Junior Master Gardener Program Expands Reach Using In-School Club Format
4-H and Youth Programming
Tonya K. Ashworth
Extension Agent
University of Florida
Jacksonville
Abstract
Elementary schools frequently request Master Gardener Volunteer led afterschool gardening programs. However, few volunteers can commit to 30 or more weekly sessions during the school year. To increase program reach while maintaining educational quality, an eight-week in-school 4-H Junior Master Gardener program was developed and delivered during third-grade science periods. The program had two primary objectives: (1) increase the number of schools served by Master Gardener Volunteers, and (2) teach youth plant science and water conservation concepts using hands-on gardening activities aligned with Florida state science standards. The program consists of eight one-hour lessons delivered weekly during the school day. Lessons include lectures, demonstrations, and hands-on activities such as reading seed packets, planting seeds, seed dissection, identifying xylem and phloem in celery, and a watershed lesson using an Enviroscape model. A written curriculum aligned with Florida science standards guides instruction. Pre- and post-tests are administered to evaluate knowledge gain in watershed and water-pollution prevention concepts. This program has been underway for the past four school years. Master Gardener Volunteers are enrolled as 4-H volunteers and have completed background screenings. In 2025, six elementary schools participated in the 4-H Junior Master Gardener program. Four schools implemented the in-school model with 6 to 8 sessions per classroom, while two operated afterschool clubs. The program delivered 153 class sessions reaching 453 unique students. Pre- and post-test results demonstrated substantial knowledge gains. For example, correct responses increased 152% on identifying a watershed and 159% on understanding where storm drains empty. Knowledge of pollution prevention actions increased by 43%. Across four school years, knowledge gains ranged from 37% to 257% across watershed and pollution-prevention questions. Implementing an eight-week classroom curriculum allowed Master Gardener Volunteers to partner with more schools while delivering meaningful science education. Youth participants demonstrated increased knowledge of plant science and water conservation concepts through classroom instruction and hands-on learning activities. Other counties with a high demand for school gardening programs could replicate this short-term program model in order to serve more students.
Authors: Tonya K. Ashworth
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Tonya K. Ashworth Extension Agent , University of Florida, Florida, 32254-2083