Interest in garden-based education is on the rise across the nation. Today there are numerous successful school garden programs throughout the Commonwealth that have been nurtured and supported by MAC over the past fifteen years through mini-grants, workshops, conferences and written education materials. The demand for information and resources continues to increase and MAC is working to meet the need.
Learning comes to life in the garden, offering children time and space to explore the natural world. It provides teachers with an effective medium to engage students in meaningful lessons through exploration, discovery and cooperative learning, while integrating curriculum to meet learning standards and development of academic and social skills.
The resurgence in interest in garden-based learning has fostered an increase in research to prove the benefits. Results confirm that school garden experiences increase academic performance, especially in math and science with evidence showing that students who participate in school gardening score significantly higher on standardized science achievement tests with gains in overall GPA in math and science, and improvements on psycho-social questionnaires. Garden-based education has also been found to contribute to communication of knowledge and emotions, while developing achievement and behavior life skills that help children to be more successful in school.
Research also confirms that garden-based education programs can result in increased attention and enthusiasm for education. The garden offers numerous occasions for learning about the natural environment and stewardship of living organisms. It has been shown to deepen children's sense of connection with nature inspiring environmental stewardship, with appreciation and respect that can last into adulthood.
School gardens also provide fresh food and increased physical activity while offering opportunities for nutrition education and life-long changes in attitudes towards fruits, vegetables and healthy eating. Students have been found to be more likely to try eating vegetables they have grown themselves and to ask for them at home. When students take these preferences back to their families, it can help to improve family consumption choices.
If you like what we do, please make a donation today to support MAC. We are a small non-profit with a big impact in classrooms across the state. All programs and operations support is raised through donations and grants. You can help us grow!
Massachusetts Agriculture in the Classroom Update: President's Message
Once again, it was a busy summer for Massachusetts Agriculture in the Classroom as we presented a diverse array of workshops on farms across the state, reaching 200 educators with farm-based education that can be taken back to the classroom. Some teachers attended eight or more farm workshops as part of our three graduate-credit course, offered in conjunction with Fitchburg State College. Many other teachers chose to attend just one or two workshops to enrich their curriculum and also receive educational credits.
We began the summer of agricultural immersion at the Facey family's dairy farm in Leyden; then traveled to Quansett Nursery in South Dartmouth to see the nursery and microgreens. We visited Perkins School for the Blind's horticultural therapy garden in Watertown; Smith College and Cooley Dickinson Hospital in Northampton for a forestry overview and the Jackson Street School, also in Northampton, to see a garden that reaches students across the curriculum Along the way we learned about Oyster farming on the Cape, cranberry farming at Garretson's bog in Marshfield and solar farming and fruit production at Carlson's Orchard in Harvard.
We picked blueberries at Indian Head Farm in Berlin and made jam at Algonquin Regional High School in Northboro. On a steamy hot July day, a West Springfield teacher invited us into her home in Westfield to cool off and learn about chickens and eggs before we visited her nearby farm. In Leicester, we learned about honeybees and compost and then visited the community garden located next to the primary school to learn about how garden activities are adapted to students' special needs.
As always, Board members, past and present, hosted and presented. Many teachers who had attended farm workshop in the past stepped forward to teach portions of the farm workshops adding curriculum connections. Our new volunteers were also an asset, helping out with each workshop. The teachers told us how much they learned from the farmers, school garden instructors, educational presenters and from sharing curriculum connections with one another. We are indebted to the many farmers who opened their farms to the educators. Click here for more information on our Summer Graduate Course.
Marjorie Cooper, President
In April of 2011, the MAC mini-grant committee awarded a grant to the Harvard-Kent Elementary School in Charlestown to provide for a bus trip to the Big E on September 22, 2011 for all 5th grade students. The Eastern Massachusetts Trustees of the Big E donated funds for a second bus and fair tickets for both groups. Students will carry out educational activities to learn about agriculture during their fair trip.
