Interview with Gluten-free Chef Amy Fothergill

Interviewed by Chapin Dorsett, The HEAL Project’s Operation Manager

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C - So, Amy, what was it that got you interested in gluten-free cooking and baking?

A - About 13 years ago, my daughter was experiencing severe skin issues. A friend suggested that I try a naturopath doctor because the regular doctors that we had been seeing hadn’t come up with any answers. After doing some testing, the naturopath suggested that we take out gluten, dairy and eggs from her diet, and I had to quickly adapt to a new cooking style. I’ve always been a chef, but I went in blind to gluten-free cooking. I’ve learned a lot along the way, and I get better the more I do it. I’ve also learned about other people’s intolerances, which has given me a new sense of empathy for others.

 

C - Now that we’re into our fifth month of the pandemic, can you reflect on how the quarantine has impacted your relationship with food?

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A - During the quarantine, I’ve recognized how important it is to make sure my family is eating local, nutritious food, and also to help support others as best as I can. Prior to the shelter in place, I was pretty busy with managing the activities of my kids, my work, and organizing social events. When everything just stopped, I reevaluated a few things. I decided to replant our back garden. I went to the farmers’ market and bought starter plants from Simm’s Organic as well as Fly Girl Farms. I made going to the market a priority and since we were always home, it was much easier. I think part of it was the fact that we couldn’t go anywhere, and thus had to rely more on local food. I’ve gained more of an appreciation for what was available. With health in general really coming to the forefront during these times, it has been even more important for me to make sure I keep my family healthy, which I’ve been doing by focusing on local, nutritious fruits and vegetables.

 

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C - Tell me about your garden!

A - My family had a garden a while ago, around 2008, but we didn’t take care of it and it got overgrown. It kind of became a cat and raccoon box that my husband would occasionally put potatoes into. When quarantine hit there were a lot of unknowns and nervous feelings. There was the fear that there might not be food, which was really scary. Things look different now, of course, but initially my family felt like we should have one secure food source, just in case. So we cleaned the box up, got starters, and tried a few different things. It looked so small in the beginning and we thought we wouldn’t grow anything, but all that sun we had really helped. The kale, chard, herbs and zucchini are all doing great!

C - It sound like you spend a lot of time thinking about and working with food. Do you have a food philosophy?

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A - My food philosophy is to eat what’s good for your own body. For me, it’s eating gluten, soy and dairy-free. For my daughter, it’s gluten-free. For others it could be peanut-free. Understanding what your body needs is crucial, as is choosing to give your body things that will nourish it. For instance, I like pizza, but I don’t know that it nourishes my body. You have to find a balance between what your body needs and what you like, or what your brain wants. Even something like organic foods—most of us know it’s what we need, but our brains have to tell us that it’s worth it or we won’t go our of our way to buy it.

 

C - I see from your website that you received an award from San Mateo County for participating in the “As Fresh As it Gets” program. Can you tell me about your involvement with that program?

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A - I think that focusing on vegetables and local produce should be part of what everyone does, so it was easy for me to get onboard with the “As Fresh As it Gets” program. I was a personal chef and taught cooking classes for five years, and I always bought local produce. It was just part of what I did. I got a cottage food operation permit last October, and I’ve begun to bake more to sell at the farmers’ market and for my customers who can’t travel to bakeries. Now with the cottage food operation and cooking for my family, using fresh, organic produce whenever I can is an important part of what I want to provide to others. I’ll go to the farmers’ market, buy some strawberries, and think, what am I going to cook next? Oh, strawberry cupcakes. Before the pandemic I would go to New Leaf, get kale and eggs and think, oh, I can make a crustless quiche. A big part of how I cook is using local farms when I can, which has two big benefits: supporting local farmers and eating food from close to where I live.

 

C - So your gluten-free baked goods operation at the Pacifica farmers’ market is pretty new! What does your preparation look like for market days?

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A - I got a cottage food operations permit in 2016 to try to sell baked goods at the Half Moon Bay farmers’ market, but I didn’t have as much expertise in baking at that time, my kids were younger, and I was still working with personal chef clients—it was too much. When the shelter in place started this year, I wasn’t driving my kids anywhere anymore, so I had more time. I focused on improving my recipes and finding out what kinds of goods people wanted. At the market one day, I spontaneously asked Erin Tormey (Coastside Farmers’ Market founder) if there was space for a new vendor. She said that there was space at the Pacifica market, so I went to look at it and thought, okay, I think I can do this. The first day was really frantic. When you’re baking, especially gluten-free, it’s important that everything is fresh. You have to bake it the day of or the night before. After the first couple of market days, though, I learned that I can measure all of my dry ingredients out beforehand and bake a couple of products earlier as well. I generally take three days to prep for market day so that I can give people variety. I go to the Half Moon Bay market on Saturdays and then choose my recipes for the Wednesday Pacifica market based on what I’ve pick up there. I’ve been doing a lot with strawberry, peaches and basil lately. I’ve also been doing flavors with fruit and herbs, like strawberry basil cupcakes, peach mint scones and olallieberry mint scones. That part is fun for me—rather than baking the same products each week, I’m all about what’s fresh and different. And then at the Wednesday markets I look at what people are buying and asking for, and start thinking about what I’ll make for the next week. I don’t necessarily advertise the gluten-free aspect of my products because I feel that the baked goods stand on their own. Some people don’t even know that they’re gluten-free!

