitate and improve the natural, historical and cultural resources of Oregon (Money Matters- Youth Development)
o
Improving the connections between the consumption of healthy food by consumers while
supporting our local and regional economies, because diverse local food systems are a vital
part of a sustainable and healthy community (Money Matters- Partnerships)
o
Validating USDA research showing that growth in a community’s local food economy can
improve that community’s employment and income, i.e. every dollar spent by schools on
local food returned an extra $.87 to the local economy (Money Matters).
Acknowledgements:
The Beaverton School District would like to acknowledge the following organizations, entities and
community partners for their outstanding contributions to this toolkit:
Paul Hudak, Terra Nova Community Farm founder and lead farmer, Beaverton School District
Gary Myers, Former Principal of Terra Nova High School, Beaverton School District
Greg Malinowski, Organic farmer
Maureen Quinn, OSU Extension Service, Washington County
Northwest Regional Education Service District
Patrick Willis, OSU Extension Service, Washington County
Tracy Jamison, MPH & MS graduate student, OSU College of Public Health and Human Sciences
Terra Nova students:
Brenda Puga
Cameron Nurse- Vermiculture and Oven building
Christian Craft
Ian Crane- Vermiculture Art and The Terra Nova Story Book-A Day at the Farm
James Cliburn-TNCF logo
Jennifer Carmona- Herb garden
Jessica Allen- Beneficial Bugs Insect photography
Kea Austin- Flower photography and Seed packaging
Kurt Mayhugh
Levi Jennings
Michael Morton- Oven and insect photo
Terry Johnson
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Terry helping with parsley harvest, by Michael Morton, TNCF
Terra Nova Community Farm Toolkit
Executive Summary .................................................................................................................. 8
Introduction ............................................................................................................................. 10
Mission ...................................................................................................................................... 11
History ...................................................................................................................................... 12
How Does Your Garden Grow? .................................................................................. 14
School District Demography ................................................................................................. 15
Terra Nova Geography and Microclimate........................................................................... 16
Tools of the Trade ................................................................................................................... 18
Deciding What Crops to Grow ............................................................................................... 20
Soil Quality and Composting ................................................................................................. 21
Growing Season Calendar...................................................................................................... 22
Care of Crops/ Weeding ......................................................................................................... 23
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All About Insects ...................................................................................................................... 26
Products/ Services ........................................................................................................... 27
Community Supported Agriculture (CSA) Subscriptions .................................................. 27
Terra Nova Vegetable Showcase .......................................................................................... 27
Terra Nova Seeds of Change .................................................................................................. 27
Terra Nova CSA Newsletter ................................................................................................... 28
Way to Take Initiative! .................................................................................................. 29
Community Initiatives ............................................................................................................ 30
Educational Initiatives ........................................................................................................... 31
Educational Initiatives Curriculum Synopsis ..................................................................... 32
Student led Environmental Projects .................................................................................... 34
Vermiculture ............................................................................................................................ 35
Worm Farming ........................................................................................................................ 37
TNCF Earth Oven ..................................................................................................................... 39
Herbal Identification and Applications Project ................................................................. 45
The Terra Nova CSA Storybook: A Day at the Farm ........................................................... 46
Beneficial Bugs ........................................................................................................................ 49
Money Matters ................................................................................................................... 52
Private Grant Programs ........................................................................................................ 52
State funded Youth Development Programs ...................................................................... 52
Federal Funding Programs ................................................................................................... 53
Earned Income......................................................................................................................... 54
Partnerships ............................................................................................................................ 54
SWOT (Strengths, Weaknesses, Opportunities, Threats) ................................................. 55
Possible Program Additions ....................................................................................... 56
Educational Initiatives Curriculum ..................................................................................... 57
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Food Safety ............................................................................................................................... 58
What is the right way to wash your hands?........................................................................ 59
Fast Snack Ideas ...................................................................................................................... 60
Picky Pete Visits Terra Nova.................................................................................................. 61
Don’t get caught in the food web! ......................................................................................... 62
Why is food important? .......................................................................................................... 63
Terra Nova’s Nutrition Expedition ....................................................................................... 64
The Crux of Cruciferous Vegetables ..................................................................................... 65
The World Wide Web .............................................................................................................. 66
Fun under the Sun……………………………..………………………...…………...…..…...67
Addendums/Appendices ............................................................................................... 68
List of Terra Nova Community Farm Examples ................................................................. 68
List of Templates ..................................................................................................................... 68
TNCF Vegetable Showcase ..................................................................................................... 68
Potatoes .................................................................................................................................... 69
Tomatoes .................................................................................................................................. 70
Onions ....................................................................................................................................... 71
Carrot ........................................................................................................................................ 72
TNCF Seeds of Change ............................................................................................................. 74
Example of TNCF Weekly CSA Newsletter ............................................................................ 76
Example of TNCF Youth Development and Asset List ........................................................ 77
Example of TNCF CSA Sign-up form………………...……………………….…….…..…...78
Examples of TNCF Past Fundraisers .................................................................................... 79
Example of Year-at-a-Glance Fundraising Calendar ........................................................ 80
Example of Strategic Fundraising Plan ............................................................................... 81
Example of Planting Season Calendar ................................................................................. 82
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TNCF Toolkit Templates…….…………………..…….….……………….……..………….83
Example from Terra Nova School brochure on Terra Nova Community Farm .............92
Glossary .................................................................................................................................96
Terra Nova Toolkit Resources. ................................................................................101
Answers to curriculum……………………….……………………………………….104
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Sunflower by Jessica Allen, TNCF
Executive Summary
Increasing rates of chronic disease and nutritional deficiencies have shown that children and
families cannot lead happy productive lives in unhealthy communities and toxic ecosystems.
The acknowledgment of this reality has led to an awakening of federal, state and local interest
in creating healthier local food systems that are sustainable.
According to the American Journal of Agricultural Economics, local food systems such as farmers markets are the historical flagship of sustainable agriculture. The number of farmer’s markets in the United States have grown significantly over the last decade, a 150% increase from
1994 through 2006. Although usually based in a community, farmer’s markets are not the
same as Community Supported Agriculture. The USDA defines Community Supported Agriculture (CSA) as a community of individuals who pledge support to a farm operation so that
growers and consumers share the risks and benefits of food production.
The more familiar definition of Community Supported Agriculture allows members to buy a
share of the produce from a local farm. These CSA members receive a box of fresh fruit and
vegetables every week during the growing season. Community Supported Agriculture pro-
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vides the same fresh foods to consumers while eliminating the need to go to farmers’ markets,
meeting the needs of low-income communities and offering growers a guaranteed income. Additionally, research has shown that consumers are generally willing to pay more for high quality fruits, vegetables and herbs produced with low environmental impact.
The Terra Nova Community Farm, a school-based community supported agricultural (CSA)
program of the Beaverton School District, teaches students how sustainable agriculture
(utilizing good agricultural practices) directly impacts ecological conservation and community
nutrition. It is also an excellent model for youth development because it provides youth with
learning targets based in the economics of agribusiness, a “real world” market economy. For
example, students learn that the cost of implementation will be higher in the first year than in
subsequent years when subscribers provide income and additional investment is minimal. Additionally, students learn that when starting their school-based CSA they will need to decide
upon principal objectives and initiatives, program description and mission statement, management approach, location of facilities, workforce development, products and services, marketing opportunities, financial projections and recognition of risks. In marketing, these parameters are summed up in the 4 P’s: Product, Place, Price and Promotion.
When using the TNCF toolkit, students are involved in every aspect of farm management including marketing, soil analysis, cultivar (crop) selection, cultivation, harvest, distribution,
post harvest production and financial management. Accordingly, students acquire relevant
entrepreneurial proficiencies in addition to the opportunity to earn credit in ecology, economics, science, math, nutrition, health, physical education, social sciences and language arts.
The USDA economic research service identified three consistent barriers to local food-market
entry and expansion: 1) limited research, education, and training for marketing local foodstuffs; 2) small-farm capacity constraints and lack of distribution systems for moving local
food into mainstream markets; and 3) uncertainties related to regulations that may affect local food production, such as food safety requirements.
The purposes of the Terra Nova Community Farm toolkit are to 1) assist in overcoming the
aforementioned barriers; 2) diminish population-based barriers to optimal nutrition identified by the USDA; 3) familiarize educational institutions/ organizations with the essentials of
starting a new school-based, community-supported agriculture (CSA) program; and finally 4)
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assist in the performance of continuous evaluation of a school-based, small scale agricultural
program.
Introduction
The Terra Nova Community Farm toolkit is based on Terra Nova, a Beaverton school-based
CSA program, where students take on the role of grower and supplied consumers with local
produce. The Terra Nova Community Farm program is modeled on a style of instruction called
“Big Picture Learning” where learning is based on the interests and goals of each student;
where the student’s curricula is based in “real world” challenges and opportunities; and,
where the student’s abilities are realistically measured by the quality of her or his work, while
meeting state and District education standards.
Terra Nova Community Farm grew out of the spirit of two programs previously offered by the
Northwest Regional Education Service District: the Cascade Education Corps and the Outdoor
Leadership Program. These outdoor, environmental education programs gave students training and hands-on experience in leadership, teaching, and environmental issues. Similarly, the
Terra Nova program students (who may or may not have come from agricultural backgrounds) gain a better relationship with their food and familiarize themselves with local food
webs (a system of interrelated and interdependent food chains in an ecological community)
through individualized internships.
The Terra Nova program also teaches students skills necessary to effect change through conservation ecology (the study of relationships of living things to the environment) because
healthy, sustainable communities require healthy, sustainable food systems. This toolkit,
based on the Terra Nova Community Farm program, is provided as a guide to schools seeking
to create their own personalized learning community through the establishment of a schoolbased CSA.
Terra: Earth, Soil or land mass
Nova: New, unusual, or extraordinary
Terra Nova, Break new ground!
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Mission
Terra Nova Community Farm (TNCF), a Beaverton school-based community supported agricultural (CSA) program, invests in its students and its community in a way that few traditional
educational models do; through personalized education that advocates for the student while
supporting local community nutrition, ecological conservation and youth development. The
main goals of this program are to educate students about sustainable agriculture, small business management and building community around the farm. With guidance from Paul Hudak,
the farm program director, the students have turned the ¾ acre plot into a small farm using
organic growing techniques.
The Terra Nova Community Farm supplements the Beaverton School District’s Nutrition Services Department with fresh local produce through the farm to school program, allowing Terra Nova students the opportunity to provide healthier school food, directly impacting the nutritional status of local children and their families.
Beyond enhancing standardized academic proficiencies, the Terra Nova model instills in its
students the value of community building and responsibility by making students active members of their community; developing leadership skills; and most importantly, allowing students to take ownership of their futures through training and hands-on experience in the re-
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quirements of agribusiness entrepreneurship (for example, business management, personnel
development and ecological conservation).
In conclusion, the mission of the TNCF is realized through its students. The provision of opportunities for students to develop their personal qualities supports community building and
increases problem solving skills. In this way, Terra Nova’s learning through internship model
contributes not only individual, family and community engagement, but also provides a firm
foundation for college preparation.
History
Heirloom Tomato, TNCF
