Sprouting on the 'Sill: Growing Salad in Windowsill Gardens

Author: Interview with Gioya Fennelly

“My students live in a community with little access to affordable fresh fruits and vegetables,” explains Gioya Fennelly, a teacher at Eleanor Roosevelt IS 143(M) in New York City. “100 percent of our population qualifies for free lunch. I developed the windowsill salad garden project to teach students how to grow their own gourmet-quality microgreens with minimal effort and at a fraction of the cost of purchased produce.”

Using recycled containers such as gallon milk jugs, soilless potting mix, compost from a classroom worm bin, and a few packets of seeds, her class begins its exploration into the world of agricultural production. They start plants in an ingenious indoor “greenhouse” — a discarded doughnut display case — that’s large enough to hold 10 to 15 containers of seedlings. It gets the plants off to a good start by providing light and a steady 75° to 80°F temperature. Once the seedlings are mature enough to leave the “greenhouse” they’re moved to a classroom windowsill, or given to students with a sunny window at home. By the end of the project, every family has enjoyed a share of the harvest.

“My students love trying new things. Most have lived in a city all their lives, and have had no opportunity to experience gardening.” Gioya’s windowsill salad garden is an 8- to 10-week unit. “With a little planning, you can harvest the tops in about 3 weeks when the plants are 2" tall, and continue harvesting every 2 to 3 weeks thereafter. I recommend staggering plantings to lengthen harvest time.”

Although the salad garden unit was created with the idea of supplementing student diets, it reaches beyond nutritional goals by teaching students life lessons, as well. “Watching the seeds germinate and then being responsible for providing all the plants’ needs increases students’ sense of responsibility and leads to interesting discussions on the importance of good parenting and an understanding that all living things have certain requirements in order to reach their fullest potential. Students also discover that even if they provide everything the plants need to thrive, environmental factors can impact the harvest, giving them a glimpse of the challenges farmers face. Overall, the project inspires students to do some deep thinking and it helps them appreciate what they have. On top of these life lessons, growing real food is a bonus.”

Another benefit of the unit is that it encourages parent involvement. “Most of the parents love to be involved in this project. Many are recent immigrants who grew up gardening in the Dominican Republic. This program gives them a chance to share memories with their children and fosters intergenerational bonding.”

A 24-year veteran environmental science teacher at IS 143(M), Gioya Fennelly is an Armada Master Teacher and national finalist for the 2008 Bartlett Environmental Teachers Award. She has a certificate in Horticultural Therapy and Landscape Design from New York Botanical Garden and has served as an advanced botany instructor at the botanical garden. She directed the implementation of a 3,180 square-foot organic garden at her school and also initiated a horticultural therapy and Junior Master Gardener program.

Gioya is a member of the Kidsgardening Advisory Board. These youth gardening experts and advocates from around the country provide NGA staff with ideas, suggestions, and feedback for kidsgardening.org