 

C - Is there anything else you wanted to leave this conversation with?

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A - It’s very important right now for all of us to try to help each other in any way we can. I’m not talking about me or convincing people to buy my food. I’m talking about the farmers and people working hard to keep their businesses up. The more we can do to keep money in the community, the better. I’m appreciative of people buying products from me, but what I really want is for people to come to the farmers’ markets and help out the other vendors that are there. I’m trying to spend my money more consciously now than I did before. I didn’t used to buy much takeout food, but now I’m getting more takeout to support local restaurants. Money that I wouldn’t spent over the hill, I’m now spending locally with more purpose. I think many people around here have been doing that as well, and it’s been a big change. We’ve always seen the need to buy locally, but the pandemic has been a real eye-opener. Life is very fragile. You go day by day, but we’ve all had to take a step back and evaluate what’s important. Food is important. Keeping your immune system healthy is important. If I put out fresh food from the market that’s colorful and pretty, my kids will eat it. People think that their kids won’t eat vegetables or that it’s a lot of work to prepare, but getting sick is also a lot of work, and I think it’s better to the preemptive work than the post.

Amy has over 25 years of cooking experience as a restauranteur, caterer, and food service manager. She was trained at Cornell University’s School of Hotel Administration, a world-renowned, ivy league hospitality school. Besides cooking, Amy enjoys spending time and traveling with her family. She tries to exercise regularly to maintain a healthy lifestyle and participates in various fundraising efforts for education.

Bees at The HEAL Project Farm

By Julie Mathiasen

On the first Saturday in April, Pat Morrissey (“The Bee Lady”) drove up to Glenn, California to purchase bees from Koehnen to start our hive at The HEAL Project Farm. She brought back 3,000 bees and a queen bee for our hive. We set up a hive near the Hedgerow at The Farm. The Hedgerow is a row of native plants that attract pollinators like bees and butterflies.

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Pat and two friends suited up in their bee suits for protection and gently put the bees into the hive. The boxes that are stacked on top of one another to make the hive are called “supers.” Pat provided sugar water for the bees. The sugar water helps the bees build their comb on the frames in each super. Four supers with frames have been added to our hive as more and more baby bees hatch. This provides room for honey production and the brood area inside the hive.

Left: Julie in her bee suit. Right: Julie adding frames to one of the hives.

Left: Julie in her bee suit. Right: Julie adding frames to one of the hives.

On June 17th, our bees “swarmed,” which means that part of the bee colony formed a new queen and left the hive in search of a new home. They didn’t end up going very far, landing in a Ceanothus bush about 15 feet from the original hive, fairly low to the ground. When the bees are swarming, they are very relaxed and will generally not sting. They formed a thick mass around one of the main branches of the bush. The mass of bees was about 15 inches wide and about 3 feet long. Pat estimated that there were about 7,000 bees that swarmed!

Left: The bees swarming in a bush. Right: Bees migrating from the ground into the hive to be with the queen.

Left: The bees swarming in a bush. Right: Bees migrating from the ground into the hive to be with the queen.

Pat doing some preparation.

Pat doing some preparation.

Pat and I suited up and positioned a new hive below the swarm on the branch. I filmed while Pat tenderly put her gloved hands around the bees and lowered them into their new home. After about four huge handfuls of bees were lowered into the hive, Pat gave the branch a shake to loosen the last of the bees, which then fell gently into the hive. Some of the bees were on the ground and started climbing up the edge of the hive to get inside. The bees could smell that the queen was inside the hive, so they wanted to be in there, too. We misted the bees with a bit of water to keep them from stressing out and give them a bit of a drink as they cleaned the mist off their wings. It took about an hour for all of the bees to arrive safely inside the new hive. When most of the bees had entered the hive, we covered it up with an inner cover and then a hive cover.

Bee hives at The HEAL Project Farm!

Bee hives at The HEAL Project Farm!

By that time, the bees in our original hive were foraging for nectar and pollen as usual. We decided to come back at dusk, when we knew that all of the swarmed bees would be inside of their hive to keep warm for the night, to move the hive to its new location. We then added a second super to the new hive and put a strap around the hive to keep it together. We lifted the whole hive up and placed it on top of a hive stand located about ten feet away from the original hive in the Hedgerow. Now there could be upwards of 10,000 very happy bees at The Farm doing their thing: gathering nectar and pollen and making it into honey!

