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Farm to School​

Farm to School Resources

This page has resources for integrating nutrition and agriculture education into the classroom as well as opportunities to extend learning outside of the classroom, whether it is in the school garden or on farm field trips!

Programs Planning Guide

Questions to consider when starting or growing a farm to school, farm to child care, or farm to summer program.

Classroom Cooking Cart

Suggested materials and items to have on hand for taste tests or cooking demonstrations in the classroom.

Book Guide

A suggestion for books and online resources to consider for your classroom or school library.

Garden Toolkit

This guide can be used to determine in-season foods to serve as part of classroom taste tests and curriculum.

Helping in The Garden

From helping pull weeds at age 3 to harvesting as they get older, there are many tasks for kids in the garden.

Certified South Carolina Coloring Book

This coloring book shows kids the most popular fruits and vegetables that grow in South Carolina.

Taste Test Guide

A taste test is an activity that introduces children to foods they may not have tried before.

Farm to School At Home Guide

Use this guide as a start to creating your own farm to school program at home.

Additional Resources

Garden Toolkit

The South Carolina Garden Toolkit was created by members of the South Carolina Farm to Institution Program. The Garden Toolkit was prepared to assist you in implementing a garden in your community. We wish you the best of luck and would love to hear your success stories!

Lending Library

Farm to School has a lending library available where you can check out books about gardening and eating healthy.

Field Trips

The SC Agritourism Association is your go to resource to discover interactive farms in your area that offer field trips for children of all ages!

Palmetto Pick of The Month

This resource can be used when creating classroom taste tests or as a guide for food service buyers.

Farm to School Month

Join us and thousands of schools as we celebrate food education, school gardens and lunch tray’s with healthy, local food.

What's In Season

Find fruits and vegetables in season this month!

Farm to Early Care & Education​

Farm to Early Care & Education Resources

Nutrition education can help young children learn healthy eating habits that will carry into adulthood. Child care providers have the opportunity to introduce a variety of foods, educate children on the growing process and sources of different foods to help shape lifelong eating habits.

Preschool Book Guide

Using books is a fun and engaging tool to teach children about agriculture.

Taste Test Guide

A taste test is an activity that introduces children to foods and beverages they may not have tried before.

Preschool Cooking Abilities

Engage students by incorporating cooking techniques based on their abilities.

Additional Resources

Garden Toolkit

The South Carolina Garden Toolkit was created by members of the South Carolina Farm to Institution Program. The Garden Toolkit was prepared to assist you in implementing a garden in your community. We wish you the best of luck and would love to hear your success stories!

Lending Library

Farm to School has a lending library available where you can check out books about gardening and eating healthy.

Field Trips

The SC Agritourism Association is your go to resource to discover interactive farms in your area that offer field trips for children of all ages!

Palmetto Pick of The Month

This resource can be used when creating classroom taste tests or as a guide for food service buyers.

Farm to School Month

Join us and thousands of schools as we celebrate food education, school gardens and lunch tray’s with healthy, local food.

What's In Season

Find fruits and vegetables in season this month!

Grow It, Try It, Like It!

Nutrition Education Kit Featuring MyPlate is a garden-themed nutrition education kit for child care center staff.

Growing Minds

Build connections between the outdoors and the classroom while introducing children to new fruits and vegetables.

Harvest for Healthy Children

Activity kits developed by teachers and childcare providers to inspire children with fresh food grown close to home.

Cultivating Resources

Cultivating Resources

Now that the garden is growing and you are harvesting regularly, it is important to think about ways to sustain these efforts. One major responsibility of the garden committee is to find funding opportunities and secure resources to keep the garden thriving.

It is important to get buy-in for support and participation from community members and organizations. Gardens can bring together many community entities and provide opportunities for involvement to anyone who has an interest. The garden committee should consider these questions when preparing to reach out to the community:

  • Which organizations in the community are potential partners?
  • Do other gardens or gardening organizations exist within your community?
  • Which organizations and community members share a passion for gardening?

Asking for monetary and in-kind donations might seem challenging, but it is a simple and necessary task to keep the garden growing. Be willing to step outside of your comfort zone and ask for support. Finding help in the form of volunteers and financial support reduces the challenges of high out-of-pocket costs for committee members, and many businesses and organizations are willing to help! Developing relationships with organizations and members of the community will encourage the support of the garden and this chapter will focus on how to secure donations. There are three main types of donations, which are below, that will help sustain your garden and each will require different approaches.

1. Time
2. Resources or In-Kind Donations
3. Monetary Donations

Time

When seeking volunteers to provide their time to help with the garden, success will come from searching for people who are knowledgeable and passionate about gardening. There are a number of ways to recruit volunteers, such as posting a notice in a newsletter or to a social media site. If you are having a garden work day and would like to recruit a large group of volunteers, consider submitting a press release. This is a great way to let the community know a work day has been scheduled and volunteers are needed. Below is a sample press release letter which is one method to help recruit volunteers for an event.


SAMPLE MEDIA ADVISORY

DATE

CONTACT: Jane Smith

(803) 123-4567

FOR IMMEDIATE RELEASE May 28, 2010

WHAT: Townville Elementary School Garden Harvest Event

WHEN: Wednesday, June 9, 2010 – 2:00 p.m. – 4 p.m.

WHERE: Corner of Main and Oak Streets, Townville, S.C.

WHO: Everyone is invited!!

Public invited to the School Garden Harvest Event

TOWNVILLE, S.C. – Principal John Doe and the City Council invite everyone to attend the Harvest Dinner of the Townville Elementary School Garden at the corner of Main and Oak Streets in Townville, S.C. Hugh Weathers, Commissioner of Agriculture, will be on hand to greet everyone at 2:00 p.m.

Children and teachers from Townville Elementary have been nurturing and growing fresh tomatoes, peppers, sweet corn and a variety of other fresh vegetables all spring and now they want to share the fruits of their labor with the community!

What better way to celebrate summer than with a meal from the fresh produce grown in the school garden and fresh flowers grown by the students and teachers at Townville Elementary. Parking will be available in the school parking lot out front.

To participate in this wonderful event or for more information about the Townville Elementary School Garden Harvest, call Jane Smith, garden coordinator, at (803) 123-4567.

###


In addition to the press release, there are other options to consider when recruiting and securing volunteers.

RECRUITING VOLUNTEERS

• Recruit volunteers through  horticulture clubs, local businesses, Clemson Extension, Boy/Girl Scouts, YMCA, Master Gardeners, 4-H, FFA Chapters, volunteer fire departments and other service organizations.

• Find organizations within your community that require members to complete service hours.

• Reach out to parents to volunteer through newsletters, PTO/PTA meetings, open houses and social media.

• Market this volunteer opportunity as a hands-on, exciting and rewarding experience.

• Contact your volunteers often, whether this is through e-mails, newsletters or web site postings.

WORKING WITH VOLUNTEERS

• Schedule a time to meet with the volunteers to tour the garden and discuss how they will be helping in the garden.

• Establish clear roles and responsibilities for volunteers to provide them with a greater sense of ownership and regularly provide feedback about their performance.

• Invite volunteers to committee meetings so they can share prior experiences.

• Show appreciation by thanking volunteers for all of their hard work. Send personalized thank you notes from the garden committee or
children.

Resources or In-Kind Donations

When seeking donations from local community organizations and businesses target those with services that match your needs; be specific, transparent and professional with your requests. Carefully create a donation letter unique to each organization and business. Develop a reasonable “wish list” as a garden committee to include with the letter. Dropping it off in person with a store manager/owner will help make a personal connection, increasing the likelihood he or she will want to donate to the garden. If donations are received, acknowledge and thank donors by sending them a thank you letter. Donors can also be recognized on garden signs, websites, social media or any other events related to the garden.


SAMPLE DONATION REQUEST LETTER #1

Date

Name of Business Address of Business City, State Zip Code

Dear [potential funder],

The [enter appropriate grade(s)] grade children at [insert preschool/school name] have planned a preschool/school vegetable garden that will include a birdhouse and journaling benches. They are hoping to plant the garden in the spring and they are asking for your help.

Please consider donating some of the tools we will need for this new garden. We need hand trowels, rakes and hoes for our [insert #] children. Whatever you are able to
provide us would help out. Our children would love to use wheelbarrows and wear garden gloves!

We will have a groundbreaking ceremony this spring in the garden in front of the school. You and your staff are invited to help break ground for the first plants that will be grown. We will provide more details closer to the date, but we hope you will be able to join us!

Thank you very much for your help.

[Insert your preschool/school name] and the children of [insert preschool/school name]

[Insert Preschool/School Contact Information]

Students can even sign their names at the bottom to personalize the letter even more.


SAMPLE DONATION REQUEST LETTER #2

Date

Name of Business Address of Business City, State Zip Code

Dear [Potential funder name],

[Your preschool/school name] is interested in beginning a garden for our classrooms. With limited funds in our budget for special projects, we are unable to cover the cost of this activity. We are therefore requesting that community partners join us in implementing this worthwhile program for our children.

Gardens are a special kind of learning center for children. A garden:

Encourages fruit and vegetable consumption.

Promotes physical activity.

Provides an opportunity for children/students to connect with nature.

Helps students better understand the origin of food.

The gardening project proposed for [Your preschool/school name] will begin with lessons about how plants grow. Each child will participate in the planting, harvesting and maintenance of the garden. Children will be able to care for and watch the progress of their growing plants as they connect to where their food comes from.

This request is being submitted to [Potential funder name] to fund the materials and supplies needed for the proposed plan is to plant the garden in [Month]. If funding is approved, please resubmit to:

[Your preschool/school name]

[Garden Committee Contact]

[Address]

Thank you for your consideration of this proposal. If you have any questions or would like more detailed information about this project, please feel free to contact me. I look forward to hearing from you soon.

Sincerely, [your name here]

Monetary Donations

Fundraising is a tool for gaining community support and resources for the garden. It can be an on-going project or a one-time event. Below are some fundraising suggestions:

  • Harvest produce or small bunches of flowers from the garden to sell at a regularly occurring market
  • Sell seedlings at an annual plant/flower sale event
  • Create a recipe book based on the produce grown
  • Sell handmade items such as garden art

Grants are a monetary award to help fund projects which can help sustain the garden. Grants are awarded from all levels of government, private foundations and corporations. The grant process requires submitting an application that should be thoroughly developed and reviewed. Follow the instructions for the grant you are applying for and provide a persuasive argument for why the garden is worth funding. The funding cycles vary across grant opportunities; be aware of the submission requirements and deadlines when applying.
This list of grants provides a snapshot of organizations that typically fund gardens.

 

Curriculum Integration

Integrating Curriculum

The garden does not have to be in full bloom before it can be used as a tool for learning. Providing some early learning experiences will help stimulate children’s thinking about gardening, and it is a great way for teachers to assess children’s current knowledge and interest. By understanding what children already know about a topic, experiences can be planned that not only extend current knowledge, but generate excitement! You are not limited to only doing garden activities outside. By bringing the garden indoors, it can be a resource for curriculum and daily activities.

The garden is not meant to take away from time learning, it is meant to be incorporated into everyday learning activities and lessons!

Integrating the Garden into Child Care & Preschool Settings

The garden is a great learning tool for children and tying it into daily activities can help address many of South Carolina’s Early Learning Standards. Encourage children to help with all phases of the garden, whether it is the development, planning, harvesting or maintenance. Below are some examples of activities and tasks that meet South Carolina’s Early Learning Standards:

• When planting in the garden, children can assist with measurement of how far apart and how deep to plant seeds and seedlings (M-K-5)

• Working as a team within your center to help maintain your garden allows children to learn how to interact with others and express their feelings appropriately (SE-K-4)

• Designating roles and responsibilities for each child to have in the garden will help them develop and appreciate their own abilities and accomplishments (SE-K-1)

Each of the experiences described address several standards outlined in the document titled Good Start Grow Smart Standards: South Carolina’s Early Learning Standards for 3, 4, & 5 Year-Old Children.

 

READ BOOKS ABOUT GARDENING/PLANTING

Ask questions about the content of the story (e.g., “What do you think will happen next?” “What would happen if…”). Some book suggestions:

  • Growing Vegetable Soup by Lois Elhert
  • Planting a Rainbow by Lois Elhert
  • Eating the Alphabet by Lois Elhert
  • How a Seed Grows by Helene J. Jordan
  • The Tiny Seed by Eric Carle
  • The Vegetables We Eat by Gail Gibbons
  • I Heard It from Alice Zucchini by Juanita Havill
  • The Curious Garden by Peter Brown
  • The Carrot Seed by Ruth Krauss

  Examples of Good Start Grow Smart Standards addressed:

    ELA-3K-1.11: Explore books with an adult or another child.
    ELA-4K-3.14: Beginning to understand that letters can represent speech sounds.
    ELA-K.1.11: Read independently for pleasure.

 

INCLUDE NON-FICTION AND INFORMATIONAL BOOKS ABOUT FRUITS, VEGETABLES, FLOWERS AND GARDENING IN THE CLASSROOM LIBRARY, DRAMATIC PLAY EXPERIENCES AND WRITING CENTER

Choose books with colorful photographs; they do not have to be specifically written for children. Discuss the photos and text with the children, encouraging them to draw, write and talk about the information in the book.

  Examples of Good Start Grow Smart Standards addressed:
    ELA-3K-1.1: Explore realistic books and materials in classroom centers.
    ELA-4K-2.4: Incorporate information from informational texts into play activities.
    ELA-K-6.2: Recognize that information can be found in print sources (e.g., books and pictures)

 

SET UP A DRAMATIC PLAY EXPERIENCE, EITHER INDOORS OR OUTDOORS, THAT ENCOURAGES PLAY RELATED TO GARDENING

This could include:

  • Artificial fruits, vegetables and flowers
  • Flower pots, gardening spades and watering cans
  • Gardening gloves, aprons and sun hats
  • Potting Soil (optional)
  • Empty seed packets
  • Paper and pencils so children can make lists, labels, signs, etc.

  Examples of Good Start Grow Smart Standards addressed:
    AL-3K-4.2: Organize actions and materials needed for play in the learning environment.
    AL-4K-1.1: Show creativity and imagination when using materials in representational play.
    AL-K-3.2: Demonstrate initiative in planning, creating and carrying out activities.
    M-K-1.6: Use a variety of forms of mathematical communication.

 

TO INCLUDE FAMILIES, SEND HOME A SHORT SURVEY TO LEARN MORE ABOUT FAMILIES’ GARDENING EXPERIENCES OR THE KINDS OF FRUITS AND VEGETABLES EATEN AT HOME

Include questions like, “Do you have a garden? If yes, what kind; in-ground garden, raised-bed garden, or container garden”, “What grows in your garden?”, “What kinds of vegetables do you like to eat at home?” and “How do you prepare them?”. The children could also be invited to help develop the survey, including questions they would like to ask their family members. When surveys are returned, discuss the results with the children. Make charts and/or graphs to share the results. (e.g., How many children have gardens at home? How many families eat carrots at home? How many families have flowers growing in their yard?). Post these charts for families to see and discuss with their child.

  Examples of Good Start Grow Smart Standards addressed:
    ELA-3K-4.8: Participate in small group reflections on a recent event.
    ELA-4K-4.1: Describe events of personal significance.
    AL-K-2.2: Demonstrate eagerness and interest as a learner by questioning and adding ideas.

 

GO ON A “PLANT HUNT”

Take a walk outside and talk about all the different kinds of plants that the children see. Identify the leaves, stalks, trunks, blooms, etc. When finished, provide children with blank paper and crayons and tell them to draw something they saw on the plant hunt. Ask the children to describe their drawings, writing their words on their drawing.

  Examples of Good Start Grow Smart Standards Addressed:
    ELA-3K-4.8: Participate in small group reflections on a recent event.
    ELA-4K-4.3: Creates a picture and labels it orally.
    PD-K-2.3: Use drawing and writing tools with some control and purpose.

 

WHEN ENGAGING IN VARIOUS EXPERIENCES RELATED TO YOUR GARDEN, BE SURE TO ASK CHILDREN A LOT OF QUESTIONS AND GIVE THEM THE OPPORTUNITY TO TALK ABOUT WHAT THEY SEE, KNOW AND WONDER ABOUT

Use children’s discussions and answers to questions to help select books and materials about gardening. This information will be helpful in planning meaningful experiences to extend their knowledge and to support conversations with them while working in the garden. Listening to children will not only help the caregiver decide what
experiences will be most meaningful to them, but will help the caregiver know what the children love to do! Examples of questions that could be asked include:

  • What kinds of vegetables do you like to eat?
  • What kinds of fruits do you like to eat?
  • Where do fruits and vegetables come from?
  • Why are plants important?
  • What can you do with plants?
  • How do you plant a seed?
  • What do you think plants need to grow?
  • What do you think you need to do to take care of a garden?

  Examples of Good Start Grow Smart Standards addressed:
    AL-3K-5.1: Talk about prior events and personal experiences.
    AL-4K-5.4: Demonstrate growing ability to predict possible outcomes based on prior experiences and knowledge.
    ELA-K-4.2: Generate complete sentences orally.

 

EXPLORING NEW FRUITS AND VEGETABLES

When presenting new items for children to try, it is important to focus on the sensory experience before expecting them to eat a new food. The exploration of the produce can help spark interest and curiosity, in turn increasing the chances of children trying a new food.

  1. Starting off with a mystery bag/box, place a produce item inside. Have children use their sense of touch to explore if the item is smooth, rough, hard, soft, etc. and if possible, have an option with the item cut so children can also feel the interior. Ask them to describe it.
  2. Remove the item from the box and ask the class if they have ever seen the item before. Talk about the exterior of the item and if possible, the interior. If it is something that comes in a variety of colors, talk about the different options. Ask them if they have ever eaten that item and if so, how was it prepared?
  3. Ask the children to draw the item using various drawing tools.
  4. Ask the children what the first letter of the item is and to think of other fruits and vegetables that start with that letter. Have children write down their words or do it on a white board as a group. Write down the adjectives that are used to describe the item as well.
  5. Wrap up by reminding the children that eating fruits and vegetables makes us healthy and strong because they have lots of vitamins that help us grow!