Significant change will never occur in any institution until the forces for change are greater
in combination than the forces preserving the status quo. Inside Higher Ed, 9/08/06
Why should you care where your food comes from? Community-supported agriculture (CSA)
is a model of food distribution that focuses on local growers and consumers, while addressing
issues of social justice such as equal access to nutritious fresh fruits and vegetables. The creation of CSA programs, such as Terra Nova, directly increases food security by helping to overcome income barriers to fresh local produce. Consequently, municipal, state and federal programs and polices support local food initiatives. For example, the USDA Farm to School Initiative not only supports schools with the funding to implement the logistics required for Farm
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to School programming, but also helps schools initiate and access nutrition-based activities,
education, agriculture-related lessons and curriculum, school or community gardens, farm
tours, taste testing, and parent/community educational sessions.
The Terra Nova Community Farm (TNCF) began as a ¾-acre farm based at Terra Nova High
School in Beaverton, Oregon. The program was implemented two years ago when the program’s founder Paul Hudak plowed the school’s unused baseball field under, turning it into a
small farm. TNCF is a student-run entrepreneurial venture that focuses on rigorous student
learning, community building, sustainable agricultural growing practices and conservation
ecology. In 2008, Terra Nova successfully completed their first season by serving 15 families
and their second season serving 30 families registered with the Community Supported Agriculture (CSA) program, providing food to families in need through local food pantries in addition to providing a percentage of the produce to select schools in the Beaverton School District . Today, in preparation for expansion, Terra Nova has begun cultivation of a second land
plot located at Portland Community College (PCC), Rock Creek Campus.
The main areas of importance are education, conservation ecology and building community.
The TNCF uses only good agricultural practices and teaches program students why this is important. By analyzing soil before and after planting, students are able to see how anthropogenic (human generated) agricultural practices affect the soil through time. Student curricula
also requires the close monitoring of onsite bio-diversity (to include native wildlife and insect
populations) to ensure that indigenous species habitats are not unduly infringed upon. Lastly,
water conservation is addressed as another area of high importance. As water becomes more
precious and scarce, it is the duty of current and future generations to conserve as much water as possible when irrigating our crops, be it through current or novel technologies.
Finally, through the building and operation of the TNCF community supported agriculture
program, students earn credit in ecology, economics, science, math, nutrition, health, physical
education, social sciences and language arts. In addition to classroom work, the student farm
crew completed individual projects pertaining to the farm. These projects have included medicinal herbs that acknowledge the burgeoning field of Ecological Medicine, a field of inquiry
and action that reconciles the care and health of ecosystems, populations, communities, and
individuals; earth oven building; Vermiculture; vegetable nutritional analysis; and beneficial
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insect identification with a focus on how biological rather than chemical pest control benefits
the local ecology.
Digging garlic, TNCF
How Does Your Garden Grow?
Your community, your farm, your produce, your menus. Building a healthier community starts
with building community capacity as well as fostering youth development. Recently, the USDA
announced in their Nutrition from the Farm to Your Table that knowing your farmer is one of
the best ways to know your food. Because when the community is interested in the growth,
processing, and safe preparation of their food, everyone benefits. The next section of this
toolkit will introduce the reader to the essentials of food production, such as which crops are
best suited for your school-based community farm. The decision on which crops to grow
should be based on your community demography, geographic microclimate, an assessment of
soil quality and local consumer characteristics to include nutritional needs. The determination
of local consumer characteristics can be garnered easily through grocer inquiry, small community focus groups or take home family questionnaires. Our first order of business is the de-
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termination of local demography, geography and microclimate. Next, tools of the trade, soil
cultivation for seeding, care of crops/ weeding and control of garden pests, harvest, marketing, distribution and lastly, program evaluation will be discussed.
School District Demography
Like many school districts throughout the United States, the Beaverton School District experienced significant growth in the size and diversity of the student population over the last decade. The largest noted increases were in the percentage of economically disadvantaged and
minority students. A school- based CSA may even serve as a means to promote equal access
and encourage increased participation of minority populations in farming or other agricultural interests. In 2010, Terra Nova provided Learning Through Internship (LTI) placements for
58 students, and in 2011 provided LTI placements for 47 students who worked to create
stronger connections between peers, community and the environment. Beyond achieving
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mere academic learning targets, Terra Nova students work daily to answer the question: How
can change technology, innovation in food systems transform or influence the world in which
we live?
Terra Nova Geography and Microclimate
Access to arable land for food production is only one of the constraints of instituting a school
based CSA program. Program staff must also be cognizant of the climactic constraints/ geography of the area to be prepared for use in food production. The Terra Nova Community Farm
plot began as a unused baseball field. Before it was ready for crop production, certain soil constraints had to be overcome through reconditioning of the land (such as removal of large
rocks, adding compost and minerals). The climactic restrictions are a result of the microclimate that the Terra Nova Community Farm resides in. The Terra Nova Community Farm is
located on a south facing slope which means it receives more direct sunlight as a result of being located in the Northern hemisphere. Additionally the TNCF is partly bordered by a road
and a single structure. These features can actually affect soil properties because soil temperature is increased due to radiant heat from the road, and air flow is channeled due to location
of the structure.
T.J. Lavelle, TNCF area map and Jen Bracy (graphic designer)
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National Oceanic and Atmospheric Administration (NOAA) Station Id: OR350595
Elevation: 270’ Beaverton Climate (Average Weather) - BEAVERTON 2 SSW, OR,
latitude 45°27'17N and longitude 122°49'13W
Statistic
Minimum Temperature
Maximum Temperature
Units
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Average
°F
33.8
35.3
37.3
40.2
45.4
50.5
54.3
54.3
50.3
43.4
38.5
34.5
43.15
°F
46.1
50.7
56.1
61.1
67.2
72.7
79.2
79.9
74.8
63.8
52
46
62.47
777
617
568
432
277
131
46
39
121
354
593
768
393.58
0
0
0
0
6
29
100
104
47
1
0
0
23.92
5.83
4.84
4.06
2.79
2.25
1.62
0.68
0.84
1.64
2.92
6.07
6.41
3.33
Heating Degree
Days
Cooling Degree
Days
Monthly Precipita-
inches
tion
Beaverton Daylight hours
Recent data from the U.S. Climate Reference Network (USCRN), which measures the atmospheric air
temperature, precipitation (hail, rain, freezing rain, sleet and snow), solar radiation, wind speed, surface temperature, and relative humidity, indicates that the climate of the continental United States is
changing. Therefore, monitoring changes in air temperature and precipitation can help those in rural
and urban areas in deciding seasonal crop cultivation.
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Tools of the Trade
Thomas Edison is quoted to have said, “Genius is ten percent inspiration, ninety percent perspiration.” This Terra Nova toolkit has supplied the first ten percent, now it’s time to roll up
your collective sleeves to make your program a success! This section of the toolkit describes
and details the minimum quantity of farm tools/ implements required to prepare the land and
maintain the crop cultivars within your new school-based CSA program/ community farm.
Terra Nova Tools of the Trade
Electronic Tools
Hand Tools
Gardening Tools
Miscellaneous
Pickup Truck
Shovel
Hand Cart
Pocket knife/ Leatherman
all-in-one-tool
Tractor
Trowel
Rake
Twine
Harrow
Hammers
Wheelbarrow
Tape Measurers
Circular Saw
Electrician’s Pliers
Drip tape system
supplies
Water Hoses
Battery powered watering timer
Garden Shears
Broadcast Seeder
Buckets
Electric Drill
Wrench and Sock- Manure spreader
Heavy duty gardening/
Battery operated drill/
driver
Screwdrivers
Long handled
Digging Fork
Safety Glasses
Lawnmower
Flat and Pointed
spades
Sheet Mulch
Sun protection
Scuffle Hoe
Collinear Hoe
Rototiller / Cultivator
(hat and sunscreen)
Sturdy foot wear
(closed toe)
Electronic Soil Ph Meter
3-Tined Cultiva-
Wagon
Sprayer
Note: This list is not all-inclusive
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While acquiring all the tools you need is great, having enough students to wield those tools is
essential: The farm crew at TNCF initially consisted of 8-10 learning-through-internship students. These student internships were especially important since youth development and
community engagement were the focus of the Terra Nova program. Through their internships,
students had the opportunity to explore fields they were interested in, learn from adults
skilled and knowledgeable in those fields. All Internships were tied to academic work through
projects that incorporate both the student's on-site learning and academic goals.
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Deciding what Crops to Grow
While overall climate and daylight hours are important considerations, microclimate and soil
quality must also be explored when deciding what crops to grow. Much of the guesswork regarding how to grow your crops have been taken out, because seed packets provide detailed
instructions on seed depth, seed spacing, how often to water and best season for planting.
Terra Nova grew several varieties of produce (mustard greens, kale, chard, collard greens, lettuce, baby beets, turnips, carrots, sweet peas, green garlic, parsley, dill, mint, and edible flowers) due to their popularity with subscribers as well as their suitability for the microclimate. A
list of the cultivars commonly grown at Terra Nova can be found below. The appendix of this
toolkit also provides a Terra Nova showcase of nutritious vegetables that were particularly
popular among students, who pick varieties, and the community. Because nutrition is closely
tied to soil quality (plants get most of their nutrients from the soil), soil quality is another important issue.
Mustard greens
Chard
Cabbage
Cilantro
Calendula
Kale
Turnips
Baby Beets
Parsley
Moonflower
Arugula
kohlrabi
Carrots
Dill
Nasturtium
Collard Greens
Leeks
Radish
Basil
Sunflowers
Lettuce
Celery
Romanesco
Garlic
Amaranth
Artichoke
Cantaloupe
Tomatillos
Sweet peas
Cauliflower
Pumpkin
Squash
Watermelon
Sage
Black-eyed Susan
Potatoes
Tomatoes
Lemongrass
Peppermint
Wildflowers
Spinach
Bok Choi
Broccoli
Onions
Quinoa
Note: List is not all inclusive
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Soil Quality and Composting
Gamroth, EM8825, 2012
Organic materials suitable for composting include leaves, yard and garden debris, grass or cereal straw, food waste, sewage sludge, and livestock manure. Adding raw organic materials
such as composted leaves and manure (to raise nitrogen levels); rock phosphate (added every
four years); green sand marl which carries some potassium but mostly micronutrients; and
limestone which provides a high level of calcium and magnesium that is important for plant
(and human) growth.
The use of Vermiculture (worm farming) to create your own organic compost/ fertilizer to
enrich the soil is also an excellent idea. This toolkit includes a section on the student Vermiculture project employed at the TNCF. (See Student led environmental projects) If elevated levels
of soil contaminants are a potential concern, a soil assessment should be performed. Thankfully, research has shown that contaminants such as lead do not readily accumulate in the edible parts of many common vegetable and fruit crops (e.g., corn, beans, squash, tomatoes,
strawberries, and apples). Moreover, organic compounds bind lead and make it less available
to the plant.
External lead, chemicals or pesticides on unwashed fruit and vegetables are of greater concern as higher concentrations have been found externally on the surface of root crops and on
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the surface of leafy vegetables. Always wash vegetables in water or water containing vinegar
(1 percent). Use of a plumbed kitchen sink, dedicated vegetable washing stations or some other means of removing gardening debris from the exterior of produce must be available at your
proposed school based CSA.
Growing Season Calendar
In order to obtain optimal growth, seedlings should be planted within their designated season.
Following a growing season calendar will help keep student farmers on task and optimize
crop yield. The Terra Nova program developed their system of planting based on their microclimate– 500 to 600 feet above sea level- and lunar phases, though there are several systems
of planting and harvesting available that may be more appropriate for your microclimate. An
example of an easy to read graphic for Pacific Northwest growers is demonstrated on the next
page (see resource list for additional information on Eating Local made Easy). Another resource for regional agricultural planting schedules can be found at your local extension service office. The Oregon State University Extension Service planting calendar (specifically developed for growers within the Pacific Northwest) is included in the appendix of this toolkit.
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Jen Bracy, Eating Local Made Easy, 2011
Care of Crops/ Weeding
Terra Nova uses a mixed methodology for weed control depending on the plant being grown.
Organic mulch is used for crops that will be in the ground for longer periods of time, i.e. garlic.
Hand pulling is used very early on in the season for most crops. Close spacing is used most
commonly with crops seeded directly in the ground, i.e. spinach, cilantro, radishes, etc. Black
plastic mulch is used with planting seedlings of long season heat loving crops such as melons
and tomatoes. In Ways to manage Weeds in the Vegetable Garden, control of weeds is cited as
being an essential element of healthy crop growth because weeds compete with food crops for
nutrients, harbor pests and carry plant diseases. Similarly, in Grow your Own, a publication of
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OSU Extension Service, several methods of weed control are presented. The list below is a
compilation of both sources.
Close spacing: By shading the soil, weeds are suppressed through close spacing; but it should
be noted that close spacing also requires hand weeding as using larger tools and implements
may damage plant roots.
Cover crops: Cover crops grown on annual beds in the winter can smother much winter weed
growth. The cover crop can be a winter-hardy grain, a legume or a combination of the two. An
added bonus of using legumes is that legumes leech atmospheric nitrogen and can help return
nitrogen to the soil when tilled under in preparation for planting.
Cultivation: Like any seedling, weed seedlings are vulnerable to rototilling, hoeing and hand
pulling. Rototillers are only practical in large areas where planting has not occurred because
it can damage root systems of both mature and young plants, destroy soil structure (which
helps maintain positive soil qualities such as drainage and aeration) if overused.
Hoeing can also damage root structure if used improperly. Several hoe styles are available.
The lightweight Warren hoe has a heart-shaped blade and is useful for cultivating between
plants. The Dutch flat blade hoe is commonly used for hoeing around vegetables. The hula, or
action, hoe is a lightweight scuffle hoe. Use a push-pull action just under the soil surface to
slice newly emerging weeds from their roots. This method is less effective against wellestablished weeds.
Hand pulling is best done when soil is damp, when seedlings are small or in small garden
beds. Small hand cultivators can also be used for weeding small areas and between closely
spaced plants if care is used.
Flame weeding is a method where a flame is used to burn weed seedlings before germination
can occur: it is recommended for large parcels of land or where reduced soil temperature is a
concern because the flame raises the temperature of surface soils.
Mulching: Organic mulches, such as leaves, hay, grass clippings and keep weeds under control
by preventing daylight from reaching weed seedling already present and prevent new seeds
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from germinating. Moreover, mulch improves soil as nutrients are absorbed through breakdown.
Because applying mulch is one of the easiest methods of weed control it is recommended that
a two to four inch layer be applied to vegetable gardens. Avoid the leaves of trees that contain
chemical properties that may inhibit growth of plants and seeds. A list of trees to avoid can be
found in the appendix of this toolkit. Also avoid using lawn clippings as they may contain
seeds of weeds previously dispersed.
Sheet mulch or black plastic reduces light and prevents weed growth. If you're using drip
irrigation, put the hoses in place before laying down the plastic. Make slits in the plastic to allow the seedlings to grow through.