Julie has a degree in Horticulture from Cal Poly, San Luis Obispo. Prior to joining The HEAL Project, Julie worked as an Educator with UC Elkus Ranch. She also works as After School Director at an elementary school. Julie has a passion for teaching children where their food and fiber comes from.

Nourish to Flourish: How our mental well-being is interconnected with nature

By Angela Reiner

Now more than ever, times are calling for us to take care of our well-being. Not only to keep our immune systems strong and healthy to ward off any potential exposure during the Coronavirus pandemic, but also to take care of our mental well-being as we weather these uncertain times and adapt to a “new normal” that entails more conscious acts of social distancing and more conscious acts of social justice from us for the well-being of our country and our world. It can be an overwhelming time for many.

The good news is, the more we can reconnect to our roots through nature, and help our children to do so too, the more resilient we can become to flourish in our health. Connecting with nature enables us to connect on a deeper level with ourselves, our families, and our communities, and to see the inter-relationship of our own well-being as it relates to the collective well-being of our planet.

A wide array of research shows that connecting with nature significantly improves our mental well-being and health. More so, evidence featured in The Wall Street Journal explains that what we eat greatly affects our mental health, helping us ward off depression. Some of the answers to healthier mental well-being truly lie in organic, unprocessed produce, which we can get directly from nature and grow ourselves to eat. Often, the experience of depression is rooted in a deep sense of disconnect, something many may be suffering from right now given the physical distancing we have to practice. However, an important distinction to make is that physical distance does not mean we have to disconnect from our ability to connect with ourselves, others, or nature. Our well-being and happiness arise in times of feeling a sense of greater connection with ourselves, our sources of social support, and our surroundings, so it is important to find creative ways to integrate this.

One simple antidote is to spend time outdoors (and even better if you can do this while connecting with your family or friends). Spending time outside in nature has been shown to bring about more mental well-being and happiness. REI is sponsoring a study being led in the Bay Area where UCSF doctors prescribe patients a dose of getting outdoors as part of their preventative health. This is a free way for many of us to reduce stress and makes a key component of mental health accessible to all when there is so much inequity in access to care in our current system. Other research studies have backed this effort by showing that time in nature greatly benefits our health and well-being by reducing stress and improving mood.

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When we can spend time outdoors doing mindful renewal activities like gardening, for instance, our mental health is even further bolstered by the time we are spending simply being present away from the distractions of screens and technology to quietly connect in our relationship with plants and nature. A similar practice in Japan known as “forest bathing” is the practice of being outdoors in the presence of trees. A Time article by Dr. Qing Li, a Japanese expert on forest bathing, highlights that by simply experiencing senses of sight, hearing, taste, smell, and touch while observing nature without distractions, we can re-energize ourselves from fatigue from the clean air and oxygen. Trees and plants also release phytoncides, which help us boost anti-cancer proteins, decrease anxiety and anger, and improve sleep.

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Most profoundly, it has been shown that eradicating more processed, fried, and sugary foods while adding in more vegetables and fruits to our daily diet has helped boost individuals’ moods. People in these studies who have eaten certain studied foods that ward off depression, have experienced reduced insomnia, more energy, and a greater engagement in daily activities. The types of foods that contribute to greater well-being are foods higher in vitamin B6. Vitamin B6 boosts serotonin, which regulates our mood and sleep, DHA, which promotes brain function, and prebiotics, which promote gut health. Gut health has been proven to affect our mental health as well. This includes types of foods like spinach, cabbage, bananas, sweet potatoes, avocadoes, onions, asparagus, artichokes, garlic, and fermented vegetables like turnips, cucumbers, or carrots. Many of which we are lucky enough to be able to grow ourselves or rely on local agriculture to supply here in the Coastside. This means that the food sources are fresher and denser in nutrients than produce that needs to be shipped from far away.

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So, if you are feeling a bit stir crazy these days while “sheltering in place,” now is as great a time as ever to step outside into your home garden or community garden as a radical act of self-care. Use this time and engage your children in the activity, too, to help our next generation learn early on more effective coping strategies to bolster their well-being by staying interconnected with nature. We can do this so easily simply by taking a mindful moment outdoors in our community, harvesting the fruits of our labor from our gardens, and creating a fun way to socially connect by having picnic to savor the healthy food we’ve grown, as we nourish to flourish in our well-being and happiness overall.

Angela Reiner is the Founder of The Flourishing Co. She is a Happiness Coach & Consultant based in Half Moon Bay, CA. Her work is grounded in Positive Psychology, a research-based branch of psychology that studies the "science of happiness,” what really causes people to flourish in their lives and work, and applies these findings in practical ways.