Any Massachusetts teacher or school can apply for a mini-grant to support their agricultural education efforts. Each year MAC awards grants of up to $1,500 for agricultural education projects. Mini-grants are due the first of April, September and November. Click here for our mini-grant guidelines or for more information on past winners.
Massachusetts Agricultural Calendar
The 2012 Massachusetts Agriculture Calendar is now available. Show your enthusiasm for agriculture while you support MAC, recipient of all proceeds. Each calendar month features a photograph portraying a farm or farm product, and agriculture and conservation facts and events. Calendars may be purchased for $10 each or at a discount of $5 each for 5 or more. Click here to learn more about the calendar.
Teresa Strong
MAC is proud to announce that our 2011 Teacher of the Year is Teresa Strong, science specialist at Harvard-Kent Elementary School in Charleston. Teresa participated in our 2007 Summer Graduate Course and was awarded two mini-grants from MAC in 2007 and again in 2011. She has taught several workshops for other teachers at our annual conferences. Always one of MAC's biggest advocates, Teresa shares notices of our education programs with Boston school educators. We enjoy her enthusiasm for agriculture and science, as well as her readiness to share.
Teresa has a Master's Degree in Elementary English and Middle School Science Education. She has worked in the Boston Public Schools for 19 years as a science specialist, computer teacher, 4th grade teacher and a peer teacher leader. She presents workshops on gardening and outdoor science education through the Boston Natural Areas Network, Boston Schoolyard Initiative and Boston Public Schools.
Teresa's interest in nature and gardens started at a young age and was nurtured in youth at nature centers, summer camps and after school programs. In her 20's she joined a community garden and learned about ecosystems and how everything is connected. When she began teaching, these experiences oozed into what she taught. She found that hands-on experiences gave the students access to the curriculum. During the graduate experience with MAC she got to be on farms with real farmers, where she found tools needed to grow robust plants and maintain a healthy garden. Fellow educators also shared how to bring agricultural content to the classroom in an engaging way.
MAC is seeking nominations for the 2012 MAC Teacher of the Year Award. Do you know a teacher who does an exceptional job of bringing agriculture alive to life for students in the classroom? Consider nominating him/her for this special award. Send a description of their agricultural classroom, and the reason that you recommend them for the award to MAC at P.O. Box 345, Seekonk, MA 02771. Applications are due March 15, 2012. The winner will be high-lighted in the Fall 2012 MAC newsletter and the award will be presented at our Annual MAC Conference the following March. See past Teacher of the Year Winners.
Massachusetts' forests are a renewable resource that provide important benefits beyond their aesthetics such as: clean air and water; wildlife habitat; recreation; tourism; employment; wood products, education and a connection to the land and its history. Forest Management considers the health of each unique forest and makes recommendations to conserve and manage it to enhance specific desired benefits.
Massachusetts forests, as they exist today, have been shaped by many forces, some natural and others caused by human interaction. In order to maximize forest health and resources, it is important to understand what natural factors influenced the forests over time, as well as human impact.
Massachusetts Forest History
Before European Settlement, natural disturbances such as: hurricanes; wind and ice storms; fires ignited by lightning; fluctuation in water table, and periodic outbreaks of insects and diseases played the dominant role in shaping the age and composition of forests. Mature forests were widespread in a landscape broken primarily by wetlands and water. Elk, caribou, moose, mountain lion and timber wolves roamed the woodlands. Younger trees and shrubs along with shade intolerant species established themselves in disturbed areas and around native settlements. Wildlife such as deer, quail, skunk, grouse and hare thrived in these disturbed sites.
With the arrival of the Europeans, the impact on the development of the forests from human activities far surpassed the effects from natural disturbances. For the next 200 years, forests were rapidly cleared and converted to farmland. Wood was used for houses, barns, forts, furniture, fuel, charcoal and potash. By the early 1800s, just twenty percent of the land in Massachusetts remained forested, primarily land that was too wet, steep, rocky or remote for clearing. The elk, caribou and mountain lion were gone. The numbers of wild turkey and beaver were decimated from trapping.Wildlife that favored a habitat of small trees and shrubs had increased.
