Community Garden Inventory Assessment

8/8/2019 Community Garden Inventory Assessment

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Community GardenInventory1

OverviewIn the Community Garden Inventory, you

interview gardeners and make observations as you walk through the garden. Through

this “garden hike,” you learn about what plants are growing, what structures are

present, and what activities take place in the garden. Then you share your findings on the

Garden Mosaics website.

The Community Garden Inventory is animportant database for the future of community gardens. It providesinformation on the locations, uses, and

benefits of community gardens inneighborhoods throughout the world.Students, researchers, community

planners, and organizations working tosupport community gardens will be ableto use the information. Each Community Garden Inventory Form is posted online,thus making the information available toanyone who wants to learn more aboutthese unique gardens.

Garden Mosaics is very interested inCommunity Garden Inventories fromother countries besides the US. If you

prefer to submit a Community GardenInventory Form in a language other than

English, please contact us [email protected] (we canrespond to inquiries in Spanish, French,Arabic, Russian, German, and otherlanguages). We will work with you totranslate the questions into yourlanguage, and to post your CommunityGarden Inventory in the original

language and in English.

Anyone Can Contribute tothe Community GardenInventory…If you wish to contribute to theCommunity Garden Inventory on yourown or with a group of adults, go direct-ly to the short, illustrated version of theCommunity Garden Inventory (calledGarden Hike) following this overview,and then to the Community GardenInventory forms on the Garden Mosaicswebsite or at the end of this chapter. Youmay also want to read more about theresearch objectives of the CommunityGarden Inventory in this chapter. Therest of the information in this chapter is

primarily for conducting the Community

Garden Inventory with a group of youth.

Conducting the CommunityGarden Inventory with YouthWe have included in this chapter thefollowing information for conducting theCommunity Garden Inventory withyouth: inquiry and content learningobjectives, assessment ideas, andcomprehensive instructions. Note thatfor conducting this activity with youth,we sometimes use the name “GardenHike” rather than Community GardenInventory.

If you want to contribute data to the

online Community Garden Inventorydatabase, you will need to conduct thisi⋅⋅⋅⋅⋅m⋅⋅⋅⋅⋅science investigation in a communitygarden. Community gardens arecommon in many large cities, and smallcities often have one or more communitygardens. You also may find a communitygarden at an apartment complex,retirement home, or church, synagogue,temple, or mosque. Some school gardensinvolve neighborhood adults and thuscan be considered community gardens.School and home gardening and otheryouth programs may want to conduct theCommunity Garden Inventory as a one-time field trip to a community garden.

If you do not plan to contribute to theCommunity Garden Inventory, feel freeto conduct this i⋅⋅⋅⋅⋅m⋅⋅⋅⋅⋅science investigation inany garden with a willing,knowledgeable, and enthusiasticgardener. In home gardens, the focusmay be more on the plants and less onthe structures and activities that take

place in the garden.

1 In some Garden Mosaics materials, theCommunity Garden Inventory is called the GardenHike.



GARDEN HIKE

WHAT IS THE GARDEN HIKE?

The Garden Hike is a “mobile interview.” Youwill interview gardeners as you walk throughthe garden.

WHAT TO DO...BEFORE GOING TO THE GARDEN

Background Research✔ Read about community gardens on

the Garden Mosaics website. Also goto the Community Garden InventoryDatabase on the Garden Mosaicswebsite and read about some othergardens.

✔ Discuss with your friends why youthink community gardens areimportant.

Generate Questions✔ Brainstorm a list of questions that

you think are important to askgardeners.

✔ Look at the online CommunityGarden Inventory Form. Make sureto include the questions you needanswered to fill in the form on yourlist.

WHAT WILL YOU NEED?

✔ copy of Community Garden

Inventory Form✔ 3x5 inch cards or paper to

write your questions on✔ pencils✔ clipboards✔ cameras (optional)

Don’t forgetdrinks and

snacks!

What do we wantto learn about?

WHY THE GARDEN HIKE?

You will join people all over North Americagathering information for the onlineCommunity Garden Inventory. Together youcan help us understand why community

gardens are important to people.

Have peoplebuilt anythingin the garden?

What dopeople do inthe garden?

Garden Mosaics is funded by the National Science Foundation Informal Science Education program, and bythe College of Agriculture and Life Sciences at Cornell University.

Practice Interviewing✔ Review interviewing skills on the

website and practice interviewingwith your friends.

✔ Decide what everyone is going todo during the interview in thegarden.

✔ Talk to yourgroup leader orread the

Garden MosaicsProgramManual aboutgardenerpermissionforms.

I’ll take notes,if you like.

Who willintroduce us tothe gardeners?

Why do youthink the

communitygarden is

important?

May I take

the photos?

We have to makesure all the

questions from theCommunity Garden

Inventory Form

are answered.

How should we endthe interview?

We could write our questionson 3x5 cards so each person

has their own questions to ask.

Who will tell thegardeners what we

want to do?

page 1

What plants aregrowing in the

garden?

