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Physical activity in the form of gardening has been encouraged as well as yoga for both physical and mental health. Students in-class nutrition education via my plate was supplemented through gardening and farming interactions as well as curriculum boxes with model food. One pre-service teacher was engaged to participate in curriculum development and program delivery. Indirectly, this program proved to be more impactful to the in-service teachers, as the pre-service teachers recruitment was difficult. As such, 25 iPads were purchased. Apps were downloaded and utilized with students on STEM topics as well as videos so students could see and hear animals in their natural habitats.

In-service teachers were trained in on how to use ipads and apps for students. There has been an ongoing difficulty in engaging and hiring preservice teachers to participate in curriculum development. In the upcoming year, the focus will be more on engaging them through required courses where professors are willing to collaborate and involvement in trainings with in-service professionals. Staffing issues have also caused a delay in finalization of curriculum development. Additionally, program staff delivered training for teachers at participating schoolson gardening and STEM.

Participating preschool teachers attend preschool county wide meetings and have shared the success of the program with their peers, resulting in more requests for PLANTERS programming in the classroom. Participating teachers will utilize assessment journals to track their impressions of curriculum and student progress.

Program staff will continue to work with the Born Learning Academy to offer parent workshops and is looking to make other workshops available to parents in program counties without Born Learning Academy funds. Program staff will be implementing the technology piece of the grant through ipad minis as well as the use of scientific tools such as aquascopes and microscopes. Staff will continue to try to engage preservice teachers through guest teaching in current courses, disseminating information about area wide JMG and other topical workshops as they are scheduled, and by offering free or discounted registration for the on campus Training Fair.

Impacts What was accomplished under these goals? STEM activities ecompassing a variety of topics were developed and scaled to the target preschool audience. These activities have been adapted from JMG, Project Wet, and other curricula as well werecreated by program staff. Curriculum boxes have been distributed to schools with materials covering forests, dinosaurs, nutrition, space, birds, ocean, farming, nocturnal animals, fresh water habitats, and wildlife e. A container gardening workshop was offered to preschool parents at Hometown Elementary School in conjunction with their Born Learning Academy; the Born Learning Academy is a parenting program free to parents of students at both Hometown and Buffalo Elementary Schools.

Parent-student work days at both Dunbar Primary and Shawnee Community Center have resulted in parents working alongside students in the school gardens. Vegetable tastings were offered to preschool program participants.

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Teachers and students were also introduced to YoGorilla! After doing initial sessions with henlawwson staff, teachers were given a set of YoGorilla! Cards for their classrooms. All classes with onsite gardens participated in ongoing garden care learning to plantto weed, water, and harvest. Apreservice teacher at WVSU, worked with the program as a student worker, delivering program interactions as well as assiting with curriculum development.

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She has since gone on to substitute teach and in the coming year will be a full time 2nd grade teacher in Kanawha County. These applications will be utilized at the beginning of the school year. The site descriptions are as follows: Hometown Elementary School 1 classroom, rural, Putnam County: High special needs population with one teacher and one aide. The class never has more than ten students enrolled. Buffalo Elementary School 2 classrooms, rural, Putnam County: Both typical classrooms, one Headstart year olds and one preschool year olds classroom.

All children participate in activities. Raglin Preschool 4 classrooms, urban, Kanawha County: All four are typical classrooms with some special needs population with 1 teacher, 1 aide, and helpers per classroom. Generally participants per week. Linwood Community Daycare 1 classroom, rural, Pocahontas County: Typical classroom ranging in age from years. Also on request: Evening meals and lunches must be requested in advance at an additional cost. Come and be pampered with true southern hospitality at it's BEST! Room has its own bath with tub and shower. Coal Room Simply a lovely room! Spacious, warm room with a queen sized bed that sleeps two and a nice view of the town below.

Room has it's own private bath with claw foot tub and shower. Book Now Mountain Room This spacious room sleeps 2 with a queen sized bed.


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