Rotation: Can reduce weed problems by alternating non-competitive crops with fast germinating crops the next year. Additionally employing cover crops can also reduce weed problems
by again outcompeting weed seedlings.
Water Management: Drip irrigation is the best method of watering crops, although sprinklers
are faster for larger areas.
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All about Insects
Western Damsel Bug
Lady Beetle (Bug)
Minute Pirate Bug
Don’t let pests bug you. Learning how to manage and control pests in your school based CSA program is
just as important as choosing what to grow because every geographic area will have its own niche of
pests to exploit that habitat. The Terra Nova Community farm is located in the Pacific Northwest, an
area that is not unique in its desire to maintain optimal yield while controlling insect pests, but may be
unique in its desire to find a way to control insects that ensures the least environmental impact. The
insects pictured above are beneficial insects.
Planting certain flowers can also help control pests. Flowers such as daises, cosmos, coneflower and dill
control garden pests by attracting beneficial insects that prey on garden pests while helping to keep
your farm beautiful! Common beneficial insects found in the Pacific Northwest are the Western Damsel
bug, the Lady Beetle (Lady Bug), Minute Pirate Bug (illustrated above respectively). Photos and information of what other beneficial bugs to look for were taken by Terra Nova Community Farm students
as a student lead environmental project and can be found in the appendices under Beneficial Bugs. Lastly, picking up dead plants, cast off vegetables and overripe fruit can also lessen pest infestation by making your farm look less hospitable to marauding mites, surly scales and other bad bugs.
Praying Mantis by Michael Morton, TNCF
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Products/ Services
Community Supported Agriculture (CSA) subscriptions
As previously mentioned throughout this toolkit, the Terra Nova Community Farm is more
than a community supported agricultural program (CSA). The TNCF program through Beaverton School District is an opportunity for students to experience Learning Through Internship and gain summer employment while providing its CSA subscribers, Beaverton Nutrition Services and Portland Community College's Rock Creek campus’ staff and students
with nutritious food. A seasonal share of $500 provides subscribers with weekly baskets of
several different varieties of fruits and vegetables for twenty weeks. The TNCF 20-week
season runs June through October. A community supported agriculture (CSA) subscription
form template can be found in the appendix of this toolkit.
Terra Nova Vegetable Showcase
Unlike the prepackaged and processed foods in grocery stores, good healthy produce
doesn’t come with nutritional labels, marketing gimmicks or international slogans like 5-aDay (5-a-Day is now Fruits and Veggies-More Matters in the United States). There are very
few catchy jingles reminding you that eating more fruits and vegetables as snacks, instead
of other high calorie foods can help you maintain a healthy weight. That is why we have
included the Terra Nova Showcase that gives you the nutritional information on some of
our most popular produce. The information found in this section is also available online
through the USDA Nutrient Database for Standard Reference.
Terra Nova Seeds of Change
There is an old adage that says that if you give a person a fish he/she will eat for a day, but
if you teach a person to fish he/she can eat for a lifetime. This adage provided the inspiration for another student project that addressed how to save seeds. After the growing season is over there may be leftover fruits and vegetables that may not be fit for consumption,
but have perfectly good seeds waiting for their chance to shine in the next planting season.
Packaging seeds is not as easy as it sounds. Seeds have to be packaged to prevent their becoming contaminated or wet, which could cause early germination (occurs when growth is
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initiated in a seed, spore or bud). The appendix includes a seed packaging template for
those school based CSA’s that wish to save their seeds for the next year.
Terra Nova CSA Newsletter
Supplying your CSA subscribers and other interested community members (such as school
nutrition services) with a newsletter is a great idea because it allows them to plan menus in
advance. Besides creating menus that meet with required federal Nutritional standards for
institutions that service children, a newsletter introduces your school-based CSA to the
community-at-large as well as potential subscribers. Lastly, the newsletter provides another method of getting evidence based nutritional information regarding healthy foods out
into the community beyond your immediate subscribership. A template for creating your
own CSA newsletter can be found in the appendix of this toolkit.
Food for Thought: Young People Eating Smart and Getting Fit
In the next section, Way to Take Initiative, this toolkit will address some f the issues highlighted at the Big Picture Learning symposium, Food for Thought: Young People Eating
Smart and Getting Fit held at the Terra Nova high school in 2010. The symposium discussed how “health, nutrition, and fitness can be central to young people’s lives, including
their time in school, and commensurate with the development of their minds.” The symposium brought together community leaders and youth from all over the United States to get
their input on how the challenge of increasing student and community nutrition in a way in
which schools could play a prominent role. These discussions concluded that although
small changes can be beneficial, systemic changes in educational culture would be necessary. What were those changes? Symposium participants identified several. Schools need
to establish a culture that focuses on the whole person in an integrated way. “This is not a
course, a diet, or even a special fitness routine. It’s the establishment of a total culture from
the student to the school and from the school to the community, including parents and families.” (Big Picture Learning, Washor and Mojkowski, 2010)
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Way to Take Initiative!
Good Agricultural Practices
How does using the TNCF toolkit fill the GAP? Although not organically certified, the TNCF
exclusively uses good agricultural practices or GAP. Good Agricultural Practices are
"practices that address environmental, economic and social sustainability for on-farm processes, and result in safe and quality food and non-food agricultural products" (FAO COAG,
2003).
These four 'pillars' of GAP (economic viability, environmental sustainability, social acceptability and food safety and quality) are included in most private and public sector standards,
but the scope that they actually cover varies widely.
The concept of Good Agricultural Practices may serve as a reference tool for deciding, at each
step in the production process, on practices and/or outcomes that are environmentally sustainable and socially acceptable. The implementation of GAP should therefore contribute to
Sustainable Agriculture and Rural Development (SARD).
Mike teaching potato digging, TNCF
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$$$$$$$$$ Dollars and Cents Sense $$$$$$$$$$
An increase of regional food consumption of 5% could translate into a net benefit of $100 million for the region.
How much would go back to the farmer? Answer: Ninety cents from every dollar as compared to twenty-one cents from every
dollar!
(Grow and Thrive– Multnomah Food Initiative, 2010)
Community Initiatives
TNCF Subscribers, 2011
Outreach efforts
Beyond classroom work, the students educate and interact every week with 30 subscriber families who consume their food about what their accomplishments on the
farm. The students also mentor a multitude of schools in our district and around the
state of Oregon because they recognize the importance of inspiring and educating others about the impact of their work within local food systems.
Tasting Tables
Student staffed and administered, tasting tables are an economical and way of getting
nutritional education to the public. By providing community members with a small
‘taste’ of an unfamiliar vegetable, fruit or other produce, students invite the community
to engage all five senses by tasting the new food, learning about its nutritional content
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(while being cognizant of potential allergies) and reducing waste by not providing more
than a bite, just in case the produce is not enjoyed as much as hoped.
Educational initiatives
TNCF student-led education, Kurt Mayhugh
While tasting tables and other outreach activities are definitely means of bringing nutritional
education to the public, the educational initiatives covered in this section of the TNCF toolkit
are focused on constructive role modeling and youth development. The goal of the TNCF program is to assist young people of all circumstances achieve their potential. TNCF’s learning
through internship and youth centered mentoring, allows mentees to grow and express
themselves in a constructive manner, identify their strengths, and gain a new appreciation of
their importance within the community; thereby influencing future community capacity by
giving young adults a strong sense of self-efficacy.
Since the students of TNCF currently mentor a multitude of schools within the Beaverton
school district and around the state of Oregon. This type of peer mentoring adds a significant
dimension to the educational process for TNCF mentoring students and mentees.
The TNCF educational curriculum outlined in the synopsis on the following page (full version
of curricular activities are found in Program Additions) are offered as examples or guidelines
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rather than a product in keeping with the Big Picture Learning model of focusing on student’s
interests and needs. Information within the lessons are meant to encourage student inquiry
into relevant real world experiences, removed from the traditional setting of the ‘classroom’.
Educational Initiatives Curriculum synopsis:
1. Food Safety (children and youth)
Any discussion of food safety begins and ends with hand washing. Wash your hands before
you eat, prepare or serve food, after using the bathroom and playing with pets. Hand washing
is the most effective way to prevent the spread of illness according to the Centers for Disease
Control and Prevention.
When preparing food remember to clean utensils before using them to cut up a new food.
This is the best way to avoid cross contamination! After cutting up vegetables and fruits clean
utensils and cutting board well with hot soapy water. Plates, platters, utensils or surfaces
used for raw meat, poultry and fish preparation must be washed with hot soapy water before
reuse with cooked foods. This section explains the basics of food safety and provides a link to
gaining the Oregon Food Handlers certification.
2. Why is Food Important? (youth)
Food is important because it supplies your body with the nutrition it needs for growth and
health maintenance. Just like plants use energy from the sun in order to make food to grow,
your body uses food to create energy and the building blocks it needs to grow. Knowing
what’s on your plate, consuming appropriate portion sizes and engaging in physical activity
can help you maintain a healthy body weight. Good nutrition also comes from choosing foods
that have the right amount of nutrients that your body needs to stay healthy and maintain a
healthy weight.
3. Fast snack Ideas (children)
According to the 2010 Dietary Guidelines for Americans, candy is the fourth-largest source of
sugars in Americans' diets, after sugary drinks, grain-based desserts, and dairy desserts. But
it’s easier than you think to eat healthier snacks with more fruits and vegetables, fresh or
canned. This sheet gives helpful hints for keeping snacks nutritious.
4. The Adventures of Picky Pete (children)
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Red apples, green celery and yellow bananas are common familiar to most Americans. But
have you ever seen or eaten a purple tomato, white asparagus, a blue potato or a red carrot?
Depending on where you live, your vegetables may look entirely different. Picky Pete visited
TNCF and discovered that different is delicious! This activity asks young people to become a
Food Adventurer by trying new foods, varying veggies, focusing on fruits and keeping a What
I Ate Worksheet (Hint: Worksheet can be used as part of tasting table event).
5. Don’t get caught in the Food Web (children)
Too late! You have already been caught. But don’t worry, so has every other plant, animal
and insect on this planet. The food web is a community not unlike your own where neighbors help each other to survive. The food web is made up of many food chains where
plants (producers), other animals and insects (consumers) and microorganisms
(decomposers) all interact together.
6. The Crux of Cruciferous vegetables (youth)
This activity covers what a cruciferous vegetable is and includes the ten most common
consumed cruciferous vegetables consumed in the United States and grown on the TNCF.
Poses the question, are you a PTC taster?
7. The World Wide Web (youth)
This World Wide Web is geographically and climatically defined and populated by communities of soil organisms (decomposers), plants (producers), and animals (consumers)
that are adapted to that specific environment reside; you can see this one by peering out
of your window. The Fun under the Sun activity will test student learning.
8. Fun under the Sun (youth)
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Kea teaching by Jessica Allen, TNCF
Student-led Environmental Projects
Belief in each student’s ability to take complete ownership of his or her own work is a central
tenet in Big Picture Learning. The following section will explore some of TNCF student led
environmental projects. Vermiculture, Earth Oven, Medicinal Herbs, Beneficial Bugs and a
Day on the Farm children’s Storybook will be presented. These assignments not only met
Beaverton school district learning targets but also demonstrated each student’s desire to
make real-world impact with their projects. While this section presents a generalized overview of these projects, other sources of detailed instructions can be found in the resource
section of this toolkit.
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Vermiculture
So you wanna make a worm farm?
Worm bin preparation with Cameron, TNCF, 2011
Vermiculture or worm farming is a simple way of turning vegetable and fruit scraps into a great potting soil,
making worm castings tea or just using the castings as a soil additive or for your farm, garden or houseplants.
Worm farming can provide organic fertilizer year round, so it does not matter if you live in an urban or rural area
or if you have only room enough for a worm bin bucket under the sink or if you have enough room for a backyard
compost bin.
Here is what you will need to get started:
Container of wood or plastic The Terra Nova students built a sturdy wooden container that
was 36inches in length, 24 inches wide, and 12 inches in height with a lid to keep it dark inside. It is important to keep it dark because worms do not like the light and will burrow into
the soil if exposed to bright light. Worms also prefer an area with no vibrations. However,
make sure that the lid to your bin allows for air flow, to prevent mold and unpleasant smells.
Worms We really suggest that you use red worms. They are also called Red Wrigglers or manure worms. Red Wigglers (Eisenia foetida) are the most common type of composting worm!
As they feed, red wigglers swallow organic material, digest it and then expel the residue as
worm castings, which are very rich in nitrogen, phosphorous and potassium. A perfect fertilizer! Do not use earthworms or night crawlers.
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Red Wrigglers, TNCF 2011
Bedding material Start with some shredded paper. Newspaper, moistened, not wet is best.
Make sure to use the black and white newsprint pages. Do not use the color pages; next, mix in
garden soil. Use garden soil instead of potting soil. Add crushed eggshells (for calcium) then
add vegetable scraps. Be sure to keep all bedding material damp because the moisture helps
the worms breathe, but too much water will drown them.
Worm Food, TNCF, 2011
Food Feed your worms leftover or inedible fruit, vegetable and starchy scraps, like bread,
oatmeal, and pasta. If you do add in acidic foods, make sure you also add more cooked egg
shells (such as from boiled eggs) to balance the effects of acidic foods like orange and lemon
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peels, coffee grounds or tea bags. Worms are healthiest when their bedding is kept at a pH between 7 & 8. Never feed the worms salty foods, meat, chicken or dairy because they will create
odors and attract insect pests.
Worms eat a lot, about half their weight in food a day so make sure you add enough food to
the bin. Worms require oxygen so keep the lid partially open to allow air to circulate. You
should also turn the bedding with a trowel periodically to improve air circulation in the farm.
Worms will function very well at room temperature. Keep the farm temperature between
+40 degrees F and +85 degrees F. Remember that heat will build up quickly in the farm if it is
left in the sunlight.
Worm Farming:
Cameron building worm farm, TNCF
Place the damp shredded newspaper with the garden soil and crushed egg shell in the container. Don't pack it down. Add the worms to their new home. At first, leave the lid off and the
light on, this will encourage the worms to investigate their new home. Before you move the
bin into the dark, add worm food. Don't worry if hard foods don't disappear right away. They
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will have to soften through natural decay before the worms can eat them. Do not over feed
the worms! Overfeeding can lead to odor problems. As your worm population increases, you
can add more food per day. Burying the food in the damp newspaper will keep mold from