During theGarden Hike, you

will ask questionsabout things thatinterest you inthe garden.

w w w . g a r d e n m o s a i c s . o r g



WHAT TO DO...AT THE GARDEN

✔ Introduce

yourselves andthe activity to thegardeners.

✔ Tell them aboutthe Garden Hike.

✔ Begin at one endof the garden andwalk through thegarden with thegardeners. As youwalk, askquestions from

your checklist.

✔ Also ask questions about what you see andabout things that seem to be important to thegardeners.

✔ Don’t be afraid toask questionsabout things youdon’t understandor want to learnmore about. The

gardeners will beexcited to knowthat you areinterested in whatthey do!

✔ Observe things, takephotos, and jotdown notes aboutwhat you see. ✔ Before you leave,

make sure youhave answeredall of thequestions onyour checklistand on theCommunity

Garden InventoryForm.

WHAT TO DO...AFTER YOU LEAVE THE GARDEN

Review findings✔ Discuss the visit to the community garden. Talk about

what you learned about the community garden.

Share online✔Write down the answer to each

question on the Community GardenInventory Form. Then enter yourdata onto the online form.What did you not

understand?

Learn more✔ Check out the online Science

Pages. Click on any pages thatmight help you to understand moreabout what you learned.

GARDEN HIKE

Garden Mosaics is funded by the National Science Foundation Informal Science Education program, and bythe College of Agriculture and Life Sciences at Cornell University.

page 2

✔ Thank thegardeners beforeyou leave.

Would youlike to shareour snack?

Why might thesegardens be

important toneighborhoods?

What did we learn about thepeople and plants in the garden?

What might you want tolearn more

about?

w w w . g a r d e n m o s a i c s .

o r g



Community Garden InventoryResearch

Research Objective To compile baseline information about

community gardens from around the

world that will be shared through theonline Community Garden Inventory.

Research Questions • What types of plants are growing in

the community garden?

• What structures (for example, casitas,

compost bins) are present in the

garden?

• What activities take place in the

garden?

Why is the Community Garden

Inventory Research Important? Community gardens are important places

for people and their communities. People

grow food, meet and talk with friends, play games, relax, enjoy nature, exercise,

and watch concerts and other cultural

events in community gardens. Many

gardens host educational tours andworkshops. People who help plan and

manage the gardens often gain valuableskills in community organizing. In many

urban neighborhoods, these may be the

only sites where people are able to enjoy

these activities and learn these skills.Community gardens are on land that is

owned by a public or private landowner.In some cases, the landowner has to

weigh the benefits of preserving the

garden versus building more housing or

stores, or other land uses. The more

information we have about the rolegardens serve in communities, the betterdecisions we can make about preserving

them.

Baseline information about gardens also

is useful to scientists who conduct

research on urban gardens. Researchers

from an array of disciplines work incommunity gardens, including

sociologists, anthropologists, nutri-

tionists, soil scientists, and agricultural

scientists. Their research interests are

varied and include food security, urban

migration, and soil contamination.

Community Garden InventoryScience LearningThe Community Garden Inventory is a

great opportunity for youth to learn

about two aspects of science:

• Inquiry, or “doing science,” and

• Content, which includes facts and

concepts.

Inquiry If you follow the instructions for

conducting the Community Garden

Inventory i⋅⋅⋅⋅⋅m⋅⋅⋅⋅⋅science investigation, youth

will learn the following inquiry skills.

Inquiry Learning Objectives Inquiry Learning Objectives Inquiry Learning Objectives Inquiry Learning Objectives Inquiry Learning Objectives

Youth will:

• Define questions to ask the gardener.

• Apply interview skills to learn about

the garden.• Apply observational skills to learn

about the garden.

• Synthesize information they gather

onto a data form.

• Submit their data electronically.

Content You can use the Garden Mosaics SciencePages to help the youth learn more aboutthe plants and concepts they encounter inthe garden. For example, if the youth findgardeners growing collards and want toknow more about them, you can refer to

the Collards Science Page. If youanticipate unfamiliar concepts or termswill come up during the CommunityGarden Inventory, you can have theyouth read and conduct the activities onthe relevant Science Pages before going tothe garden.

You can also use “teachable moments” inthe garden to explain unfamiliar conceptsto the youth. For example, if the gardenertalks about a compost pile, you may needto explain what compost is. Alsoencourage the youth to ask follow-up

questions about what they see. Forexample, the gardeners may point out awater collection system. Encourage theyouth to ask the gardeners to explainhow the system works and how theywater the plants.

With your guidance and using theScience Pages, you can expect youthconducting the Community GardenInventory to learn the following content.



Content Learning Objectives Content Learning Objectives Content Learning Objectives Content Learning Objectives Content Learning Objectives

Youth will learn about:

• Plants, structures, and activities that

take place in the garden.

• Physical, biological, and ecological

science concepts related to the plants.

Community Garden Inventory Assessment

Inquiry Learning Objectives

Youth will:

• Define questions to ask the gardener.

• Apply interview skills to learn about the

garden.

•

Apply observational skills to learn aboutthe garden.

• Synthesize information they gather onto a

data form.

• Submit their data form electronically.