Angela’s background is in global human resources in the non-profit and private sectors, having previously worked at Partners in Health and Bain & Company. She has a Master's in Positive Organizational Development & Change from Weatherhead School of Management at Case Western Reserve University. She holds certifications in Transformational Leadership Coaching from Georgetown University and Positive Psychology from the Wholebeing Institute. She also is a 200-hour registered yoga teacher. Throughout her career, Angela has used positivity to bring out the best in people, organizations, and the communities she has worked with for greater collective human flourishing.

Food for Our Children

By Joe Fullerton

Since the outbreak of a novel coronavirus, it’s been hard to look beyond the immediate need to flatten the curve of the pandemic. The global response has been swift and, largely, sincere.  As a society we’ve looked at every element of our lives anew—keeping social distance, shopping only for essentials and doing nearly everything remotely. Among the many significant changes has been the closure of schools. This is a wise and necessary step in terms of immediate public health; however, schools regularly serve food to millions of students who are otherwise more likely to go hungry or malnourished.

The National School Lunch Program and the School Breakfast Program feed over 30 million students across the US each day and provide over 5.1 billion meals annually—most at reduced or no cost. Food programs at schools are shown to improve the outcomes of students both in and out of the classroom. The Center for Disease Control and Prevention highlights, among other evidence, that:

  • Student participation in the United States Department of Agriculture (USDA) School Breakfast Program (SBP) is associated with increased academic grades and standardized test scores, reduced absenteeism, and improved cognitive performance.

  • Deficits of specific nutrients (i.e., vitamins A, B6, B12, C, folate, iron, zinc, and calcium) are associated with lower grades and higher rates of absenteeism and tardiness among students.

Calories alone will not result in better scores, though. Nutrient rich diets and balanced meals are really what make the difference.  Researchers at UC Berkeley and the University of Montana found that the “relationship between healthier school meals and test scores is due to the nutritional quality of the meals rather than the quantity of calories consumed.”*

School breakfasts and lunches help kids to show up, retain and recall information and behave. But these services are less frequent and, for some, less accessible while school is out of session. Cabrillo Unified School District is providing breakfast and lunch pickup for a few days per week during the closure: 

  • El Granada & Hatch: Monday and Wednesday 11:30am to 12:30pm

  • Moonridge: Friday Breakfast and lunch for 1 day

  • Second Harvest grocery supplements: El Granada & Hatch 11:00am to 1:00pm

Even without COVID-19, access to food raises a range of issues to even the most diverse and healthy community. But the impact is certainly greatest in marginalized and minoritized communities. Research shows a direct and persistent link between food insecurity and gender, racial and ethnic health disparities. According to Children’s Health Watch:

In 2016, more than 31% of female-headed households reported household food insecurity. This is more than twice the rate for all households (12%). Inequality also clearly plays a role in the rate of food insecurity by race and ethnicity: over 20% of African American or Black households and 19% of Latinx households reported food insecurity, compared to 10% of white households. Additionally, households with children under age 6 also had significantly higher rates of food insecurity compared to all US households (16.6%).

The demographic makeup of the 39% who are eligible for free or reduced meals at school in Cabrillo Unified School District is not readily available, but it’s safe to assume that those who were at risk before the pandemic are even more vulnerable now. To address this, State Superintendent Tony Thurmond announced the launch of the “Cal Meals for Kids” app. The app is available for free download through Apple’s, Google’s and Microsoft’s app stores. Another available resource is: www.nokidhungry.org.  Additionally, private citizens and organizations like Second Harvest Food Bank are stepping in to fill the gap and feed those in need. Even with social distancing as the social norm, the COVID-19 response is bringing our community closer together in many ways. For instance, farmers are banding together to help out with programs like Veggielution in San Jose that distribute fresh produce.

Looking beyond the pandemic is daunting. Social isolation, ongoing supply chain concerns and myriad economic and social impacts are part of our foreseeable normal. Just imagine all these concerns being outweighed by not knowing when and where you might eat again. While we may feel powerless in many ways, there are immediate and direct things that we can each do to help make sure those that need food, particularly our students, get it.

*Source: School meal quality and academic performance Anderson, Michael L ; Gallagher, Justin ; Ramirez Ritchie, Elizabeth Journal of Public Economics, December 2018, Vol.168, pp.81-93

Joe Fullerton is a sustainability expert with nearly two decades of experience influencing and instigating positive changes at scale. His recent professional focus has been on high-quality, accessible education as the Energy and Sustainability Manager for San Mateo County Community College District and as communications faculty in Arizona State University’s Master of Sustainability Leadership program. Joe also serves as a citizen advisor for Peninsula Clean Energy and is dedicated to supporting local sustainable food system non-profits. He lives in Half Moon Bay with his wife and young son.

Selecting Plants for Your School Garden

By Naomi Stern

One of the most common questions I receive from educators is: What should I plant in my school garden? If this sounds like you, you’ve found the right blog post!