  Examples of Good Start Grow Smart Standards addressed:
    ELA-5: The child will begin to write for a variety of purposes and audiences.
    ELA-6.3: The child will begin to access and use information from a variety of sources – classifying information
    PD2: Fine Motor Control: Children use their fingers and hands in ways that develop hand to eye coordination, strength, control and small object manipulation.

 

CONDUCT A TASTE TEST OF THE CROPS THAT WERE PLANTED IN THE GARDEN 

Plan a taste test of the vegetables that will be planted in your garden. A taste test is an activity that introduces children to foods and beverages they may not have tried before. A taste test can be conducted during snack time or mealtime or as a stand-alone activity in the classroom. See Suggestions for a Successful Taste Test below.

Let families know in advance there will be a taste test so the center can be made aware of any allergies or sensitivities their child may have. After the taste test, help each child complete an “Eat Smart…It’s a Matter of Taste I Tried It” Card. Send this card home to let families know the foods they tried at the center. This card can be found at the end of this section.

Conduct a poll about which vegetables children liked most and liked the least. Create a picture graph with the children to share the results. For example, on a piece of poster board, create columns with photos of the crops the children tasted across the top. Have children draw a check mark under what they liked. Total the check marks in each column to reveal their favorites!

Suggestions for Successful Taste Tests

  1. Prepare To Grow. Involve the children and all their senses in exploring the fruit or vegetable. Children are more likely to try a food that they have explored.
  2. Sow Seeds of Success. Children will be more willing to try a food if they know it is okay to remove something they do not like rather than swallow. Never force a child to eat a food. Model how to politely decline to taste a food or use a napkin to remove the food from the mouth.
  3. Seed and Re-seed. Plan to offer the food many different times. Studies show some children need to be offered a food up to five times before they will taste it. In addition, the food may need to be offered more than a dozen times before a child will choose to eat it at a meal. Do not give up – some seeds take longer to grow than others.
  4. Start in Fertile Ground. Offer new foods first to children willing to try new things. Watching a peer eat a food can help the most reluctant eater bud into a food taster.
  5. Be Still, Little Seed. For safety’s sake, have the children eat while seated, not walking around. Moving while eating can increase the risk of choking.
  6. Offer Bites, Not Bushels. Offer small tastes of a food at first. A child can be overwhelmed by a large portion and may even refuse to try a food, fearing it must be finished. Portions need to be small enough for small mouths and large enough so a child has to chew the food. It is safer to have a piece that cannot be swallowed whole. Be prepared to offer more if a child desires to taste again.
  7. Know the Growing Season. Fresh fruits and vegetables in season usually taste best and are less expensive. Use your harvest finder, SC Produce Availability Chart or Palmetto Picks to choose from what is in season. In South Carolina, produce is available year round!

(Source: Eat Smart Move More Grow Healthy Toolkit, Department of Health and Environmental Control, 2012. Adapted from “Growing Great Tasters: Strategies for Food Tasting”, Grow It, Try It, Like It! Preschool Fun with Fruits and Vegetables; US Department of Agriculture’s Team Nutrition)

Integrating the Garden into School Settings
ACADEMIC STUDENT INVOLVEMENT

The school garden is a fun addition that is not meant to take away time from learning, but rather to be used as a tool in the learning process. As mentioned in Chapter 1, one of the benefits of the garden is academic growth among students. When the garden is incorporated into the classroom, students are given a new set of learning opportunities. There are many demands placed on teachers and students for meeting academic standards; address these standards in a setting naturally fit for exploration and discovery. This section of chapter 7 provides examples for incorporating the garden into main academic disciplines of grades kindergarten through twelfth.


 SCIENCE

The easiest fit most teachers see for incorporating the garden into a classroom subject is with science. The scientific method is a perfect fit for all grade levels, whether it is making observations, forming a hypothesis or designing an experiment. Below are some more suggestions for activities from different science disciplines that are a great fit with the garden:

     


 MATHEMATICS

All levels of math skills can be used in the garden! Math can be part of the garden from the beginning when planning the size of the garden to the end when measuring and weighing the produce that is harvested. Below are some more suggestions for incorporating math skills:

  • Measure the growth rates of plants, display results on different types of graphs and make predictions regarding future growth
  • Tally cricket chirps to estimate temperature
  • Use graph paper to make a map to scale of your garden
  • Calculate amounts of fertilizer to use per quart and per liter of water
  • Chart temperatures of the air and soil in your garden in Fahrenheit and Celsius
  • Determine the weight and volume of soil mix when wet and dry
  • Determine the volume of soil in a rectangular window box
  • Measure the height of a group of plants and determine the mean, median and mode
  • Make a recipe that uses fruits and vegetables from the garden and requires various measuring techniques

HISTORY/SOCIAL STUDIES

Concepts from history and social studies can be built into gardening activities. There is a rich and diverse history of farming and agriculture across many cultures and this is an opportunity to link gardening activities with history lessons. Working in the garden is also a natural way to develop social skills for the students to learn how to work together. See the suggestions below for more ideas about incorporating social studies in the garden:

  • Study the contribution of Native American foods and other cultures’ foods to our history and diet; grow samples in the school garden
  • Trace the steps of a fruit or vegetable from the field to the table
  • Research and report on cultural or ethnic differences in food and gardening practices
  • Research agricultural history and create a timeline of important events
  • Visit some local farms and interview farmers about choice of crops, growing practices, marketing and farm history
  • Contact, report on or volunteer services at a local food bank, gleaning project or food cooperative
  • As a class, develop garden rules and then vote on them
  • Interview experienced community members, local farmers or senior citizens about their gardening/farming experiences
  • Research and report on how other cultures use and control insects

ENGLISH/LANGUAGE ARTS

Reading and writing are important skills to have in our everyday lives. Writing journal entries about experiences in the garden is a great way for children of all ages to strengthen their writing skills. Comprehension skills can be enhanced when reading information related to the planning, harvesting and maintenance of the garden. There are many books available, ranging from children’s picture books to extension guides, that are a great way to practice reading skills. Below are some more suggestions:

  • Keep daily garden journals documenting observations, weather conditions and classroom activities
  • Study and learn how to use seed catalogs
  • Write and compile a class gardening book with gardening skills and advice
  • Read the daily newspaper and bring in any articles related to gardening, food, farming, nutrition, hunger, etc.
  • Research the growing habits of the school garden plants using the Internet and reference material
  • Write letters to local merchants explaining the school gardening program and asking for donations
  • Write thank you notes to volunteers and garden sponsors
  • Brainstorm different adjectives to describe each plant in your garden
  • Study new vocabulary that relates to plants and gardens
  • Publish a class newsletter with student articles about the garden and distribute it to other classrooms and parents
  • Write step-by-step instructions for common garden activities
  • Read books and stories about plants and gardens
  • Prepare and deliver a presentation about the garden for other students, teachers and parents

ARTS AND CRAFTS

The garden is a great site for arts and crafts. Many aspects of the garden, whether it is a garden bed, pots or garden markers can be decorated as part of an art lesson. Do not forget you can even use parts of the garden and harvest for craft activities as well. Here are some more ideas:

  • Design labels to mark plants
  • Paint rocks to use as garden borders
  • Create paintings and drawings of garden plants
  • Paint a class garden mural to hang in the hallway for parents’ night
  • Make a seed mosaic
  • Create a color wheel collage using pictures from old seed catalogs
  • Make prints using paint and stamps made from various plant parts
  • Draw your dream garden
  • Paint a classroom mural using samples of different soils as the medium
  • Design labels for plants to mark plantings
  • Design T-shirts for your garden
  • Design a logo for your garden
  • Put together a photo essay of the garden

MUSIC/DRAMA

Whether it is singing garden songs or making musical instruments from the garden, there are a number of ways to bring music and drama class to the garden:

  • Make musical instruments from gourds
  • Create and perform a garden-inspired dance expressing the growth of a seed or the opening of a flower bud
  • Pantomime various gardening tasks (e. g., transplanting, fertilizing, sowing seeds, pollinating)
  • Learn a collection of songs that relate to food, gardens and the environment
  • Create a skit about food safety
  • Use a movie camera with single-frame capability to make a time-lapse film of a plant growing
  • Write parodies of well-known songs, turning them into gardening songs
  • Hold a harvest festival square dance
  • Take a garden-themed piece of children’s literature and do reader’s theater with it

HEALTH/NUTRITION

Aside from all of the delicious produce that can be sampled from the garden, the garden is a great tool for health and nutrition lessons. When sampling produce from the garden, incorporate it into a classroom taste test or do a cooking demonstration. Here are some more ideas for combining the garden with health and nutrition lessons:

  • Conduct a blindfolded taste test using classroom-grown vegetables and supermarket vegetables
  • Experiment with food preservation techniques (e.g., drying, freezing and canning)
  • Visit a local farm
  • Keep food journals that highlight how many fruits and vegetables are eaten and describe any new produce tried
  • Invite chefs from the community to do cooking demonstrations for students and parents with garden produce if available
  • Coordinate a cooking lesson in your school’s kitchen using the produce your class has grown
  • Ask cafeteria managers to share safe food handling information and provide tours of school kitchens
  • Create a classroom or school recipe book that features produce grown in the garden
  • Compare the nutritional content of different colors of a specific variety of vegetables grown
  • Visit a local farmers’ market or start a school farmers’ market
  • Grow and use fresh herbs to flavor your dishes with natural ingredients and decrease the use of salt in recipes
  • Create a school announcement promoting fruits and vegetables in season each month

 

  1. Disclosures (if applicable)

Harvesting

Harvesting

Now that the garden has produced fresh fruits and vegetables, it is time to harvest! This is a fun, educational and rewarding experience for everyone. Including children in the harvesting activities will make them proud of what they have grown and will encourage them to try new foods they normally would not try. 

How to Harvest

Most garden produce can be harvested with a shovel and a pair of scissors. The shovel will help loosen soil and dig up root crops like carrots and potatoes. Scissors are helpful when harvesting leafy greens and herbs. Remember, much of the produce can be picked by hand. If these tools do not get the job done, consider using more heavy duty tools. Adults should only use these types of tools when children are not nearby. Remember to always use caution!

The harvesting method depends on the crop being grown. Most produce can be categorized into three groups: plants that can be cut or pinched, plants that require digging up and plants that can be picked by hand. Below is a table that shows harvesting methods for common crops in each category.

 

Cut

Dig

Hand Pick

Lettuce Carrots Peas
Spinach Potatoes Tomatoes
Collards Onions Berries
Cabbage Beets Cucumbers
Kale Peanuts Melons
Chard Radishes Oakra
Basil Sweet Potatoes Squash
Parsley Leeks Sweet Corn
Mint Garlic Peppers
What's in Season

Use the South Carolina Produce Availability Chart as a guide to know when your produce should be ready.

Download the SC Produce Availability Chart

Post-Harvest

To incorporate the produce in the classroom curriculum, plan nutrition and cooking lessons, hold taste tests or have a market day to sell the produce. In the planning stage, the garden committee should have decided how to use the produce. Use that guide for choosing activities and ensure all food safety procedures are followed. If there is excess from your harvest that you will not be able to use, donate it to local organizations, shelters or food pantries. Donating food can strengthen relationships within the community. Check with the local department of health to follow any food safety guidelines.

Maintaining

Maintaining & Monitoring

Ongoing maintenance and monitoring is important for a plentiful, long-lasting garden. Regular maintenance can also aid in preventing pests. Maintenance during the growing season typically includes watering, weeding and fertilizing. Keeping logs of what is grown, volunteer participation and completed tasks will help with monitoring the regular activities in the garden. Long-term maintenance will include having a plan in place during vacation breaks. There are four main sections in this chapter:

1. General Garden Maintenance
2. Monitoring the Garden
3. Volunteer Logs
4. Vacation Maintenance

General Garden Maintenance

The following sections are listed in order of importance, from most frequently to less frequently.

 

WATERING

Depending on the weather and type of garden, watering will most likely be a daily activity once the plants are planted into the garden. During hot weather, plants may need to be watered more than once a day. Plants generally require about an inch of water every week and seedlings need more than plants. To reduce evaporation, water the soil directly, not the leaves.

Plants are often watered until the soil looks moist on the surface, but that might not be enough. After watering, test the moisture of the soil by poking a finger about an inch into the soil. If the soil around the roots of the plant is still dry, make sure to water more. There are a number of tools available for watering the garden. Watering cans and garden hoses are the least expensive options, but they are more labor intensive and require close monitoring. Other options include drip irrigation and sprinkler systems. These options ease the chore of watering, but are more expensive.

To maintain a healthier garden and lower water bill, consider the tips below to make every drop count:

  • Build good soil with soil amendments like compost
  • Group plants together according to their watering needs
  • Select the appropriate watering system for the garden and budget

 

THINNING PLANTS (early stages)

In order for plants to grow, they need a spacious environment. If plants are too crowded, their growth may be stunted. The process of thinning consists of the removal of plants in their early stages of growth. Thinning helps to reduce the competition among plants for the water and nutrients that are found in the soil. This is especially true for vine crops (e.g., cucumbers, melons and crookneck squash) because they can shade themselves and block sun exposure.

If transplanting seedlings, follow the directions for adequate spacing to prevent the need to thin plants later. If planting from seed, thin the plants to remove any extras when they are small and beginning to grow. Refer to the seed packet for more specific information.

 

PRUNING & STAKING

Pruning regularly helps support your crops because it takes away the excess growth. Follow the directions for each plant on how to properly prune branches and suckers.

Some plants, especially crawling plants, require additional physical support for proper growth. Use stakes or trellises to help support plants during growth. These can be made out of string and sticks to save money on purchasing garden supplies.

 

WEEDING

It is not just the look of weeds that is a problem; they can actually harm the health of your plants. Weeds compete for the same resources, sunlight, water and nutrients from the soil that plants need for growth and production. If a weed is visible, pull it! To avoid a more difficult task in the future, remove weeds regularly while they are small to prevent them from developing deep roots. This is a great task that children can be a part of.

To minimize weeds growing in the garden, place cardboard or old newspaper around or between plants to provide a barrier for weeds. Be sure to place mulch, grass clippings, or other organic materials on top of the cardboard or newspaper.

 

MULCHING

Putting mulch on top of the soil will help keep the moisture in and weeds out. Add untreated and chemical-free materials such as grass clippings, leaves or straw to the garden. This introduces more organic matter to the soil, helps maintain the moisture content of the soil and keeps the plants more hydrated between waterings.

 

CONTROLLING PESTS

Insects and bugs are a natural part of a garden. Most perform jobs like pollinating plants, recycling nutrients and eating other pests. On a regular basis, examine plants to make sure they are pest free. Use the following tips to help control unwanted pests in the garden:

  • Plant the garden with enough room for airflow around plants to avoid fungal diseases
  • Place a fence or other protective barrier (weed cloth or row covers) around the plants during the beginning stages of the garden to keep pests away
  • Remove pests and any dead or diseased plants
  • Grow plants suited for the location of the garden
  • Grow plants that will attract beneficial insects and worms, including:
    • Cornflower
    • Sweet alyssum
    • Borage
    • Fennel
    • Pussy willows
    • Mountain mints
    • Corn
    • Ornamental grasses
    • Golden marguerite
  • To identify specific pests, refer to the Additional Resources

If pests are still a part of the garden after using these preventive steps, chemical-free household remedies like Weatherly’s Bad Bug Soap Recipe may be an option for eliminating pest problems.

Observing the garden ecosystem is important to the learning process for children. You can incorporate lessons about insects and the environment.

 

FERTILIZING

Before adding fertilizer to encourage growth, a soil test should be completed. Use the results from this soil test and the directions on the label of the fertilizer to apply it properly in your garden. If you have a compost system, add it to the garden at the start of the season and work it into the soil.

 

Monitoring the Garden
GARDEN AND HARVEST LOGS

It is important to keep a log of when produce is planted, how often it is watered and harvest dates. This will be helpful when planting in future seasons by being able to look back and see what worked or what did not work. A log is useful if there are many people involved in caring for the garden. It will take the guess work out of whether or not it needs to be fertilized again, for example. The garden log does not need to be complex. Keep it simple!

 

Garden Planting Log

Download the Garden Planting Log

Garden Harvest Log

Download the Garden Harvest Log

 
 
ADDITIONAL IDEAS FOR MONITORING THE GARDEN
  • Scrapbooking and journaling
  • Taking pictures that can be shared in newsletters or social media
  • Asking children, parents and staff for feedback about the garden
  • Monitoring children’s performance and involvement (tests, projects, assignments, essays)
  • Creating and maintaining a garden blog
  • Distributing surveys to those involved in the development and maintenance of the garden
  • Tracking donations and financial support
  • Documenting awards and recognition
  • Administering awards or other forms of recognition related to garden involvement

No matter which option you choose, regular monitoring of the progress ensures the long-term sustainability and success of the garden. Remember, maintenance and monitoring is a job for everyone, not just the garden committee!

Volunteer Logs

An interest form is a tool for recruiting volunteers for the garden. This form can be shared via the preschool or school website, social media, newsletter and/or flyers. Garden committee members can share the interest forms with other organizations they are a part of. This form is also an easy way to keep track of the contact information for your garden volunteers.

Once you have recruited volunteers, keep a log of when volunteers are working in the garden. Leave the log with plenty of copies in a visible spot and always remind volunteers to sign in and out. This aids in monitoring work in the garden, and if you have questions about a specific task, you will know who to contact. Volunteers will also feel accountable when they fill out these logs.Garden Volunteer Interest Form

Download the Garden Volunteer Form

Garden Volunteer Sign-In

Download the Garden Volunteer Sign-In

  Vacation Maintenance

During vacations, breaks, changes in the season and summer closings, a lot of time can be spent away from the garden. These breaks, especially during the fall or winter, are a great time to plant a cover crop to replenish the soil. Some common crops include crimson clover, oats and cereal rye.