Content Learning Objectives

Youth will learn about:

• Plants, structures, and activities that


• Physical, biological, and ecological

science concepts related to the plants.

Evidence of Learning

The list of interview questions that youth

create and notes from the interview

planning discussion are evidence of

youth’s ability to define questions.

Written notes and the completed

Community Garden Inventory form areevidence that youth were able to apply

their interview skills and synthesize the

information gathered.

Evidence of Learning

The initial discussion about communitygardens should give you an idea of what

youth know about community gardens prior

to the Community Garden Inventory.

The completed Community Garden

Inventory form and photos taken by youth

provide a summary of the information youth

collected about garden plants, structures,

and activities.

The puzzles and other activities on the

Science Pages help to assess youth learning

about specific concepts.



Additional Assessment ToolsParticipationParticipationParticipationParticipationParticipation

To generate a summary of what youth

and other participants did, recordrecordrecordrecordrecord

number of:number of:number of:number of:number of:

• youthyouthyouthyouthyouth participants,

• gardenersgardenersgardenersgardenersgardeners who participate and nameof garden,

• educators or volunteerseducators or volunteerseducators or volunteerseducators or volunteerseducators or volunteers who

participate and their affiliation.

Also save the list of interview questions,list of interview questions,list of interview questions,list of interview questions,list of interview questions,

notes from the hike, and a copy of thenotes from the hike, and a copy of thenotes from the hike, and a copy of thenotes from the hike, and a copy of thenotes from the hike, and a copy of the

completed Community Gardencompleted Community Gardencompleted Community Gardencompleted Community Gardencompleted Community Garden

Inventory formInventory formInventory formInventory formInventory form.

Notes and photos Notes and photos Notes and photos Notes and photos Notes and photos

This will help you remember important

learning moments during the activity.

• During the hike and interviews,

notice the youths’ interview skillsnotice the youths’ interview skillsnotice the youths’ interview skillsnotice the youths’ interview skillsnotice the youths’ interview skillsand interactions with the gardenersand interactions with the gardenersand interactions with the gardenersand interactions with the gardenersand interactions with the gardeners.

Are they able to obtain the

information needed to complete the

inventory form? Do they ask follow-

up questions? Do they ask new

questions based on their own interest

in a particular aspect of the garden?

• Use a cameraUse a cameraUse a cameraUse a cameraUse a camera to document the hike

and interview(s). You may already be

using a camera to take photos of

plants and structures in the garden,

but you can also take pictures of the

youth as they conduct the activity.

Garden calendar Garden calendar Garden calendar Garden calendar Garden calendar

Youth can use the information collected

during the Community Garden Inventory

to create a calendar of events taking

place in the garden. They can include

dates of planting and harvest for

different crops, and social, cultural,recreational, and educational activities. A

completed calendar provides evidence of

the youths’ ability to synthesize the

information gained from the activity, as

well as learning about the activities that


Garden map Garden map Garden map Garden map Garden map

Have youth use what they learn to make

a map of the garden. They can show the

gardeners’ plots, what’s growing,

watering systems, compost piles, tool

sheds, casitas, picnic tables, and so on.

The completed map provides evidence of learning about plants, planting practices,

and the community aspects of the

garden. The map can be laminated and

posted in the garden or community

center, or added to a scrapbook.



Conducting the CommunityGarden Inventory (GardenHike) with YouthT T T T T ime Required ime Required ime Required ime Required ime Required

• Before meeting with youth: 1-2 hrs

• Preparing the youth for theCommunity Garden Inventory: 1-2

hrs

• Conducting the Community Garden

Inventory: 2 hrs

• Discussing and entering the data: 2

hrs

Product Product Product Product Product

Youth will compile their results and

contribute them to the online Community

Garden Inventory database.

Materials Materials Materials Materials Materials

For each youth• Clipboards, paper, and pencils

• Copy of Community Spirit Makes

Garden Magic available at <http://

www.hms.harvard.edu/chase/projects/

chicago/news/

Communitygarden.htm>

• Copy of History of Community

Gardens Science Page

• Copy of Community Garden

Inventory Form

• 3x5 inch cards (optional)

For entire group

• Camera and film, or digital camera

• Computer with Internet

• Copies of Gardener Permission Form

(Section VII)

• Photo Guidelines (Section VII)

• Drinks and snacks

Procedure Procedure Procedure Procedure Procedure

Before Meeting with Youth

1.1.1.1.1. Conduct thisConduct thisConduct thisConduct thisConduct this i⋅⋅⋅⋅⋅ m⋅⋅⋅⋅⋅ science investigationwith gardeners who are dynamicwith gardeners who are dynamicwith gardeners who are dynamicwith gardeners who are dynamicwith gardeners who are dynamic

and knowledgeable and who enjoyand knowledgeable and who enjoyand knowledgeable and who enjoyand knowledgeable and who enjoyand knowledgeable and who enjoy

interacting with youth.interacting with youth.interacting with youth.interacting with youth.interacting with youth. The garden

manager is often the best person forthis activity.

