This topic develops students’ will be able to:

• Understand the principles of traditional urban gardening 

• Apply sustainable gardening practices 

• Produce and use compost 

• Use different plant propagation techniques 

• Prepare and maintain garden beds 

• Grow fruits, vegetables, vines and ornamental plants 

• Apply the basics of landscape design 

• Understand modern urban agriculture systems 

• Recognise the importance of green infrastructure and biodiversity.

After completing this unit, participants will be able to:

• •  Explain the concept of traditional urban gardening 

  •  Apply sustainable gardening practices 

  •  Produce and use compost 

  •  Propagate plants using different techniques 

  •  Prepare and maintain different garden beds 

  •  Grow vegetables, fruits, herbs, vines and flowers 

  •  Apply basic landscape design principles 

  •  Plan a simple urban garden 

  •  Distinguish between different urban farming systems 

  •  Explain the environmental benefits of green infrastructure.

EQF levels 3 and/or 4. 

Learning objective: Students plan an urban garden on a limited area, taking into account sustainable principles. 

Resources required: Empty yard (e.g. 10 × 10 m), compost bin, rainwater collector, flowers.

Activity procedure:

- Divide students into groups of 3–5.

- Each group receives a plan of an empty yard (e.g. 10 × 10 m).

- They plan: - a vegetable area,

- a space for herbs,

- a flower bed for pollinators,

- a compost bin,

- a rainwater collector,

- paths,

- a resting area.

At the end, they present their solution and justify it.

Resources required: Cards or pictures of different waste (banana, plastic bottle, eggshells, cardboard, grass, metal can, coffee grounds, meat, newspaper, leaves, etc.)

Activity procedure:

Students classify materials into: - suitable for compost,

- not suitable for compost,

- conditionally suitable.

Then they explain their decisions together.

Extension of the activity: Groups create the ideal sequence of compost layers.

Resources required: Photos of plants with different damages.

Activity procedure:

Each group is given a photo with the help of which they determine: - what they notice,

- whether it is a disease,

- a pest,

- a lack of nutrients,

- a sustainable solution to the problem.

Finally, students prepare a short presentation.

Resources required: They can use graph paper or a digital tool (e.g. Canva, SketchUp).

Activity procedure:

Each group creates a plan for a raised bed, which must include:

- dimensions,

- materials,

- layers of the bed,

- plant selection,

- reasons for selection.

Resources required: Poster sheet, markers, cards of different plants (tomatoes, basil, onions, carrots, beans, cucumbers, potatoes, lettuce, marigolds, lavender and other plants).

Activity procedure:

Students are given cards of different plants (tomatoes, basil, onions, carrots, beans, cucumbers, potatoes, lettuce, marigolds, lavender and other plants).

They create the best combination of plants on one bed. Then they explain:

- which plants support each other,

- which are not good neighbors,

- explain the reasons why the plants get along well and why not.

Resources required: mother plants that are suitable for propagation.

Activity procedure:

Each student prepares: - a cutting of mint,

- rosemary,

- lavender or geranium.

Finally, they describe: - the procedure,

- the conditions for rooting,

- the advantages of vegetative propagation.

After a few weeks, they monitor the results and development of the cuttings.

Resources required: Cardboard, sheets, drawing materials, glue, photos of urban areas that would make sense to green.

Activity procedure:

You show a photo of a large concrete city square. The groups prepare a proposal for its redevelopment.
They must include: - trees,

- green roofs,

- vertical gardens,

- rainwater harvesting,

- areas for people,

- plantings for pollinators.

Finally, they present the project as urban planners. They can draw a plan or make a model of the urban space.

Resources required: Notebook, pocket calculator

Activity procedure:

Students are given the following information:

- a household produces 120 kg of biowaste per year,

- composting reduces the amount of waste by 70%.

Students calculate:

- how much waste they save,

- how much compost is produced,

- what impact this has on the environment.

Students can extend the example to the whole school.

Resources required: Poster sheet, markers

Activity procedure:

Students are given a specific topic, e.g.: Should the city build a community urban garden?

In the group, they determine the roles:

- municipality,

- gardeners,

- residents,

- environmentalists,

- investor,

- architect,

- school representative.

Finally, they prepare a vote. The activity develops argumentation and understanding of different interests.

Resources required: Photocamera, green urban areas
Activity procedure:

Students look for:

- green areas,

- trees,

- flower beds,

- water reservoirs,

- green roofs,

- plants for pollinators,

- permeable surfaces in the school area.

Finally, students take photographs of their findings and prepare a short report.

Resources required: Poster sheet, markers

Activity procedure:

Each group creates a flower bed plan. They should include:

- a selection of plants that bloom from spring to autumn,

- different plant heights,

- native species,

- access to water for insects.

Finally, they present how their garden supports biodiversity.