School gardens have unique challenges that make plant selection difficult, especially for novice gardeners. Before you choose what to plant it’s important to assess your growing space. Here are some things to consider before planting:

Climate: What are the unique growing conditions at your site? Every school has a microclimate. Here in the San Francisco Bay Area we have a Mediterranean climate, meaning dry summers and mild/wet winters. These are great conditions for growing food! Your microclimate can vary if you are on the coast or in a hilly area. It is important to choose plants or plant varieties that will do well in your school’s garden. 

Time: How much time do you and your school garden champions have to dedicate to the garden? With a lot of time, you might be able to take on more challenging plants. If you are more limited, it is best to consider lower-maintenance garden plants. 

Note: The school calendar year makes growing some plants more challenging. Summer break is when many crops are either ready to harvest or need watering. If your garden champion has limited availability in summer, considering growing shorter season crops in spring and fall. 

Cost: Buying plants can get expensive, especially from nurseries. Seeds are much less expensive, but take more effort to grow. Having a plan for what you want to grow will help reduce the cost of purchasing plants. 

Goals/Theme of Garden: What is the main goal of your garden? Having a defined theme will help you in selecting plants. Some theme ideas include: Vegetable, Herb, Native Plant, Pollinator, the list goes on! 

Every garden is different. Try, and if you don’t succeed, try, try again! Luckily with gardens we can always start fresh and every growing season is an opportunity to begin anew. 

I’ve organized my growing chart into Mild, Medium, and Spicy. Mild are easy to grow plants that are highly likely to be successful in any school garden. Medium and Spicy will require more skill or time to manage, but come with delicious and/or beautiful rewards!

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More resources to explore:

Naomi was our Programs Manager for four years. She began teaching as an undergraduate at U.C. Santa Cruz. After receiving her degree in Environmental Studies, she was a Programs Instructor for The Youth Garden Project. Naomi is grateful to teach students about the power of healthy food and responsible farming.

The Evolving Value of School Gardens

By Roger Hoppes

  1. The history of school garden programs includes:

    A) the late 1800s in both rural and urban communities

    B) the victory gardens during World War II

    C) support for science education over the last thirty years

    D) all of the above

Poster issued by the U.S. School Garden Army Bureau of Education.

Poster issued by the U.S. School Garden Army Bureau of Education.

“All of the above” is the correct answer. A very early school garden movement began in the late 1800s. The initial purpose of these rural school gardens was to encourage kids to continue living in their farming communities rather than migrate to expanding industrial cities in search of jobs. This approach became known as the Nature-Study Movement. As one historian described it, “the idea of the Nature-Study Movement was to keep rural kids on the farm by teaching them to love the earth.” Progressive educators in urban areas took notice of the movement, and in 1891 the first city school garden program was created in Massachusetts. The idea spread as schools struggled to both integrate and teach a rapidly growing immigrant population. One school garden site was even called the Good Citizen Factory.

Government support for the U.S. School Garden initiative increased during World War I with a more practical reason in mind: food security. The first war-time school gardens, called “victory gardens,” increased both in size and intensity with the new government funding. When the war ended, the funding effort also unfortunately ended, as did this period of school gardens.

While school garden programs became much less practical without funding, their value was not completely forgotten. Victory gardens once again found their place during World War II with school grounds providing a prime location.

Students in San Francisco participating in their school’s victory garden during WWII.

Students in San Francisco participating in their school’s victory garden during WWII.

After WWII school gardens once again faded from the daily routine. Throughout the past thirty or so years, however, they have seen a resurgence, this time with the direct purpose of supporting the learning curriculum. (Interestingly, school gardens have also taken root in many other countries, illustrating the core value agriculture has in our collective societies.)

2. In recent decades, school gardens:

A) are viewed as a very useful support activity for education

B) can increase outdoor exercise and counter some consequences of youth sedentariness

C) may convey the principles of a good diet and an overall healthy lifestyle

D) play an acknowledged role in building an environmental ethic

E) all of the above

Once again, “all of the above” is the correct answer. School gardens have taken their place as an effective, hands-on activity to support a STEM curriculum. This curriculum seeks to integrate science, technology, engineering and mathematics in a holistic approach, gaining further reinforcement through “practical applications.” California’s Next Generation Science Standards partners effectively with student engagement in garden programs, whether as a field trip to a local farm or through regular participation in their school garden plots.

Young people today are growing up in a world where an abundance of digital stimuli wedges out time spent on physical activity. Childhood obesity, nearsightedness and diabetes are on the rise. The associated decrease in activity levels, increase in time spent inside, and trend towards unhealthy diet choices are creating major health concerns. One estimate predicts that the current 18% obesity rate in the overall U.S. population will reach 50% in just ten years! Additionally, a recent research review revealed the likely link between the risk of cancer and unhealthy diets, lower activity levels and time spent indoors. A school garden curriculum can provide a contrarian set of activities based on food production and the preparation of a healthy diet. Through these lessons, students come to understand they can make diet choices and that a healthy nutrition plan can benefit their lives.