2.2.2.2.2. The ratio of youth to gardenersThe ratio of youth to gardenersThe ratio of youth to gardenersThe ratio of youth to gardenersThe ratio of youth to gardeners

should be no greater than 6:1should be no greater than 6:1should be no greater than 6:1should be no greater than 6:1should be no greater than 6:1. This

allows all the youth to have an

important role asking questions and

taking notes, and ensures that

everyone can hear the gardener. If

you have more than six youth, you

may want to divide into groups, each

group interviewing a different

gardener.

3.3.3.3.3. Contact the garden managerContact the garden managerContact the garden managerContact the garden managerContact the garden manager orororororother knowledgeable gardeners toother knowledgeable gardeners toother knowledgeable gardeners toother knowledgeable gardeners toother knowledgeable gardeners to

arrange the visit.arrange the visit.arrange the visit.arrange the visit.arrange the visit. Discuss the Garden

Mosaics project with them. Be sure to

describe your group and explain your

purpose for coming to the garden.

Arrange a time for the youth to

conduct the Community Garden

Inventory.

4.4.4.4.4. You may need to arrange for aYou may need to arrange for aYou may need to arrange for aYou may need to arrange for aYou may need to arrange for a

translatortranslatortranslatortranslatortranslator if the gardener speaks

another language. Some of the youth

or a volunteer in your group may

share a language with the gardenersand be able to translate.

5.5.5.5.5. Ask for permission to photographAsk for permission to photographAsk for permission to photographAsk for permission to photographAsk for permission to photograph

the gardenersthe gardenersthe gardenersthe gardenersthe gardeners and garden. Also ask

for permission to use the photos on

the Garden Mosaics website. Have the

gardeners sign the Gardener

Permission Form (Section VII).

6.6.6.6.6. Decide which concepts the youthDecide which concepts the youthDecide which concepts the youthDecide which concepts the youthDecide which concepts the youth

need to go over before conductingneed to go over before conductingneed to go over before conductingneed to go over before conductingneed to go over before conducting

the Community Garden Inventory.the Community Garden Inventory.the Community Garden Inventory.the Community Garden Inventory.the Community Garden Inventory. If

the youth are familiar with

gardening, they should have enough background to ask good questions

and make good observations. Some

youth may need to read the Science

Pages and conduct some of the

learning activities on the back of

these pages before conducting the

Community Garden Inventory.



Preparing Youth for the Community

Garden Inventory

1.1.1.1.1. Lead a discussionLead a discussionLead a discussionLead a discussionLead a discussion on communityon communityon communityon communityon community

gardensgardensgardensgardensgardens. Ask the youth:

• Have you ever visited or seen a

community garden?

• What are community gardens?• What are the differences and

similarities between a home

garden and a community garden?

2.2.2.2.2. Have the youth do some backgroundHave the youth do some backgroundHave the youth do some backgroundHave the youth do some backgroundHave the youth do some background

reading and discuss what they readreading and discuss what they readreading and discuss what they readreading and discuss what they readreading and discuss what they read.

Below are some suggested readings

along with some discussion

questions.

Community Spirit Makes Garden

Magic

• What activities take place in

community gardens?

• Why might community gardens be important to gardeners?

• Why might these gardens be

important to the community?

History of Community Gardens

Science Page

• How has the purpose of

community gardens changed over

time?

• What are some of the main

differences between early

community gardens and ones

created in the last 20-30 years?

3.3.3.3.3. Have the youth access theaccess theaccess theaccess theaccess the

Community Garden InventoryCommunity Garden InventoryCommunity Garden InventoryCommunity Garden InventoryCommunity Garden Inventory

i⋅⋅⋅⋅⋅m⋅⋅⋅⋅⋅science database on the Garden

Mosaics website and read over some

of the existing descriptions of

gardens.

4.4.4.4.4. Remind the youth about the ActionRemind the youth about the ActionRemind the youth about the ActionRemind the youth about the ActionRemind the youth about the Action

ProjectProjectProjectProjectProject, which will involve doing a

project to benefit the gardeners and

the neighborhood. Let the youth

know the information they collect

during the Community Garden

Inventory will be used for two

purposes. The first is to provide data

on community gardens for the online

Community Garden Inventory

database. The second is to help themlearn about the gardeners’ interests

and concerns so that they can plan

their Action Project. If you or your

group has already decided on a focus

for the Action Project, discuss with

the youth what questions they might

ask the gardeners to help plan the

project.

5.5.5.5.5. Guide the youth through aGuide the youth through aGuide the youth through aGuide the youth through aGuide the youth through a

brainstorming session to develop a brainstorming session to develop a brainstorming session to develop a brainstorming session to develop a brainstorming session to develop a

checklist of questions to ask thechecklist of questions to ask thechecklist of questions to ask thechecklist of questions to ask thechecklist of questions to ask the

gardenersgardenersgardenersgardenersgardeners. The questions should

cover the items on the Community Garden Inventory Form as well as

other items the youth are curious

about. Share the data form with the

youth and make sure that all the

questions on the form are on their

list. Remind the youth that the

information they collect during the

Community Garden Inventory will be

used to help plan their Action Project,

so they want to include questions

about the gardeners’ concerns.