For short breaks, talk to the maintenance staff, children and parents to develop a short-term plan for taking care of the garden. This could be done by one person or split among a small group. It would mostly include small tasks like watering, pruning and possibly harvesting.

During a long break, i.e. summer vacation, having a plan and volunteer schedule will help keep the garden growing. Close to the end of the year, spend some time to create and share a summer plan and let all of the volunteers know where all of the tools are stored. An incentive for those who volunteer in the garden would be allowing them to keep all of the produce or sell it at a farmers market. Be flexible and listen to your volunteers since they are the ones tending to the garden!

Suggestions for planning for a summer break:

1. Integrate the garden into a summer program on-site

  • Work with teachers and/or administrators to ensure classroom instruction will frequently take place at the garden site
  • Allow the teachers to keep produce or donate the produce to families or a local food bank

2. Have an “adopt a bed” program

  • Assign one garden bed to a different teacher, staff or parent/guardian
  • If you have a large garden, assign a crop, row or section rather than the whole garden

3. Coordinate a schedule for weekly or monthly volunteers

  • Create a planning log similar to the short-term log to recruit volunteers
  • Make sure all participants know how to get a hold of other volunteers

4. Host two or three garden maintenance events during the summer

  • This is ideal for big projects, such as landscaping or replanting, and it is a great way to ensure everyone stays involved and the garden is not forgotten

Properly maintaining and monitoring the garden will help you sustain the garden over the years. Here are some tips:

  • MAKE THE GARDEN A TEAM EFFORT! Do not let the garden be dependent on one person
  • Host events or plan lessons near the garden site to keep up the space
  • Highlight the garden on the website or newsletter
  • Send out a letter of request for volunteers or donations to parents at the beginning of the year
  • Connect with master gardeners and other community members to ensure regular involvement with the garden

Having a system in place to keep track of volunteers will ensure the garden is being taken care of. Below is an example of a table to keep track of weekly volunteers. Be sure to include volunteers’ contact information to help with communication. This mock table has morning, afternoon and evening availability as examples for times to volunteer, but it is up to the volunteer coordinator as to whether or not someone needs to be scheduled for each time slot. In the example below, the volunteer coordinator opted not to schedule volunteers during the afternoon.

Executing

Executing The Garden Plan

Before digging, a basic understanding of a few key aspects of gardening will give you the necessary knowledge for executing the garden. This chapter offers basic gardening information for building a garden. Follow the three steps below when starting your garden:

1. Building the Foundation

2. Type of Garden: In-Ground, Raised Bed, or Container

3. Planting the Garden

Building the Foundation

High quality soil is essential for growing high producing, quality crops. There are two types of soil nutrients that plants need to grow, macro- and micronutrients. Macronutrients are widely known as NPK, which is short for nitrogen, phosphorus and potassium. Plants also use many micronutrients to grow, such as calcium, magnesium and iron.

To maintain and improve soil health, use proper soil preparation techniques, follow a well-planned crop rotation and add compost or other beneficial amendments to the soil such as egg shells, lime and charcoal powder.

Soil types differ across South Carolina. There are regional consistencies and deficiencies in soil across the state. This can be better understood once the soil where the garden will be located has been tested by Clemson University. To find out how to submit a soil sample, visit Clemson’s Soil Testing website.

 

Type of Garden

The amount of time and work needed to create the beds and build the soil will depend on the size of the garden, the location and type of garden you choose. For outdoor gardens, there are three main types of growing spaces to choose from: in-ground, raised garden beds and container gardens. This section will guide your efforts in building the type of garden your committee chose.

 

IN-GROUND BEDS

For in-ground garden beds, the first step is to loosen the soil. This process, known as tilling, allows for more water, nutrients and air to easily enter the soil and reach the root of the plants. Tilling is most often done by using a tilling machine that rotates the soil.

If you do not have access to a tiller, there are other methods that can be done by hand. Double-digging is a widely used soil preparation method that is beneficial if your soil is compacted. It is a sustainable practice to build and maintain rich soil. The method involves removing 12 inches of the topsoil, loosening and amending 12 inches of the subsoil and replacing and amending the previously removed topsoil. This process includes:

  1. Marking the garden bed dimensions using flour, lime or string.
  2. Watering this space thoroughly in advance to soften the soil and make digging easier.
  3. Spreading a layer of compost on top of the garden bed area.
  4. Removing one wide strip of topsoil 12 inches deep and placing this at the end.
  5. Loosening and amending 12 inches of subsoil with one shovel full of compost.
  6. Moving the next strip of topsoil onto the first strip of loosened subsoil.
  7. Loosening and amending the second strip of subsoil with one shovel full of compost.
  8. Repeating this process until the entire bed has been double dug.
  9. Replacing the last strip subsoil with the topsoil you removed at the beginning of the process.
  10. Leveling and watering the bed thoroughly.

The goal of double-digging is to create a rich soil structure, increase soil fertility overtime to lessen work in the future and to make gardening more sustainable. With a rich soil structure, you will only have to cultivate the upper 2 inches of the soil by amending it with compost. Remember to include the garden committee members and children in this process to spread the workload.

 

RAISED BEDS

Raised beds are typically made of rot-resistant wood or other materials like plastic boards and bricks. This will vary depending on the desired type of frame. Raised beds look organized and tidy, while supporting plant growth. Loose soil encourages the roots to grow strong and deep while moisture can easily soak in.

Here are steps on how to build a wooden raised garden bed:

  1. Gather the necessary materials. For wood frames, this includes lumber and lots of screws. Do not use lumber treated with toxic chemicals.
  2. Cut the lumber to the desired lengths for each of the raised beds. If you do not want to cut the lumber yourself, ask the store to cut them for you.
  3. Optional: Cut and install corner stabilizers. Use 5 screws on each corner to provide extra stability.
  4. Assemble the frame by screwing the corners together.
  5. Position the bed frames where you want them.
  6. Dig the ground underneath to loosen the soil. If desired, place old boxes or newspapers down or consider installing landscape fabric to suppress weeds or wire to deter burrowing animals.
  7. Fill the bed with a mix of good garden soil, compost and other soil amendments.

 

 

 

 

 

 

CONTAINER GARDENS

There are two primary considerations when planting a container garden: the type of container and the soil.

Growing containers come in many shapes and sizes. Common growing containers include clay pots, wooden barrels and plastic or metal buckets. Regardless of the type of container selected, it is important to ensure the materials are suitable for growing, there is adequate drainage with holes in the bottom and it is frost-proof for exposed sites.

The type of soil used is equally as important as choosing the right container. Due to the limited growing space for root systems, a highly absorbent, light weight potting soil should be used in order to retain a high amount of nutrients. Ask about the best soil for potted plants, both indoor and outdoor, at a local hardware or gardening store.

All plants can be grown in containers, but those that require less soil, water and sunlight are better suited for smaller spaces. Remember to select a container that is the best fit for the type of plant to be grown. Reference the chart to the left for some ideas for container gardening.

 

Planting the Garden

Planting the garden is an activity for everyone. Based on their abilities, children can help with different planting tasks. Some activities that they can participate in are digging holes for seeds and using rulers to measure how far apart to space plants and how deep to dig holes. Check out “How Children Can Help in the Garden” in the Additional Resources at the end of this section for more ways to get children involved in the garden.

The two main methods for planting are direct seeding and transplanting. Direct seeding is a one-step planting method that requires placing a seed at a certain depth in or on top of the soil. Transplanting is a process that requires starting direct seeding indoors, allowing the seed to germinate. Gradually transition the seedling outdoors for a hardening off period to allow the seedling to adapt to the new growing environment before being planted directly into the soil.

When planting your garden, consider the following:

  • Plant Seeds Indoors and/or Outdoors:Many seeds can be planted either inside or outside. Seeds that do not transplant well should be directly sown into their outdoor garden space.
  • Planting Depth: Reference the seed packet for specifics on how deep to plant seeds. For seedlings, reference the plant instruction tag.
  • Plant Spacing: All plants need certain amounts of space to avoid competition for nutrients. Follow recommended spacing requirements on seed packages. Spacing varies for different crops.
  • Days to Germination: This is the number of days it typically takes for seeds to sprout.
  • Days to Harvest: Depending on the crop, there will be a certain number of days before the produce is ready for harvesting.

Replanting and replenishing the soil is a necessary part of the planting process. If a plant dies, remove the plant, add compost, water thoroughly and then replant in that space. To replenish the soil of an entire bed after the harvest, till and amend the soil if necessary, plant a cover crop and/or follow a crop rotation plan.

    

 

Planning

Planning a Garden

The garden committee will be most successful in starting a garden with a plan in place. During this combined group effort, think about as many aspects of the garden as possible to guide your decisions. Outlined in this chapter are four steps for the garden committee to follow.

Here are the key steps to follow when planning a garden:

1. Setting Goals
2. Designing the Garden
3. Budgeting
4. Choosing Your Crops

Setting Goals

Have the entire garden committee present when discussing a vision for the garden. This will provide everyone with an opportunity to share their input and ideas for their goals of the garden. At the initial garden committee meeting, start with an open group discussion of the following questions:

Why does everyone want a garden?

Some of the benefits include helping establish better eating habits, learning how to grow food and building community relationships. Realize that many people may have different reasons for wanting to participate in this garden, which will add diversity and flexibility to the committee.

What will the garden look like?

There are different types of garden options and what can be planted. Think about the location and scale of the garden, how many people will be involved, what types of plants the committee wants to grow and how much the garden will produce.

How much time, energy and money do you want to invest in this garden?

Setting realistic expectations about your resources will help guide decision making about the garden. It is always a good idea to start small; keep in mind there is always room to grow!

Here are some additional things to consider when setting goals:

  • How can you expand beyond just a garden?
  • What experiences and activities do you hope to incorporate into the classroom?
  • What role will the community play in the garden?
  • Who are you growing the produce for?
  • What other community partners will the garden support?
  • How will the garden impact the children’s attitudes and decisions toward healthy food choices?
  • How can you raise awareness about getting food from the farm to the table?
Designing the Garden

The design phase is a creative part of the garden planning process which allows for a unique garden to be created based on the individual contributions of the garden committee. Their contributions will help them remain active and engaged once the garden is established. When searching for ideas, some places to look are other preschools/schools, botanical gardens, magazines, garden shows and online resources. Include the ideas of children in the design phase; their imagination will drive their interest in participation. To keep the garden design on track, reference the shared vision and goals previously set. It is important to conduct an initial assessment before beginning the design process. The assessment should include an inspection and evaluation of the growing and environmental conditions of potential areas. Table 1 has criteria to consider when designing the garden site.

After the location has been selected, start creating a list of what will be included in the garden. Listed below in Table 2 are components typically found in a garden. After the assessment, decide where to locate the garden and which components to feature in the garden. After an initial tour, start creating a garden component inventory of infrastructure and landscape features. This will help the committee determine what to include in the garden.

Table 1Table 2 
 

 

 

 

 

 

 

 

 

 

 

 

 


Choosing which garden bed to use is important when selecting the type of garden, and this will depend on the available resources and interests of the garden committee. Below are descriptions to help you decide which garden bed is the best fit for your location.

 

 

 

 

 

The table below lists commonly used supplies for each type of garden.

 

Budgeting

Budgeting

As a part of the planning process, the garden committee should create a preliminary budget. This is an important step for the committee to take when deciding what is possible with the available garden funds.

The following table is a sample budget of items typically needed for a garden. This may not be a complete list of everything needed to plan a complete budget; use this table as a guide.

 

Choosing Your Crops

Choosing Your Crops

There are many things to consider when choosing your crops:

  • What will you grow and how much?
  • When do crops need to be planted?
  • Do the children have favorite fruits and vegetables?
  • What is easy to grow?

Some plants are easier to grow while others are less expensive. The table below will help you select what to plant based on your garden plan.

 

EASY TO GROW CROPS

Radishes

Summer Squash

Cucumbers

Beans

Peas

Sunflowers

Cilantro

Corn

Lettuce

Carrots

COST CUTTING CROPS

Sweet Potato

Zucchini

Cucumbers

Heirloom Tomatoes

Peppers

Eggplant

Garlic

Lettuce

Broccoli

Squash

HERBS

Parsley

Chives

Rosemary

Thyme

Dill

Mint

Marjoram

Oregano

Sage

Basil

 

Determine what can be grown during each of the four seasons. Due to the climate zones in South Carolina, there are many fruits and vegetables that grow year round. Vegetables can be divided into cool and warm season crops. Clemson Extension’s Home & Garden Information Center can help guide you to what grows best throughout the year in your area.

 

 

 

 

 

 

 

 

 

 

 

 

 

This chart provides guidance on what types of plants grow best together. For example, planting basil next to tomatoes help to protect tomatoes from worms and spider mites. Other combinations are included in this chart.

Download the Companion Planting Chart

Rotating Crops

To maintain rich soil, it is recommended to rotate crops. This technique, known as crop rotation, is a method in which plantings are cycled season after season. The figure below shows a basic pattern to follow.

Fall (Root Crops)

Winter (Leafy Greens)

Spring (Legumes)

Summer (Fruits)

Beets Cabbage Beans Cucumbers
Garlic Herbs Edamame Peppers
Carrots Kale Lima Beans tomatoes
Onion Lettuce Peas
Radishes Spinach
Turnips

Committee

Establishing A Garden Committee

Establishing a committee is important for ensuring the success of a garden. The first step is to create a team who can work together to plan, create, maintain and sustain the garden. The committee should consist of key individuals who will actively participate in meetings, provide their knowledge of gardening and share responsibilities. Each garden committee will look and function a little differently depending on what the needs for the garden are. Introduction The number of members should be based on the size of the garden. Decision making can be challenging when the committee is too large, but the work can become overwhelming if the committee is too small. A group with six or seven members is common and allows for easy discussions and successful decision making.

Once a committee has been established, a garden coordinator should be selected. This individual should be dedicated, organized and considered a leader by the committee members. Selecting an individual with garden and leadership experience is encouraged. The garden coordinator will be responsible for communicating among members, scheduling garden events, planning volunteer shifts and organizing committee meetings. To allow everyone the opportunity to participate in the gardening process, the garden coordinator should delegate responsibilities among committee members. It is important to think about how different members can participate and contribute within the garden committee. The responsibilities should be divided based on the skill sets, strengths and garden experience of committee members so that the tasks are not placed on one person. Members will be more willing to take on roles that build on their individual strengths and work with their schedules.

The garden committee should discuss what types of fruits and vegetables to plant, the location of the garden, the type of garden that will be planted, how to gain useful and affordable resources and establish times to work in the garden.

Potential committee members and other supporters include: Preschool

PRESCHOOLS

DIRECTOR/OWNERThe director/owner is a key member who ultimately gives approval for the establishment and installation of a garden. The director/owner can provide year round oversight to the garden, recruit community and parental involvement, help with fundraising and create menus to include garden produce. The director/owner can ensure that caregivers receive training on integrating nutrition and agriculture education into the classroom. 
KITCHEN STAFFKitchen staff is critical for making the best use out of the produce that comes from the garden. They can develop new recipes that incorporate garden produce and provide guidance on food storage and safe handling practices. 
CAREGIVER (REPRESENTATIVE OF EACH AGE GROUP)Caregivers have the best knowledge to determine what is developmentally appropriate when gardening with young children. They can assign garden responsibilities to children based on their age and stage of development. Caregivers can also incorporate nutrition and agriculture education activities into daily routines. 
PARENTS/GUARDIANSParents/guardians are influential role models for children. Invite parents/guardians to participate on the preschool garden committee because informed parents/guardians are more likely to carry-over what children are learning and doing at your center into their homes. Getting families involved will strengthen the success of the garden. 
ADDITIONAL COMMUNITY MEMBERS:

LOCAL FARMERS, COMMUNITY MEMBERS/LEADERS, MASTER GARDENERS, CLEMSON EXTENSION AGENTS

Additional community members to consider for a preschool garden committee can be a great resource for those who might not have much gardening experience. Local farmers can provide their knowledge and experience to help with the garden. Community members and leaders can help identify and collect resources that are necessary for the garden to last many years. They can also act as a liaison for local community events and government, provide assistance with garden maintenance throughout the year and provide gardening knowledge and supplies. If you are new to gardening, a master gardener in your area can provide helpful advice and resources for your garden. 
Potential committee members and other supporters include: Schools

SCHOOLS

ADMINISTRATIONAdministration is key for giving approval for implementing the garden. Administration can schedule time for teacher workshops, help with fundraising, gain community and parental support, involve volunteers in the planning process and fulfill other leadership responsibilities. 
TEACHERSTeachers should be involved in a number of activities to include: incorporating the school garden into their lessons, coordinating activities, planting crops, seeking resources, recruiting volunteers and spreading information about garden activities to the community and school. 
STUDENTSTo benefit from school gardening, students should be involved in all stages of the process. By including students from the beginning, they gain ownership of the garden and an understanding of where their food comes from. 
SCHOOL NURSE AND HEALTH EDUCATORSHaving the school nurse and health educators involved with the garden will help connect the school garden to the health and well-being of your students. They can assist with finding health related connections such as food safety, nutrition, physical activity and hygiene in the garden. The nurse can be available in case of potential bug bites or scratches that can happen while working in the garden. 
FOOD SERVICE STAFFThe food service staff will help to make the best use of produce by preparing taste tests in the classroom or incorporating produce in the cafeteria. In addition, staff members can provide leftovers from the cafeteria for composting and provide guidance on food safety concerns. 
LIBRARIAN AND MEDIA SPECIALISTSSchool librarians and media specialists can aid in finding resources related to school gardening for students, teachers and parents. 
MAINTENANCE/CUSTODIAL STAFFMaintaining the garden proves to be a challenging task for many teachers and garden committee members. Maintenance/custodial staff can help maintain the garden during academic breaks and assist with storage. They can provide information about chemicals used on school grounds near the garden for the safety of those individuals participating in the garden or eating produce from the garden. Including maintenance/custodial staff will also prevent them from unknowingly harming any garden progress that has been made. 
FAMILY MEMBERS/PTO/SCHOOL IMPROVEMENT COUNCILInvolve parents in the school garden committee because they can provide resources, supplies, funds and volunteer their time to assist in the coordination and maintenance of the garden. Some parents may have gardening experience and can assist in planting, harvesting and general upkeep. 
ADDITIONAL COMMUNITY MEMBERS:

LOCAL FARMERS, COMMUNITY MEMBERS/LEADERS, MASTER GARDENERS, CLEMSON EXTENSION AGENTS, SUPERINTENDENTS

Additional community members to consider for the school garden committee can be a great resource for those who might not have much gardening experience. Local farmers can provide their knowledge and experience to help with the garden. Community members and leaders can help identify and collect resources that are necessary for the school garden to last many years. They can also act as a liaison for local community events and government, provide assistance with garden maintenance during the summer and school year and provide gardening knowledge and supplies.If you are new to gardening, a master gardener in your area can provide helpful advice and resources for your garden.