Once the white pine forest was harvested by clear cutting, the hardwood forest developed as the next succession. While white pine was unable to sprout once cut to the ground, the hardwoods sprouted prolifically sporting a predominance of multi-stemmed trunks. Fast growing and readily sprouting species such as red oak, red maple, white ash, birches and black cherry predominated. The patterns of succession enhanced the diversity of forest type, providing a wide range of wildlife habitat.
The Forests Today
The state has more natural vegetation today than it has had in three hundred years. Sixty-two percent is covered in forest and some parts of western Massachusetts reach nearly 90 percent. These forests contain more wood than at any time in the past 200 years. The reforested landscape supports a wide expanse of maturing forest with diverse species including oak, hickory, sugar maple, beech, yellow and white birch and red maple. With time, early successional species declined and more shade-tolerant and long-lived species increased. There is now a need to protect these extensive forests that support ecosystem processes, thriving wildlife populations and critical environmental services for society.
Forests At Risk
The exploitation of forests nationally and within the Commonwealth during the turn of the 20th century spurred the conservation movement. In Massachusetts, The Trustees of Reservations and the Massachusetts Forestry Association were formed to address public concern over the fate of forest resources. They raised funds to acquire large parcels of land. In 1904, the legislature created the office of the State Forester and a Forest Commission in 1915. The first state forests were purchased soon after.
Today Massachusetts' forest are at risk from development pressure. Only about twenty percent of the land in Massachusetts is protected. The Massachusetts Audubon Society reports that in the 1990s more than 40 acres of open space in the state were lost to development every day. The economic downturn temporarily reduced that number to 20 acres per day. Seventy nine percent of the forest land in Massachusetts is held privately. This mosaic of owners each have their own needs and objectives for the land and forests and those plans change with each generation.
Insects and diseases have changed the composition of the forest. The American Chestnut blight fungus virtually eliminated a major Massachusetts forest tree in just 15 years, removing a primary food for wildlife and a source of durable lumber. Dutch Elm disease fungus, also established in the early 1900s, has slowly killed most American Elms, the Massachusetts state tree. The population of gypsy moths reached epidemic proportions in the 1900s, defoliating thousands of acres of white and red oak. New threats include the Asian Long Horn beetle, hemlock wooly adelgid, winter moth and many additional diseases.
Managed Forests
Managed forests address a variety of ecosystem and economic issues. These include wildlife habitat, water quality and supply, aesthetics and cultural history. More importantly they allow forest owners, most of whom are private individuals and families, to utilize the wood production and recreation aspects of the forest to generate an income to support the land for this generation and beyond.
Sustainable Forestry
Sustainable forestry means managing forest resources to meet the needs of today while ensuring that these resources are available in the future. It addresses all the resources provided by the forests, not just the value that is most important to an individual owner. Because forests change and mature, the management of each forest must vary and change over time.
Sustainable forestry allows diverse forests to supply a steady stream of quality wood products while environmental values are maintained or enhanced. Some species are encouraged while others are removed. Strategies include targeted cutting, prescribed burning and control of invasive species. High quality timber is harvested in a planned and sustainable fashion using low-impact logging methods that do not damage remaining trees, lower future timber value of the stand, degrade wetlands and streams or leave a mess. Most of forest species will thrive under such conditions. Many skilled local foresters and loggers use these practices, and many landowners employ them.
Succession is a natural pattern of change in the species composition that takes place over time in a forest or ecosystem. It is the orderly replacement of plant and animal species through time in a given location, leading to a relatively stable biotic community. Succession usually begins after some type of disturbance occurs and creates open ground. The disturbance may be caused by natural events or human intervention.