Questions the youth will need to answer

to fill in the online Community Garden

Inventory Form include:

• What is the name of the garden?

• What is the address of the garden?

• What type of community garden is it?

(community center, neighborhood, public housing, senior center or

housing complex, school, church,

other)?

• Who owns the garden? (city, private,

land trust, other non-profit, other)?

• How many members does the garden

have?

• Who founded the garden (city

agency, Cooperative Extension, non-

profit, residents, other)?

• When was the garden started?

• What was on the site before it was

turned into a garden (abandoned building, park, vacant lot, yard,

other)?

• What types of plants are present

(flowers, fruits, herbs, shrubs, trees,

vegetables, other)? (Submitting a list

of garden plants is optional.)

• What structures are present in the

garden (bench, casita, compost pile or

bin, fence, mural, notice board for

community events, picnic table, play

equipment, shed, water collection

system, water access, other)?

• What activities take place in thegarden (social and cultural,

educational, community organizing)?

• What cultures and ethnic groups are

present in the garden?

• What languages are spoken in the

garden?

6.6.6.6.6. Before conducting the interview, theBefore conducting the interview, theBefore conducting the interview, theBefore conducting the interview, theBefore conducting the interview, the

youth should write all the interviewyouth should write all the interviewyouth should write all the interviewyouth should write all the interviewyouth should write all the interview

questions on 3x5 inch cards or otherquestions on 3x5 inch cards or otherquestions on 3x5 inch cards or otherquestions on 3x5 inch cards or otherquestions on 3x5 inch cards or other

paper paper paper paper paper so that they don’t forget any

questions. Encourage the youth to

ask questions in addition to those on

the list, especially if they don’tunderstand something or are curious

to learn more about what the

gardener is saying.

7.7.7.7.7. Review interviewing skills with theReview interviewing skills with theReview interviewing skills with theReview interviewing skills with theReview interviewing skills with the

youthyouthyouthyouthyouth. These skills include interview

politeness (for example, shaking

hands, eye contact), question asking,

note taking, and listening.



8.8.8.8.8. If needed, have the youth practiceIf needed, have the youth practiceIf needed, have the youth practiceIf needed, have the youth practiceIf needed, have the youth practice

their interview skillstheir interview skillstheir interview skillstheir interview skillstheir interview skills. Divide the

youth into pairs (try to place youth

together who do not know each other

well). Explain that the purpose of this

activity is to practice interviewing

skills—including polite andrespectful behavior, asking

questions, listening, and

summarizing and presenting what

you learn. You may want to suggest a

set of topics that the youth are

familiar with for a practice interview

(for example, place of birth, favorite

activities, the best time they ever had)

or allow the youth to brainstorm the

questions. Have them write down

their questions before the interview.

Remind them to take notes, as they

will present what they learned abouttheir interview partner to the group.

After they present the results of their

interviews, have a discussion. Ask

the youth:

• Do you feel ready to interview a

gardener?

• What might be different about

interviewing a gardener

compared to interviewing

someone your own age?

9.9.9.9.9. Help the group plan how they wantHelp the group plan how they wantHelp the group plan how they wantHelp the group plan how they wantHelp the group plan how they want

to carry out the interviewto carry out the interviewto carry out the interviewto carry out the interviewto carry out the interview. To keepthe youth involved, it is important for

each youth to be responsible for a

particular task throughout the

activity (this may mean that some

youth have more than one role). Help

the youth decide:

• Who will introduce the group and

the activity to the gardeners?

• Who will be the note takers?

• How will they make sure that all

the questions that they have

brainstormed are answered?

• Who will help keep the

conversation focused? (Should

they let the gardener talk about

other things? Why might it be

important to let the gardener talk

freely? How much should they

interrupt to get back to their

questions?)

• How should they end the

interview?

10.10.10.10.10. Lead the group in a discussion of theLead the group in a discussion of theLead the group in a discussion of theLead the group in a discussion of theLead the group in a discussion of the

importance of observationsimportance of observationsimportance of observationsimportance of observationsimportance of observations. Ask

them to brainstorm a list of things

they want to look for. Have them

decide on how they will take notes on

their observations.

11.11.11.11.11. The day before the scheduledThe day before the scheduledThe day before the scheduledThe day before the scheduledThe day before the scheduled

interview, remember to call theinterview, remember to call theinterview, remember to call theinterview, remember to call theinterview, remember to call thegardener(s) to confirmgardener(s) to confirmgardener(s) to confirmgardener(s) to confirmgardener(s) to confirm.

12.12.12.12.12. If possible, distribute camerasdistribute camerasdistribute camerasdistribute camerasdistribute cameras for the

group to use during their

Community Garden Inventory. They

should take photos for submission to

the Garden Mosaics website following

the Photo Guidelines (Section VII).