Benefits

Why Garden?

If you are looking to start a garden at your school or child care center, you may need help encouraging others that a garden would be a great addition to the learning environment.

Gardening provides a wide-range of benefits for children as shown in the table below. It exposes children to fresh foods, light to moderate physical activity and the opportunity for social interactions. Engaging children in the gardening process can promote learning, support the development of new skills, strengthen social skills and build healthy habits. As children plant and tend to a garden, they will feel a sense of pride as the garden produces fruits and vegetables planted by their own hands.

Benefits for Children

Academic Growth

• Hands-on learning opportunities that appeal to a variety of learning styles
• Creative learning and exploration
• Sensory experiences from digging in the soil to touching, smelling and tasting the produce

Social & Emotional Development

• Development of interpersonal relationship skills
• Stress release
• Community outreach and social responsibility awareness
• Therapeutic activity with the potential to impact mental health and well-being

Physical Benefits

• Fine and gross motor skill development
• New food experiences and being more likely to try fruits and vegetables
• Vitamin D from the sun

Environmental Appreciation

• Development of an appreciation for natural areas and green space
• Understanding the complexity of nature and the need to protect it

Benefits for Adults

In addition to the benefits children receive, it is important to consider the benefits caregivers, teachers and community members experience from gardening:

  • Engagement and connection to children
  • Gardening experience that can be used at home or in other settings
  • School or center pride
  • Fundraising opportunities

Garden Toolkit

Garden Toolkit

The South Carolina Garden Toolkit was created by members of the South Carolina Farm to Institution Program. The Garden Toolkit was prepared to assist you in implementing a garden in your community. We wish you the best of luck and would love to hear your success stories!

Why Garden?

If you are looking to start a garden at your school or child care center, you may need help encouraging others.

Establishing A Committee

The first step is to create a team who can work together to plan, create, maintain and sustain the garden.

Planning a Garden

The garden committee will be most successful in starting a garden with a plan in place.

Executing The Garden

A basic understanding of key aspects of gardening will give you the necessary knowledge for executing the garden.

Maintaining & Monitoring

From watering to fertilizing, ongoing maintenance and monitoring is important for a plentiful, long-lasting garden

Harvesting

Once the garden has produced fresh fruits and vegetables, it is time to harvest with your students.

Integrating Curriculum

The garden does not have to be in full bloom before it can be used as a tool for learning in the classroom.

Cultivating Resources

It's important to think about ways to sustain these efforts with funding and resources to keep the garden thriving.

Download the PDF

Lending Library

Lending Library

Farm to School has a lending library available where you can check out books about gardening and eating healthy.

Books are due back to the lending library 2 weeks after check-out. Please return to: 
SC Farm to School Program / 1200 Senate Street / Wade Hampton Building, 5th Floor / Columbia, SC 29201

Eating Healthy

Author

Title

Category

Grades

Barron, RexShowdown at the Food PyramidEating HealthyLower Elementary
Child, LaurenI Will Never Not Ever Eat A TomatoEating HealthyLower Elementary
Ehlert, LoisEating the Alphabet: Fruits and Vegetables from A to ZEating HealthyLower Elementary
Gibbons, GailFrom Seed to PlantEating HealthyLower Elementary
Koller, JackiePeter Spit a Seed at SueEating HealthyLower Elementary
Miller, PatSophie’s SquashEating HealthyLower Elementary
Rockwell, LizzyGood Enough To EatEating HealthyLower Elementary
Sayre, AprilRah, Rah, RadishesEating HealthyLower Elementary
Scott, EmilyDinner From Dirt: Ten Meals Kids Can Grow and CookEating HealthyUpper Elementary
Ayres, KatherineUp, Down, and AroundGardening/Eating HealthyLower Elementary
Coy, JohnTwo Old PotatoesGardening/Eating HealthyLower Elementary
Gourley, RobbinFirst Garden: The White House Garden and How It GrewGardening/Eating HealthyUpper Elementary
Grigsby, SusanFirst Peas to the TableGardening/Eating HealthyLower Elementary
Pryor, KatherineSylvia’s SpinachGardening/Eating HealthyLower Elementary
Stagliano, KatieKatie’s CabbageGardening/Eating HealthyUpper Elementary
Swann, RickOur School GardenGardening/Eating HealthyLower Elementary
Swann, RickOur School GardenGardening/Eating HealthyLower Elementary
Butterworth, ChrisHow Did That Get In My Lunchbox? The Story of FoodLocal Food/Eating HealthyLower Elementary
Ecosystems

Author

Title

Category

Grades

Bunting, Eve Night Tree Ecosystems Upper Elementary
Levine, Sarah Flower Talk: How Plants Use Color to Communicate Ecosystems Upper Elementary
Milner, Charlotte The Bee Book Ecosystems Upper Elementary
Rotner, Shelley The Buzz on Bees: Why Are They Disappearing Ecosystems Upper Elementary
Sullivan, Martha If You Love Honey Ecosystems Lower Elementary
Grigsby, Susan In the Garden with Dr. Carver Gardening/Ecosystems Upper Elementary
Nelson, Kadir If You Plant A Seed Gardening/Ecosystems Lower Elementary
Richards, Jean A Fruit is a Suitcase for Seeds Gardening/Ecosystems Lower Elementary
Siddals, Mary Mckenna Compost Stew Gardening/Ecosystems Lower Elementary
Slade, Suzanne What If There Were No Bees? Gardening/Ecosystems Upper Elementary
Gardening

Author

Title

Category

Grades

Aston, Dianna A Seed Is Sleepy Gardening Lower Elementary
Ehlert, Lois Planting a Rainbow Gardening Lower Elementary
Lanza, Patricia Lasagna Gardening Gardening Teacher Resource
Larson, Nathan Teaching in Nature’s Classroom Gardening Teacher Resource
Lin, Grace The Ugly Vegetable Gardening Lower Elementary
Zoehfeld, Kathleen Food Chains and the Food Web in Our Backyard: Secrets of the Garden Gardening Lower Elementary
Zoehfeld, Kathleen Secrets of the Garden Gardening Lower Elementary
Ayres, Katherine Up, Down, and Around Gardening/Eating Healthy Lower Elementary
Coy, John Two Old Potatoes Gardening/Eating Healthy Lower Elementary
Gourley, Robbin First Garden: The White House Garden and How It Grew Gardening/Eating Healthy Upper Elementary
Grigsby, Susan First Peas to the Table Gardening/Eating Healthy Lower Elementary
Pryor, Katherine Sylvia’s Spinach Gardening/Eating Healthy Lower Elementary
Stagliano, Katie Katie’s Cabbage Gardening/Eating Healthy Upper Elementary
Swann, Rick Our School Garden Gardening/Eating Healthy Lower Elementary
Swann, Rick Our School Garden Gardening/Eating Healthy Lower Elementary
Nelson, Kadir If You Plant A Seed Gardening/Ecosystems Lower Elementary
Richards, Jean A Fruit is a Suitcase for Seeds Gardening/Ecosystems Lower Elementary
Siddals, Mary Mckenna Compost Stew Gardening/Ecosystems Lower Elementary
Slade, Suzanne What If There Were No Bees? Gardening/Ecosystems Upper Elementary
Anderson, Shannon I Love Strawberries! Gardening/Local Food Upper Elementary
Olthoff, Katie My Family’s Corn Farm Gardening/Local Food Upper Elementary
Local Food

Author

Title

Category

Grades

Brisson, Pat Before We Eat from Farm to Table Local Food Lower Elementary
McClure, Nikki To Market, To Market Local Food Upper Elementary
Butterworth, Chris How Did That Get In My Lunchbox? The Story of Food Local Food/Eating Healthy Lower Elementary
Iwai, Melissa Soup Day Local Food/Eating Healthy Lower Elementary

Book Check-Out

To check out one of the above books, please email Michael Cranford at mcranford@scda.sc.gov with the following information:

  • Your Name
  • Organization or School
  • Mailing Address
  • Physical Address (if different)
  • Phone Number
  • Title of Book
  • Author
  • Comments or other suggestions for our Library

Resources

Resources

This page has resources for integrating nutrition and agriculture education into the classroom as well as opportunities to extend learning outside of the classroom, whether it is in the school garden or on farm field trips!

Farm to Early Care & Education

Farm to School

Getting Started

Getting Started

Farm to school enriches the connection communities have with fresh, healthy food and local food producers by changing food purchasing and education practices at schools and early care and education settings. Students gain access to healthy, local foods as well as education opportunities such as school gardens, cooking lessons and farm field trips.

Benefits of Farm to School

Farm to school enriches the connection communities have with fresh, healthy food and local food producers by changing food purchasing and education practices at schools and early care and education sites.

Farm to School Month

October is National Farm to School Month. This Celebration Toolkit includes background information, activity ideas, communications tools, and a list of resources for implementing Farm to School Month celebrations in your community.

Clemson Ext. School Gardening

School Gardening for SC Educators is a horticulture-based training program designed to help South Carolina educators grow successful school gardens to address childhood obesity and improve academic outcomes.

Learning Garden Lesson

Gardens can be used to create context and for teaching/applying concepts and skills across all subjects. Project Learning Garden provides numerous lesson activities or “Explorations” for Early Childhood through 8th Grade.

School Garden Cookbook

This digital cookbook is filled with simple and accessible recipes that have all been tested in the classroom. All of the recipes serve a sampling to 20-25 students, and can be created in 30 minutes to 1 hour.

How to Start a Garden

Rodale Institute, the birthplace of the organic movement, has put together this resource "My First Garden," to help teachers integrate school gardens into their classroom curriculum. 

Planning for a Garden

"Got Dirt?", produced by Wisconsin Division of Public Health, walks you through all the steps to plan and build a school garden, and provides example activities for garden programming.

Food Safety in the Garden

This Food Safety Garden manual was created by FamilyFarmed.org for the Chicago Pubic School system and covers every element of food safety for all stakeholder involved in the school garden, from students to school food service.

Farm to School Activity Toolkit

This toolkit from New Jersey Farm to School provides farm to school activity ideas and suggestions for inside and outside the Classroom.

Palmetto Pick of the Month

Palmetto Pick of The Month

Palmetto Pick of the Month highlights a crop in season each month. This resource can be used when creating classroom taste tests or as a guide for food service buyers.

January: Greens

Greens are composed of 3,700 species including kale, cabbage, turnips, and the SC state vegetable, collards!

February: Sweet Potatoes

Sweet potatoes grow in all types of soil and can be found throughout the state of South Carolina.

March: Lettuce

Lettuce is a leafy green vegetable and is one of the easiest to grow in spring and fall.

April: Strawberries

There are over 600 varieties of strawberry plants, like the June-bearer which is the most popular.

May: Blueberries

Blueberries are a sweet blue-black edible fruit that offer many nutritional benefits.

June: Watermelon

Watermelons are 92% water! Their seeds prefer warm soil so they are perfect to grow in South Carolina.

July: Tomatoes

Tomatoes are fruits, related to the berry family. It is one of America’s favorite types of produce and grows well in SC.

August: Peaches

Peaches are a stone fruit, known for their fuzzy skin. In fact, South Carolina is the second largest peach producing state.

September: Peppers

Peppers are a tender, warm season plant that come in a wide range of varieties, sizes and colors.

October: Squash

Squash grows well in warmer weather, making it an ideal crop during the summer in South Carolina.

November: Broccoli

Broccoli is a cruciferous vegetable, cousin to the cauliflower and the cabbage!

December: Cabbage

Cabbage is another cruciferous vegetable, like broccoli, with many layers. 

Farm to School Month

October is National Farm to School Month

Make Your Plate SC Grown for Farm to School Month!

Join us and thousands of schools, early care and education sites, farms, communities and organizations across the country as we celebrate food education, school gardens and lunch tray’s filled with healthy, local ingredients.

Have a taste test with your school or child care center using Certified SC produce. Post a photo with the hashtag #CertifiedSCplate on Facebook or Instagram and be entered to win some Farm to School prizes.

A taste test is a small sample of produce given to children and teachers to introduce them to a new food. Taste tests provide children with an opportunity to try new foods without creating a lot of food waste. It is a great way to introduce Certified South Carolina fruits and vegetables! Be sure your produce is locally grown and in-season to offer the best experience. Some examples of in-season produce include apples, beets, broccoli, butter beans, cucumbers, green onions, leeks, leafy greens, tomatoes and so much more. Visit the Certified SC website or Farmers Market maps to find local produce.

Sign up here to show how you are participating in Make Your Plate SC Grown.

Taste Test Guide

Produce Availability

Participant Sticker

National Website

Celebrating in 2017

In 2017 over 13 schools or districts signed up to participate in Make your Plate SC Grown Day to celebrate National Farm to School Month, which means almost 3,000 students tasted South Carolina grown products last October! Do you think we can “beet” those numbers this year?

Previous Next

Briggs Elementary

Briggs Elementary served a delicious meal to students thanks to donations from Carolina Heritage Pork and McCall Farms and the dedication of teacher Mr. Jeff Murrie! Their plates included local pork chops, vegetables, and scratch made biscuits with South Carolina Grown honey.

Tiger Corner

Tiger Corner Farms and Dorchester School District 2 hosted a Container Farm to School Launch Party at Ashley Ridge High School! The event included salads and smoothies made from locally grown lettuces, tours of the container farms, and interactive educational activities for the students. Schools in Dorchester District 2 will be purchasing local lettuce from Tiger Corners Farms throughout the school year to serve in cafeteria salad bars and on sandwiches.

Pacolet

A grilled local produce station was set up for Chartwells K12 and Spartanburg County School District Three’s Grilling from the Garden celebration held at Middle School of Pacolet. They offered grilled apples, chicken, zucchini, squash, cabbage, and sweet potatoes!

SC Department of Agriculture

The South Carolina Department of Agriculture hosted a taste test using SC grown products and palmetto pick recipes. Employees, including Commissioner Weathers, filled their plates with local products from Titan Farms, WP Rawl, McLeod Farms, and Split Creek Dairy.

More Ways to Celebrate

Farm to School Month is a time to celebrate connections happening all over the country between schools and local food! Whether you are a food service professional, a farmer, a teacher or a food-loving family, there are plenty of ways to celebrate National Farm to School Month! Be sure to follow @SCfarmtoschool on social media and sign up for the monthly newsletter for news, funding, opportunities and up to date information on Farm to School in your state!

Teachers
  • Plan nutrition education activities promoting the benefits of eating healthy and local
  • Use the South Carolina Farm to School lending library for additional classroom books.
  • Start a garden! Use garden-based curriculums to bring the classroom outside.
  • Create a “gardens needs list” to distribute to parents and teachers
  • Organize a farm field trip. The SC Agritourism Association is your go to resource to discover interactive farms in your area that offer field trips for children of all ages!
Farmers and Producers
  • Create a Farmer Profile
  • Ask your local school about conducting a classroom session
  • Become a classroom pen pal or invite a class for a field trip
Food Service Directors Here are some more ways to can connect with the National Farm to School Month campaign:
  • Visit the NFSN website: farmtoschool.org
  • #F2SMonth and #scfarmtoschool – Use these hashtags in your social media messages
  • Follow National Farm to School Network on Facebook
  • Follow SC Farm to School on Facebook and Instagram

Farm to Food Bank

Farm to Food Bank

The goal of Farm to Food Bank is to increase the amount of fresh, frozen or canned fruits and vegetables distributed at food banks and food pantries. Participating Farm to Food Bank sites are committed to promoting healthy eating by distributing of fresh, frozen or canned fruits and vegetables (without added sugar, salt, or oil) along with nutrition education materials.

Pilot site listing:

Second Harvest Food Bank of Metrolina:

  • Voice of Triumph, Blacksburg, SC
  • Greater St. James Temple, Inman, SC
  • Bethlehem Baptist Church, Moore, SC
  • Tyger River – Carpenter’s Table, Moore, SC
  • Believer’s Fellowship, Spartanburg, SC
  • Seeds of Hope, Spartanburg, SC
  • The Salvation Army of Spartanburg, Spartanburg, SC
  • Total Ministries, Spartanburg, SC
  • Mon Aetna Food Ministry, Union, SC
  • Helping Hands Ministry, Woodruff, SC
  • Union Council on Aging, Union, SC

Golden Harvest Food Bank:

  • Trinity Church of God Ministries, Allendale, SC
  • Blair D. Crosby Wellness Center, Bamberg, SC
  • Barnwell Bamberg Baptist Association, Denmark, SC
  • Progressive Church Denmark, Denmark, SC
  • Ehrhardt Southern Methodist Church, Ehrhardt, SC
  • Willie R. Dickerson Food Pantry, Ehrhardt, SC

Harvest Hope Food Bank:

  • Mt. Calvary Baptist Church, Bishopville, SC
  • United Way Kershaw, Camden, SC
  • Mt. Moriah Baptist Church, Chester, SC
  • Richland County Emergency Food Pantry, Columbia, SC
  • Manning Baptist Church, Dillon, SC
  • Brown Chapel AME, Elloree, SC
  • New Deliverance Outreach Ministry, Pamplico, SC
  • Southern Calvary Baptist Church, Florence, SC
  • St. James AME, Marion, SC
  • Christ is the Answer SDA, Orangeburg, SC
  • St. Luke Baptist Church, Winnsboro, SC

*The Healthy Small Retail and Food Bank Collaborative, which consists of members from Farm to Institution, SC Department of Health and Environmental, SC Department of Agriculture, Clemson University, GrowFood Carolina, Lowcountry Food Bank, SC Association of Convenience Stores, SC Community Loan Fund and SC Department of Commerce, provides guidance on the Farm to Retail and Farm to Food Bank pilot programs. The Farm to Retail and Farm to Food Bank programs will be piloted in the following counties: Allendale, Bamberg, Calhoun, Cherokee, Chester, Dillon, Fairfield, Florence, Kershaw, Lee, Marion, Orangeburg, Richland, Spartanburg and Union.