growing in the worm farm. If your bedding seems too wet, add some dry bedding, leave the
cover off for a few days, or carefully drain the water off. If it is too dry, add some cool water
and leave the farm loosely covered.
Soon you will notice an increase in the worm castings in your worm farm. This makes a great
natural fertilizer. And all it cost you was a little time and some stuff that you were going to
toss in the garbage.
When you see that bedding is no longer identifiable, you will want to harvest. Worms cannot
survive in their own waste. Since we are raising worms for their castings, we have to harvest
the castings, add fresh new bedding, and then put fresh food into the bin to feed the worms.
Important Note: Red worms reproduce often. Small, oval shaped cocoons in the bedding indicate that nature is taking its course. Cocoons may contain several baby worms and will take
several weeks to hatch. Watch for tiny white worms. Extra egg shells added to the bedding
will provide calcium the worms need to reproduce.
Prepare this bedding the same way you did the first time, damp newspaper, crushed eggshells,
and a handful of dirt.
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TNCF Earth Oven
Everyone knows you have to build your business from the ground up, but this time they
meant it! When the students of TNCF decided to build a traditional clay dome earth oven,
they thought they may have bitten off more than they could chew, but their dedication paid
off in a really nice meal as well as a chance to teach other students the joys of Do-It-Yourself
science projects. Yep, a pizza oven is a delicious science project. An earth oven is created
with clay, rock (sand and concrete) and straw. Using three layers (thermal mass, insulated,
and outer layer) it bakes through three types of heat: conduction, convection and radiation.
Basically, when you burn wood to heat the oven's clay dome, the heat cooks your food
through: conduction which results from direct contact with the floor and the food; radiant
which emanates from the walls to the food; and convection which occurs due to the uneven
heating of the walls causing the steam charged hot air inside to swirl. There are many different ways of building a pizza oven. You can find many free online and in print form. This section provides a greatly generalized demonstration.
Earth Oven, TNCF, 2011
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1. Marking out & planning
The very first thing you should do is to draw a circle on the base of the future pizza oven.
Consequently, you should decide where you want to be the center of the oven, and mark it
with a pencil. Next, fix a nail or a screw on the mark and tie a string to it. The length of the
string will be equal to the radius of the circle. At the end of the string you should attach a pencil or another object like a stick, so you will be able to draw the circle while making sure the
center stays fix throughout the procedure.
2. Materials used in Earth Ovens (not inclusive)
Earth, Sand, Concrete
Straw, Bricks, Mortar Mix
Water, Spatula, Tarp
3. Building the concrete floor
Anything that is made to last is built on a strong foundation; likewise a sturdy foundation is
required for the pizza oven. The TNCF poured concrete foundation sat about 10-12” above
ground; the concrete was allowed to dry out for at least 2 days before the clay was applied.
Cameron and Michael, Oven building, TNCF
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4. Structural clay over floor
If this is your first attempt, it is best to follow the instructions in your clay oven guide (print or
online) to the letter! Most of the literature on earthen or clay ovens recommends that clay be
mixed is on a tarp with your bare feet in order to work the sand, clay and water into each other. Clays are unique, so following your clay oven guide will help assure your clay has the right
consistency and is easy to work with. Then create a clay form lining to build up the clay floor.
Most materials used in an earth oven can be sourced for free. Sand may be more difficult to
come by depending on your geographic region, but you can usually buy sand in bags in a hardware store pretty cheaply.
Paul and Josh, Oven building, TNCF
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5. Lay the fire bricks forming the oven floor
Next, we have to complete the base of the pizza oven, by installing a brick layer. But, before
beginning to lay down the bricks, you should draw another circle on the cooking floor, in the
same manner as described before. The second layer of bricks must be laid, in the same manner as the first.
Cameron making sand form, TNCF
6. Building the sand form of the oven interior:
Here all you do is build a giant sand castle dome in the shape of your oven's interior. This is
done with just damp sharp sand. The sand should be compacted tightly in order to be able to
support the final clay dome layer. Some Clay ovens have a vent built into the rear to help release heat. The TNCF students decided that a vent might result in too much heat loss. So one
was not included in their oven design.
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Cameron applying Clay, TNCF
7. Building the structural clay ovens walls
After building your sand castle dome, mix up the same structural clay mix you used to build
your floor and placed around the sand form using handfuls until you form a uniform (at least
4 “ thickness) clay dome over top the sand dome. Do not try to work the clay into the sand. As
mentioned in the previous paragraph, the sand is used to support the clay dome structural
walls. The dome should be a single solid piece. Do not worry about the door yet, as the door
making will be addressed in the next paragraph.
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Cameron removing sand, TNCF
8. Cut out the door and empty the dome
Leave the clay dome for about a day and a half before cutting the door out. The door should be
63% of the oven’s overall height. Check to make sure that the clay has hardened a little but not
too much, so the door will retain its shape and reveal the sand interior. Check to see how the
sand feels inside the dome as well as the clay itself if it isn’t firm enough wait another day and
then slowly remove sand from doorway till the clay dome is empty.
9. Lighting a fire can help the clay dry completely. Now you are ready to enjoy the fruits (or pizza) of your labor!
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Jennifer
Carmona,
TNCF
By Jennifer
Carmona,
TNCF
Herbal Identification and Applications Project
Echinacea, Peppermint, Sage, Thyme, Chamomile. What do these five plants have in common? Only two of them produce flowers (Chamomile and Echinacea) and the other three are
recognized aromatic spices/ flavoring for food (Peppermint, Sage and Thyme). What these
plants have in common is that each has historically and contemporarily been used for its medicinal properties as well as culinary appeal.
In 1997, the National Institutes of Health (NIH) Panel on Definition and Description defined
complementary and alternative medicine (CAM) as "a broad domain of healing resources that
encompasses all health systems, modalities, practices, theories and beliefs, other than those
intrinsic to the politically dominant health system of a particular society or culture in a given
historical period.” Biologically based treatments, including herbs were included in this broad
definition.
This student’s project to grow and investigate the properties of herbs is an example of a Terra
Nova Learning Plan activity. At Terra Nova the learning plan served as a path to meeting district and state requirements, while allowing enough flexibility to reflect the student's changing
interests or focus, keeping their goals clearly in front of them.
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The Terra Nova CSA Storybook: A Day at the Farm
Every picture tells a story. At Terra Nova Community Farm students mentor children at local
schools and help give farm tours in order to share the knowledge they have gained from their
TNCF learning through internship experience with the next generation. One student decided to
communicate his experience by creating a children’s book featuring the TNCF students at the
farm as well as some of the visiting elementary students. (Any likenesses to real or imaginary
persons is purely coincidental)
Ian Crane, TNCF Storybook, 2010
Farm tours provide the best way for kids (and adults) to understand food production and their
place within the larger food system. By improving their relationship with their food beyond
where food comes from before it reaches the grocery store and their plate, the TNCF program
provides an invaluable service to the community. Even if the TNCF students have only recently
been introduced to the day-to-day operation of running an organic farm, they most likely have
more knowledge than the average adult on local food system.
The student project The Terra Nova CSA Storybook: A Day at the Farm explained the day-to-day
operation of the TNCF. The student drew all the panels and used age-appropriate language to
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communicate the message that even young children can have a role in land stewardship and water conservation in an easy to understand format. The TNCF students realize that one of the
most important roles they have in the program is as a role model: Actions speak louder than
words. When the students show that they respect the land, they send out a powerful message.
Ian crane, TNCF Storybook, 2010
Student leadership and sense of ownership of the Terra Nova Community farm program, of the
projects/activities and planning of the events is essential to youth development and sense of personal responsibility. The success of innovative programs like TNCF depends on the willingness of
people to think in new ways and the willingness of potential instructors to accept changing
teacher student dynamic and or educational models where the student takes on more accountability for the success of a project leading to a vast amount of personal growth usually not afforded in traditional classrooms.
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Cropland, rangeland and forestland produce the majority of food and fiber in the United States
according to the National Resources Inventory (2007). There are 357 million acres of
cropland, 406 million acre of forestland, and 119 million acres of pastureland, and 409 million
acres of rangeland in the United States. Oregon agricultural producers have an advantage over
many other growers because our state is comprised of at times wildly divergent microclimates,
which allows some growers to produce and harvest a diverse range of agricultural products.
Ian Crane, TNCF Storybook, 2010
In August 2011, 20.43 percent of Oregon’s population received SNAP information or other
forms of food assistance. Previously in 2009, approximately fourteen percent of Oregon’s population lived in households that met the federal definition of poverty. While the rendering of
this student’s project may be lighthearted, the principle underlying this student’s project has
real consequences beyond his/ her academic internship. By familiarizing our youth and community with methods to create and maintain sustainable food sources, the TNCF program becomes a vital part of a sustainable and healthy community.
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Beneficial Bugs
Insects found at the Terra Nova Community Farm
Oregon is one of 41 states that have an officially designated state insect. Our state insect is the
Oregon Swallowtail Butterfly (Papilio oregonius) seen below.
United States Postal Service
The Swallowtail cannot be seen at the Terra Nova Community Farm, because it lives east of the
Oregon Cascades below 4,000 feet elevation in sagebrush (their favorite food) dominated canyons, plateaus and mountains. Nevertheless, this section showcases the insect friends that
helped make TNCF a success. Most of the insects found at the TNCF are holometabolous insects.
“Holometabolous” means that these insects undergo a transformation directly from a larval
form to an adult form. For example, a caterpillar will form a cocoon and then emerge with
wings and a new body structure. Holometabolous insects include Diptera (flies), Lepidoptera
(butterflies and moths), Hymenoptera (wasps, bees, ants), and Coleoptera (beetles).
Fred Bentler, Oregon Swallowtail Butterfly
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Photography by Paul Hudak
Smerinthus ocellata
Common name: Eyed hawk Moth
Eyed hawk Moths are the only moths able to hover in front of flowers like hummingbirds. Due
to their unique characteristics and distribution, they are an excellent flagship species for use
by scientists wishing to study climate change.
Photography by Michael Morton
Tenodera aridifolia sinensis
Common name: Praying mantis
The Chinese praying mantis was introduced into the United States approximately 75 years ago.
It begins life in a hard egg sac of 100-400 eggs. It is known to have an enormous appetite and
can eat over 21 different species of insects. The praying mantis is the only insect that can rotate its head almost completely around! Praying Mantis’ have excellent eyesight and can see an
insect up to 50 feet away. The European Mantis (Mantis religiosa) is the official State Insect of
Connecticut.
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Photography by Jessica Allen
Harmonia axyridis
Common name: Multicolored Asian Lady Beetle
The multicolored Asian lady beetle is native to Asia but occurs in many areas of the United
States. This beneficial insect was imported and released as early as 1916 in attempts to naturally control certain insect pests that destroy crops such as aphids, scale and other soft-bodied
arthropods.
Photography by Jessica Allen
Bombus vosnesenskii
Common Name: Yellow-faced Bumble Bee
The Yellow-faced Bumble Bee is distributed through Western North America and is characterized by the yellow coloration of the head pile, the mostly black thorax and abdomen, a single
yellow thoracic stripe.
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Money Matters
TNCF General Financing
Financing is a necessary part of any business plan. It doesn’t matter if the program is a schoolbased CSA, non-profit or a for-profit commercial endeavor. There are many sources of funding such as government, private sector and earned income, but you have to be proactive in
locating and applying for funding annually to get beyond start-up costs. Many granting agencies and other funding sources may want to see that an annual strategic fundraising plan in
place, instead of a history of scrambling at the end of every fiscal year for funding; a red flag
of program instability.
Private Grant Programs
Gray Family Fund
The Gray Family Fund is part of the Oregon Community Foundation. John and Betty Gray
established the fund as a way to acknowledge and give back to the systems that nurture all
of us: our culture, our natural environment and our communities. The Gray Family Fund
gives preference to organizations like TNCF that strengthens, improve or create connections between youth (from early childhood through grade 12), their schools and their
communities, by providing practical, hands-on experience in addressing local and global
environmental issues.
By supporting programs that create local stewardship experiences, comprehensive, significant and lasting change in educational systems and an improved understanding of our
place within and interaction with natural systems is fostered (Oregon Community Foundation, 2012).
State funded Youth Development Programs
Oregon Youth Conservation Corps (OYCC)
Administered as a program under the Department of Community Colleges and Workforce
Development, the Oregon Youth Conservation Corp supports programs that protect,
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conserve, rehabilitate and improve the natural, historical and cultural resources of
Oregon; while increasing educational, training and employment opportunities for
youth, thereby improving work skills, instilling work ethics and increasing employability. The OYCC program offers Community Stewardship Corps or Summer Conservation Corp grants to fund alternative education programs that offer Oregon youth
hands-on conservation, environmental management and community service projects
linked to the educational process.
Federal Funding Programs
Farm-to-School Program
USDA defines Farm-to-School as “efforts that connect schools (K-12) with local or
regional producers in order to serve healthy meals using locally or regionally produced foods in school cafeterias.” The Farm-to-School program grew out of a series
of legislation beginning with the National School Lunch Act of 1946 which was implemented by President Truman to increase the health status of youth. The 1966 Child
Nutrition Act was based on research that plainly demonstrated a relationship between food, good nutrition and the capacity of children to develop and learn. But, the
most recent 2010 Healthy Hunger-Free Kids Act is what provides training, supporting operations, planning, purchasing equipment, developing school gardens, developing partnerships and implementing farm to school activities.
The number of farm-to-school programs, which use local farms as food suppliers for
school meals programs, increased to 2,095 in 2009, up from 400 in 2004 and 2 in the
1996-97 school years, according to the National Farm to School Network. In addition
to procurement activities, food, agriculture and nutrition-based educational efforts
that span a host of hands-on experiential activities, such as school gardens, field trips
to local farms, and cooking classes, are also included in the concept of farm to school.
For the 2011 season, the TNCF program began planning with the Nutrition Services
Department of Beaverton School District to supply local produce for most schools in
the District (approximately 38,000 students!!!).
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Earned Income
Community Supported Agriculture (CSA)
$500 annual donation
The CSA donation is a form of direct sales to community members. Community members provide the grower with working capital in advance, allowing the growers to receive better prices for their crops, gain financial security, and do not have to engage in
peripheral marketing of their produce.
Community Sponsored Fundraisers

