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Agriculture
Page 20 Electronic Edition: www.teachingtodaymn.com

Blooming Heights Edible Schoolyard and Outdoor Classroom

tants take most of the responsibility for tending
Columbia Heights Public Schools the garden. In addition to planting, watering
Blooming Heights is a Columbia Heights and weeding, and they harvest fruits and vege-
Public Schools program that uses school garden tables for weekly cooking lessons. Any produce
and nutrition programming to facilitate equi- that is not used for cooking is preserved for use
table experiences that engage all the senses, by the Family and Consumer Science (FACS)
while building the skills and knowledge neces- classes during the school year or donated to the
sary for cultivating a healthy life and planet. local food shelf.
The Blooming Heights Edible School- The intentionality of the Blooming
yard is located behind the Columbia Heights Heights mission and guiding principles have
District Center, between the High School and allowed the program to refine its assessments to
the Family Center, 1440 49th Ave. NE, Colum- align with these values and to measure program
bia Heights. Blooming Heights is within short ries, hardy kiwi, juneberries, honeyberries, dents in grades K-12 and extending into adult outcomes more deliberately. Blooming Heights
walking distance from Highland and Valley gooseberries and currants. There is a small enrichment classes. Students in our district start stands out as an example of the kind of inno-
View elementary schools and Columbia orchard with apple, pear, cherry and plum trees, seeds in early spring using grow labs in their vative programming made possible with the
Academy as well as a pergola with hardy grapevines. We classrooms and transplant the seedlings out- support of administrators, teachers, families,
We have both ground level garden beds also maintain a pollinator garden filled with doors before the end of the school year. students and School Board members.
and a number of raised beds for vegetables, native wildflowers and tend a small rain garden. Student involvement is integral to the
fruits, flowers and herbs. In addition to the Programming at Blooming Heights upkeep of the garden and they help with plant-
wide variety of annual vegetables we also grow includes learners from all ages from the Early ing, weeding, watering, and harvesting. During colheights.k12.mn.us
many perennial fruits: raspberries, strawber- Childhood Family Education program to stu- the summer, our High School Summer Assis-

Hailey Jensen Named the 2025 MAAE Teacher Turn the Key Award Winner!

Continued from Page 15
show examples of the ultra- The project is a highlight for my students farmers maximize efficiency while maintaining
sounds and pieces of this because they share what they have learned with sustainability practices broadened students'
curriculum in my additional our elementary students using our “Traveling understanding of global agriculture. Addition-
resource in my application. Chicken Cart” and leading a lesson for those ally, while visiting an oyster farm on the coast,
This interactive series of tasks students. These interactive teaching strategies students harvested and processed oysters,
kept students excited and not only make learning memorable, but also learning about its many uses and complicated
invested while fostering criti- empower students to take ownership of their harvest. These experiences provided a deeper
cal thinking and accuracy. education, ensuring they leave my classroom appreciation for agriculture beyond the United
Similarly, during our animal with confidence, curiosity, and practical skills. States and helped students make connections
nutrition unit, students ana- To provide students with additional hands- between different agricultural industries. Both
lyzed dog food labels, graded on experiences, I have continuously expanded students and chaperones alike agreed: this was
them based on nutritional summer agricultural opportunities. Students a life-changing journey that expanded their per-
value, and used their new- engage in experiential learning at the Douglas spectives on the diverse and innovative world
found knowledge to design, County Fair, working in the FFA barn to teach of agriculture.
budget, and market their own youth about agricultural products and livestock At the heart of my teaching philosophy
dog treats. The project became through interactive activities. Increased partici- is a deep commitment to student growth both
a class favorite, eventually pation at the Minnesota State Fair has also been a academically and personally. I strive to create a
baking the treats and hosting a priority, where students serve as “barnies” in the classroom that fosters connection, engagement,
taste test judged by local canine CHS Miracle of Birth Center, gaining first-hand and real-world learning, where students feel
celebrities. experience in animal reproduction while educat- supported, challenged, and inspired. Whether
Hands-on learning is ing fairgoers. Additionally, students enrolled in through project-based instruction, hands-on
an essential component of my instructional my Summer Ag Class complete their own SAE experiences, leadership development, or com-
students learn best by interacting or using their approach, enriching students’ understanding of and internship experiences, engaging directly munity partnerships, my goal is to equip students
hands. While collecting my data throughout complex concepts through tactile and practical with industry professionals and strengthening with the knowledge, skills, and confidence they
the semester, I discovered my students are 10 experiences. In my Introduction to Agriculture their practical skills. need to thrive. Seeing students take ownership
times more likely to engage in a lesson if I teach class, students manage hydroponic systems as Leading a group of 34 Osakis travelers on of their learning, push beyond their perceived
using project-based learning versus traditional part of a plant science unit, taking responsibil- an agricultural exploration of Ireland was an limits, and discover their passions is what makes
lecture-based learning. ity for growing lettuce from seed to harvest. unforgettable and transformative experience. teaching so rewarding. I am proud of the impact
My enthusiasm for teaching is contagious. Through this process, they learn about germina- Over the course of 10 days, students engaged in I have made in Osakis, and I look forward to
If I’m excited about what we’re learning, my stu- tion, growing media, and hydroponic principles hands-on learning, guided by Irish farmers who continuing to cultivate meaningful experiences
dents are too! Every lesson I teach begins with, while creating promotional materials to educate shared their expertise in livestock production, that empower students to succeed in agriculture
“How is this going to connect to your life?” and others. For students pursuing careers in welding, crop cultivation, and aquaculture, includ- and beyond.
that’s where the magic happens. I see my students I developed a project to address a key indus- ing strawberries and oyster farming. Students
giving their best effort because they understand try skill gap: blueprint reading. Students create didn’t just observe agricultural practices; they Congratulations Hailey!
that this is real-life stuff we’re diving into. models using simple materials, interpret blue- participated in them. One particularly impact-
In my Small Animal Science course, for prints as work orders, and bring those plans to ful experience was visiting a working dairy
example, students dove into a canine reproduc- life in the shop, preparing them for real-world farm, where students had the opportunity to
tion unit by studying anatomy, ultrasounds, and applications. Additionally, during our poultry milk cows, analyze feeding programs, and learn www.osakis.k12.mn.us
gestation timelines to predict the number and unit, students incubate and hatch chicks, explor- about the differences between Irish and Ameri-
birthdate of puppies for our class dog, Paula. I ing concepts such as life cycles and nutrition. can dairy operations. Seeing firsthand how Irish