The School Garden Project” seeks funding to establish and sustain a student-led garden at Charles R. Drew Elementary. This initiative will provide hands-on learning opportunities that support science, environmental education, and healthy living. Through the Gardening Club, students will gain practical skills in planting, nurturing, and harvesting crops while developing a deeper appreciation for nature and teamwork. The garden will also serve as a living classroom, promoting sustainability and wellness throughout the school community.
Charles R. Drew Elementary serves a diverse population of students in a historically underserved community. The majority of our student body identifies as African American or Hispanic, and over 80% qualify for free or reduced-price lunch, highlighting the socioeconomic challenges many of our families face. Our students are bright, creative, and resilient—but they also face limited access to outdoor enrichment opportunities and hands-on science experiences that foster engagement, curiosity, and healthy living. Currently, Drew Elementary lacks an on-campus green space or structured outdoor learning environment. With growing concerns about childhood obesity, food insecurity, and decreased physical activity—especially among students in urban areas—a school garden can provide vital experiences to help address these issues. According to the CDC, school garden programs contribute to improved nutrition knowledge, increased consumption of fruits and vegetables, and better academic performance through experiential learning. Additionally, gardens promote social-emotional growth, teamwork, and environmental stewardship. Academically, many of our students struggle to connect classroom learning with real-world application. A school garden offers a natural extension of the science, math, and health curriculum, especially in grades 2–5, where students can explore plant life cycles, ecosystems, weather patterns, and nutrition in a tangible way. Survey data from both students and staff at Drew reflect strong interest in a gardening club and more project-based learning opportunities that engage students beyond the traditional classroom setting. Importantly, Charles R. Drew Elementary is currently the only elementary school in our district without a garden club or dedicated garden space. This gap in access places our students at a disadvantage compared to their peers districtwide. The Growing Drew project will directly benefit approximately 250 students annually, along with teachers, staff, and families who participate in garden-based events and volunteer days. By transforming an unused outdoor space into a vibrant learning garden, we will create an inclusive, sustainable program that addresses academic engagement, student wellness, and community connection—three areas of critical need at Charles R. Drew Elementary.
Our project goals are centered around specific, measurable, achievable, realistic, and time-bound outcomes: By the end of the 2025 school year, we will create a fully functional garden space on campus with at least six raised beds, composting bins, and a tool station. This will allow us to serve as a dedicated outdoor classroom that can be used by teachers and students year-round. Within the first semester of implementation, 100% of students in grades 2–5 (approximately 150 students) will participate in at least one garden-based science or wellness lesson tied to TEKS standards. By Spring 2025, at least 30 students will be enrolled in the Gardening Club and meet bi-weekly to plant, maintain, and harvest crops, integrating STEM skills, environmental education, and teamwork. We will host at least two family/community garden workdays and one school-wide harvest celebration by the end of the school year to foster community engagement and student ownership. Students participating in the garden program will demonstrate a 10% increase in content mastery in related science TEKS (e.g., life cycles, plant needs, ecosystems) based on pre- and post-lesson assessments. The Gardening Club will meet bi-weekly, offering students the chance to participate in planting, maintaining crops, learning about composting and sustainability, and keeping journals of plant growth and environmental observations. Lessons will incorporate Texas Essential Knowledge and Skills (TEKS) standards in science, math, and health. For example, students will apply math concepts to measure plant growth, calculate planting depth, and track temperature changes, while exploring science standards related to habitats, photosynthesis, and food chains. Teachers will also use the space during the school day for curriculum-aligned science instruction and project-based learning. In collaboration with campus leadership and the curriculum coordinator, we will ensure the garden is used in a cross-disciplinary manner—including language arts (e.g., journal writing, procedural writing), visual arts (e.g., plant sketches, signage creation), and social studies (e.g., studying agriculture and community roles). According to a study by the American Public Health Association, school gardens are linked to increased science achievement, higher levels of physical activity, and improved dietary habits. Moreover, school gardens have been found to enhance classroom behavior, reduce stress, and improve student attitudes toward learning. The Growing Drew project will offer students a space to take ownership of their learning and make real-world connections to science and sustainability. For students who may struggle in traditional classroom environments, the garden provides a kinesthetic, multisensory alternative that builds confidence, resilience, and responsibility. This project aligns with Crosby ISD’s mission by promoting both academic growth and personal responsibility. Gardening fosters literacy through scientific inquiry and journaling, and builds life-ready skills like teamwork, patience, and critical thinking. It personalizes learning by allowing students to experience academic content in ways that are meaningful to them—through touch, observation, experimentation, and collaboration. Our long-term vision includes expanding the garden to include vertical gardens or hydroponic components, integrating more deeply into school wellness initiatives, and potentially creating a farmers’ market stand to teach entrepreneurship. By cultivating a sense of pride and purpose in our students, this garden will continue to grow minds and hearts—long after the first harvest.