Avett Brothers

80’s Video Dance Attack (V.J., KittyRox)
Combining all potential sources of income into a strategic funding calendar where goals and
timelines for strategic fundraising (see example of fundraising calendar and fundraising
plan), in-kind contributions, committed and pending funding can be tracked is a practical
way of reducing the likelihood of resource loss due to missed deadlines and enhancing program sustainability.
Partnerships
Portland Community College (Rock Creek Campus)
A community partner and frontrunner in supporting sustainable agriculture, the PCC Rock
Creek campus grows, harvests, and incorporates produce from its learning garden into student meals. This year PCC allocated land to the TNCF students to assist them in expanding
their community impact through the farm-to-school program.
Small Farms Conservancy
The mission of the Small Farms Conservancy, a broad-based non-profit public benefit corporation, is to protect, sustain and inspire small farming worldwide. SFC offers assistance,
education, funding opportunities to small farmers. http://smallfarmsconservancy.org/
Stutzman's Environmental Products
54
SWOT (Strengths, Weaknesses, Opportunities, Threats)
Research on Community Supported Agricultural model expansion highlighted some strategies
being used by regional CSA farms to help potential limited-resource members overcome income barriers. Those strategies include acceptance of government food assistance, payment
plans, working shares, subsidized low-income shares, low-cost shares, transportation assistance, bartering, outreach efforts, and connections to emergency food assistance.
Strengths: The characteristics of the Terra Nova Community Farm that gives it an advantage
over other CSA’s are that it is school-based and its students. Having a school-based CSA allows
the program to be more effective in impacting childhood nutritional education by fostering the
importance of prevention at an early age. School-based CSA’s are also somewhat buffered
from marketing forces and funding shortfalls. Lastly, TNCF currently had to create a waiting
list address increased interest in membership: There are currently over 40 families on its
waiting list, again highlighting its growth potential.
Weakness: Characteristic of TNCF may be at a disadvantage in the CSA market place in that it
does not offer any means for limited resource consumers to gain a share. There are no subsidized low-income or working shares available. Additionally, as mentioned previously, community demand has exceeded supplier capacity. The recent acquisition of additional land at
Portland Community College Rock Creek campus may help to alleviate supply/ demand issues.
As will expanding the number of student crew members/ internships available.
Opportunities: While TNCF is connected to emergency food assistance programs such as food
banks and delivers end-of-season surplus produce to food pantries, it does not currently accept government food assistance, supplemental nutrition assistance program (SNAP). If TNCF
did decide to expand beyond farm-to-school, securing approval (certification) from the Food
and Nutrition Service, a branch of the USDA would be a first step.
Threats: The external elements in the environment that could negatively impact the TNCF are
funding and climate change. Although somewhat buffered from market forces, because a CSA
will produce income, schools have recently had to reduce the number of programs offered to
stay within district budget constraints. Additionally, climate change may lead to unseasonably
warm weather which may affect crop yield and overall productivity negatively.
55
Possible Program Additions
Just like garden vegetables, the Terra Nova Community Farm program is meant to develop
new crops of students annually. After initial cultivation from seed, planting and harvesting you
may find that some additions or subtractions are necessary: a normal and welcome part of any
new endeavor. These additions and/ or subtractions can be based on available resources or
staff and student-driven. Each youth, each farm and each community is different. Included in
this toolkit are some ideas for expansion with curriculum that include nutrition education related activities for children in grades 6 through 12.
Educational Initiatives Curriculum
6th-8th Grade

Food Safety (children and youth)

Fast snack Ideas (children)

The Adventures of Picky Pete (children- Food Adventurer)

Don’t get caught in the Food Web (children)
9th- 12th Grade

Food Safety (children and youth)

Why is Food Important? (youth)

The Crux of Cruciferous vegetables (youth)

The other world wide web (youth)
56
Educational Initiatives Curriculum
57
Food Safety
Food safety begins with clean hands. The most nutritious produce can become hazardous to
your health if handled by food preparers whose hands are dirty, have open cuts, or are contaminated with germs. Germs are very small organisms that can make you sick. You usually
cannot tell if a food is contaminated with germs by how it looks, smells, or tastes.
Preparation Tips

Begin with clean hands. Wash your hands for 20 seconds with warm water and soap before and after preparing fresh produce.

