Economics, Maine History & Garden Outline- Mr. Tanguay's Year-long Plan for Students




Boot Camp

-       Introduces students to the garden project and their teacher.

-       Students rotate thru 14 stations learning vegetable, plant and tool ID, Weighing & making change, public relations, science safety

Trace Your Breakfast

-       Exploring pathways of food systems from farm to table, including processing and global connections

-       Mapping National commodities

-       Identifying food systems &  the availability of space left to grow foods

Vegetable Judge Off

-       Student taste, identify and judge a variety of vegetables form the garden.

-       Inquiring question: Are vegetables grown in the garden better than store bought vegetables?

Global Chase

-       Student research vegetable history including vegetable origin and the impact on world history

-       Review research methods and writing skills

Checkbook Management

-       Each student receives a checkbook and are taught money management skills

* Intro to Report Writing        * Business Letter Writing
* Garden Cooking            * Garden Mapping

Pizza Project

- Students are introduced to the process of harvesting and making their own pizza.

- Students are introduced to the concepts of developing a business blueprint plan.

- Students finished projects will include a history report on 3 pizza ingredients & a business plan for opening up their own pizzeria (business plans will be developed by student teams.

- Students develop collaboration skills, research skills, problem solving skills, leadership skills and public speaking skills

*Micro & Macro Economics: WhatÍs Does It Mean?

* Intro to Basic Economic Terms & Concepts

* Micro / Macro Economics

*Introduction to basic economic concepts

*Host school visits.  Students design and lead mini-workshops.  Topics include: Compost, planting, harvesting, measurement and tools, creating good soil, pest management, garden art and seed saving,

Money History

-Students learn history off currency globally and nationally

-Students create & design currency for Country Report

-Final currency will be made on our very own garden vegetable paper


Harvest Supper

Join students, faculty and family members as we celebrate our garden harvest. Plan for spring TBA*


Job Interviews

Students interview to determine qualification & placement in Garden Company divisions


Student teams present complete business plans to Bangor Savings Bank.




*Harvest for families, kitchen, farm stand and soup kitchen.

*Pizza project

- grind wheat

- sauces

Harvest vegetables for market stand, Cafeteria and soup kitchen. End of the month preparation are made for planting in the greenhouse for winter harvest and experiments

Trip to MOFGAÍs Common Ground Fair in Unity. Students interview venders and participate one educational workshop

Garden Apprenticeship- students try different jobs to determine which garden company they will become a member. Students choose between: Compost Division, Seed Division or Garden Division


* Common Ground Fair- Students interview vendors, present and attend one workshop, enter vegetables in Exhibition Hall.


-Paper making

-Making Sauce & Salsa in the kitchen


-Map area of garden plants for crop rotation

-Harvest, clean wheat for pizza project. Plus harvest and make pizza sauce ingredients for pizza project

-Learn to put the garden to bed: harvest vegetables, clear plant material, seed cover crops, compost

-Make paper using garden ingredients for My -Country projectÍs currency

-Seed saving methods

-Start incubating eggs for chicken economic lesson
-Meet with Co-op to  develop market plan

Putting the garden to bed


* Garden research projects

* Garden Jobs & Research Responsibilities (IEP)

     Structuring a business Division

-                Students develop garden jobs responsibilities & research projects

-                Learn greenhouse management and planting skills

-                On going testing of soil and plant quality and methods for amendments

-                Develop marketing relationship with Belfast Coop

-                Intro to germination trails







 *Geography (7 continents)

* Stocks & Savings


 - buying & selling stocks

*Create Students Teaching Teams

* Current events

*Reading Comprehension Strategies

* Money & Banking

-Making Millions in the Stock Market

-Introduction to stock market history & agricultural commodities

-Students are given money to invest in the stock market using -Stock Quest an interactive stock program for students

Project will be ongoing for entire year. Student earning the largest return on investment are rewarded with a $25.00 savings bond

Team Teaching

-Students develop lessons in mentoring teams to teach other students. 

* Currency for self designed countries

-Maine Native Americans

Introduced to Maine Native -American culture and agriculture techniques

-Research project on the Wabanakis

*Editorial Cartoons

*Inventions & Entrepreneurs

-Research inventions & entrepreneurs in Maine and New England

*Discover famous products made in the Belfast area

*Students will tell their story using story board


Learning history through the origin and story of seeds.


Final stock/ mutual fund purchases are made.  10,000 in 10 sectors.

*Seed marketing, Economics & package design

*Black History Month

-Students will investigate prominent people who made an impact on our country

*Chicken Economics

Students will learn another form of s economics starting their own egg business

* Belfast Changing History

 - Economics


 - Businesses / agriculture

 - Watershed

 - Finding Katahdin Chpt  9

-Shipbuilding to chickens: Exploring Belfast Regional History

-Who are people in our watershed and their impact on the land and changing economics

-Work closely with the Belfast Historical Association and Penobscot Marine Museum

-Build a working timeline

-Designing a Belfast mural

-Learn reporter technique to interview a Maine Resident greater than 60 years old

*Myths of Maine

Why do people flock to Maine? How did Maine become known as ñVacationlandî?

-Students uncover the myths surrounding Maine.

Global Trade


 - Competition

 - Actual local shipping logs

 - Check Searsport Museum for trade game

 - Report pick a country and investigate trade

 * Industrial Revolution

 - Finding Katahdin

 Chpt 8 ñThe Industrial Revolutionî

 - Curriculum China Trade

-Explore how MaineÍs economy has changed over time.

-How is Belfast meeting the changing economy? Are people leaving Maine?