Primary succession takes place on land that lacks both vegetation and soil. Living organisms slowly, over hundred or thousands of years, build soil. Pioneer species such as fungi, mosses and lichens arrive first. As rock is weathered and soil builds, small plants take root. Eventually, under the right conditions, a healthy plant community with mature trees and plants will grow.
Secondary succession occurs on landscapes previously occupied by vegetation, if they are allowed to revegetate on their own. Pioneer species appear first. They have colonizing characteristics such as rapid growth, abundant seed production and seeds that are easily dispersed. They are not well adapted to sites with root competition and shading may hinder their growth. They add organic matter to the soil and help stabilize the site.
Pioneer species give way to shrubby vegetation. Shade intolerant tree species, which do not grow well under low light conditions, may grow with shrubby vegetation. Under the shrubs, elm, ash, and juniper seedlings (more shade tolerant tree species) begin to appear. Their seeds are kept moist and protected by the leaf litter layer produced by the shrubs and sun loving trees.
Then oaks, hickories and other hardwoods begin to appear. These trees are semi-shade tolerant, as they can grow in low light but do better in full sun. Sugar maples and basswoods which are shade tolerant can reproduce under their own shade. Both of these groups are considered mature forest species or a climax community. In the shade of these mature trees, the shrub layer becomes less dense and the herbaceous layer develops. Mature forest species are usually long-lived, produce seeds that are not easily dispersed, but provide extra energy for seedlings growing under an established canopy.
It takes hundreds of years for a climax community to develop, and many factors influence what type of stable plant community develops on a certain site. The soil type, climate and animals in the area all influence the vegetation. A climax community experiences slight fluctuations in species composition throughout time. The health of the system can be affected by changes in just one of these working forest pieces. Each successional stage is also accompanied by its characteristic animal species.
From the Massachusetts Envirothon Forestry Manual
The health of a forest is affected by many factors including weather, soil, insects, diseases, air quality and human activity. Thus forests vary in their overall health. The concern is not about the health of a single tree, but about catastrophic events such as storms or insect or disease outbreaks that affect so many individual trees that the whole forest community is impacted.
It is easier to prevent forest health problems than to cure them. Prevention usually involves two steps that result in a forest of vigorously growing trees that are more resistant to environmental stress. First, it is desirable to maintain or encourage a wide diversity of tree species and ages of trees within the forest. This diversity makes a forest less susceptible to a single devastating health threat. Second, by thinning out weaker and less desirable trees, well-spaced healthy individual trees will have enough water and light to thrive.
The care and treatment of a stand of trees is referred to as Silviculture, meaning forest culture. It is the application of knowledge to control the establishment, composition and growth of the forest. It makes it possible for a manager to produce the best quality wood product in the shortest amount of time. The following are some of the silviculture skills:
Weeding is the management practice that involves removing undesirable species that are crowding potential crop trees. This practice is used in a stand of young trees from 5-to-20 years of age and improves the species composition of the stand.
Releasing is the second step in timber management, occurring when stands are 15-to-40 years old. The goal is to further remove inferior trees, improving growing conditions for the crop trees and helping select desirable species for later growth. A grange fair is sponsored and conducted by a local grange organization. It is in operation for at least one day for a period of five hours. It includes competitive agricultural products.
Thinning is the removal of trees from dense stands to gain faster growth of trees that will be held another 30-to-50 years. Thinnings every 5-to-10 years are needed to maintain maximum growth and continually improve quality until final harvest is reached.
Culling or Girdling occurs when trees left from earlier logging operations are removed or killed, so better quality trees will have more room to grow. Slow killing by girdling the bark is used to prevent a sudden change from shade to direct light that may sunburn bark on adjacent desirable trees such as white pine.
Pruning is the removal of limbs from young trees to provide first quality logs. Selected trees are straighter, healthier and more vigorous than their neighbors. White pine is the tree species most often chosen for pruning.