Cut away any damaged or bruised areas on fresh fruits and vegetables.

All produce should be thoroughly washed before eating, cutting or cooking. Even if you
plan to peel the produce before eating, you should still wash it first.

Scrub firm produce, such as melons and cucumbers, with a clean produce brush.

Drying produce with a clean cloth towel or paper towel may further reduce bacteria
that may be present. (http://www.foodsafety.gov/keep/types/fruits/
tipsfreshprodsafety.html)
Fast fact: Many cooked foods may not be safe to eat if left out at room temperature for 2 or more hours. Oregon
offers food handler certification for food service workers and the public.
58
What is the right way to wash your hands?

Wet your hands with clean running water (warm or cold) and apply soap.

Rub your hands together to make a lather and scrub them well; be sure to scrub the
backs of your hands, between your fingers, and under your nails.

Continue rubbing your hands for at least 20 seconds.

Rinse your hands well under running water.

Dry your hands using a clean towel or air dry.
Washing hands with soap and water is the best way to reduce the number of germs. If soap
and water are not available, use an alcohol-based hand sanitizer that contains at least 60%
alcohol. Alcohol-based hand sanitizers can quickly reduce the number of germs on hands in
some situations, but sanitizers do not eliminate all types of germs. (http://www.cdc.gov/
features/handwashing/)
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Fast Snack Ideas
Eat slowly, enjoy the taste and textures.
Keep it interesting by picking out new foods you have never tried before.
Pair your meal with a cup of fat-free or low-fat milk. If you don’t drink milk,
try including low fat yogurt with your snack.
Gravies or sauces can add fat to otherwise healthy choices. Try other options, like adding herb flakes (parsley, dill, rosemary) or sprinkling low-fat
parmesan cheese.
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Picky Pete visits Terra Nova
Picky Pete likes puzzles but does not like trying new things. During his trip to Terra Nova Community Farm, he learned from Farmer Paul and his students just how fun new foods could be!
Before he left the farm, he left a message for you. Can you solve the puzzle and discover the
message?
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Don’t Get Caught in the Food Web
1. ___________ get their energy from the sun to produce food. The process is called
____________________________. Plants are called _______________________.
2. Insects that get their energy from decaying plants and animals are called
__________________.
3. Animals cannot make their own food so they are called___________________.
4. Animals that get their energy from eating plants are
called__________________________________.
5. Animals that get their energy from eating insects are called______________________.
6. Animals that get their energy by eating other animals (meat eaters) are
called_________________________.
7. Animals that get their energy from eating plants and animals are
called____________________.
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Why is food Important?
Food is important because it supplies your body with the nutrition it needs for growth and
overall health. Knowing what’s on your plate, consuming appropriate portion sizes and engaging in physical activity can help you maintain a healthy body weight. Good nutrition also comes
from choosing foods that have the right amount of nutrients that your body needs. Nutrients
are proteins, carbohydrates, vitamins, minerals and water. Choosing a balanced diet that includes a variety of fruits, vegetables and other foods will help you get the right amount of these
nutrients when you eat.
Terra Nova’s Nutrition Expedition:
On the following page is a list of foods that are excellent sources of the nutrients that you need to
stay healthy. First, look for them in the crossword on the following page, the look for them at your
local CSA, farmers market or grocery store.
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Terra Nova’s Nutrition Expedition
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The Crux of Cruciferous Vegetables
Brassica Oleracea. No, this is not an incantation from a movie about teenage wizards. It’s the
name of the most commonly eaten species of cruciferous vegetables in the United States. What
is a cruciferous vegetable? Cruciferous vegetables were named for the overall outline of their
leaves, which form a shape of a cross. If you find that eating cruciferous vegetables leaves a
bitter taste in your mouth, do not worry: You may just be a PTC taster. PTC or Phenylthiocarbamide makes certain foods taste bitter. It is estimated, seventy percent of people worldwide
can taste PTC.
Arugula
Bok Choi
Broccoli
Broccoli Rabe
Broccoli Romanesco
Brussels sprout
Cabbage
Cauliflower
Chinese broccoli
Chinese cabbage
Collard greens
Garden cress
Kale
Kohlrabi
Mustard – seeds and
leaves
Turnips
Wasabi
Watercress
Pak Choi
Radish
Like most other vegetables, cruciferous vegetables are good sources of a variety of nutrients
and phytochemicals (a plant substance considered beneficial to human health) that may work
to prevent illness.
65
No, not the kind populated with games, images, and other multimedia linked together that you
see by peering through a screen. This World Wide Web is geographically defined and populated by communities of soil organisms (decomposers), plants (producers), and animals
(consumers) that are adapted to that specific environment; you can see yours by just peering
out of your window.
Food webs can be found even within urban areas. The plants, insects and animals form an interactive community, helping the other to survive. Students studied these relationships within the confines of the farm as they learned the essentials of good agricultural practices. For
example, they knew the land history, performed soil testing, and used the drip tape method
for irrigation (controlled application of water to provide moisture needed for proper plant development).
Joint Institute for Food Safety and Applied Nutrition (JIFSAN) Section II- Good Agricultural Practices (2010)
(http://www.ucmp.berkeley.edu/glossary/gloss5/biome/)
66
Fun Under the Sun
How many animals can you name within each level of the Food Web?
Carnivores:___________________________________________________________________________
Herbivores:__________________________________________________________________________
Omnivores:__________________________________________________________________________
Decomposers:_________________________________________________________________________
Insectivores:___________________________________________________________________________
Define:
Consumers:___________________________________________________________________________
Producers:___________________________________________________________________________
67
Addendums/Appendices
List of Terra Nova Community Farm Examples
Terra Nova Vegetable Showcase
Example of TCNF Showcase seeds packaging
Example of TNCF Newsletter
Example of TNCF CSA signup form
Example of TNCF Youth Development and Asset List
Examples of past TNCF Fundraisers
Example of Terra Nova school brochure
Example Year-at-a-Glance Fundraising Calendar
Example of Strategic Fundraising Calendar
Example of TNCF Growing Season Calendar
(Adapted from Oregon State University Extension Service Growing Season Calendar)
List of Templates
Tools of the trade
Growing Season calendar
TNCF Seeds of Change packaging
Community Supported Agriculture signup form
Strategic Fundraising Calendar
Year-at-a-Glance Fundraising Calendar
SWOT Analysis
Program Evaluation
Glossary
Terra Nova Toolkit Resource List
Answers to included curriculum
68
TNCF Vegetable Showcase
Comparing the relative nutritional content of foods using the Nutrition Facts panel can help
parents and children buy and eat healthier foods, but what about those fruits and vegetables
that don’t come with an easy-to-read nutritional label? You could check the USDA national Nutrient Database, which has the nutritional values for practically every food in the American
diet, or you could learn some fun facts from the TNCF showcase of our most popular foods.
Fun fact: Did you know that eating one medium potato (2.5 to 3.5 inches) supplies more
potassium than eating an extra large banana? (Banana = 544 milligrams potassium where
a potato = 751 mg of potassium) Then why do bananas get all the glory for potassium?
Perhaps it’s because dried bananas have triple the amount of potassium as fresh bananas
(1491 mg.).
What other foods are high in potassium?
Beet greens, tomatoes, raisins, sweet potatoes, white beans and dates!
69
Tomatoes
Tomatoes, TNCF
When do you eat tomatoes? In salads? With French fries (ketchup or catsup)? In spaghetti
sauce? How about as medicine? Did you know that ketchup was once a patented medicine in
the United States? Ketchup was called “Dr. Miles Patented compound extract of Tomatoes”.
Dr. Miles’ medicine was so popular in the U.S. and abroad that even after buying all the tomatoes in his state he still ran out of tomatoes in 1837!
70
Onions
Onions, TNCF
Onions were once so important that people paid their rent with them and gave them as gifts!
The word ‘onion’ is derived from the Latin word UNIO, which means large pearl and is actually part of the lily family. Onions are best grown on raised beds at least 4 inches high and 20
inches wide. Onions need a very fertile and well-balanced soil, high in nitrogen and phosphorus with plentiful minerals. Today there are less than 1,000 onion farmers in the United
States.
“I will not move my army without onions!” -Ulysses S. Grant
71
Carrot
Carrot (Purple haze variety, TNCF)
This carrot may look fancy, but it isn’t high maintenance. Purple carrots were common until
the 16th century when the Dutch introduced the orange carrot. Carrots are high in beta carotene or Vitamin A. Purple carrots are higher in the chemical anthocyanin (a blue, violet, or
red pigment found in plants like flowers, blueberries, red cabbage and the flesh of blood oranges) which gives them their distinctive color. Speaking of distinctive colors did you know
that eating extreme amounts of carrots can turn your skin orange too!
Fun fact: Did you know that eating one small carrot supplies 8353 IU of Vitamin A?!
72
Terra Nova Community Farm Examples
73
TNCF Seeds of Change
Supplies for seed packaging:
Labels
Permanent markers
Glue stick
Paper
Spoons
Scissors
Instructions:
Helpful Hint: When preparing seed for storage, write the date of storage, genus and species of the plant
seeds as well as any specialized planting instructions.
1. Cut out and glue each package together according to instructions/ diagram (page 2). Allow
glue to dry before placing seeds within to avoid moisture possibly causing early germination.
2. Label each package before placing dry seeds within.
3. Weigh out or count number of seeds to be put in each dry and labeled package.
4. Place dried seeds in labeled package and seal immediately, so that the moisture content of
the seeds does not increase due to ambient room humidity.
5. Be sure to note the weight or number of seeds in each container.
Note: Saving your own seeds saves money!
74
75
Example of TNCF Weekly CSA Newsletter
76
Example of Youth Development and Asset List
77
Example of CSA signup form
78
Examples of TNCF Past Fundraisers
Who would’ve thought that innovative ideas for ecological conservation and cutting edge musical venues would have went hand-in-hand? TNCF did. Creating a Big Picture Learning,
youth development program has its rewards, such as creative students who are well aware of
the power of social media and music and are well versed in using it. Social media helped
make this fundraiser a success by using internal and external stakeholders and an open
leadership model (considered a hallmark of positive social change). But, using social media is
not a one size fits all. There are no central “best practices” for making your school based CSA
fundraiser a success. Using social media to enhance existing fundraising frameworks can also
become a winning strategy!
79
“The McMenamins folks knew of the Terra Nova Farm, and they pitched that to the Avetts and it
was exactly the kind of operation the band wanted to get behind. As thanks, the high school kids
who work the farm gathered Monday afternoon and prepared a pre-show meal for the band and
crew, about 20 in all.
Terra Nova hadn't been planning on a fundraiser hadn't been looking for a fundraiser, was going
to continue to operate with the tools it had and the resources it had and do the best it could.
Now they'll be able to buy new tools, better tools and there's talk of endowing a scholarship to
help students as they move on to college. And they're an impressive group of kids”.
From the Oregonian (September 3rd, 2010) written by Ryan White
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Example of Strategic Fundraising Plan
Example of Terra Nova Community Farm Evaluation
Planning Objective: Students participating in Terra Nova Community Farm program will meet
district learning targets
Strategic Institutional Goals
Evaluation
Methods
Examples of Institutional Goals
Examples of
Evaluation
Methods
Formulate baseline / average