Farm to Retail

Farm to Retail

The goal of Farm to Retail is to increase the amount of fresh, frozen or canned fruits and vegetables sold in locally-owned convenience stores. Participating Farm to Retail sites are committed to stocking, displaying and promoting at least two varieties of fruits and at least two varieties vegetables (without added sugar, salt, or oil). The fruits and vegetables can be the fresh, frozen, or canned.

Pilot site listing:

  • Enoree Mart, 1598 Highway 92, Enoree, SC 29335   map 
  • Ham’s Grocery, 100 Batchelor Dr, Blacksburg, SC 29702  map
  • City Gas & Fuel, 275 S. Palmer St, Ridgeway, SC 29130  map
  • Bee’s Food Mart, 511 Pinckney Rd, Chester, SC 29706 map
  • LB’s Country Store, 1109 Bishopville Hwy, Camden, SC 29020 map
  • One Love Inc, 6101 Monticello Rd, Columbia, SC 29203 map 
  • Sumter Street Grocery, 703 W Sumter St, Florence, SC 29501  map
  • Roger’s Convenience Store, 841 Oakland Rd, Hamer, SC 29547  map
  • Allread’s Grocery, 7538 Old Nichols Hwy, Mullins, SC 29574 map
  • Shorty’s Horizon, 8471 Savannah Hwy, Norway, SC 29113  map

 

*The Healthy Small Retail and Food Bank Collaborative, which consists of members from Farm to Institution, SC Department of Health and Environmental, SC Department of Agriculture, Clemson University, GrowFood Carolina, Lowcountry Food Bank, SC Association of Convenience Stores, SC Community Loan Fund and SC Department of Commerce, provides guidance on the Farm to Retail and Farm to Food Bank pilot programs. The Farm to Retail and Farm to Food Bank programs will be piloted in the following counties: Allendale, Bamberg, Calhoun, Cherokee, Chester, Dillon, Fairfield, Florence, Kershaw, Lee, Marion, Orangeburg, Richland, Spartanburg and Union.

Summit

Farm to School Summit

The purpose of the summit is to bring together key farm to school players to facilitate connections, provide resources and support, and empower both educators and farmers in South Carolina to continue the farm to school movement. 

Attend the Summit

The Farm to School Summit will be held on February 21, 2025 at the USC Alumni Center in Columbia, SC.

Purchase your tickets here

Thank You to Our Sponsors!

Become a Sponsor

Click here to sponsor the 2025 Farm to School Summit.

Farm to Institution Projects

Farm to Institution Projects

Farm to Retail

Participating Farm to Retail sites are committed to stocking, displaying and promoting at least two varieties of fruits and at least two varieties vegetables (without added sugar, salt, or oil). The fruits and vegetables can be the fresh, frozen, or canned.

Farm to Food Bank

Participating Farm to Food Bank sites are committed to promoting healthy eating by distributing of fresh, frozen or canned fruits and vegetables (without added sugar, salt, or oil) along with nutrition education materials.

Farm to School Summit

Bringing together key players to further encourage local procurement, reinforce healthy, local food education, and provide the skills to establish a garden, farmers’ market or community supported agriculture (CSA) program on site.

Newsletter & Video Archive

Video Archive

These videos were created by Erika Owens, a graduate student in Public Health at the University of South Carolina, as part of her Practicum Project with the South Carolina Farm to Institution program during the Spring 2016 Semester. The goal of her project was to create educational videos on the South Carolina food system to be shared in classrooms. The video series entitled South Carolina Food Stories focuses on the five key aspects of the food system: production, processing, distribution, consumption, and waste; and provides a glimpse of some of the many key stakeholders. Erika graduated in May 2016 with a Master of Public Health.

https://www.youtube.com/watch?v=hWnXNP2mC7ghttps://www.youtube.com/watch?v=rRQ6n-GFaq4https://www.youtube.com/watch?v=46Pe42MyzLEhttps://www.youtube.com/watch?v=P6Y4yqqWyJ0https://www.youtube.com/watch?v=yX2RyQCmO5E

FAQs

Frequently Asked Questions

Can produce grown in the child care garden be served in the center?

Yes, child care centers can serve produce from their garden. It can be used for classroom taste tests or as part of the meals and/or snacks provided by a center.

Can garden produce be used to meet Child and Adult Care Food Program meal and snack requirements?

Yes, produce from the child care garden can be used as components in the meals and snacks served to the children, as long as the minimum serving sizes are provided. Serving fresh vegetables at snack, using fresh tomatoes to make spaghetti sauce, or making fruit smoothies for breakfast are great ways to add garden produce to the child care menu.

What about produce purchased directly from a local farm or produce stand?

Just as produce from the child care garden can be served in the center, so too can produce purchased directly from a local farm or produce stand. For child care programs unable to establish a garden on-site, purchasing produce from a farmer is a great alternative. This produce will likely be fresher and may present a cost savings to child care programs.

How should produce be stored?

Many perishable fruits and vegetables, such as strawberries, lettuce, and herbs, are best maintained when stored in a clean refrigerator at a temperature of 40 degrees or below. Fresh fruit and vegetables that don’t have to be refrigerated can be stored at room temperature, in a storage area that is cool, dry, pest-free and well-ventilated.

What should be done before preparing and serving produce?

The most important step in maintaining food safety is hand-washing. All staff and children should wash their hands with soap and water after working in the garden, before prepping and serving foods, and before eating. Also, damaged or bruised areas on fresh fruits and vegetables should be cut away before preparing or eating. Any obvious rotten produce should be discarded.

Can produce grown in the school garden be served as part of the school meal?

Schools can use the produce for taste tests, but if it will be served as part of the National School Lunch Reimbursable Meal, consult the SC Department of Education Coordinator for more information on the procurement process.

Where can produce be purchased for meals and/or snacks?

Produce can be purchased from a variety of sources, whether directly from a farmer, farmers market, roadside stand, etc. or indirectly through a food distribution company.

Are schools required to purchase produce from a farm that is GAP certified?

No, GAP certification is not a requirement, but it is strongly suggested. If you are purchasing directly from a farmer, ask about food safety practices and take a tour of the farm. Also make sure they have liability insurance and ask how much they have. If you still have questions, contact Farm to School Coordinators.

Are there resources for farmers seeking assistance for paying for their GAP audit?

Yes! The South Carolina Department of Agriculture offers a GAP program to help offset the cost of GAP certification and to prepare the farmer for audits. 

As long as the produce is free of dirt, can the children eat it straight from the garden?

No, fresh produce must be washed before it is eaten. Even if you are planning on cutting or peeling the produce, it is still important to wash it first. Consult the SC Farm to School Food Safety Guide for more information and further resources.

Evaluation

Evaluation Reports & Data

Recent reports and other data helpful to understanding the growth and reach of South Carolina Farm to School.

2017: Year in Review

2016/2017: Farm to School/Preschool

2016/2017: Farm to Institution Worksite Pilot

Census Results

USDA F2S

Partners

Partners

Developing partnerships and thoughtful collaboration helps Farm to School empower children and their families to make informed food choices while strengthening the local farm economy and community.

Agriculture in The Classroom

Ag in the Classroom promotes awareness and cognition of the farms and farmers who grow food, fuel, and fiber.

National Farm to School Network

The National Farm to School Network is an information, advocacy and networking hub for communities working to bring local food sourcing and food and agriculture education into school systems and early care and education environments.

USDA Farm to School

USDA’s Farm to School Grants fund efforts to increase local foods served through child nutrition programs, teach children about food and agriculture through garden and classroom education, and develop schools’ and farmers’ capacities to participate in farm to school.

Certified SC Grown

The Certified South Carolina program is an exciting cooperative effort with farmers, processors, wholesalers, retailers and the South Carolina Department of Agriculture (SCDA) to brand and promote South Carolina products.

Carolina Farm Stewardship Association (CFSA)

A farmer-driven, non-profit organization that helps people in the Carolinas grow and eat local, organic food by advocating for fair farm and food policies, building systems that family farms need to thrive, and educating communities about local, organic agriculture.

Clemson Ext.

Clemson Extension helps improve the quality of life of all South Carolinians by providing unbiased, research-based information through an array of public outreach programs in youth development; agribusiness; agriculture; food, nutrition and health; and natural resources.

Cafeteria Resources

Cafeteria Resources

Online Learning: School Food Institute

Join the movement to make fresh, healthy food available to every child.  Enroll in a School Food Institute course or certificate program today, and learn how you can start making changes to support healthier food in your cafeteria.

Taste Test Guide

First time taste tests are a great way to introduce new foods in a fun, exciting and pressure-free environment.

Produce Guide

When working with produce, it’s important to know how to properly store the different varieties to ensure food safety. Use the produce guide to learn general information about shelf life.

DOD Flyer

Learn more about the USDA Department of Defense Fresh Fruit and Vegetable program and how you can use it to purchase locally grown fruits and vegetables for your school cafeteria.

Food Safety Guide

Food safety is one of the most important aspects when working with produce. Use this guide as a resource to understand food safety in the garden, on the farm, and in school.

What's In Season

Find what fruits and vegetables are in season to start planning your menu.

Meet the Distributors

Meet The Distributors

Senn Brothers

Senn Brothers offers a full line of fresh fruits and vegetables, peanuts, fresh herbs and spices, exotic vegetables, eggs, pickles, and juice. The delivery of full-line fresh produce will remain the primary service of Senn Brothers. Alongside the existing specialty items, Senn Brothers has expanded their selection to include dairy products such as Milk, Buttermilk, and sour cream.  

Contact Info
(803) 252-8723
sennbrothers.com

Marvin's Produce

With growing availability and awareness to buy locally, Marvin’s Produce has dedicated itself to sourcing your produce as close to home as possible. Seasons, weather, quality, availability and cost are all factors that go into where and when we buy your produce. Supporting our local economy and farmers, we first buy locally, which includes all South Carolina-grown produce and products grown within a 100 mile radius of our warehouse, which includes some areas of Northern Georgia and Western North Carolina. Some of the items include summer peaches, fall apples, winter greens, spring strawberries, and year-round sweet potatoes and cabbage. Following harvest schedules, Marvin’s shifts from local to regional planters, which include Southern Georgia and Eastern North Carolina. Our eastern growers range from the tip of Florida to the top of Maine, then west all the way to the Mississippi River—providing Christmas citrus to Labor Day blueberries. Our nationally grown fruits and vegetables include Idaho potatoes, Washington state apples, California lettuces, Hawaiian pineapples, and Texas onions–staples of facilities looking for year-round availability.

Contact Info
Jennifer Absher, School Coordinator
schoolorders@marvinsproduce.com
www.marvinsproduce.com

Taylor Boys’

Taylor Boys’ Produce, Inc. is a family-owned and operated business located in Enoree SC. Since 1994 we’ve treated each and every customer with respect and care that is unparalleled by no one.  There are many produce companies throughout our great state but none can compare to the commitment to quality and service we offer. Taylor Boys’ Produce, Inc. is co-owned by cousins Josh Taylor and Jeff Taylor.  From the field to the warehouse we have been involved in every aspect of produce possible.  From growing fresh produce to the marketing and sales of fruits and vegetables, we are personally involved in the day to day business of Taylor Boys Produce. When in season we are big proponents of local farms which allows us to supply the local community with the freshest fruits and vegetables available at the lowest prices possible. We also deliver to many local schools, churches, nursing homes, and non profit agencies.

Contact Info
864-969-4222 | tbp@taylorboysproduce.com
4138 Cross Anchor Road | Enoree, SC 29335
taylorboysproduce.com

Carolina Produce Company

Carolina Produce Company was founded in 1935. We are proud to be one of Anderson’s oldest businesses operating as a fruit and produce distribution company. Our growth has been achieved by dedicating ourselves to product quality and superior service that will exceed customer expectations. We strive for extended growth and development through implementation of quality control standards and continuous improvement processes in the changing industry. We hold our suppliers to the same level of expectation and high standards that we hold for ourselves.

Contact Info
(864) 224-4376 | service@carolinaproducecompany.com
121 West River Street |  Anderson, SC 29624
carolinaproducecompany.com

Meet The Farmers

Meet The Farmers

Upstate Region

Beechwood Farms

Beechwood Farms is a local, family-owned farm that’s been in business for over 50 years.

Berry Acres

One of Anderson’s best kept secrets is this 70 acre berry farm. You-pick and pre-picked available.

Clemson Student Organic Farm

Demonstrating ecologically, economically, and socially sustainable farming strategies.

Crescent Farm

We believe in organic growing and have been USDA Certified Organic since our first growing season.

Denver Downs Farm

A Century farm that has been in operation by the Garrison Family since 1869.

Split Creek Farm

Split Creek Farm is located in the Blue Ridge Mountains’ scenic foothills of South Carolina.

Midlands Region

Black's Peaches

Established in 1923 by his great-grandfather, Arthur Black keeps the family farm growing.

Cottle Strawberry Farm

Family owned since 1964, delivering fresh, locally grown strawberries.

Hickory Hill Milk

Hickory Hill Farm is a fourth generation dairy farm owned by Watson and Lisa Dorn.

J & J Family Farm

Our adventure began in 2011. Farm tours, event rental space & educational classes are available.

Lever Farms

Lever Farms is a family farm where we grow good things for you.

Old Tyme Bean Company

Go back to Southern roots with Old Tyme Bean Company’s various varieties of beans.

Titan Farms

The largest peach grower on the east coast, with over 5,000 acres of peaches in production.

WP Rawl

WP Rawl is a fourth generation family owned and operated grower located in Pelion, SC.

Pee Dee Region

Al Williams Enterprises LLC

I have been selling to schools since the program began and it is very rewarding.

McKenzie Farms

We are a diversified farm and nursery specializing in rare citrus, fruit trees, and other unique plants. 

Lowcountry Region

Hickory Bluff Berry

We are a family farm that provides berries and seasonal produce.

Hilliard Farm

Hilliard Farms can easily produce the amounts schools would need for their students. 

Sweetbay Produce and Nursery

We are a hydroponic producer of premium lettuces & microgreens and specialty foods.

Vertical Roots

Vertical Roots is an indoor vertical farm growing  leafy greens year-round. 

Westbury Farms

Westbury Farms is new to the strawberry business and will have both u-pick and pre-picked options.

Cafeteria Planning

Cafeteria Planning

There are many things to consider when starting or growing a farm to school, farm to child care or farm to summer program.  Building your team and planning in advance helps lead to successful implementation.

Meet The Farmers

Search farmers in your area that are interested in selling to schools, child centers and summer food sites.  

Meet The Distributors

Search distributors throughout the state to find in season, locally grown fruits and vegetables for your menu.

What's in Season

Find what fruits and vegetables are in season to start planning your menu.

Recipes

There are many resources for finding healthy recipes to serve in your cafeteria.  Here are some of our favorites!

Getting Started

Getting Started

Farm to school enriches the connection communities have with fresh, healthy food and local food producers by changing food purchasing and education practices at schools and early care and education settings.

Step 1: Procurement

Are you looking for more resources to procure local foods in your school cafeteria?

Step 2: Sample Contract

Use this sample contract as a guide to help make the relationship between you and the farmer successful.

Farmer Resources

Farmer Resources

NFSN Network

An information, advocacy and networking hub for communities working to bring local food sourcing and agriculture curriculum into education environments.

Farm to Institution Summit

Presentation archive from our annual summit. The purpose of the summit is to bring together key farm to institution players to further encourage local procurement and reinforce healthy, local food education.

Certified SC Marketing

Certified SC Grown is a cooperative effort with farmers, processors, wholesalers, retailers, and the SCDA to brand and promote South Carolina products.

Pecks to Pounds Calculator

Pecks to Pounds Calculator translates typical farm measurements to pounds. This is a useful resource when it comes to determining quantities with school staff and food service.

Selling to Restaurants

Selling to Restaurants

By: R. David Lamie, PhD and Michael Vassalos, PhD

This publication was supported by the Cooperative Agreement Number DP005490-01, funded by the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the U.S. Department of Health and Human Services.

Introduction

Local products continue to be popular choices for restaurants and foodservice providers, with locally sourced meats, seafood and locally grown produce topping the National Restaurant Association’s Top 20 Food Trends of 2013 (National Restaurant Association, 2013; Sharma et al., 2014).  Many other top restaurant trends identified in that survey of 1,800 chefs reflect market opportunities for local products at restaurants – from farm estate branded products to heirloom apples and artisan ice cream. For example, a survey in Alabama documented that more than 50% of the restaurants included in the sample purchased local foods (Reynolds – Allie and Fields, 2012). In South Carolina approximately 300 restaurants participate in the “Fresh on the Menu” program, where participating restaurants focus their menus around Certified South Carolina Grown, seasonal products. Furthermore, restaurants are among the primary markets for local, especially small and medium scale, farmers. To illustrate, in a 2013 survey across three southern states (Georgia, Virginia, South Carolina), more than 20% of the farmers identified restaurants as their primary market (Harrison et al., 2013)

These trends show continuing appeal, to both restaurants and their patrons, for food produced nearby. Moreover, consumers are willing to pay a premium for menu products that include local ingredients (e.g. Fash, Dipietro and Smity, 2015) Restaurants can take product volume over an entire year, creating potential for more farm profitability. Producers interested in pursuing restaurant markets for the first time – or in tuning up their current marketing strategies – need to consider several good business practices in order to be successful. This fact sheet provides an overview of several important considerations for local food producers selling products directly to restaurants in South Carolina, including:

  • Relationships and Communication
  • Product Branding
  • Packaging & Labeling
  • Pricing
  • Product Presentation and Delivery
  • Insurance and Risk Management
  • Certification Requirements
Relationships and Communication

Good business relationships with chefs, kitchen managers and restaurant business staff are vital for successful, profitable farm sales to restaurants. Communication is essential for building those good relationships. Clear and timely communication – especially concerning product availability and delivery times – helps foster a strong farm-restaurant relationship.

