Page 6 - TTWISummer2026

Agriculture
Page 6 Electronic Edition: www .teachingtodaywi .com

Hands-On Environmental Education at the E .B . Shurts Center

plots has scaled into an expansive, multi-zoned Designing for Accessibility and
outdoor learning laboratory. We systemati-
cally expanded our footprint, reaching a major Inclusion
milestone in the summer of 2021 with the One of our main goals was to provide
construction of our adjacent greenhouse facil- a safe and inclusive space for all to interact
ity. This significantly extended our growing with our garden. The physical layout features
season, giving students hands-on learning wide, hard-packed, flat pathways that allow
opportunities during the cooler months of smooth navigation for wheelchairs and assis-
the academic calendar. Alongside this physi- tive mobility devices, alongside custom-built
cal growth, we also advanced our curriculum raised beds engineered at accessible heights so
by deliberately integrating agroforestry—the all students can plant, tend, and harvest side-
practice of blending trees and shrubs into agri- by-side with their peers. The space features
cultural landscapes. Central to this approach dedicated sensory garden areas specifically
is our dedicated willow area, where students designed to engage the five senses. Students
study the ecological benefits of woody peren- explore tactile variety through ultra-soft plants
nials. Our students then have the opportunity like lamb’s ear, olfactory stimulation from
to build structures (nicknamed “wigloos”) for aromatic herbs like rosemary and mint, and
their classrooms using our harvested willow. visual engagement through bright, textured
varieties of sunflowers, marigolds, and leafy
A Unified & Collaborative Approach greens. Complete with specialized adaptive
The success of the garden relies entirely toolkit, this inclusive infrastructure removes
on the collaborative partnership between our traditional structural barriers, transforming
School District of Waukesha objective: provide an experiential environ- school district’s classroom teachers and dedi- the garden into an equitable, active learning
ment to analyze where food comes from. What cated environmental education staff. Rather space where every student has the autonomy
Building an Adaptable Learning Eco- started as basic agricultural plots has grown than treating the garden as a passive field-trip to engage directly with agricultural science.
system into an adaptable learning ecosystem where, destination, environmental educators work
As educators, we are constantly searching this year, we welcome 7,900 students, 140+ hand-in-hand with core classroom instruc- Looking Ahead
for ways to make abstract concepts tangible. teachers & support staff, 335 adult volun- tors to facilitate standards-aligned curriculum As we look ahead, our goals focus on
At the E.B. Shurts Environmental Education teers and over 65 general public community modules directly in the field and allows for expanding this inclusive infrastructure by
Center—operated by the School District of members into our learning garden space! And environmental educators to also visit class- adding braille plant markers, tactile signage,
Waukesha—we have turned our outdoor foot- when the growing season was done, almost rooms as guest teachers. This unified approach and auditory learning stations. We are also
print into a fully accessible classroom. 500 pounds of fruits, vegetables, grains, and bridges traditional classroom theory with adding in sustainable practices such as solar
root crops were grown at EB Shurts. Incred- applied field science, ensuring a structured, energy and sustainable irrigation practices.
Expanding Our Footprint ible! high-impact learning experience for every
The E.B. Shurts Outdoor Garden was What began in the spring of 2020 as a student group.
established in the spring of 2020 with a clear modest footprint of just four traditional garden sdw.waukesha.k12.wi.us

Lakeview Second Graders Dig into a Community Garden Project

and “ecosystem” used by these seven- and “They have learned so much,” Henne-
eight-year-olds. berry said, gesturing around the room. “We
Landscape Designer Carrie Hennessey have talked so much about soil. Last week,
was pleasantly surprised when she held up a they were out digging and cleaning up that
photo of a plant, and a wave of recognition area, and they were very excited to share that
rippled across the entire second grade. they had found some subsoil.”
“Cup Plant!” called out a handful of The students have explored what the soil
students. “It’s the tallest!” one added. is made of, what’s living in the ground, what
Hennessey smiled and nodded. kind of plants should go there, and asked if
She visited Lakeview Elementary’s those plants would be safe for local wildlife.
second grade to talk about her job at John- It’s not uncommon to hear big words like
son’s Nursery and talked about thoughts on “decomposition” and “ecosystem” used by
the second grade’s project to landscape the these seven- and eight-year-olds.
area around the school’s flagpole. “The big reward for me was when I heard
It’s called a cup plant, she said, because the kids using the language naturally,” Manthe
“it literally creates a little cup” from its said.
leaves. “Insects and birds will come and “We tie everything to the standards. If you
drink from it.” They’re neat, for sure, but expose them to the language, and you have the
Hennessey explained, she might not choose bar high, they are going to aspire to that.”
to put them in a small garden. In between the students’ own obser-
While the project is small in terms of vations, they get to hear from experts like
square footage, it’s having a large impact in the Hennessey, who, on this day, showed the
Dan Bader ground, what kind of plants should go classroom, said second grade teacher Christine students her architectural drawing of the
School District of South Milwaukee there, and asked if those plants would be Henneberry. Both her class and teacher Natalie Lakeview project.
The students have explored what safe for local wildlife. It’s not uncommon Manthe’s second-grade class have worked all
the soil is made of, what’s living in the to hear big words like “decomposition” year digging into every aspect of the project. Continued on Page 7