Conducting the Community Garden

Inventory

1.1.1.1.1. Begin theBegin theBegin theBegin theBegin the Community GardenCommunity GardenCommunity GardenCommunity GardenCommunity Garden

Inventory at one end of the gardenInventory at one end of the gardenInventory at one end of the gardenInventory at one end of the gardenInventory at one end of the gardenand walk through the garden withand walk through the garden withand walk through the garden withand walk through the garden withand walk through the garden with

the gardeners.the gardeners.the gardeners.the gardeners.the gardeners.

2.2.2.2.2. As they walk with the gardeners,As they walk with the gardeners,As they walk with the gardeners,As they walk with the gardeners,As they walk with the gardeners,

the youth should ask questions fromthe youth should ask questions fromthe youth should ask questions fromthe youth should ask questions fromthe youth should ask questions from

their checklist.their checklist.their checklist.their checklist.their checklist. They also should ask

questions about what interests them

and about things that seem to be of

particular importance to the

gardeners.



3.3.3.3.3. You may need to encourageencourageencourageencourageencourage thethethethethe

youth to ask follow-up questionsyouth to ask follow-up questionsyouth to ask follow-up questionsyouth to ask follow-up questionsyouth to ask follow-up questions. In

some cases, you will have to follow up

on what the gardeners say or what

you observe yourself. For example, a

rain barrel or spigot may lead to

questions about watering. Seeing agardener using fertilizer can lead to

questions about soils. A fence may

bring up issues of vandalism,

whereas a mural or ornamental tree

can lead to a discussion of the garden

as a beautiful spot. And a casita or

other building can lead to questions

about what sorts of activities occur in

the garden. Also encourage the youth

to use the Community Garden

Inventory as an opportunity to ask

questions about any concerns the

gardeners might have, such as soilcontamination or insect pests.

4.4.4.4.4. As the gardeners talk about their

plants and planting practices, useuseuseuseuse

any “teachable moments” to explainany “teachable moments” to explainany “teachable moments” to explainany “teachable moments” to explainany “teachable moments” to explain

to the youth science concepts relatedto the youth science concepts relatedto the youth science concepts relatedto the youth science concepts relatedto the youth science concepts related

to what they are seeingto what they are seeingto what they are seeingto what they are seeingto what they are seeing. For

example, seeing beans growing next

to amaranth may prompt a discussion

of how some plants add nitrogen to

the soil, possibly helping other plants

to grow. Seeing shade from nearby

multi-storied buildings may prompt a

discussion of the importance of light

to plants. Having the gardeners talk

about adding lime to the soil provides

an opportunity to talk about pH.

5.5.5.5.5. Encourage the youth also to takeEncourage the youth also to takeEncourage the youth also to takeEncourage the youth also to takeEncourage the youth also to take

photos, make observations, and jot photos, make observations, and jot photos, make observations, and jot photos, make observations, and jot photos, make observations, and jot

down notes about what they see.down notes about what they see.down notes about what they see.down notes about what they see.down notes about what they see.

6.6.6.6.6. When your group has finished

touring the garden with the

gardeners, make sure they havemake sure they havemake sure they havemake sure they havemake sure they have

answered all of the questions on theanswered all of the questions on theanswered all of the questions on theanswered all of the questions on theanswered all of the questions on the

Community Garden Inventory FormCommunity Garden Inventory FormCommunity Garden Inventory FormCommunity Garden Inventory FormCommunity Garden Inventory Form

before they leave the garden before they leave the garden before they leave the garden before they leave the garden before they leave the garden.

7.7.7.7.7. Have the youth thank the gardenersthank the gardenersthank the gardenersthank the gardenersthank the gardeners

before they leave and later with a

follow-up note.

After the Community Garden Inventory

1.1.1.1.1. Compile yCompile yCompile yCompile yCompile your results and enter themour results and enter themour results and enter themour results and enter themour results and enter them

onlineonlineonlineonlineonline. Review each question on the

Community Garden Inventory Form

with the youth. Based on their notes,

the group should write down the

answer to each question. If they haveaccess to the Internet, the group can

fill out the online Community Garden

Inventory Form on the Garden

Mosaics website. If your group

cannot directly enter their data onto

the website, have them use a paper or

electronic file copy of the form, and

email or send it to the address on the

form. If it is not feasible for the youth

to fill out the form, please fill it out

yourself.

2.2.2.2.2. Discuss the visit to the communityDiscuss the visit to the communityDiscuss the visit to the communityDiscuss the visit to the communityDiscuss the visit to the community

garden with the youthgarden with the youthgarden with the youthgarden with the youthgarden with the youth. Ask theyouth:

•What did they learn about the

community garden?

• What activities take place in the

garden?

• What plants are growing?

• How are the plants grown?

• Why might these gardens be

important to neighborhoods?

• What did they learn on the visit

that they would like to follow up

on?

• What did they not understand?

3.3.3.3.3. Use the relevant Science Pages toUse the relevant Science Pages toUse the relevant Science Pages toUse the relevant Science Pages toUse the relevant Science Pages to

help the youth understand or learnhelp the youth understand or learnhelp the youth understand or learnhelp the youth understand or learnhelp the youth understand or learn

more about what they saw in themore about what they saw in themore about what they saw in themore about what they saw in themore about what they saw in the

gardengardengardengardengarden.