For example, most chefs interviewed about buying local produce will tell you that prompt and professional communication about product availability as a very important part of the farm-restaurant relationship. When selling to a restaurant, farmers should recognize that they are dealing with chefs who are accustomed to purchasing products from professional vendors.   Chefs are certainly interested in local products – and may even tolerate a certain amount of inefficiency in obtaining local foods. If that inefficiency remains unaddressed, it may translate into costs to the restaurant’s bottom line – potentially reducing premiums the restaurant is willing and able to pay for local products.

Farm producers should realize relationships with restaurants and other foodservice customers will usually need to be initiated by the farm. Chefs and restaurateurs are busy running their kitchens and establishments, so they usually depend on being approached by potential suppliers. In fact, the lack of available information about local food vendors is consistently cited by chefs and foodservice vendors as a barrier to “buying local.” (Shangwook, 2012). Producers should take the initiative to present information about their farms and products in a professional manner to potential restaurant clients.

One of the best ways to foster a good relationship with a chef is to regularly deliver high-quality product. In a 2011 survey, Alabama chefs rated consistent supply, consistent quality, food safety and product freshness as the most important factors for purchasing local produce (Raynolds-Allie and Fields, 2011). Chefs already accustomed to receiving regular, reliable deliveries from food wholesalers may wish to support local producers while obtaining desirable product, but poorly timed deliveries and bad communication will deter future purchases. Restaurants may also be unaware of locally-grown options, particularly for products such as meat, grains and other non-produce items.

An open, two-way conversation between producers and chefs is absolutely critical to growing a farm’s restaurant market. And a farm’s response to that two-way communication is coveted by chefs. Phone calls or voice mail, text messages, and email orders were cited by chefs around the country as being easiest to access.

Still, nothing beats the personal touch. “I trust the local farmer whose face I know,” said an executive chef at an Illinois country club who bought pork from a local farmer.

For that chef, it was essential for the farmer to keep in touch. “Some initiative (from the grower) is certainly helpful to me because it makes things easier,” said the chef. “It’s great when someone can call me up and say, ‘This is what I’ve got, what do you want?’”

Growers also find that offering some degree of flexibility is helpful to developing the business relationship with the chefs. “I’m willing to work with him if he wants to try something different,” said the farmer supplying the country club. “I’m just a mile-and-a-half down the road.”

That relationship helped the Illinois chef and producer work together, moving from the chef’s purchase of chops and other higher-priced cuts to planning events featuring half- and whole-hogs. This is an example of how producers find working closely with chefs can increase a restaurant’s purchase of lower-priced items; some restaurants may even purchase fresh produce for preserving for later use.

Many farms delivering to restaurants quickly adopt the practice of sending weekly pricing/availability sheets to chefs via email. Online ordering has also picked up popularity as social media and Web-based systems have become easier to navigate. Still, many chefs simply prefer a quick weekly phone call to place their farm order; never underestimate the power of the personal order.

Farm producers should establish both a consistent, high-quality product delivery schedule andmaintain a regular channel of communication with the person responsible for purchase at the restaurant. Quality products and healthy communication frequently open the door to expanded product purchases and other synergies in the local farm-restaurant business relationship. Additionally, a farm’s social media participation, highlighting products and practices, can help build credibility and acceptance among chefs and restaurateurs.

Contractual agreements may also be beneficial for restaurant owners and producers alike (http://nationalaglawcenter.org/wp-content/uploads/assets/articles/SCdirectfarm.pdf). Two commonly utilized contractual types include requirement and output contracts.

Product Branding

A product brand “is the combination of name, words, symbols or design that identifies the product and its company and differentiates it from competition.”[1] Product branding has often been emphasized for value-added farm products and agritourism marketing. More recently, restaurants have increased the practice of listing farm names and brands on their menus, thus, enhancing the opportunity for product differentiation and brand development for producers (Schmit and Hadcock, 2010). Restaurants may also feature local products using a state or regional designation, like Certified SC Grown. South Carolina also has the “Fresh on the Menu” program for restaurants offering Certified SC Grown foods. More information and a list of restaurants participating in the program may be found at freshonthemenu.com

Branding that features more than one brand designation on a product is called “co-branding.” A product including a farm brand, along with a designation like Certified SC Grown, would be co-branded. Some effective co-branding also features unique geographic or regional designations, such as wines produced in Napa Valley, California.

When considering branding products, local food producers should realize selling to restaurants involves two categories of customers: 1) the chef or establishment purchasing the food for preparation; and 2) the consumer buying the food at the restaurant. When purchasing from a local food producer, chefs are likely to evaluate the product based on whether they are receiving a consistent, reliable quality product from a producer they have some relationship with. Research in Missouri indicates local vegetable farmers can differentiate themselves to chefs by offering products with regularity, quality and freshness (Arbindra and Onyango, 2011).

That relationship with the farm can then result in promotion of the farm’s brand at the restaurant level. Excellent product quality can make a restaurant more willing to advertise certain products from local farms on the menu. Restaurants that change menus daily or weekly may print the farm name beside products offered on the menu or include the farm name listed in a menu item description (e.g. “Local Meat’s heritage breed pork chops glazed with Local Bee Farm honey and served with new baby potatoes from Local Produce Farm.”)

Offering farm-branded products at restaurants has helped some farms build a more robust local brand. To avoid confusing consumers, it is usually advised to use similar branding materials across all market channels, aiming for consistency in the way in which a farm brand is presented across local restaurants, farmers markets, grocery stores and other retailers.

More information about successfully developing farm product brands can be accessed in a publication from Iowa State University Extension, “Building Your Brand,” located at http://www.extension.iastate.edu/agdm/wholefarm/html/c5-50.html

Packaging & Labeling

Restaurants, especially standalone establishments or small chains, may be largely indifferent to how fresh products are packaged and labeled – as long as the packaging fits into the restaurant’s receiving and storage systems. However, farmers should consider clearly labeling and packaging their products to differentiate their deliveries from those of other suppliers.

The size of a restaurant’s food preparation area and available cooler space will likely dictate how, when, and in what amounts the product is delivered. Producers should understand each chef’s needs and deliver product in a way that makes handling convenient for the producer and hassle-free for the chef or kitchen staff. Reusable containers that are clearly marked with the producer’s name are often helpful. Avoid packaging that is difficult to stack in coolers, like plastic bags. Consideration should be given to how well the packaging and labeling integrity will hold up under the conditions of a working restaurant.

Meat and poultry products should be labeled in accordance with state guidelines. South Carolina guidelines are available at: http://www.clemson.edu/public/lph/scmpid/

Pricing

Chefs have often connected with local farms by first purchasing items at a farmers market stand. The chef may then ask the producer whether she or he can supply bulk quantities on a regular basis. During that conversation, chefs may request a price break for quantity purchases. Before hesitating at offering farm products to chefs at a lower-than-retail price, farmers should consider the following:

  • Most chefs are accustomed to buying fresh produce, meat and value-added ingredients from food brokers or wholesalers at wholesale prices.
  • Many chefs indicate they are willing to pay more for local products that are superior in freshness and quality, but that the higher price must include clear benefits. “As local producers will likely charge higher prices than large distributors, it is imperative that the producer provide the chef with additional value through such activities as on-time deliveries of the quantity agreed upon (Curtis and Cowee, 2009).”
  • Expanding a farm’s offerings to a local restaurant can help increase net farm income when the restaurant is willing to pay a price above the costs of producing and marketing the farm’s products.
  • Producers should understand chef and restaurant needs before engaging in direct sales to restaurants (Reynolds-Allie and Fields, 2012).
  • Even if chefs offer a lower price, producers’ income may still increase since they will have the opportunity of a reliable market and eliminate the cost of middlemen (Reynolds-Allie and Fields, 2012).
  • Local restaurants may be more willing to pay a higher percentage price premium over wholesale prices paid for fruits and vegetables than for less-perishable items, like meat and value-added products.[2]

Providing larger quantities to restaurants at prices below local retail prices can result in higher economic returns to the producer. Small farms frequently underestimate or neglect to account for the value of the producer’s time spent in marketing or selling. Farm businesses that desire to “scale-up” production often find they either need 1) to participate in even more time-intensive direct marketing venues; or 2) sell larger quantities to less time-intensive markets. Producers should always have a solid understanding of their actual costs of production (including the cost of their time) when entering into a discussion of pricing with any customer.

Finally, and in relatively few instances, some fine dining restaurants may be willing to regularly pay retail or above-retail prices for hard-to-find or superior products. Though not the norm, these restaurants may be accessible to some farms and local food producers.

A comprehensive guide to pricing farm products at both wholesale and retail levels is available from the University of Tennessee at

https://utextension.tennessee.edu/publications/Documents/PB1803.pdf (Bruch and Erntst, 2011).

Product Delivery and Presentation

Consistent product presentation and regular delivery times are important for attracting and retaining restaurant and foodservice customers. Producers should discuss product specifications with the chef or kitchen staff before beginning delivery and periodically “check in” concerning product quality and cleanliness.

Producers should notify the restaurant as soon as possible if fresh product deliveries will be delayed by weather or other factors. “I’m depending on my suppliers to deliver the product when they say they’re going to,” said a chef interviewed in a University of Kentucky focus group.  “If they don’t show up on time, I may have to change my dinner menu—and if they’re always late, I’m not going to want to keep doing business with them.”

Good communication is vital in the longer term, chefs need advance time to get local products on the menu. A North Carolina chef said, “I need to know when a crop is coming in 4 weeks before it is available so I can get it onto the menu. Most farmers are not used to this time line.”

If a producer has a contractual agreement with a restaurant and he/she is unable to fulfill the agreed obligations then a possible alternative is for the producer to purchase the production that cannot be delivered from another farmer and satisfy the contractual agreement (http://nationalaglawcenter.org/wp-content/uploads/assets/articles/SCdirectfarm.pdf).

An invoice should accompany farm products upon delivery to restaurants. Producers must work with the restaurant to ensure that the invoice reaches the proper person. Local food producers should also realize that restaurants often pay vendors in a timeframe that can range from 7 to 45 days after product delivery; producers should be prepared for such payment terms.

Insurance and Risk Management

Like other customer segments, chefs may exhibit a high degree of trust in local producers and may perceive that locally produced products are “safer” than products purchased wholesale. Some chefs even request personally inspecting farms or processing facilities to verify that production or processing meets their personal standards.[3]

However, restaurants also operate under standard food safety guidelines and practices. Larger chains and institutional customers, like schools and hospitals, usually require producer-suppliers to carry a specific level of product liability insurance. Others may insist on third-party certifications indicating certain practices being followed on a farm.

As for sales to any market, producers selling to restaurants should evaluate the potential liability risks and discuss appropriate risk management tools with a knowledgeable professional.

Certification Requirements

In addition to product liability insurance, restaurants purchasing directly from a farm or producer may require GAP (Good Agriculture Practices) Certification, third-party food safety audits or other certifications. GAP Certification and third-party programs, like PRO*ACT, that verify fresh produce safety are becoming food industry standards. Meats and value-added products must be prepared in properly inspected facilities and follow specific regulations, which may vary by state.

In South Carolina, meat and poultry products (including value-added products containing more than 3% raw or 2% cooked beef, pork, chicken or lamb) are regulated by the South Carolina Meat and Poultry Inspection Department.

More information about these regulations may be found at http://www.clemson.edu/public/lph/scmpid/.

Non-cheese dairy items, soft drinks and water products (bottled water, ice, etc.) are regulated by SC DHEC Food Protection Dairy Division. Additional information about these regulations may be found at https://scdhec.gov/food-safety/food-safety-dairy-safety-south-carolina

Shellfish products are regulated by the SC DHEC Shellfish Division. Go to https://scdhec.gov/food-safety/shellfish-monitoring-program-overview for more information.

Products containing 7% or more alcohol are regulated by the Alcohol, Tobacco, Firearms Tax and Trade Bureau.  For more information about these regulations, go to http://www.ttb.gov.

All other food items sold wholesale, including value-added food products, are regulated under the South Carolina Department of Agriculture.  For more information about these regulations, go to http://agriculture.sc.gov/divisions/consumer-protection/food-safety-compliance/

Many farmers are beginning to turn their harvests into value-added food products, and chefs often value adding these types of local specialty foods to their menus to complement fresh locally grown meats and produce. Examples of value-added foods being produced under the jurisdiction of the SC Department of Agriculture include BBQ sauce, hot sauce, marinara sauce, pickles/pickled products, jams, jellies, and fruit preserves. These products also require testing by a process authority before they can be produced and sold. In South Carolina, process authorities are at Clemson University, where product testing is coordinated by Clemson University Extension Service’s Food2Market program available at www.clemson.edu/extension/food2market.

Products classified as acidified (i.e. pickles) and low acid (i.e. green beans) require the processor to have a Better Process Control School certificate and registration of their facility and process with the Food and Drug Administration. This is a requirement of the FDA and must be done before registering the product with SCDA.

Furthermore, producers need to comply with a set of USDA – AMS requirements to claim that their fresh produce and/or vegetables are of specific grade (https://www.carolinafarmstewards.org/wp-content/uploads/2012/10/CFSA_RegGuide-SC2012_08-webres2.pdf)

Other certifications that may be of value to farms selling direct to restaurants include certifications of production practices. These can include, but are not limited to, certifications from the USDA Certified Organic Program, the peer-reviewed Certified Naturally Grown program, and kosher or halal designations. Some restaurants may themselves be operating as certified organic facilities and might require a similar certification from product suppliers.

Conclusion

Selling farm items directly to restaurants can be an effective and profitable marketing channel that can help increase a farm’s sales volumes while diversifying market channels. Restaurants may be willing to pay a premium over wholesale prices for high-quality local produce. It is vital for farms to establish clear communication channels and a good business relationship with the chefs and foodservice establishments being served; consistent deliveries of high-quality product are especially important when servicing restaurant clients. Farms should also seek to appropriately manage risk and obtain any certifications necessary for selling to local restaurants.

Many chefs value building relationships with local farmers, and farms should maintain clear communication channels with the chef and restaurant personnel responsible for product purchases. Featured products on restaurant menus can also be effective brand-builders for growing local food businesses.

Selected Resources

Arbindra, R. and B. Onyango. “Purchasing Locally Produced Fresh Vegetables: National Franchise vs. Locally Owned and Operated Restaurants. Selected Paper, 2011 Agricultural & Applied Economics Association Annual Meeting. http://purl.umn.edu/103464

Bruch, M.L., and M. D. Ernst. 2011. “A General Guide to Pricing for Direct Farm Marketers and Value-Added Agricultural Entrepreneurs.” University of Tennessee Extension Publication PB1803. http://cpa.utk.edu

Carolina Farm Stewardship Association. 2012. “Growing your Local Food Business in South Carolina: A Guide to Laws and Regulations.” Retrieved on: https://www.carolinafarmstewards.org/wp-content/uploads/2012/10/CFSA_RegGuide-SC2012_08-webres2.pdf

Curtis, K.E. and M.W. Cowee. 2009. “Direct Marketing Local Food to Chefs: Che Preferences and Perceived Obstacles.” Journal of Food Distribution Research 40(2): 26-36.

Foday, E.S., R.C. Whitacre, and A. S. Spaulding. 2010. “Factors Influencing Restaurant Managers’ Willingness to Feature Locally Produced Meat” Poster Presented at AAEA annual meeting, Denver, CO., July 25-27.

Food2Market. Clemson University Extension Service. http://www.clemson.edu/extension/food/food2market/

Frash Jr., R.E., R. DiPietro, and W. Smith. 2015. “Pay More for McLocal? Examining Motivators for Willingness to Pay for Local Food in a Chain Restaurant Setting.” Journal of Hospitality Marketing & Management 24(4): 411-434.

Giddens, N. “Building Your Brand.” Ag Decision Maker, Iowa State University. http://www.extension.iastate.edu/agdm/wholefarm/html/c5-50.html

Harrison, J.A., J.W. Gaskin, M.A. Harrison, J.L. Cannon, R.R. Boyer, and G.W. Zehnder. 2013. “Survey of Food Safety Practices on Small to Medium-Sized Farms and in Farmers Markets.” Journal of Food Protection 76(11): 1989-1993.

National Restaurant Association. 2012. What’s Hot 2013 Chef Survey. Retrieved on September 3, 2017: http://www.restaurantnews.com/national-restaurant-associations-whats-hot-in-2013-culinary-forecast-predicts-top-food-and-drink-menu-trends/

Reynolds – Allie, K., and D. Fields. 2012. “A Comparative Analysis of Alabama Restaurants: Local vs Non-Local Food Purchase.” Journal of Food Distribution Research 43(1): 65-74.

Sangwook, K. “Perceptions of the Benefits and Challenges of Purchasing Local Foods in the Iowa Hotel Industry. (2012) Graduate Theses and Dissertations. Paper 12729. Iowa State University Digital Repository, http://lib.dr.iastate.edu/etd.

Schmit, T.M., and S.E. Hadcock. 2010. “Assessing barriers to expansion of farm-to-chef sales: a case study from upstate New York.” Working paper, Charles H. Dyson School of Applied Economics and Management, Cornell University, Ithaca, NY.