Foresters harvest with three timber management objectives: to harvest the mature crop; to replace the cut trees with a new crop and to improve and protect the growing forest reserve. They may choose one of five methods:
The Selection Cutting management method is used when trees of many varying ages are present. One third of all trees are harvested as they mature, with older trees cut every 10-to-15 years. Healthy young and middle-aged trees are left to grow for future cuts. New seedlings establish where mature trees are removed. Trees may be cut singly here or there or in small patches. This system provides continuous periodic yield and promotes aesthetics, recreation, wildlife and enhanced watershed management.
Clear-cutting removes all trees in the cutting area. While simple and economical, planning for regeneration is essential. This may be accomplished by clearcutting in narrow strips or small blocks to allow natural seeding from adjacent stands, tree planting or hardwood stump sprouting. It takes a long time for development of the next stand, and the stand may regenerate to less desirable species.
Shelter wood cutting removes the mature forest in several steps over 5-to-15 years. In each cutting, trees are removed uniformly throughout the stand. The opened forest provides space for new seedlings to germinate and develop in shade of the protective overstory. This shelterwood is removed once the new stand has established.
Seed tree cutting leaves only widely scattered trees of excellent crop trees to serve as a seed source. The sparse canopy cover has little effect on conditions near the ground. Seed trees must be light-seeded species with a full healthy crown, superior crop trees, prolific seeders, sturdy and healthy enough to withstand wind and exposure and remain alive until cutting.
Crop tree method emphasizes the main canopy tree in a given forest that best meet landowner objectives. Trees in direct competition with the crop trees are removed, freeing space around the crowns and promoting rapid growth.
Most forms of wildlife require varied types and ages of vegetation for food and shelter. The greatest diversity of wildlife is found in areas of edge, where many different types of habitat exist in a small area.
Management techniques that regenerate forests, such as thinning, shelterwood, clearcutting and group selection can also be used to create the needed wildlife habitat diversity.
Forests are also very important in the water cycle and to water quality. Trees help hold soil in place and filter out unwanted sediment to keep water clean. They shade waterways and regulate water temperature for the many aquatic species that need clean, cool water.
Forest plants form several layers. The overstory or topmost level is made up of the large dominant tree species. These species usually grow best when they are in full sun. The understory or second level down is shaded by the overstory. This level may be made up of smaller overstory tree species and shade-tolerant species such as dogwood or hornbeam. The shrub layer is made up of woody shrubs such as gooseberry and highbush cranberry. The herbaceous layer is the most diverse and contains mostly non-woody species. Grasses, sedges, and wildflowers all grow in the herbaceous layer. Vines climb from this layer to the overstory to reach the sunlight. The ground layer or forest floor holds the soil builders and stabilizers such as the fungi, mosses, liverworts and lichens.
Native tribes cleared land around major lakes and rivers for settlements where they hunted, gathered and grew crops. Wood was used for fuel to cook and heat. They burned the forest to reduce small trees and shrubby growth, thus encouraging game. When firewood became scarce within a reasonable walking distance of the village, they would relocate.
The colonists who came in the 1600s and 1700s to the land that would become New England, found a landscape filled with plenty. Unlike in England, trees were in abundance. They cut them for fuel and also to make way for agricultural fields and pastures. They sent timber to England to repay their financial backers. The largest of trees were exported back to England to be made into masts for the British Navy.
Open fireplaces provided heating and cooking. A typical family consumed 30-to-40 cord of wood a year, requiring more than an acre of forest land per family per year. Each farm family maintained their own woodlot. In cities wood became more and more expensive as it had to be transported from a greater distance.
The peak of deforestation and agricultural activity across New England occurred between 1830 and 1880. By 1860, eighty percent of the total forest of Massachusetts had been cleared for pasture, tillage, orchards and buildings. Small remaining areas of woodland were subjected to frequent cuttings for lumber and fuel. In some areas as little as ten percent of the forests remained.