-What influences are changing Maine and the NationsÍ agriculture

Global Trade

-Who are the Nations Maine trade with?

-Explore our relationship with China and competition

My Country Report

-Begin developing a trade relationship with another country


-Harvest vegetables for school, soup kitchen and Belfast Coop

-On going research

-Getting to know the seed catalog Ðchoosing & ordering seeds


 - repacking & germination


What is an editorial cartoon?  Students create an editorial Cartoon to submit to the Bangor Paper

Mapping & designing garden and them gardens

Garden layout

Ordering Seeds



Seed division to Johnny's Selected Seed


Germination Testing

Student plan, design and market seed packets

Field trip for seed company to Johnny Selected Seeds

Start Germination testing

Ongoing garden research, planting, harvesting and eating


-Preparing the garden for spring planting

-Prune fruit trees

-Design Watershed trail maps

-Bean-hole-bean supper





Readings from Finding Katahdin Chpt 7
Natural Resources Economics


* Country projects

  - Redesign

  - Review requirements

- Develop Trading Relationships


My Country Report Continued

Continue & finish developing trade relationship


The Gold Rush  (changing landscape, people, resources)

How did the gold rush change our nation and Maine

Read diaries of local people who moved during the gold rush to California

Maine History Report

Trip to Fort Western

Historical Belfast Tour


Maine history garden

Designing a Maine History Garden

Maine History report. TBA

Touring Down Town Belfast


Introducing Bean History to the 6th Graders

Bean teams will teach 6th grader about Maine bean history and Bean anatomy

Final project is planting Maine beans for next years bean-hole-bean supper (June)

Final Garden Research presentations

Review yearlong goals & business plan



Careers in Agriculture

Explore all the careers in agriculture and compare them to jobs done in the garden company


Final Garden Research Presentation TBA




Garden mapping & Crop Rotation

Soil prep work

Class field trip to Old Fort Western

Plan & Plant garden

6th grade bean project Maine History


Garden Mapping

  Planting garden

6th graders plant bean history garden

Garden mapping & labeling

Planting & Mulching

Saying ñgood-byeî

Summer garden program


Sustainable Economics Curriculum Guideline
    Teachers and students at THMS are working together to develop a school-wide program which integrates all subject areas through practical projects in gardening, ecology and partnerships in our local businesses, farmers and local community members..  Young people produce compost, organic food, seeds and skills to share and sell.  Our garden and greenhouse not only produces food that supplies our school cafeteria, a student-run farmer's market and local soup kitchen, but grows empowered, academically successful young people who integrate sustainability into their lives.

    Why is sustainability important for Maine?  Sustainability means producing and satisfying our needs locally.  Instead of buying our school lettuce from California,  we grow it ourselves.  We no longer buy all of our seeds from large companies from far away, the students are learning how to grow, save and market their own seed in partnership with local seed companies and the Maine Cooperative Extention.  Students are saving money spent on soil amendments by gathering and compost seaweed from our coast, collecting leave mulch from the municipallity, and have a student-run school compost program that returns our cafeteria food waste to enrich our soil.

Project Purpose
    Our program uses the theme of school gardening, composting and seed-saving to introduce a curricular framework and projects that integrate sustainability throughout the middle school curriculum. Young people learn the practical skills to manage an ecological garden and composting program, how compost builds living soil, how to save seeds from open pollinated food crops, and practical business skills to market their organic vegetables. Young people discover how gardening can be a compelling way to make a real difference in their homes, schools and communities.

Expected Results 

    Foodwaste Diversion - The school composting program is anticipated to divert much of the school cafeteria foodwaste from the dumpster to the school garden.

Enhanced Soil Fertility and Disease-Suppression
Four years ago the garden plot was compacted school playground turf with low organic matter and almost no earthworms. Today it is tilled and producing food, however due to a stressed soil biology, there was a high incidence of early blight in tomatoes and poor tilth. The school purchased compost as an outside input at wholesale cost.  We have saved money by creating our own compost and earthworm castings.  Further organic matter has been gotten through batering (our labor and vegtables) with local farms.
    As the organic matter in the soil is increased as a result of the foodwaste, the increased complexity of beneficial soil organisms are anticipated to enhance the soils natural biocontrol against pathogens.  The finished compost will be measured for: germination rate of wheat, effect on beneficial soil biota, and seedling and crop vigor.

On-Site Organic Food Production and Improved Student Nutrition

    Typical school lunches offer wilty white lettuce shipped some 3000 miles from California, heavily cooked spiced meats and vegetables and surplus dairy products. Few school lunches are supplied fresh from local farmers. Fewer are supplied in any proportion by the work of the students own hands. When we began, many of the students in our class professed to not like to eat vegetables. Today those students run to the garden and in moments are munching fresh vegetables with vivid delight.

Curricular Integration  

    The primary obstacle to integrating gardening into the educational curriculum is the concern that gardening lacks academic value. Historically, elementary school curricula are concerned with the education of the whole child. However in middle and high school curricula are often more structured and performance-based than primary schools. A highly-structured curriculum means less flexibility in lesson plans and difficulty in justifying practical gardening projects. Providing teacher support to integrate gardening with the middle school Maine Learning Results is our objective.

Long-Term Impact
    Young People Empowered to Grow their own Food and likely to develop Livelihoods that foster Local Food Systems.
School gardens introduce a systemic solution to local food security and organic waste problems, and create a compelling opportunity for young people to solve real problems on a scale of meaning in their expanding world. Young people can feel overwhelmed by the vast complexity of the multi-national food system.

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