Students at The HEAL Project’s farm learning about veggies.

Students at The HEAL Project’s farm learning about veggies.

Physical activity and exposure to green spaces have become acknowledged assets fostering a student’s learning potential. In this regard, the Children and Nature Network has created extensive material including teacher guides supporting the advantages of moving the classroom outdoors (“green schoolyards”). In general, the goal of these initiatives is to counterbalance the negative childhood trend often termed nature deficit disorder. Physicians today are even writing prescriptions for outdoor time, thereby acknowledging nature’s healing properties. Studies have also recently revealed a better state of adult mental health when as children they spent more time in an outdoor setting. Even environmental groups like the Sierra Club have acknowledged the advantage gardening can provide. Through their Nearby Nature initiative, the Sierra Club is “empowering young people to explore the role that school and community gardens play in improving access to healthy foods and nearby greenspace, supporting environmental education, strengthening communities, and protecting our environment.”

By offering intensive classroom engagement with local schools, farm field trips for students from San Mateo County, and summer camp experiences, The HEAL Project seeks to create a long-term pathway for students. While The HEAL Project emphasizes healthy diet choices and associated benefits, their programs also encourage students to build relationships with the natural environment.

3. The HEAL Project:

A) supports core elements of a healthy lifestyle

B) bolsters positive learning through engagement with the outdoors

C) connects students with California’s Environmental Principles and Concepts and other core standards

D) embraces the early school garden initiative of the Nature-Study Movement by continuing to teach kids to “love the earth”

E) all of the above (hint)

Roger is on our board of directors. He completed graduate school at UC Berkeley. Throughout his 30+ year career at the San Francisco Zoo, Roger found many outlets for his interests as a curator and as head of zoo operations. As a current board member and docent for Fitzgerald Marine Reserve, he applies his background in environmental education.

Our History

By Chapin Dorsett

Rooted deeply in the San Mateo County (SMC) Coastside community, The HEAL Project (THP) sprang out of concerns of local parents and community members that children were becoming too detached from the food that nourishes them. Between 2001 and 2005, this group sought funding to construct an educational garden at Hatch Elementary School in Half Moon Bay.

In October of 2005, our signature program, later named the Intensive Garden Program (IGP), was established. The program aimed to address childhood obesity in Coastside schools through a garden, nutrition and (for a brief time) sports curriculum.

After a yearlong pilot program for six of Hatch’s 2nd and 3rd grade classes, the IGP was expanded in 2006 to incorporate all ten of the school’s 2nd and 3rd grade classes. In addition, the Garden Club was created as a recess option for 4th and 5th graders, giving students the opportunity to continue their connection with the garden past our formal curriculum.

From 2007-2008, we expanded our IGP program to Farallone View Elementary School and constructed a garden on their campus. Our IGP curriculum was set up for 26 weeks of environmental education in coordination with California state standards.

Also during this time, students in our program at Hatch became the first student certified growers in the state of California to sell student-raised produce in farmers’ markets. Student interest in the markets spurred us to partner with the Coastside Farmers’ Market on the introduction of our Junior Marketeers Program. Graduates of the IGP practice math, cooperation, responsibility and customer service skills as “Marketeers” selling student-grown produce at the farmers’ market in Half Moon Bay.

In 2008-2009, THP won the J. Russell Kent Award from the SMC School Boards Association for our IGP at Hatch. We officially became a nonprofit, taking up the name HEAL as an acronym for Health, Environment, Agriculture Learning. Upon acquiring 501c3 status, we framed our original mission statement to share our intentions with the community:

The HEAL Project teaches students to make healthy choices for themselves and their world.

In 2010, THP’s second signature program was initiated. As part of the vision of the San Mateo County Food Systems Alliance and with support from the San Mateo County Health System, the San Mateo County School Farm (SMCSF) was created. Thanks to the generosity of Dave Lea of Cabrillo Farms, we secured an in-kind lease for two-acres of farmland north of Half Moon Bay. With this new space, we began providing farm field trips for schools within SMC.

Over the next few years, we tested out several arrangements and worked through the challenges of launching a new program. By 2013, we had landed on a sliding fee scale to make our low-cost field trips free to the highest-need schools in SMC.

In 2015 with our IGP and SMCSF in full swing, we hired the current Executive Director who went to work on an internal strengthening of our organization. We also modified our curriculum and lesson plans to align with state educational standards so we could provide greater support to the science programs of the schools we serve.

2016-2017 was a big renovation year for us. We rebuilt the Hatch School garden and improved infrastructure at the Farallone View School garden and at the SMCSF. We also began a two-year Strategic Planning project, created a new logo, rolled out a new website and adopted an updated mission statement:

The HEAL Project teaches kids where their food comes from and why it matters.