As agriculture declined in New England starting in the mid-1800s, pasture and fields were abandoned. The forests grew back, dominated by white pines which grew quickly in open fields. These second-growth pines matured and became valuable for use as shipping containers for the products from Massachusetts' mills and factories. A new wave of clear-cutting continued until corrugated cardboard was developed in 1930s.
During photosynthesis, trees and plants absorb CO2 converting it to oxygen which is released to the air and a carbon-based sugar that the tree utilizes for energy and growth. Much of this sugar is converted to cellulose and stored in the trunk, branches, leaves and roots. It's estimated that 45% of the dry mass of a tree is carbon. This storage process is known as carbon sequestration.
Trees and plants also release CO2 to the atmosphere during other physiological processes. When the rate of carbon sequestration is greater than the carbon released over some time, the resulting carbon accumulation is a carbon sink.
Carbon sequestration rates vary with tree species, soil type, regional climate, topography and management practice. A healthy tree is estimated to remove as much as 25-to-48 pounds of carbon from the air each year. It also releases enough oxygen to support two people. Carbon accumulation in trees eventually reaches a saturation point, beyond which additional sequestration is no longer possible. This happens when trees reach maturity.
Did You Know These Massachusetts Forest Facts
Some wood products come directly from the tree, like our wood floors, doors, homes and furniture. Other wood products are made from cellulose pulp, the lignin or the cellulose acetate. Here are just some items from trees:
Are you wearing a tree today? Rayon is produced from cellulose acetate.
Did you eat a tree today? Artificial vanilla is made from lignin. It is used in baby foods, pet foods and deodorants to help hold the ingredients of these products together. Some medicines also come from lignin.
Some baked goods contain an ingredient called torula yeast. It comes from the wood sugars that are produced when pulp is made.
The casings that hold sausage links together are usually made from ethyl cellulose, so are hard hats, combs, brushes, luggage and fishing floats.
Plastics are made when wood flour is mixed with other ingredients to form the plastic parts to many household appliances and sports equipment.
Cosmetic and food industries use wood oils to give products scent and flavor.
1. Research your own community. How much land is forested? Who owns the forests? How many acres are protected permanently from development?
2. Plan a trip to the museum at Harvard Forest to see the dioramas that show the changes in Massachusetts forests or visit their website for photographs.
3. Ask students to make a list of all the things they used today that came from a tree.
4. Ask students to find a tree in the school yard. Write a poem or draw a picture. Follow changes through the season.
5. Try out some forestry skills; measure the height, circumference and crown.
6. Research the threats to the forests in your community from insects, exotic species or development. Were there ice storms, hurricanes, tornadoes or fires that affected the forests?
7. Tap a sugar maple to make syrup or pick walnuts to make a dye.
Massachusetts Department of Conservation & Recreation www.mass.gov/dcr |
Massachusetts Farm Bureau Federation Marlboro, MA 01752 |
Harvard Forest
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Massachusetts Woodlands Cooperative |
Massachusetts Forest Landowners Association
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Massachusetts Wood Forest Conservation Program
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Massachusetts Wood Producers Association |
New England Forestry Foundation |
Sustainable Forestry Initiative
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Wildlands and Woodlands A Vision for the Forests of Massachusetts www.wildlandsandwoodlands.org |
American Forest & Paper Association www.afandpa.org |
Forest History Society |
National Arbor Day Foundation |
Massachusetts Envirothon www.maenvirothon.org/forestry.htm |
Project Learning Tree |
Reading the Forested Landscape: A Natural History of New England by Tom Wessels, 1997. Countryman Press. |
Stepping Back to Look Forward: A History of the Massachusetts Forests by Charles H.W. Forester, editor, 1998, Harvard Univesity Press. |
Thinking in Forest Time: A Strategy for the Massachusetts Forest, Charles H.W. Foster & David R. Foster, 1999, Harvard University Press. |
USDA Forest Service
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World Forestry Center
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Information for this Teacher's Resource |
MAC Conferences & Educational Opportunities
Fall Greening the School Conference on November 5
Massachusetts Agriculture in the Classroom will hold our third annual "Fall Conference for Educators" on Saturday, November 5th at the Clay Science Center of the Dexter and Southfield Schools in Brookline. The school borders Allandale Farm who joins us in co-sponsoring the conference.