4.4.4.4.4. Discuss the interviews andDiscuss the interviews andDiscuss the interviews andDiscuss the interviews andDiscuss the interviews and

observationsobservationsobservationsobservationsobservations. Ask the youth:

• What did they think of

interviewing?

• What would help them to do

another interview?

• What other questions might they

ask?• What kinds of observations did

they make?

• What else might they want to

observe during a future visit to

the garden?



Page 1 of 10

GGaarrddeenn M Moossaaiiccss CCCooommmmmmuuunnniiitttyyy GGGaaarrrdddeeennn IIInnn v v veeennntttooorrryyy F F F ooorrrmmm

Garden Name:

Garden Address:(include street and number if available, or nearest cross streets if number not known )

City:

State/Province: Zip/Postal Code:

Country:Name of Youth Program:

Name of Adult Contact:

Email address of Adult Contact:

Check here if you do NOT want your contact name and email address posted with your

Garden Inventory Form on our website.

Garden Inventory Author(s) (if different than above ):

Website Address (optional ) :

Name(s) of Gardener(s) Interviewed:

Date of Interview

Month: Day: Year:

Number of participants involved in Garden Inventory:

Youth

Gardeners

Adult Educators/Volunteers

(continued on next page)



Page 2 of 10

Garden Mosaics Garden Inventory Form1

1) Type of Community GardenCheck one box

Church, Synagogue, Temple, or

Mosque

Senior Center/Senior Housing Complex

School Community Center Other (please describe)

Neighborhood

Public Housing Information not available

2) Who owns the garden?Check one box

City Other (please describe)

Private (for example, apartment or

individual home owner)

Information not available Land Trust

Other non-profit organization

(please give name of organization)

3) Number of people 3a) How many gardeners are active in the garden during the growing season? Check one box

2-10 26-50 101-150 Over 200

11-25 51-100 151-200 Other (please note)

Information not available

3b) About how many people visit the garden each year? Check one box

1-50 100-200 500-1000 No visitors

50-100 200-500 Over 1000 Other (please note)


4) Who founded the garden?Check one or more box

City Agency

Cooperative Extension

Other (please note)

Non-profit organization Information not available

Residents in neighborhood




Page 3 of 10


5) When was the garden started?Check one box

Pre-1950 1982 1988 1994 2000

1950-1965 1983 1989 1995 2001 1966-1970 1984 1990 1996 2002

1971-1975 1985 1991 1997 2003

1976-1980 1986 1992 1998 After 2003

1981 1987 1993 1999


6) What was on the site before it was turned into a garden?Check one box

Abandoned building

Park

Other (please describe)

Vacant lot Information not available

Yard

7) PlantsCheck all boxes that apply.

Flowers Vegetables

Fruits

Herbs


Shrubs Information not available

Trees

8) Plant List (Optional). Submit a list of plants in the garden. See pages 7-10.

9) StructuresCheck all boxes that apply

Bench or sitting area Play area or play equipment for children

Compost pile or bin Shed

Covered shelter (for example, casita,

gazebo)

Water collection system (barrels)

Educational Signs

Fence

Water access (for example, faucet,

hoses from hydrant)

Mural

Notice board for community events


Picnic table Information not available




Page 4 of 10


10) Garden Activities

10a) Social and cultural activities in the gardenCheck all boxes that apply

Barbecues or potluck meals Plays or puppet shows (theater) Children playing Religious activities or celebrations

Concerts Sporting events

Dances Weddings

Gardeners chatting and sharing stories Other (please describe)

Gardeners playing games (for

example, cards, pokeno) No social and cultural activities

Parties Information not available

10b) Educational activities in the gardenCheck all boxes that apply

Art classes

Nature education


No educational activities Tours for school children

Workshops or classes on gardening

for gardeners


Workshops or classes on gardening

for the public

10c) Community organizing in the gardenCheck all boxes that apply

Community meetings Workshops on community organizing

Fundraising events Health clinics


Protests No community organizing activities

Voter drives Information not available

11) Ethnic groups and cultures represented by the gardeners (Optional) 11a) US ethnicities (Optional) Check all boxes that apply

African-American Native American

Asian-American European-American


Hispanic-American Information not available




Page 5 of 10


11b) Immigrant cultures (Optional)

Check all boxes that apply

African Middle Eastern Asian

Caribbean

Russian and former Soviet Republics

(for example, Ukraine)

Central or South American

European Other (please describe)

Mexican Information not available

12) Languages spoken by the gardeners (Optional) Check all boxes that apply

Arabic Japanese

Chinese Korean

Creole Portuguese English Russian

French Spanish

German Hindi

Other (please note)

Hmong Information not available

Italian

Photographs

Please send us several photos for display on the website with your GardenInventory. You can send us digital or print photos (see below ).

Submission Methods

1) Online. We prefer this method !

Visit our website—www.gardenmosaics.cornell.edu—and go to the Databasesection. Click on Community Garden Inventory, then Submit Your Form.Complete the online Garden Inventory form, attach any digital photos,and submit.