Sharma, A., J. Moon, and C. Strohbehn. 2014. “Restaurant’s decision to purchase local foods: Influence of value chain activities.” International Journal of Hospitality Management 39: 130-143.

South Carolina Meat – Poultry Inspection Department: http://www.clemson.edu/public/lph/scmpid/

  1. Giddens, Nancy. “Building Your Brand.” Ag Decision Maker, Iowa State University. http://www.extension.iastate.edu/agdm/wholefarm/html/c5-50.html
  2. A 2010 survey of Illinois independent restaurants indicated much greater willingness to pay up to a 10 percent price premium for local meat products than price premiums over 10 percent. Foday et al., 2010) Surveys of restaurants in Missouri and Kentucky have indicated a majority of chefs in some areas are willing to pay premiums as much as 30 percent for produce, especially when fresher produce results in less shrink (product loss) at the restaurant.
  3. See e.g. Shoshanah Inwood et al. “Building Capacity for Local and Organic Ohio Proud Foods for Retail and Restaurant Distribution in Ohio.” September 2003. OARDC.
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Selling to Distributors

Selling to Food Distributors and Wholesalers

By: R. David Lamie, PhD and Michael Vassalos, PhD

This publication was supported by the Cooperative Agreement Number DP005490-01, funded by the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the U.S. Department of Health and Human Services.

Introduction

Most food consumed in the U.S. is purchased at grocery stores and restaurants. To illustrate, these outlets account for 99.2% of the food sold (Gunter, Thilamy, and Sullins, 2012).  Moreover, grocery stores accounted for more than 90% of retail food sales – Figure 1 (Elitzak, 2017) (https://www.ers.usda.gov/topics/food-markets-prices/retailing-wholesaling/retail-trends/)

Figure 1: Traditional Foodstore Sales by Segment

Furthermore, according to the 2012 census of agriculture, grocery wholesale volume accounted for approximately 41% of retail food operations – Figure 2 (Martinez, 2017)

Figure 2: Food Wholesale sales by Type of Outlet.

Food distributors and wholesalers typically focus on either foodservice or the grocery trade. According to the Economic Census, the three most common types of food wholesalers include: i) Merchant Wholesalers, ii) agents and brokers, and iii) manufacturers’ sales branches and offices.  Sales by the first group accounted in 2012 for more than 55% of grocery wholesale sales (https://www.ers.usda.gov/topics/food-markets-prices/retailing-wholesaling/wholesaling/). In recent decades, the grocery supply chain for fresh food (especially produce, but also meat and dairy products) has changed to emphasize grower-shippers or vertically integrated processors shipping directly to grocery stores and regional grocery distribution centers (Cook, 2012).

Grocery consumers continue to judge it very important that the primary grocery store for a household’s food purchases offers locally grown produce and other locally packaged foods.[1]This consumer value for local food, as well as interest in reducing fuel costs and realizing other logistical savings, has stimulated more interest for wholesale purchases of local farm products.

Larger buyers are often challenged to find adequate quantities of local food products, and the varied uses of “local” have created some challenges as a concept for in-store merchandising. In the last 10 years, there is some renewed interest in expanding regional and specialty food distributors. These can be an outgrowth of a single farm’s effort to expand its wholesale distribution network (Abatekassa, and Peterson, 2011). Other times, this is the outgrowth of a grocery or restaurant chain’s effort to market regional production through their retail outlets.

This report will identify important considerations for farmers related to the following areas:

  • Product Branding
  • Packaging
  • Pricing
  • Labeling
  • Product Presentation, Delivery and Invoicing
  • Insurance and Risk Management
  • Certification Requirements
  • Relationships and Communication

Volume, product quality, packaging and food safety are vital for successful sales to food wholesalers and distributors. Several publications with detailed information in these areas are referenced within this fact sheet and are also included in the bibliography.

Product Branding

A product brand “is the combination of name, words, symbols or design that identifies the product and its company and differentiates it from competition.” (Giddens, 2015). Branding can help create consumer trust, loyalty and repeat purchases. Food distributors and wholesalers may have different concerns relative to product brand, and these concerns may be tied to the kind of food sold. Bulk, unbranded products may be demanded for common items like squash or ground beef. Other products, such as specialty meat cuts or value-added foods, may be more brand-dependent. Private-label (store brands, etc.) goods also continue to grow as a part of consumer food purchases. The greatest growth in private-label fresh produce has come in fresh cut salads (Cook, 2013).

Some farms may have an established brand while others may want to pursue developing a unique brand for distribution. Conversations with food wholesalers and distributors can help a producer identify important aspects of a brand. A specialty or ethnic food distributor, for example, may view a particular brand very differently than a large foodservice distributor.

A producer interested in expanding a brand to food wholesalers or distributors should be engaged in conversations about branding preferences with those firms. Food producers interested in supplying wholesale quantities should also be aware that different brands may require different packaging guidelines from different types of wholesale buyers.

Packaging

In general, food distributors and wholesalers have well defined, industry- standard packaging requirements, especially in the case of local food products (Lamie et al., 2015). Moreover, distributors commonly require producers to follow USDA standard pack and grading (Alcorta, Dufour, and Hinman, 2012,1). Packaging requirements can be determined through initial conversations with food distributors and wholesalers. Packaged foods may have similar box sizing and count requirements across buyers; packaging requirements for fresh food could more often vary between buyer types. For example, a produce distributor selling to restaurants may be interested in large bags of lettuce while a wholesaler purchasing for grocery sale will likely demand standard consumer packs. Some buyers may require the use of reusable plastic containers. As packaging can be expensive, conversations with potential buyers about the proper packs can save a local food producer both time and money.

Produce should be graded, cleaned and packaged according to a buyer’s standards. Standard grading and packaging standards for fresh items are available at the USDA Agricultural Marketing Service (http://www.ams.usda.gov) under “Grades and Standards.” Fresh produce industry standards for packaging may also be found in the produce availability guide published by The Packer, www.thepacker.com.

Food distributors who repack products, such as produce distributors, may have certain preferences for the containers in which a product is received. Producers should ask for clear guidelines before delivery.

Wholesale buyers will often work through a contractual agreement. When selling to wholesale buyers without a contract, it is still good practice to obtain a written outline of expectations for packaging and other guidelines, like product quality, delivery times and quantities.

Pricing

Prices obtained from selling farm products wholesale will be lower than direct market prices (Farmer and Betz, 2016); however, wholesale markets typically accept higher volumes of product and can potentially generate higher overall levels of profit.  Additionally, producers may have higher profit because of the lower marketing costs associated with selling to wholesalers (Farmer and Betz, 2016).  On the other hand, producers should consider that distributors may not pay for 30 to 60 days, thus, a well- organized invoicing system is required (Alcorta, Dufour, and Hilman, 2012.1).  Similarly, wholesale buyers typically pay the farmers within 45 days after delivery (Alcorta, Dufour, and Hilman, 2012.2) Producers often reach a point where business expansion goals, especially when they value their time fairly, require shifting focus from labor-intensive direct marketing venues towards wholesale venues.  A food producer should enter into pricing conversations with food wholesalers knowing the cost of production for growing or producing the farm or food products.

Contracts for acquiring food items may be used by distributors and wholesalers. Contracts lend assurance to both the buyer and the seller that food items will be available in the needed quantities at the given times and specified quality. Prices in contracts may be set in advance or tied to seasonal wholesale price trends. Understanding the obligations of both parties in a contract is important before entering into an agreement.

Producers unfamiliar with wholesale product pricing should learn about the range of wholesale prices paid for comparable products. Some wholesalers and distributors may be willing to pay producers wholesale price premiums based on certain quality and/or delivery arrangements.  Many commercial buyers use standard margins for various products depending on product perishability and also employ standard retail pricing formulas to set prices for the numerous products they are managing.

A good overview of product pricing may be found in the Iowa State University publication “Pricing for Profit” at: http://www.extension.iastate.edu/agdm/wholefarm/html/c1-55.html

Wholesale prices for South Carolina fruits and vegetables are collected weekly at the South Carolina State Farmers Market in Columbia, listed at www.scstatefarmersmarket.com. These and other wholesale prices are also available through the USDA Agricultural Marketing Service’s Market News web portal, www.ams.usda.gov.

Labeling

Labels are an attractive and essential part of food merchandising. Attractive labels can stimulate customer interest in certain products or brands. Presentation is a critical element stimulating higher inventory turns and will be one of the primary ways a consumer recognizes a product as being local.  Labels also provide customers with product and nutritional information meeting federal guidelines.

Food distributors and wholesalers will expect suppliers to follow federally mandated guidelines for food labeling. Answers to frequently asked questions about food labeling may be found in the FDA’s “Food Labeling Guide,” online at

http://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsRegulatoryInformation/LabelingNutrition/ucm2006828.htm

Food distributors and wholesalers will also expect products to contain UPC (bar code) information and may require price look-up (PLU) numbers on some fresh produce items. A list of PLU codes is available at www.plucodes.com. Bar codes contain information needed to scan a product at checkout; bar codes also can contain product information related to lot numbers and sources. Producers should include questions about bar codes in their conversations about labeling with food distributors or wholesalers.

Product Delivery and Invoicing

Wholesalers and food distributors will reject products that do not meet standards for resale. Producers should understand buyer guidelines for quality and deliver products that meet those requirements. If a producer believes he or she will not be able to deliver product meeting or exceeding the buyer’s standards, it is recommended to engage the buyer in a conversation about that problem as soon as possible.

Distributors and wholesalers usually have set product receiving times and locations. Delivering products at the times and locations specified by the distributor/wholesaler can only help keep the producer-buyer business relationship healthy.

Wholesale customers frequently cite improperly prepared product invoices from local producers as a barrier to developing more local business. Local food producers should ask up front what the wholesaler or distributor’s requirements are for invoicing and be sure to submit the proper invoice to the proper person or department for payment. Payment terms for most wholesale food firms will be two or more weeks from product delivery.

Insurance and Risk Management

Selling to wholesalers and distributors will require product liability insurance (PLI). The producer’s initial conversation with a food wholesaler or distributor should include a discussion of the level of insurance required.

Food wholesalers are more often requiring producers to have certain food safety certifications. Fresh produce is often required to have a USDA Good Agricultural Practices (GAP) and/or Good Handling Practices (GHP) audit. The Carolina Farm Stewardship Association has developed a GAP manual for small and diversified farms at http://www.carolinafarmstewards.org/gaps-manual/

Some buyers require a third party inspection using GAP guidelines, such as the PRO*ACT certification now common in the fresh produce industry. For those producing packaged or value-added food products, hazard analysis and critical control points , (HAACP), and other food safety plans may be required. Penn State University has compiled a website listing various food safety and risk management resources for farms: http://extension.psu.edu/food/safety/farm/resources

A North Carolina State University publication about product liability insurance, specific to fresh produce growers, is available at:

https://content.ces.ncsu.edu/how-to-sell-produce-to-distributors

Certification Requirements

Proof of insurance and food safety certifications are the most frequent certifications requested by food distributors and wholesalers. Other certifications sometimes requested are related to production or handling practices, like the USDA Certified Organic program. Religious and ethical certifications, such as kosher and halal, may be requested.

Some wholesalers and distributors may have their suppliers complete certification or quality programs specific to their company. Others may utilize third-party certifications, like Global GAP and the PRO*ACT program mentioned above.

Smaller wholesalers and distributors may request regional or state-specific certifications.

Relationships and Communication

The food distribution and wholesale business is very relational. Many individuals and firms operating in food distribution have a long history within the industry. Despite some industry consolidation, many of the firms are still either family-owned or managed or have their roots in a family business. However, most firms are also constantly seeking quality products from suppliers willing to meet quality and quantity specifications.

Food producers will need to build a solid footing of trust with wholesalers and distributors. Keeping phone and in-person appointments, maintaining a timely stream of invoices and other business documents, and promptly addressing any product quality concerns will help build that trust and confidence.

Due to the size of some food distributors and wholesalers, it is possible that different contact people may be in different offices or warehouses or sometimes even different states. Producers should ask, before beginning to supply a wholesaler, who the proper people are to address questions about receiving, product quality, and accounts payable.

Conclusion

Food wholesalers and distributors are a potential market for large volumes of food products at wholesale prices. Food wholesalers and distributors will require proof of insurance and may require various food safety or quality certifications. Producers may be required to meet specific guidelines for product handling, packaging and labeling.

Risk management is a vital consideration for producers considering producing for the wholesale market. Producers can expect to be required to carry product liability insurance and may be subject to food safety and other audits. As with any business relationship, clear communication with the proper people can help propel a producer toward success when entering the wholesale market.

Resources

Abatekassa, G and H.C. Peterson. 2011.“Market Access for Local Food through the Conventional Food Supply Chain.” International Food and Agribusiness Management Review. Volume 14 (1): 63-82

Alcorta, M., R. Dufour, and T. Hinman. 2012.1 Tips for Selling to: Produce Distributors. National Center for Appropriate Technology. Available at: https://attra.ncat.org/attra-pub/download.php?id=440

Alcorta, M., R. Dufour, and T. Hinman. 2012.2 Tips for Selling to: Wholesale Buyers. National Center for Appropriate Technology. Available at: https://attra.ncat.org/attra-pub/download.php?id=440

Cook, Roberta. 2013. “Trends in the Marketing of Fresh Produce and Fresh-Cut/Value-added Produce.” University of California-Davis. Sept. 26, 2013. http://ucce.ucdavis.edu/files/datastore/234-2603.pdf

Cook, Roberta L. “Fundamental Forces Affecting U.S. Produce Growers and Marketers.” Choices 26(4), 2011.

Farmer, J. R., and M. E. Betz. 2016. “Rebuilding local Foods in Appalachia: Variables affecting distribution methods of West Virginia Farms.” Journal of Rural Studies 45: 34-42.

Elitzak, H. 2017. Retail Trends. Available at: https://www.ers.usda.gov/topics/food-markets-prices/retailing-wholesaling/retail-trends/

Giddens, N. 2015. “Building Your Brand.” Ag Decision Maker Newsletter 6(3), Article 3. Iowa State University. http://www.extension.iastate.edu/agdm/wholefarm/html/c5-50.html

Gunter, A., D. Thilamy, and M. Sullins. 2012. “What is the New Version of Scale Efficient: A Values-Based Supply Chain Approach.” Journal of Food Distribution Research 43(1): 27-34.

Lamie, D., M. Ernst, T. Woods, G. Bullen, and B. Lanford. 2015. Choosing Wholesale Markets for Local Food Products. Available at: http://articles.extension.org/pages/71021/choosing-wholesale-markets-for-local-food-products

“Marketing Fresh Produce to Food Retailers.” University of Kentucky Crop Diversification Center. http://www.uky.edu/Ag/CDBREC/marketing/grocers.pdf

Martinez, Stephen.  Wholesaling. USDA Economic Research Service.  Available at: https://www.ers.usda.gov/topics/food-markets-prices/retailing-wholesaling/wholesaling/.

  1.  In the 2012 National Grocers Association survey, 45.9% of consumers said “offers locally grown produce and other local packaged foods” was Very Important; 41.9% said it was “somewhat important.”
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Selling to Grocery Stores

Selling to Co-op Grocery Stores

By: R. David Lamie, PhD and Michael Vassalos, PhD

This publication was supported by the Cooperative Agreement Number DP005490-01, funded by the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the U.S. Department of Health and Human Services.

 

Introduction

Defining cooperative remains a challenging issue, since no consensus exists. A common definitions used is: “A cooperative is a business owned and democratically controlled by the people who use its services and whose benefits are derived and distributed equitably on the basis of use.” (USDA, 2012). Based on the territory served, the objectives and the governance system cooperatives are classified in a number of different types (USDA, 2012). Consumer and food cooperatives are among the most common ones. Consumer food cooperatives (co-ops) have long championed locally-produced food. Co-op grocery stores are often among the more accessible wholesale markets for farm and food producers and are often very willing to promote food from smaller farms and local businesses. Co-ops have also long been sources for food produced using organic practices, and co-op consumers tend to be highly engaged with the production practices and philosophies of the farms and companies producing food.

Philosophy sometimes differentiates food co-ops from other independent grocers and small grocery chains. Interest and participation in consumer food co-ops historically “tends to increase during periods of social, political and economic turmoil.”[1] There was an explosion of interest in food co-ops and buying clubs in the late 1960s and 1970s. Food co-ops then experienced consolidation, and some decline in numbers, through the 1990s. More recently, increased interest in local food has been one factor fueling benefits for co-op food stores (Zitcer, 2015). Additionally, a new cooperative structure, the New Generation Cooperatives (NGC), has emerged over the last two decades. The focus on the value-added processing and marketing of commodities, and the ability to trade equity shares are among the main differences of NGC with traditional cooperation’s (Coltrain et al., 2000).

According to the University of Wisconsin Center for Cooperatives, consumer food co-ops benefited in the 2000s from “intense consumer interest in alternatives to a market system that might not suit their needs.” This growth continues in the 2010 decade. To illustrate, a recent USDA report (https://www.usda.gov/media/press-releases/2016/10/04/food-and-agriculture-co-op-income-again-sets-record-2015-usda-data), indicated that the food and agriculture cooperatives in USA achieved a record high income during 2015. There are also several examples of co-op grocery stores in locations where local stakeholders saw this as the only viable means to securing even one food retail establishment.  These establishments are often considered as rural development strategies.

There are between 300 and 350 food co-ops in operation around the country including two in South Carolina:

Hub City Co-op (Spartanburg)

Upstate Food Co-op (Six Mile)

A list of cooperative grocers in other states may be found at the Cooperative Grocer Network, www.cooperativegrocer.coop.

Though co-ops have long been friendly to sourcing local products, food producers selling to co-ops must still maintain high standards of professionalism, product quality and food safety. This fact sheet provides an overview of producer concerns for selling to co-ops in the following areas:

  • Relationships and Communication
  • Product Presentation and Delivery
  • Pricing
  • Product Branding
  • Packaging and Labeling
  • Insurance and Risk Management
  • Certification Requirements

A list of additional resources is included at the end of this publication.