The theme is Greening the School and all workshops will focus on composting & healthy soils; school gardening; activities for taking the garden into the classroom; nutrition & local foods, and natural resource conservation. Four sessions will be held throughout the day from 8:30 a.m. to 3:30 p.m., with a choice of five concurrent workshops in each session, offering how-to ideas, specific lessons, hands-on activities, curriculum connections and much more.
The Clay Center for Science and Technology is a state-of-the-art astronomical observatory and learning center that features seven research-grade telescopes. It contains sophisticated computer and science laboratories, a multi-media lecture hall, classrooms, dining and meeting spaces, and a solar energy roof deck and wind turbine. A tour will be offered during the afternoon.
Adjacent to the Dexter and Southfield Schools is Boston's last working farm. Allandale Farm practices growing methods that meet organic requirements. They rotate crops, amend the fields with organic fertilizers and their own compost, and use only approved herbicides and fungicide. They offers CSA shares, a farm market with locally grown and artisan foods, a summer youth camp and school. Plan to visit the farm at the end of the day.
Don't miss this day of discussion, interaction and activity ideas that will enhance your classroom. The $50 fee includes all workshops; materials; breakfast snack; dessert and drinks at lunch; and 10 professional development points with a related classroom activity.
We thank Whole Foods Market for sponsoring the 2011 Fall Greening the School Conference for Educators on November 5th and for offering one of the workshops during the day. .Read the full workshop schedule, registration information and more.
Registration Scholarships are also available to new teachers and teachers from urban schools thanks to a grant from the Farm Credit East AgEnhancement Program. Read more about the scholarships or print an application.
Annual Winter Conference
MAC will host a full-day conference for teachers at the Baird Middle School in Ludlow on Saturday, March 10th, from 9 a.m. to 3 p.m. This conference will provide teachers with background information, hands-on activities, resources and connections to the frameworks to support classroom agriculture education.
Four concurrent workshop sessions will be held throughout the day, with a choice of five-or-six workshops during each session. Workshops will be taught by teachers or farm educators and will offer specific background and activities for the elementary, middle or high school levels. The $50 fee ($45 for registrations received by December 1) includes all workshops, lunch, materials and ten PDPs with a related classroom activity. Read more.
Summer Graduate Course 2012
Visit the MAC website for updates and workshop locations for our 3-credit 2012 Summer Graduate Course for educators held in conjunction with Fitchburg State. Participants must attend eight workshops on farms, keep a journal and develop three lesson plans, presenting one to their colleagues. Read More.
Sept. 16 - Oct. 2 - The Big E: Eastern States Exposition, West Springfield. Sept. 22 is Massachusetts Day, visit www.thebige.com |
Sept. 19-23 - Mass. Harvest for Students Week. Call 617-642-3562 or visit www.massfarmtoschool.org. |
Sept. 26-27 - MCAA Local Vendor Fair at the Mass. Convention Center in Boston, visit www.massconvention.com/vendorFair/default.html |
September 30 - October 10 - Topsfield Fair - 10 a.m. to 10 p.m. daily. Visit www.topsfieldfair.org |
October 1 - Boston Local Foods Festival, Boston Waterfront 11-5, visit www.bostonlocalfoodfestival.com |
October 8-9, Cranberry Harvest Festival, A.D. Makepeace, Wareham, 10 a.m. to 4 p.m. $2. Visit www.cranberries.org/festival/festival.html. |
October 21-23, Bioneers by Bay Conn. for Change Conf., New Bedford., www.connectingforchange.org. |
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