Page 6 of 10


OR

2) Mail

Complete this Community Garden Inventory form and mail it along with anyprint photos, or digital photos on disk or CD, to:

Garden MosaicsDepartment of Natural ResourcesFernow Hall 16Cornell UniversityIthaca, NY 14853

If you have any questions, please contact us at: [email protected]

The Community Gardening Inventory is a collaborative effort of the American Community Gardening

Association and the Cornell University Garden Mosaics program. Garden Mosaics is funded by the National

Science Foundation Informal Science Education Program (ESI 0125582), and

NYS College of Agriculture and Life Sciences at Cornell University.



Page 7 of 10


Plant List (Optional). Which plants are in the garden? Check all boxes that apply

Beans and Peas

Asian Yard Bean, Long Bean, Snake Bean, Asparagus Bean, Yardlong Bean

Bush Beans (includes French Bean, Filet Bean, Haricot, Green Bean, Wax Bean,

String Bean)

Butter Bean, Lima Bean

Climbing or Pole Beans (includes Green Bean, String Bean, Wax Bean)

Cowpea, Black Eyed Bean, Black Eyed Pea, Marble Pea

Fava Bean, Broad Bean

Pea (includes Sweet Pea, Snap Pea, Snow Pea)

Pigeon Pea, Gandules, Yellow Dhal, Red Gram

Purple Hull Pea

Other (please list)

Greens

Amaranth Mâche, Cornsalad

Arugula

Bak Choy, Pak Choy Malabar Spinach, Indian Spinach,

Ceylon Spinach, Basella, VineSpinach

Chard Mesclun

Claytonia, Winter Purslane, Miner’s

Lettuce

New Zealand Spinach

Collard Orach

Endive Purslane, Verdolaga

Kale Radicchio

Lamb’s Quarters Spinach

Lettuce Turnip

Other (please list)




Page 8 of 10


Squashes and Gourds

Bitter Melon, Asian Melon, Bitter

Gourd, Balsam Pear

Summer Squash (includes Zucchini,

Yellow Crook Neck Squash)

Chayote, Vegetable Pear Tindora, Ivy Gourd

Long Squash, Bottle Gourd Winter Melon, Wax Gourd Parvar, Pointed Gourd

Pumpkin

Winter Squash (includes Acorn

Squash, Butternut Squash)

Smooth Loofah, Sponge Gourd

Other (please list)

Root Crops

Beet Potato

Carrot Radish

Garlic Sweet Potato

Jerusalem Artichoke, Sunchoke Taro

Jicama Turnip

Parsnip Yucca, Cassava, Manioc

Other (please list)

Other Vegetables

Artichoke Kohlrabi

Asparagus Leek

Broccoli Okra

Brussell Sprouts Onion

Cabbage Peanut

Cauliflower Pepper

Celeriac Scallion, Green Onion

Celery Sugarcane

Cucumber Tomatillo

Eggplant Tomato

Other (please list)




Page 9 of 10


Herbs

Alache Edible Chrysanthemum Molem

Basil

Epazote, Wormseed

Oregano

Chamomile Fennel Papalo

Chervil Horseradish Parsley

Chipile Korean Basil, Dulkay Pipicha, Pepicha

Chive Lavender Perilla

Comfrey Lemongrass Rue

Coriander, Cilantro Lleva Buena, Good weed Sage

Dill Marjoram Thyme

Echinacea Mint, Hierba Buena Wild Sesame

Other (please list)

Flowers

Ageratum Delphinium Peony

Alyssum Flat Pea Petunia

Bachelor’s Button Hollyhock Phlox

Beebalm Impatiens Poppy

Begonia Iris Portulaca

Calendula Rose

Chrysanthemum Korean Ginseng,

Chinese Bellflower,

Balloon Flower Snapdragon

Cleome Larkspur Strawflower

Coneflower Lavatera Sunflower

Cosmos Lily Tulip

Crocus Marigold, Cempazuchitl Verbena

Daffodil Nasturtium Zinnia

Dandelion

Other (please list)




P 10 f 10

Garden Mosaics Garden Inventory Form1 Fruits and Nuts

Apple Grape Pecan

Apricot Highbush Cranberry Plum

Blackberry Hops Raspberry

Blueberry Kiwi Rhubarb

Cherry (ornamental) Serviceberry

Currant

Melon (includes Muskmelon,

Cantaloupe, Honeydew Melon) Strawberry

Elderberry Nectarine Walnut

Fig Peach Watermelon

Gooseberry Pear

Other (please list)

Grains / Cover Crops

Alfalfa Corn

Amaranth Oat

Barley Wheat

Buckwheat

Other (please list)

Ornamental Trees and Shrubs

Ash Fir

Basswood Forsythia

Birch Hawthorn

Castor Bean, Red Tree Lilac

Cedar Maple

Cherry Paradise Tree, Ailanthus

Chestnut Pine

Cimicifuga, Black Cohosh Spruce

Dogwood Willow

Elm Witch Hazel

Other (please list)

Community Garden Inventory Assessment

Documents

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