In this same year, THP was honored to win two awards: the first “Innovation Award” at the Mel Mello Farm Day Luncheon and recognition for One Planet Challenge as part of the SMC Office of Education’s (SMCOE) Environmental Literacy Initiative for Local Sustainable Food System Instruction in SMC.

In 2018-2019, our new relationship with the SMCOE helped us adapt our lesson plans for each grade level visiting the farm to support California’s Common Core and Next Generation Science Standards. Moreover, we developed our Theory of Change and created an Evaluation Plan to help us measure our impact. These tools have helped us to clearly communicate how our programs benefit the students that we serve.

Where we are now: We continue to work hard each day, using best practices to refine our curriculum, evaluation tools and Strategic Road Map. Our hope is that students who participate in our programs will grow up to be more invested in their own health as well as the health of the environment. We also seek to inspire student confidence in the essential life skills of choosing to prepare and consume local, fresh food for the benefit of themselves, their families and the community.

Chapin is our Operations Manager. She is excited to encourage community-based environmental awareness beginning with small hands in the dirt.

Lasagna Garden Beds

By Fiona Benjamin

Since becoming the San Mateo County School Farm (SMCSF) manager, my focus has been on building the soil fertility at our little educational farm site.  I believe that cultivating good soil fertility will not only allow us to grow more food to support our programming and share with the local Coastside community, but also to increase biodiversity and even help capture and safely store the atmospheric carbon that contributes to climate change.

That being said, building soil is no easy task.  You may have heard that it takes over 100 years to build just one inch of topsoil.  Ecological and human time do not necessarily operate on the same scale!  However, any gardener knows that we don’t necessarily need to rely on natural processes to build fertility in our gardens; tools like compost and mulch can help feed our soil and build fertility in a much shorter time horizon. 

Our soil food web mural at the farm: the soil food web is a complex web of interactions in which soil organisms and plants work together to each other's mutual benefit.

Our soil food web mural at the farm: the soil food web is a complex web of interactions in which soil organisms and plants work together to each other's mutual benefit.

 This is what I am working to do at the SMCSF.  My goal is to build our soil organic matter (SOM) percentage up towards 5% from our current estimated 1-2%.  To increase SOM, it is helpful to have an understanding of the soil food web. The soil food web is a complex group of interactions between plants, microbes, fungi and other invertebrates. In this web, plants feed sugars fixed though photosynthesis to soil organisms. In return, the soil organisms help the plant by forging for nutrients in the soil.  Unfortunately, common agricultural practices are detrimental to these interactions, which threatens the foundation of a healthy soil. For example, fertilizing plants with synthetic nitrogen allows plants to sidestep the soil food web. Spraying pesticides causes damage not only to insect pests, but also to beneficial soil microbes. Perhaps the worst agricultural practice in terms of soil health is tillage, or mechanical manipulation of the soil.  Tillage creates a temporary boost in fertility as soil organic matter gets ground up, oxidized, and digested by bacteria, but over time the practice reduces soil organic matter and destroys beneficial soil critters like fungi and earthworms. Moving away from these practices can be challenging, but it is also very important if you want to build great soil!

The first lasagna bed going in at the farm back in August.

The first lasagna bed going in at the farm back in August.

One strategy I have been utilizing to reduce tillage and build fertility at the farm is the creation of “lasagna garden beds.”  This term refers to a growing area that is created by the layering of organic materials.  Though lasagna garden beds can have many different layers, I have found success with a relatively simple model. My beds contain a light base layer of  compost, a layer of overlapping clean, plastic-free cardboard, then 1-2 inches of compost on top. With crops directly seeded into the compost on top, the result is almost zero weeds and a fluffy, rich soil layer underneath.  In less than three months, the cardboard in our oldest lasagna bed has already decomposed! I have definitely noted increased earthworm populations in these beds—the carbon rich cardboard is a favorite food source of these super soil-building organisms!  Building lasagna beds at scale requires a LOT of materials, and I have found our local community to be a huge asset. I am very grateful to Lyngso Garden Supplies for their generous donation of 32 yards of compost, Wheeler Farms for 12 yards of generously discounted compost, and to New Leaf Community Market and Markegard Family Grassfed for saving cardboard for us!

This glorious earthworm was under the first cardboard corner I lifted on one of our lasagna beds! Earthworms come to the surface to eat the cardboard, then pull the carbon rich material back into the soil. In the process they create tunnels for wate…

This glorious earthworm was under the first cardboard corner I lifted on one of our lasagna beds! Earthworms come to the surface to eat the cardboard, then pull the carbon rich material back into the soil. In the process they create tunnels for water and air infiltration and channels for plant roots to use, all while adding fertilizer!

Building a lasagna bed is one of the easiest ways to start a new garden plot at home.  I recommend starting a few months before you want to start growing; fall is a great time to build a bed that will be ready to plant in the spring.  Check out the links below for information on soil health and how to build your own lasagna bed. Remember, they don’t necessarily need to be very complicated or have many types of materials (mine only had cardboard and compost).  Happy growing!

