In this issue of our BCAITC Teacher Champion series, we profile BC teacher Diana McAllister. Discover her passion for educating students about BC agriculture, food, and the environment.

Q. What school do you teach? A:I teach at Auguston Traditional Elementary School in Abbotsford, BC.

Q: What grade(s) do you teach? A: I teach Kindergarten.

Q: How and when did you first learn about BCAITC? A: I learnt about BCAITC from a parent volunteer who used to organize the BC School Fruit and Vegetable Nutrition program seventeen years ago. She suggested the Spuds in Tubs program for my classroom.

Q: How long have you been teaching students about BC agriculture and food? A: I attended BC Dairy's nutrition workshops when I was a teacher in training back in the 1980s, which sparked my journey of incorporating BC agriculture and food into the classroom. In my first few years of teaching, I had a cooking program with my grade one students, and after that, I began exploring ways to create a school garden.

Q: What are the most important things that you want your students to learn about BC agriculture and food? A: I think it is essential for students to understand how simple it can be to grow their own food. Throughout my years of using the Spuds in Tubs program with students, I have frequently heard them express their dislike for potatoes when we are preparing to plant them. However, those same students often end up saying that they love eating the potatoes we grew (proving the old adage that homegrown food tastes better).

Q: BCAITC has over 500 free downloadable resources including lesson plans, activities, videos, recipes, and more! What is your favourite BCAITC resource and why? A: The resource I have utilized the most is the Spuds in Tubs Handbook. It is incredibly informative and easy to follow. Additionally, I like the storybooks that accompany the program.

Q: What is your favourite BCAITC program and why?  A: The program that has had the biggest impact on me is the Spuds in Tubs program. Every year, I cherish the excitement of the students when we tip the tub over to reveal the potatoes. The joy on their faces as they dig into the dirt and pull out a potato is incredible. From start to finish, there is so much valuable learning occurring across all curricular areas in this program.

Another one of my favourites is the Planting a Promise program, which is invaluable for teaching students about the life cycle of daffodils. The students are thrilled when the first shoots of the daffodils emerge from the soil in the spring. I also love the beautiful art projects they create after examining the blooms.

In the past years, I appreciated the BC School Fruit and Vegetable Nutritional Program because it sparked discussions on nutrition and provided the students an opportunity to taste a variety of fruits and vegetables.

Q: Describe an agriculture or food-based project/program you have implemented in your classroom/school recently.  A: Our school PAC has supported us in expanding the Spuds in Tubs program by helping cover the costs of soil, tubs, and seed potatoes, allowing our K-3 students to engage in planting. They also contributed to the development of a school garden where we grow lettuce, garlic, pumpkins, and various other plants. In June, the K-3 students harvest the lettuce and potatoes, and parent volunteers assist in preparing a “Spuds and Salad” luncheon for the classes. The Kindergarten students planted the garlic in the fall, which will be then harvested in July. This garlic is used to make garlic butter for the students when they return for grade one in the fall.

Q: Do you have any advice for other educators on how to integrate agriculture and food education into their curriculum?  A: The Spuds in Tubs program is an excellent starting point for integrating agriculture and food education into the curriculum. Going a step further by creating a school garden allows students to engage in hands-on learning projects throughout the year. For example, they can plant bulbs and garlic in the fall, potatoes and lettuce in the spring, and study Indigenous plants like huckleberries and salmonberries. Additionally, a school garden fosters connections with the community through activities such as donating lettuce and garlic to the food bank and offering bouquets of flowers to passersby. One important lesson I learned from creating a school garden is the necessity of having access to water through an irrigation system and timers. I was also fortunate to have a “buddy,” Robert Carmichael, a retired administrator, who helped prepare the garden for planting, as well as with weeding and maintenance.

About the Teacher Champion Series: This monthly BCAITC series features BC teachers and school staff who are passionate about providing agriculture and food education to K-12 students. For more information, contact BCAITC Communications Coordinator, communications@aitc.ca.