number of students electing
to participate in
program
Increase student
participation in
Terra Nova program
Summary of
Formative
Change
Examples of
Formative
Change
Description of
recruiting
efforts used to
attract students
from nonagricultural
background
Strategic Outcome Goals
Examples of
Outcomes Goals
Increased student proficiency
in agribusiness
related enterprise
Evaluation
Methods
Examples of
Evaluation
Methods
Student-led
environmental
project
Summative or
Formative
Change
Examples of
Formative
Change
Amend curricular
offerings to reflect student
driven environmental interests
Improve academic performance of students in Terra
Nova program
Track number
of students
showing academic improvement / meeting
district learning
targets
Description of
students achieving higher
PSAT/ACT
scores
Increased number of college
programs entered by graduates
Create Baseline
average of
Graduate school
and entrance
exam scores of
Terra Nova
graduates
Amend curricular offerings to
target colleges
most attended
by Terra Nova
graduates
Increase Terra
Nova Reputational quality
Monitor external agency judgment /Student
demand
Description of
increased requests for community partnership
Increased positive change in
students affective development
Program
awards, recognition or public
honors
Distribute program satisfaction
survey to students, stakeholders and community members
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Example of Planting Season Calendar
TNCF planting dates : Region 2 (Oregon)
January
Garlic
February
Asparagus, Garlic, Peas
March
Asparagus, Beets, Broccoli, Carrots, Celery, Chives, Leeks, Onions,
Parsley, Peas, Radish, Rhubarb
April
Artichokes, Beets, Broccoli, Cabbage, Carrots, Cauliflower, Celery,
Chard, Chives, Corn, Cucumbers (slicing & pickling), Endive, Kohlrabi,
Leeks, Lettuce (head), Lettuce (leaf), Onions, Parsley, Turnips, Peas,
White Potatoes, Radish, Rhubarb, Spinach, Turnips
May
Artichokes, Lima Beans, Snap Beans, Beets, Broccoli, Brussels Sprouts,
Cabbage, Cantaloupe, Carrots, Cauliflower, Celery, Chard, Chives,
Corn, Cucumbers (slicing & pickling), Dill, Eggplant, Endive, Kale,
Kohlrabi, Leeks, Lettuce (head), Lettuce (leaf), Onions, Parsley, Turnips, Peas, Peppers, White Potatoes, Pumpkins, Radish, Summer
Squash, Winter Squash, Tomatoes, Turnips, Watermelon
June
Artichokes, Lima Beans, Snap Beans, Beets, Broccoli, Brussels Sprouts,
Cabbage, Carrots, Cauliflower, Celery, Chard, Corn, Cucumbers (slicing
& pickling), Endive, Kale, Kohlrabi, Lettuce (head), Lettuce (leaf),
Parsley, Peppers, White Potatoes, Radish, Rutabagas, Summer Squash,
Turnips
July
Snap Beans, Broccoli, Brussels Sprouts, Carrots, Cauliflower, Celery,
Chard, Endive, Kale, Kohlrabi, Lettuce (head), Lettuce (leaf), Radish,
Rutabagas, Turnips
August
Artichokes, Broccoli, Chinese Cabbage, Endive, Kohlrabi, Lettuce
(leaf), Radish, Turnips
September
Artichokes, Garlic, Radish, Spinach, Turnips
October
Artichokes, Garlic
November
Garlic
December
Garlic
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TNCF Toolkit Templates
83
Hand Tools
Gardening Tools
Fencing Tools
Miscellaneous
Tools of the Trade
Electronic Tools
Hint! To save money, don’t buy everything that seems handy to have for your new farm. See if you can rent or borrow a tool or machine that may only be used a couple of times a year. Note! This list is not all-inclusive.
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TNCF Seeds of Change packaging template
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TNCF Community Supported Agriculture Signup Template
Terra Nova Community Farm
10351 NW Thompson Rd. Portland, Oregon 97229
Terra Nova Community Farm is a small, student-run farm on a ¾ acre plot at
Terra Nova High School. We are offering the unique opportunity to invest in a small local
farm. For just $500, members receive a weekly box of fresh, lovingly grown produce for 21
weeks – from late May to mid October. Members also receive a weekly newsletter with facts
about our produce, delicious recipe ideas, and stories from the farm. We are committed to
building community through this project and invite members to get involved (i.e. student
lead tours, planting, weeding, harvesting, teaching, marketing, etc.).
Terra Nova Community Farm is a school-based entrepreneurial venture. With
the guidance of an experienced farmer, our self-motivated students run the day-to-day operations of the farm. Through their work on the farm, student farmers earn High School credit in
core content areas and electives. In addition, they gain real world work experience. Your
investment goes toward developing and sustaining this student-run business.
Sign Up Information
Name: _________________________________________________
Phone Number: _______________________________________
Address:
________________________________________________________
________________________________________________________
________________________________________________________
Terra Nova Community Farm made possible in part
through a generous grant from the
Gray Family Fund
Email: _________________________________________________
Terra Nova High School is a program of the Beaverton School District
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Template Example Strategic Fundraising FY2012—Goal: $138,000
Constituency
Strategic Goal
Objective
Retain level of government grant funding and
seek additional noncompetitive grant funds
Maintain level of
staffing and operational costs
Find additional grant for
organizational development/ membership
building
Offer and advertise
new membership opportunities at events,
media outlets, tabling
Preferentially seek and
apply for noncompetitive grants
Partner with university level Grant-writing
class to have grant
written and funded
Champions
Timelines
Government
Annual Grants
Fiscal Year
July 1- June 30
Fiscal Year
July 1- June 30
September
(Fall Term)
Individuals
Create annual memberships
Community members who donate
a minimum of
$500 or more a
year
Create Patron Memberships
Institute Memberships @ $100 donation level- Monthly
Newsletter, Annual
tour of facilities
$6,500
Patron Donors receive
same membership
benefits, plus (3) yearly invitations to Patron parties
Community Supported
Agriculture memberships
Increase Community
Supported Agriculture
memberships
10 at $650 each
Paul Hudak
Continuous
Paul Hudak
January –April-July
- October
Paul Hudak
Continuous
Beaverton Schools Nutrition Services and
Paul Hudak
November
Earned Income
Events, Services
and Goods
$500 Annual
Farm to School
Provide larger percentage of fresh vegetables to schools
and
April
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Example Year-At-A-Glance Fundraising Calendar
Timeline FY 2012-2013
July
August
September
October
1.) Receive slated government grants ($20,000) D
1.) Increase level of patron
donors by 15% VM
1.) Cultivate Current patrons VM
2.) Seek additional noncompetitive grant funds
2.) Send new patron or
member packet to planned
donation donors ($100
donation to $500)MC
1.) Send patron or member
packets to new members
(Aug.) MC
($50,000) D
3.) Cultivate Current patrons
(House Party) VM
4.) Increase level of planned
donation ($10,000) AP
November
1.) Send member or patron
packets to new members
(Oct.) MC
3.) Maintenance of TNCF
membership and patron
database OA
December
1.) Mail Special personal
update from Director
(Holiday) with a funding
appeal) D
2.) Maintenance of membership and patron data-
2.) Mail TCNF member
newsletter OA
(House Party- Halloween
themed-come as your favorite vegetable?)
3.) Partner with Grant
writing class D, AP
2.) Send patron or member
packets to new members
(Sept.)MC
January
1.) Cultivate Current patrons (House Party) VM
February
2.) Send member or patron
packets to new members
(Jan.) MC
2.) Send patron or member
packets to new members
(Nov. and Dec.) MC
3.) Mail TNCF member
newsletter OA
March
April
May
June
1.) “Spring into Action Campaign” YA
1.) Send patron or member
packets to new members
(March) MC
1.) Silent Art Auction VP
1.) Send patron or member
packets to new members
(May) MC
2.) Send patron or member
packets to new members
(Feb.) MC
3.) Partner with university
level Grant writing class AP
3.) Send patron or member
packets to new members
(April) MC
4.) Cultivate Current patrons
(House Party) VM
2.) Maintenance of membership and patron database OA
4.) Mail TNCF member
newsletter OA
AP =Advocacy Program Co-ord.
MC =Membership Co-ord.
2.) Make all silent auction
contributors members, add
to member database OA,
MC
VM = Volunteer Members
OA = Office Assistant
D = Director
VP = Volunteer Program
YA = Youth Advocate
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SWOT Analysis Template
Positive
Strengths
Internal
What are your strengths?
What are your competitive strengths?
What are your perceived versus real
strengths?
What other internal factors will help you?
Negative
Weaknesses
What are your weaknesses?
What are your competitive weaknesses?
What are your perceived versus real weaknesses?
What other internal factors will hinder you?
External
Opportunities
Threats
What current opportunities are available?
What current threats are you confronted
with?
What future opportunities are available?
What opportunities are available to create
partnerships?
What other external factors will help you?
What future threats do you face?
What threats do you face regarding competitors?
What other external factors will help you?
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Program Evaluation Template
Example of Terra Nova Community Farm Evaluation
Planning Objective: Students participating in Terra Nova Community Farm program will meet district learning targets
Strategic Institutional Goals
Evaluation
Methods
Examples of Institutional Goals
Examples of
Evaluation
Methods
Formulate baseline / average
number of students electing to
participate in
program
Increase student
participation in
Terra Nova program
Summary of
Formative
Change
Examples of
Formative
Change
Description of
recruiting
efforts used to
attract students
from nonagricultural
background
Strategic Outcome Goals
Evaluation
Methods
Summative or
Formative Change
Examples of
Outcomes Goals
Examples of
Evaluation
Methods
Student-led environmental
project
Examples of Formative Change
Increased student proficiency
in agribusiness
related enterprise
Amend curricular
offerings to reflect
student driven
environmental
interests
Improve academic performance of
students in Terra
Nova program
Track number of
students showing academic
improvement /
meeting district
learning targets
Description of
students achieving higher PSAT/
ACT scores
Increased number of college
programs entered by graduates
Create Baseline
average of Graduate school and
entrance exam
scores of Terra
Nova graduates
Amend curricular
offerings to target
colleges most
attended by Terra
Nova graduates
Increase Terra
Nova Reputational quality
Monitor external agency judgment /Student
demand
Description of
increased requests for community partnership
Increased positive change in
students affective development
Program
awards, recognition or public
honors
Distribute program satisfaction
survey to students,
stakeholders and
community members
91
Example of previous TNCF school brochure
92
Example of Year-at-a-Glance Fundraising Calendar
93
Example of Strategic Fundraising Plan
94
Example of Oregon planting schedule
95
Glossary
Anthocyanin: a water-soluble pigment that produces blue, violet, and red colors in plants.
Anthropogenic: relating to, or resulting from the influence of human beings on nature.
Arable land: land capable or suitable for growing crops.
Big Picture Learning: Big Picture Learning is a model of education that believes that through the creation of
innovative personalized schools that work in tandem with the real world of the greater community, students and families become active participants within the educational process and in the design and authentic assessment of each child’s learning. Big Picture Learning offers tools for problem solving and a framework for looking at real-world knowledge and abilities necessary to being a successful, well-rounded person
by connecting students, and the school itself, to the community - both by sending students out to learn
from mentors in the real world, and by allowing the school itself to serve as an asset to the local community
and its needs.
Carnivore: An animal that eats only other animals
Community Supported Agriculture: A community of individuals who pledge support to a farm operation so
that the farmland becomes, either legally or spiritually, the community's farm, with the growers and consumers providing mutual support and sharing the risks and benefits of food production.
Compost: Decomposed organic materials (mostly plant, some animal) used as a fertilizer.
Consumer: Any organisms that cannot make their own food, so they must eat plants and/or other animals
Conservation Ecology: Conservation Ecology is the study of the relationships of living things to the environment, how those relationships change through time, and how human activities augment or impair those
relationships.
Cooling degree day (CDD): a measurement that reflects the energy used in cooling a structure such as a
home or business
Cover Crop: also known as “green manures”, are plants such as cereal or legumes that are grown on land