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Fiona has been with The HEAL Project since 2018, first as a Farm Educator and now as the Farm Manager. As a native of the Coastside, she is grateful to have the opportunity to share her passion for healthy eating and the environment with her local community.

SNAP Challenge: What's it like to live on food stamps?

By Naomi Stern

What’s it like to live on food stamps? For two weeks, I decided to find out.

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This September I completed a “SNAP Challenge”, using the federal government’s financial aid for food purchases (commonly known as food stamps). . This comes out to $6.40 a day, for a total of $96 over two weeks.

I started planning for this challenge 6 months ahead of time, when I first got inspired to raise awareness about food insecurity.

At the same time I was planning for this budget challenge, I was getting immersed in the world of food waste. It’s a broken system when on one hand there are whole communities who go hungry and on the other hand Americans waste 40% of all produce grown here.

When I learned about “Shelf September” -- an effort to reduce our waste by spending a month eating all the things in our pantries -- I realized I had found a great combo!

After initial research and intention setting, it was time to start! I gave myself $48 for a week, made a meal plan, and decided I needed to have coffee no matter what.

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The first week I spent $27 shopping at Trader Joes and using up my pantry items (including glorious coffee and half and half that I managed to stretch most of the week).

I noticed an immediate difference in my cooking. All of a sudden, all food was precious, every calorie was extra important and not to be wasted. I also was much more strategic than usual about how to use up every last ingredient I had in my fridge/pantry in order to make meals that felt robust.

I also noticed how expensive fresh fruits and vegetables are. When it came to meal planning, it was tricky to think about needing to reduce meat or gluten and having enough money to make meals that would fill me up. Since I work at a farm, I was able to harvest vegetables to supplement what I could purchase. To me, this might mimic how someone on SNAP might be able to get food from other sources as well, such as family or a restaurant where they are employed.

The biggest difference for me was the time it took to prepare all of my meals. Having to plan ahead for an entire week meant thinking very carefully about what I would eat and when, since I did not want to run out of food. With this budget, I couldn’t fall back on eating lunch out occasionally or doing a second grocery shop mid week.

My greatest successes from week 1 were:

-Making zucchini bread from only ingredients I already had -- and a huge oversized zucchini gifted by a friend. I ate half and froze the other half for future yummy snacks

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-Using up all my frozen blueberries in my oatmeal (making oatmeal for breakfast every morning much more enjoyable)

-Lots of lentils and rice for filling meals

Heading into week two, I was a little nervous since I had used up most of my pantry items and would be relying more on the budget. I was able to only spend $27 for my second grocery trip.

In order to qualify for SNAP as a 1 member household, the monthly income in California must be below $1,307. This blew me away as someone who lives in the Bay Area; this is well below what seems like a livable wage. This got me thinking about other things that might make the SNAP budget harder such as work hours, supporting children, access to grocery stores, disabilities, legal status, mental health... the list goes on. As hard as it is for me to make sure I get fed on this budget I can see how much harder it would be for people with different backgrounds than myself.

It was a privilege to be able to step outside of my day to day and reduce my food budget. A challenge like this isn’t accessible for everyone. It was important for me to take this opportunity to spread the word and start more conversations about food justice.

My takeaways from week 2 were:

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-It is really hard not having flexibility about what to eat. Even if I was craving something else there weren’t other options.

-Eggs were my favorite protein source

-Coffee doesn’t taste as good without half and half

The SNAP challenge might not be perfect but it did a good job for me of revealing my own challenges around food budgeting and food waste. I was amazed with how much lower my waste was during the 2 weeks. It was also insightful to spend much more time cooking than I normally do and get much more creative with leftovers than before.

Stepping into the shoes of someone with SNAP was more insightful than I realized it would be going into it. I hope to incorporate these takeaways into my work with food systems education. I wanted to take a step back and get into the mindset of these students and their families.

I work with many students who are from high-need schools whose families qualify to receive free or reduced cost school lunches. There are 13.1 million households in the US with children that are considered food insecure. The USDA defines food insecurity as: “lack of access to enough food for an active, healthy lifestyle for all family members”.

When they come to the farm, we teach these students about healthy eating and how food is grown. We harvest produce and then show them how to make snacks they could make at home. They leave inspired to take care of their environment, try new fruits and vegetables, and with a deeper understanding of how their food system works.

There are lots of ways to help support food inequality. Some of those include funding organizations like Feed America which supports food aid programs. Others include getting involved with the conversation of food justice in your local communities.

Naomi Stern was The HEAL Project’s Programs Manager for four years. Naomi began teaching as an undergraduate at U.C. Santa Cruz. After receiving her degree in Environmental Studies, she was a Programs Instructor for The Youth Garden Project. She is dedicated to building programs that teach students about healthy food systems.