Resources required: Poster sheet, markers/ PC with draw application

Activity procedure:

Each student designs a 2 × 3 m balcony. They should choose:

- vegetables,

- fruits,

- herbs,

- flowers,

- watering method,

- containers,

- composting or other sustainable solution.

Present the project with a sketch or digital plan.

Resources required: Poster sheet, markers, notebook, pocket calculator / PC with draw application,

Activity procedure:

Students prepare stations with challenges:

- correctly sort materials for compost,

- identify a plant,

- create a circle,

- identify good neighbors,

- solve a watering riddle,

- identify a pollinator.

Each correct solution provides part of the password to "unlock" the next task.

Resources required: Poster sheet, markers, notebook, pocket calculator / PC with draw application

Activity procedure:

Students:

- analyze the space,

- prepare a plan,

- calculate costs,

- select plants,

- prepare a timeline,

- make a presentation for the school management, classmates, teachers or parents.

- create a garden according to the plan.

If implementation is not possible, the project is concluded with a conceptual design.

Resources required: Poster sheet, markers, notebook, pocket calculator / PC with draw application,

Activity procedure:

As a synthesis of the learning unit, students in groups can prepare a comprehensive project for a sustainable urban garden, which includes:

- planting plan,

- compost bin,

- rainwater harvesting,

- crop rotation,

- flowers for pollinators,

- elements of green infrastructure (e.g. green roof or vertical garden),

- assessment of environmental and social benefits.

The project is presented in the form of a poster, model or digital presentation and justified from the perspective of sustainable development, functionality and biodiversity. Such a final task connects most of the learning outcomes and encourages collaborative and problem-based learning.

• Prinzessinnengärten – Berlin, Germany

A community garden established in 2009 on abandoned urban land. Plants are grown in mobile containers, raised beds and recycled containers.

The use of recycled materials, container growing, composting, rainwater harvesting, local community involvement and educational workshops have been introduced as good practices.

The results are the revitalization of the degraded area, increased biodiversity and strengthening the social cohesion of the residents.

• Organopónicos – Havana, Cuba

After the economic crisis in the 1990s, Cuba developed an extensive system of urban agriculture (Organopónicos). Depending on the needs, many good practices have been implemented, such as organic food production, the use of compost, biological plant protection, local supply of residents, and reduced use of artificial fertilizers.

The results were greater food self-sufficiency, less food transportation, and reduced environmental impact.

• Brooklyn Grange – New York, USA

The largest rooftop farm in the world with more than 2 hectares of green space on the roofs of buildings, where good practices include roof gardens, vegetable production, beekeeping, rainwater harvesting, and composting.

The project results are: dozens of tons of vegetables produced annually, reduction of the urban heat island effect, and retention of rainwater.

• Incredible Edible – Todmorden, United Kingdom

The entire city participates in public food growing in parks, schools, train stations, and other public spaces. Community gardens have been created that have enabled free access to food. Schools are also involved in the production, and above all, local volunteering is being strengthened.

Increased nutritional awareness, community empowerment, and local economic development are important results of this project.

• DakAkker – Rotterdam, Netherlands

It is one of the largest rooftop gardens in Europe. The result of the green roof is the production of vegetables and fruits, beekeeping, rainwater harvesting and urban biodiversity. All this helps to cool the building, reduce the risk of flooding and improve air quality.

• Community Gardens – Vancouver, Canada

The city supports more than a hundred community gardens, the characteristics of which are shared land use, composting, the involvement of the elderly and young and organic farming. In addition to the production of food itself, better social cohesion has emerged, there are more green spaces in the city, and the food produced is also healthier.

• Singapore – a city in a garden

Singapore systematically integrates green infrastructure into urban planning. It introduces a number of good practices - green roofs, green facades, vertical gardens, urban orchards and rain gardens. This helps to reduce overheating of the city, improve air quality and increase biodiversity.

• Gardeners in Ljubljana and other cities in Slovenia

Many cities in Slovenia allow residents to rent landscaped gardens for self-sufficiency. The tradition of growing their own food is widespread in Slovenia. Having their own garden is a privilege that city dwellers are especially aware of. It is mostly organized urban gardening, where composting, rational use of water, organized infrastructure and the promotion of local production are taken care of.

The results are greater self-sufficiency, organized green spaces and greater connectivity of residents.

• Teaching gardens of Slovenian primary and secondary schools

Many schools (OŠ Trebnje, Grm Novo mesto, Biotechnical Center Naklo, Biotechnical School Maribor) use school gardens as outdoor classrooms. Many good practices also appear in these gardens, which also have an educational role. Students learn composting, preparing raised beds, collecting seeds, growing herbs, and practical learning is at the forefront.

In this way, practical competences are developed, environmental awareness is increased and different subjects are connected.