after commercial crops have been harvested to replenish depleted soil nutrients. Cover crops are incorporated into the soil during tillage.
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Cultivar: Plants that have been selected for a particular character or combination of characters and when
propagated retains those characters.
Cultivation: To till, plow, fertilize or otherwise prepare the land or soil for growing crops.
Decomposer: An organism that eats or breaks down decaying plants and animals (organic matter).
Dicot: A class of flowering plants such as carrots, apples, peaches, tomatoes, potatoes, peppers and broccoli, in which the seedling has two seed leaves or cotyledons. Dicots also have branched veined in leaves, a
single thick ‘tap root’ and flowers with multiples of four to five petals.
Ecological Medicine: first coined by Rene Dubos, ecological medicine an emerging science, posits that aspects of the environment can have a direct bearing on human health specifically, environmental degradation leads to poor health outcomes. Dubos believed that natural systems, if explored fully, would provide
for many of our needs, as for example, quinine did regarding the treatment of malaria.
Ecosystem: A functioning unit of nature comprised of interrelated and interdependent living organisms,
habitats and resources. An ecosystem includes water, soil, plants, microorganism, animals and people.
Energy: The ability to do work
Farm-to-School Initiative: The Farm to School initiative is an effort to connect schools (K - 12) with regional
or local farms in order to serve healthy meals using locally produced foods. Farm to School activities may
vary from community to community depending upon demographics. However, the basic goals remain the
same: To meet the diverse needs of school nutrition programs in an efficient manner; to support regional
and local farmers and thereby strengthen local food systems; and to provide support for health and nutrition education.
Food Chain: in ecology, the sequence of transfers of matter and energy from organism to organism in the
form of food.
Food Energy: Energy obtained from food when nutrients react with oxygen in cells; usually expressed as
calories.
Food Web: A system of interrelated and interdependent food chains in an ecological community.
Food System: Food systems are dynamic, behavioral systems that include all processes and related infrastructure involved in feeding a population: growing, harvesting, processing, packaging, transporting, mar-
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Decomposer: An organism that eats or breaks down decaying plants and animals (organic matter).
Dicot: A class of flowering plants such as carrots, apples, peaches, tomatoes, potatoes, peppers and
broccoli, in which the seedling has two seed leaves or cotyledons. Dicots also have branched veined in
leaves, a single thick ‘tap root’ and flowers with multiples of four to five petals.
Ecological Medicine: first coined by Rene Dubos, ecological medicine an emerging science, posits that
aspects of the environment can have a direct bearing on human health specifically, environmental degradation leads to poor health outcomes. Dubos believed that natural systems, if explored fully, would
provide for many of our needs, as for example, quinine did regarding the treatment of malaria.
Ecosystem: A functioning unit of nature comprised of interrelated and interdependent living organisms,
habitats and resources. An ecosystem includes water, soil, plants, microorganism, animals and people.
Energy: The ability to do work
Farm-to-School Initiative: The Farm to School initiative is an effort to connect schools (K - 12) with regional or local farms in order to serve healthy meals using locally produced foods. Farm to School activities may vary from community to community depending upon demographics. However, the basic goals
remain the same: To meet the diverse needs of school nutrition programs in an efficient manner; to support regional and local farmers and thereby strengthen local food systems; and to provide support for
health and nutrition education.
Food Chain: in ecology, the sequence of transfers of matter and energy from organism to organism in
the form of food.
Food Energy: Energy obtained from food when nutrients react with oxygen in cells; usually expressed as
calories.
Food Web: A system of interrelated and interdependent food chains in an ecological community.
Food System: Food systems are dynamic, behavioral systems that include all processes and related infrastructure involved in feeding a population: growing, harvesting, processing, packaging, transporting,
marketing, consumption, and disposal of food and food-related items.
Germination: When growth is initiated in a seed, spore or bud; i.e., when it breaks apart and the plant
embryo inside grows with the help of water and nutrients from the soil.
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Herbivore: An animal that eats only plants
Holometabolous: (metamorphosis) describes an insect that goes through a four stage life cycle transforming from egg to larva to pupa to adult.
Insectivore: An animal or insect that eats mostly insects for food
Local Food: Food produced less than 400 miles from its origin, or within the State in which it is produced. (U.S. Congress in the 2008 Food, Conservation, and Energy Act- 2008 Farm Act)
Microclimate: A microclimate is the climate of a small area that is different from the area around it.
Some microclimates may be quite large due to the effects of nearby large bodies of water, urban areas
or general topography.
Monocot: A class of flowering plants, such as corn, wheat, rice, grasses, garlic, orchids, and lilies, in
which the seedlings have a single seed leaf or cotyledon. Monocots also have a primary parallel vein in
leaves, fibrous or webbed roots and flowers with multiples of three petals.
Mulch: A material (such as decaying leaves, bark, or compost) spread around or over a plant to enrich
or insulate the soil.
NOAA: The National Oceanic and Atmospheric Administration (NOAA) is a federal agency focused on
the condition of the oceans and the atmosphere. NOAA provides essential information about our climate that anticipates future risks, saves lives, protects property and safeguards the economy.
Nutrient: Compounds found in the environment that plants and animals need to grow and survive.
Nutrition: to supply an organism with the nutrients needed (in the form of food) to support life
Omnivore: Animals that eat both animals and plants
OYCC: The Oregon Youth Conservation Corps (OYCC), a program established by the Oregon Legislature
in 1987, increases educational, training and employment opportunities for youth; to improve work
skills, instill a strong work ethic and increase their employability; and to increase social skills such as
tolerance of diversity, team work, social responsibility, appreciation of the environment and personal
development such as improved self-esteem.
Photosynthesis: process in which plant absorbs sunlight (energy), carbon dioxide (from air) and water
(from soil) and converts it into nutrients and sugar.
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Producer: An organism that uses light energy from the Sun to produce food (sugar) from carbon
dioxide and water
Rotation: A farming method where crops grown in successive seasons on the same land are deliberately varied in order to ensure fertility demands on the land are balanced.
Scales: Parasitic insects of the order Hemiptera (Aphids are also included in the hemiptera family)
that feed on the sap of plants.
Soil Quality: Soil’s natural ability to produce good yields of high quality crops over the long term
and protect human and animal health without harming the natural resource base.
Topography: The shape of the land surface. Shapes, elevation and features of land surfaces (as
well as water body depths) are depicted by topographic maps. The topographic map remains an
indispensable tool for government, science, industry, and leisure.
USRDA: United States Recommended Daily Allowance. Reference established by the Food and
Drug Administration (FDA) of the levels of essential nutrients considered to be adequate to meet
the known nutritional needs of practically all healthy persons.
USCRN: U.S. Climate Reference Network (USCRN) consists of 114 stations developed, deployed,
managed, and maintained by the National Oceanic and Atmospheric Administration (NOAA) in the
continental United States for the express purpose of detecting the national signal of climate
change.
Vitamin: A vitamin is a vital nutrient required by an organism in limited amounts.
100
TNCF Toolkit Resource list
101
Food chain. (2012). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/EBchecked/
topic/212636/food-chain
Brown, C. and Miller, S. The Impacts of Local Markets: A Review of Research on Farmers Markets and Community
Supported Agriculture (CSA) American Journal of Agricultural Economics (2008) p. 1298-1302
Martinez, S., Hand, M.S., Da Pra, M., et al. Local Food Systems: Concepts, Impacts, and Issues
USDA Economic Research Service (2010) pp.87
http://www.ers.usda.gov/publications/err-economic-research-report/err97.aspx
Hollar, L. Community-Supported Agriculture: Fresh from the Farm Orange County Register (2012) p. SS
http://ajae.oxfordjournals.org/content/90/5/1298.extract
Raffensperger, C. and Schettler, T. Ecological Medicine: A Call for Inquiry and Action Science and Environmental
health Network- The Networker: Ecological medicine (2002)
Wallinga, D. Today's Food System: How Healthy Is It? Journal of Hunger and Environmental Nutrition-Special Issue: Food Systems and Public Health: Linkages to Achieve Healthier Diets and Healthier Communities (2009) p.
251-281
Scott, J. and Langelloto, G. Ways to manage Weeds in the Vegetable Garden. Oregon State University Extension
Services
Forbes, C. and Harmon, A. Buying into Community Supported Agriculture: Strategies for Overcoming Income Barriers Journal of Hunger and Environmental Nutrition (2008) p. 65-79
Soil Quality. Parr, et al. American Journal of Alternative Agriculture (1992) p. 5-11
United States Climate Reference Network: USCRN
http://www.ncdc.noaa.gov/crn/
USGS. National Geochemical Survey Database
BEAVERTON 2 SSW, Oregon, USA: Climate, Global Warming, and Daylight Charts and Data
http://www.climate-charts.com/USA-Stations/OR/OR350595.php
USDA Center for Nutrition Policy and Promotion
http://www.cnpp.usda.gov/
USDA Know Your Farmer, Know Your Food
http://www.cnpp.usda.gov/KnowYourFarmer.htm
Hollingsworth, C.S., Editor, 2012 Pacific Northwest Insect Management Handbook
http://uspest.org/pnw/insects
Center for Science for the Public Interest- Smart Mouth
http://www.cspinet.org/smartmouth/index1.html
Emerson, R.W. The Complete Prose Works of Ralph Waldo Emerson (1891) p.169
http://books.google.com/books?id=l_-E_pFMwCMC&printsec=frontcover#v=onepage&q&f=false
Rosen, Carl J., University of Minnesota Extension: Lead in the Home, Garden and Urban Soil Environment- WW02543 (2002)
http://www.extension.umn.edu/distribution/horticulture/DG2543.html
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Gamroth, M., Oregon State University Extension Service: Composting: An Alternative for Livestock Manure Management and
Disposal of Dead Animals (2012-updated)
Free Clipart Graphics
http://www.easyvectors.com/browse/other/aba726998c79dbd9905ee3a8ce04a4d8-ladybug-clip-art
http://www.all-free-download.com/free-vector/vector-clip-art/mantis_116011.html
USDA Agricultural Research Service Fact Sheet: The Multicolored Asian Lady Beetle
http://www.ars.usda.gov/is/br/lbeetle/
Oregon Department of Fish and Wildlife Fact Sheet: Oregon Swallowtail (Papilio oregonius)
http://butterfly.glin.jp/butterfly/usa/usa.html
National Onion Association (2011)
http://onions-usa.org/
Munsey, C. Tomato Ketchup as a Patent Medicine (2009)
Food and Agriculture Organization of the United Nations: Good Agricultural Practices
http://www.fao.org/prods/gap/
Sustainable Agriculture and Rural Development
http://www.fao.org/sard/en/sard/1888/index.html
Louisiana Department of Environmental Quality: Making a Worm Farm
http://deq.louisiana.gov/portal/default.aspx?tabid=2101
Denzer, K. Building Your own Earth Oven (2007)
USDA Natural Resources Conservation Services
http://www.nrcs.usda.gov/wps/portal/nrcs/main/national/landuse
Diamond, R. Changing Higher Education: Realistic Goal or Wishful Thinking
http://www.thenationalacademy.org/readings/hardtochange.html
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Answers to included curriculum:
Picky Pete visits Terra NovaI am a food adventurer
Don’t get caught in the food web!1.Plants, photosynthesis, producers
2. decomposers
3. Consumers
4. herbivores
5. insectivores
6. carnivores
7. omnivores
Fun in the Sun
Carnivore– various carnivore answers accepted
Herbivore– various herbivore answers accepted
Omnivore– various omnivore answers accepted
Decomposer– various decomposer answers accepted
Insectivore– various insectivore answers accepted
Define
Consumer: any organism that cannot make their own food. They must
consume other plants, animals, insects, etc.
Producer: any organism that uses light energy from the sun to produce food (sugar).
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