Charles R. Drew Elementary serves a diverse population of students in a historically underserved community. The majority of our student body identifies as African American or Hispanic, and over 80% qualify for free or reduced-price lunch, highlighting the socioeconomic challenges many of our families face. Our students are bright, creative, and resilient—but they also face limited access to outdoor enrichment opportunities and hands-on science experiences that foster engagement, curiosity, and healthy living. Currently, Drew Elementary lacks an on-campus green space or structured outdoor learning environment. With growing concerns about childhood obesity, food insecurity, and decreased physical activity—especially among students in urban areas—a school garden can provide vital experiences to help address these issues. According to the CDC, school garden programs contribute to improved nutrition knowledge, increased consumption of fruits and vegetables, and better academic performance through experiential learning. Additionally, gardens promote social-emotional growth, teamwork, and environmental stewardship. Academically, many of our students struggle to connect classroom learning with real-world application. A school garden offers a natural extension of the science, math, and health curriculum, especially in grades 2–5, where students can explore plant life cycles, ecosystems, weather patterns, and nutrition in a tangible way. Survey data from both students and staff at Drew reflect strong interest in a gardening club and more project-based learning opportunities that engage students beyond the traditional classroom setting. Importantly, Charles R. Drew Elementary is currently the only elementary school in our district without a garden club or dedicated garden space. This gap in access places our students at a disadvantage compared to their peers districtwide. The Growing Drew project will directly benefit approximately 250 students annually, along with teachers, staff, and families who participate in garden-based events and volunteer days. By transforming an unused outdoor space into a vibrant learning garden, we will create an inclusive, sustainable program that addresses academic engagement, student wellness, and community connection—three areas of critical need at Charles R. Drew Elementary.
Our project goals are centered around specific, measurable, achievable, realistic, and time-bound outcomes: By the end of the 2025 school year, we will create a fully functional garden space on campus with at least six raised beds, composting bins, and a tool station. This will allow us to serve as a dedicated outdoor classroom that can be used by teachers and students year-round. Within the first semester of implementation, 100% of students in grades 2–5 (approximately 150 students) will participate in at least one garden-based science or wellness lesson tied to TEKS standards. By Spring 2025, at least 30 students will be enrolled in the Gardening Club and meet bi-weekly to plant, maintain, and harvest crops, integrating STEM skills, environmental education, and teamwork. We will host at least two family/community garden workdays and one school-wide harvest celebration by the end of the school year to foster community engagement and student ownership. Students participating in the garden program will demonstrate a 10% increase in content mastery in related science TEKS (e.g., life cycles, plant needs, ecosystems) based on pre- and post-lesson assessments. The Gardening Club will meet bi-weekly, offering students the chance to participate in planting, maintaining crops, learning about composting and sustainability, and keeping journals of plant growth and environmental observations. Lessons will incorporate Texas Essential Knowledge and Skills (TEKS) standards in science, math, and health. For example, students will apply math concepts to measure plant growth, calculate planting depth, and track temperature changes, while exploring science standards related to habitats, photosynthesis, and food chains. Teachers will also use the space during the school day for curriculum-aligned science instruction and project-based learning. In collaboration with campus leadership and the curriculum coordinator, we will ensure the garden is used in a cross-disciplinary manner—including language arts (e.g., journal writing, procedural writing), visual arts (e.g., plant sketches, signage creation), and social studies (e.g., studying agriculture and community roles). According to a study by the American Public Health Association, school gardens are linked to increased science achievement, higher levels of physical activity, and improved dietary habits. Moreover, school gardens have been found to enhance classroom behavior, reduce stress, and improve student attitudes toward learning. The Growing Drew project will offer students a space to take ownership of their learning and make real-world connections to science and sustainability. For students who may struggle in traditional classroom environments, the garden provides a kinesthetic, multisensory alternative that builds confidence, resilience, and responsibility. This project aligns with Crosby ISD’s mission by promoting both academic growth and personal responsibility. Gardening fosters literacy through scientific inquiry and journaling, and builds life-ready skills like teamwork, patience, and critical thinking. It personalizes learning by allowing students to experience academic content in ways that are meaningful to them—through touch, observation, experimentation, and collaboration. Our long-term vision includes expanding the garden to include vertical gardens or hydroponic components, integrating more deeply into school wellness initiatives, and potentially creating a farmers’ market stand to teach entrepreneurship. By cultivating a sense of pride and purpose in our students, this garden will continue to grow minds and hearts—long after the first harvest.
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$2,351
Value:
priceless