Relationships and Communication

Food co-ops are local businesses, often operating at a single location and it is not unlikely that some of them include grocery and non-grocery merchandise (Katchova and Woods, 2013). The food co-op with the greatest number of stores in 2013 was PCC Natural Markets, operating nine stores in the Seattle, Wash., area. As co-ops are customer-owned and managed by a local board of directors, they tend to be very interested in building relationships with local growers. Good communication between producer and co-op will strengthen that tie; many co-ops have even initiated relationships with local producers.

The size of the co-op generally determines with whom producers will directly interact. A producer’s initial contact with a co-op will likely be made with the general manager or central office. The co-op’s general manager is in charge of all operations. In single-store or smaller co-ops, the general manager may have more in-store responsibilities and may be an initial point of contact with local food producers. A department manager, like produce or meat, will usually work directly with the producer to coordinate product purchase and delivery. According to Katchova and Woods (2013), the average co-op works with almost 70 producers. Producers might also work with the co-op’s marketing or communications departments, especially when conducting in-store promotions. Finally, the business office, or accounts payable, will be the point of contact for invoicing and payment.

Because co-ops emphasize community-building, managers appreciate producer communication and involvement with all members of the staff. The Sacramento, Calif., Natural Foods Co-op hosts a monthly “Growers Lunch” for its staff, where the store’s workers can get to know the producers supplying the store with food (Maviglion, 2011). Events like this also help the workers to answer customer questions – workers can talk about having met the farmer, or having been to the farm, when asked questions about the products.

Co-op managers also appreciate producer involvement during in-store sampling and promotional activities. Producers who make themselves or a member of their business available at such events can help build a relationship of mutual benefit and trust and enhance the “community” aspect highly valued by consumer food co-ops.

Product Delivery

More than half of 60 food co-op general managers surveyed across the U.S. in 2011 said working with local producers created an advantage for product delivery and logistics (Katchova and Woods, 2011). While local producers may have less distance to travel to sell to a co-op, care should be taken to arrive when promised with product that is of suitable quality. Produce growers should especially be sure to follow the co-op’s pack, size, grade and post-harvest practices.[2] Some co-ops operate as certified organic retailers; if that is the case, producers should follow the required standards.

For fresh produce, proper grading, cleaning and packing will be required for delivery to the co-op. Although the co-op may specialize in local and niche foods, the store still receives products in standard packaging and containers. As with deliveries made to all local grocery stores, producers should always deliver product at the time and location agreed upon. “Sometimes it’s hard to get (local growers) to follow the rules in terms of shipping times or delivery times,” stated a co-op general manager in comments associated with the national survey.[3] Furthermore, in order to maintain supply and profits during the periods that local food is not available, it is not uncommon for co-ops to offer food products from national retailers (https://www.rd.usda.gov/files/RD-RuralCoopMagSepOct2016.pdf)

Producers should clarify product delivery and presentation guidelines with the co-op.  Immediate notification of any delivery delays (weather, accidents, etc.) will go a long way toward creating a business relationship of mutual trust.

Pricing

Co-ops set retail prices for their members through a process called markup. Interviews with co-op general managers across the country indicate that it is not uncommon for co-ops to pay higher prices for local products than in the current wholesale market, or accept lower margins. The difference between the price paid by the store and the retail price is referred to as “margin,” and many co-ops have shown a willingness to decrease the margin on locally-grown products (Katchova and Woods, 2013).

For example, a co-op may purchase wholesale tomatoes for $1.50 per pound. In order to realize a 30 percent margin, those tomatoes are marked up to a retail price of $1.95. If the co-op pays $1.75 per pound for local tomatoes, then sells them for $1.95, it only realizes about an 11 percent margin.

When discussing pricing with a co-op, the producer should understand both his or her cost of production and the existing wholesale price structure. This is an advantage to both the co-op and the producer, as illustrated in the following account from a co-op manager in the Midwest who talked about negotiating a price for locally-grown pork.[4]

“Our buyer said, ‘I gotta tell you, the price (the producer was asking) is too low.  For the organic market, you’re selling something to me that is lower than I’m buying non-organic for.  Make sure that you’ve got your pricing right, because I don’t want to see a price increase a couple months down the road.’”

Co-op produce managers often cite superior quality of local products as helping justify higher producer prices paid. Higher quality results in less product loss (shrink), generally helping improve a retailer’s profitability.

Product Branding

Farms growing food for the local market can realize the value of branding as their products enter multiple local channels, such as restaurants, farmers markets and local groceries. A product brand “is the combination of name, words, symbols or design that identifies the product and its company and differentiates it from competition.” (Giddens, 2015)

Co-ops often prominently highlight local producers through in-store merchandising. Signage, often created by a co-op’s marketing department, may feature photos of the producer and farm, along with business logos. As in all grocery stores, care should be taken to keep the farm’s name, logos and products consistent wherever those products are available.

Co-ops may also provide producers opportunities to “build their brand” through in-store product sampling, promotional events and community festivals. A farm’s personal participation in such events can contribute to brand visibility – and also help cement a good relationship with the co-op.

More information about successfully developing farm product brands can be accessed in the publication from Iowa State University Extension, “Building Your Brand,” at http://www.extension.iastate.edu/agdm/wholefarm/html/c5-50.html

Packaging & Labeling

In addition to negotiating prices and/or group individual quantities into larger volumes, a number of food co-ops add value to their products through the use of labels (https://www.rd.usda.gov/files/cir55.pdf). Like other grocery stores, co-ops will require properly packed produce and fresh food. Grocers are accustomed to receiving fresh products in standard packaging, like the reusable plastic containers pictured here, that fit into a store’s handling practices. Containers should include the farm name, contact information and a product description: quantity, if being sold by the each; or weight, if being sold by the ounce or pound.  Packaging preferences for dairy and meat products could vary by store.

Co-ops also may encourage packaging that is recyclable or sourced from sustainable product streams.  In some cases, this might be a part of a larger overall “greening” effort for the business.  At the same time, food packaging and handling procedures must always meet regulations and guidelines for food safety. Producers may have the chance to work through packaging solutions with the co-op to arrive at solutions that satisfy all such concerns.

Product lookup (PLU) numbers for fresh produce items and UPC codes for packaged goods are standard in all grocery stores. Discuss with the food co-op how your products may be labeled. Many food co-ops specialize in offering a diverse selection of health foods; pay careful attention when making any such health claims on product labels. Such claims are regulated by the FDA; determine more about federal food labeling guidelines at www.fda.gov.

Insurance and Risk Management

Most grocery stores require farms to carry product liability insurance (PLI), usually at a level of at least $1 million. The producer should check with the co-op to determine if product liability insurance is required; if so, the co-op will usually ask for proof of insurance. It is advisable to carry the insurance coverage even if a particular outlet does not require PLI. Stores may also have different insurance requirements for different product types.

Food safety is a continuing concern for food retailers. Co-ops may rely on third-party certifications (such as USDA Certified Organic) to help vet product quality. A co-op general manager in a 2010 survey summed up how this works. “We love it if it’s certified organic,” she said. “That gives us relative assurance that they (producers) know how to handle it, they have to follow certain stipulations in handling to make sure that it’s safe.  And there’s a big level of trust.”[5]

Processed or manufactured foods, as well as meat and dairy, may be subject to different levels of liability insurance and food safety certification. Third-party audits are standard for many food retailers to affirm that food is being produced safely. Moreover, a number of food cooperatives may offer food safety assistance to their members (https://www.rd.usda.gov/files/RD-RuralCoopMagSepOct2016.pdf; Katchova and Woods, 2013).

Certification Requirements

In addition to food safety and production practice requirements, co-ops may ask producers for other certifications. The most common of these, for most co-ops, is USDA Certified Organic. Other requested certifications could include those related to a farm’s labor practices, animal husbandry techniques and environmental stewardship. Some co-ops require products to be sourced from a certain geographic area to gain certain in-store labeling.

In South Carolina, meat and poultry products (including value-added products containing more than 3% raw or 2% cooked beef, pork, chicken or lamb) are regulated by the South Carolina Meat and Poultry Inspection Department.

More information about these regulations may be found at http://www.clemson.edu/public/lph/scmpid/.

Non-cheese dairy items, soft drinks and water products (bottled water, ice, etc.) are regulated by SC DHEC Food Protection Dairy Division. Additional information about these regulations may be found at https://scdhec.gov/food-safety/food-safety-dairy-safety-south-carolina

Shellfish products are regulated by the SC DHEC Shellfish Division. Go to https://scdhec.gov/food-safety/shellfish-monitoring-program-overview for more information.

Products containing 7% or more alcohol are regulated by the Alcohol, Tobacco, Firearms Tax and Trade Bureau.  For more information about these regulations, go to http://www.ttb.gov.

All other food items sold wholesale, including value-added food products, are regulated under the South Carolina Department of Agriculture.  For more information about these regulations, go to http://agriculture.sc.gov/divisions/consumer-protection/food-safety-compliance/.

Examples of value-added foods being produced under the jurisdiction of the SC Department of Agriculture include BBQ sauce, hot sauce, marinara sauce, pickles/pickled products, jams, jellies, and fruit preserves. These products also require testing by a process authority before they can be produced and sold. In South Carolina, process authorities are at Clemson University, where product testing is coordinated by Clemson University Extension Service’s Food2Market program (www.clemson.edu/extension/food2market).

Products classified as acidified (i.e. pickles) and low acid (i.e. green beans) require the processor to have a Better Process Control School certificate and registration of their facility and process with the Food and Drug Administration. This is a requirement of the FDA and must be done before registering the product with SCDA.

Co-ops may also look favorably on kosher, gluten-free and halal certifications. Some co-ops or their affiliated restaurants may be certified organic facilities.

Conclusion

Consumer food co-ops can be an accessible market for local producers ramping up to production of wholesale quantities. In-store promotions and, frequently, favorable pricing for local products can potentially increase a farm’s quantity of goods sold and/or profit levels. Producers should be especially proactive to establish good communication channels with the appropriate staff at the co-op, and producers willing to participate in store promotions featuring their farm’s product can further strengthen the farm-grocery business relationship.

Food co-ops require farms to follow similar guidelines as other groceries in the areas of product presentation, delivery, packaging and labeling. Producers will likely be required to have product liability insurance, though that may vary according to individual co-op policies for local purchases and product type. Co-ops have also been more likely to feature products with certain certifications related to production region, labor, sustainability, organic and other production practices.

Selected Resources

“Selling to Restaurants and Food Co-ops.” Washington State Department of Agriculture.  Handbook for Small and Direct Marketing Farms.  2014.  Available at http://agr.wa.gov.

“Grocery Cooperatives.” University of Wisconsin Center for Cooperatives. https://www.rd.usda.gov/files/RD-RuralCoopMagSepOct2016.pdf

“Marketing Fresh Produce to Food Retailers.” University of Kentucky Crop Diversification Center. http://www.uky.edu/Ag/CDBREC/marketing/grocers.pdf

“Rural Cooperatives: Delivering Good Food From Awesome Farmers.” USDA office of the secretary http://www.uwcc.wisc.edu/pdf/RD-RuralCoopMagSepOct2016.pdf

Coltrain, D., D. Barton, and M. Boland. 2000. “Differences Between New Generation Cooperatives and Traditional Cooperatives.” Department of Agricultural Economics, Kansas State University.

Giddens, N. 2015. “Building your Brand.” Ag Decision Maker Newsletter 6(3): Article 3. Available at: http://lib.dr.iastate.edu/agdm/vol6/iss3/3

Katchova, A., and T. Woods. 2013. “Local Foods and food cooperatives: Ethics, economics, and competition issues.” In H James (ed) The Ethics and Economics of Agrifood Competition London: Springer pp 227-242.

Katchova, A., and T. Woods. 2011. “The Effectiveness of Local Food Marketing Strategies of Food Cooperatives.” Paper presented at SAEA annual meeting, Pittsburgh, PA., July.

Maviglio, S. 2011. “What the Sacramento Natural Foods Co-op is All About: Food, Not Politics.” Sacramento Press, July. Available at: https://sacramentopress.com/2011/07/27/what-the-sacramento-natural-foods-co-op-is-all-about-food-not-politics/

Zitcer, A., 2015. “Food Co-ops and the Paradox of Exclusivity.” Antipode 47(3): 812-828.

  1. “Grocery Cooperatives.” University of Wisconsin Center for Cooperatives. http://reic.uwcc.wisc.edu/groceries/
  2. “Tips for Selling to: Grocery Stores.” https://attra.ncat.org/marketing.html#other
  3. Matt Ernst. Background interviews for national survey of consumer food cooperative general managers. University of Kentucky, 2010 (Unpublished).
  4. Ernst, 2010.
  5. Ernst, 2010. (University of Kentucky)
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Grants

Grants

Betsy Dorton, Grants Coordinator
bdorton@scda.sc.gov
803-734-0467

Brittany Jeffcoat, Specialty Crop Block Grant Coordinator
bjeffcoat@scda.sc.gov
803-734-0467

The South Carolina Department of Agriculture (SCDA) administers numerous federal grants and cooperative agreements internally through the initiatives of its various departments. Many inquiries are received by the SCDA Grants Administration office from individual farmers, growers, and producers looking for ways to fund their farm needs. Please keep in mind that government grants typically fund projects and research, not people or small businesses (including farms). Simply stated, State and Federal agricultural grants are not for individuals looking to begin, save, maintain or expand a farm business. Federal grants are paid for by taxpayers, so there are very strict eligibility, application, selection and reporting requirements. Generally, an entity must be an IRS-designated-non-profit 501(c)3, cooperative, commission, university, or unit of local government to qualify for a federal/state grant. People and/or private businesses very rarely qualify for these grants.

That said, this page includes some resources that may be helpful in your search for assistance. The information included here is not all-inclusive, but provides a starting point for agriculture-related grant/loan research. As you study the opportunities provided here, remember to pay close attention to eligibility guidelines before applying for a grant or loan.

If you are interested in Starting or Expanding a Farm, click here.

If you are a military veteran with an agricultural business, click Farmer Veteran Fellowship Fund to learn more about grants of up to $5,000 to help start or manage a farm.

Funding Available from SCDA

The following reimbursement programs are available to individual farmers/growers/producers through sub-awards from projects of the Specialty Crop Block Grant Program. Click on the name of the program to learn more.

Other Funding Opportunities Funding Available from USDA

Agricultural Marketing Service

National Institute of Food and Agriculture

Food and Nutrition Service

Funding Available from Other Organizations

Remember, very few grants, whether by a private foundation or the federal government, provide funding directly to individuals. However, if you are representing a non-profit organization, the South Carolina State Library offers free assistance with searching for private foundational grants as well as for writing grant proposals. Visit SC State Library Grants Research Assistance to learn more.

Good Agriculture Practices

Good Agriculture Practices

Good Agricultural Practices (GAP)

Many schools and other institutions strongly recommend that produce is purchased from farms that are Good Agricultural Practices (GAP) certified.

Click here for more information about GAP from the United States Department of Agriculture.

The SC Department of Agriculture offers trainings and on-farm consultations to help you prepare for your audit!

Click here for more information on the GAP resources offered by the SC Department of Agriculture

“I enjoy the challenge of keeping up the standard. Once you do it and get into the feel of it, it’s part of everyday life. When I come out in the morning to pull an order, I know what process I have to go through, so I just go ahead and do it and everything works out fine.” –Al Williams, farmer in Latta, SC

GAP Resources

Companies that meet USDA, GAP, & GHP Acceptance Criteria Search

The National Good Agricultural Practices Program - Cornell University

Farm Safety Posters

 

 

Step 3: Sample Contract

Step 3: Sample Contract

It’s important to make sure you and the school, distributor, or buyer is clear of the conditions of the agreement. Communication is key when it comes to being successful. Use this resource to help guide you through what a contract may look like.

Fresh Produce Quote Request

Introduction

District Five of Lexington and Richland Counties (D5) seeks quotes on locally-grown (South Carolina Grown only) products that will be served to students through the National School Lunch Program. This quote request will be used to determine the farmer or farmers from whom the district will buy selected products for November 2014 thru May 2015.

The list below is an example of the type of produce the District would like delivered upon award of a Purchase Order for the time period specified. The inclusion of this list does not limit the right of the District to purchase other products (as available from the selected farmer/or farmers) nor requires the District to purchase all the types listed.

 

Specifications

The District has established the following specifications:

  1. Using the USDA allowed geographic preference, a 10% price preference will be given to the farmer(s) who can provide all produce that is grown and harvested in South Carolina.

  2. If all responding farmers meet this standard, then a price preference will not be applicable.

  1. Produce must be delivered in clean, sanitary and appropriately covered vehicles. Produce shall be stored at appropriate industry standard storage temperatures post- harvest.

  2. All products will be delivered to: [SCHOOL ADDRESS]

Civil Rights Provisions

The contractor providing services under this Invitation to Bid must comply with the provisions of the Civil Rights Act of 1964, as amended.
The contractor must comply with applicable federal, state, and local laws and regulations pertaining to wages, hours, and conditions of employment. In connection with contractor’sperformance of work under this contract, contractor agrees not to discriminate against any employee(s) or applicant(s) for employment because of race, color, national origin, sex, age, or disability.

In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex. age or disability. To file a complaint, write USDA, Director, Office of Adjudication, 1400 Independence Avenue, SW, Washington, DC 20250-9410 or call toll free at (866) 632-9992. Individuals who are hearing impaired or have speech disabilities may contact USDA through the Federal Relay Service at 800-877-8339; of 800-845-6136 (Spanish). USDA is an equal opportunity provider and employer.

Vendor Response to Questions

Submittal Form A

(Due by end of business on Tuesday, October 28, 2014)

Must be answered for quote to be accepted:

  1. Can you deliver orders to the School District’s designated school twice per month? (Yes) (No)  
    Please list day(s) and approximate time frame deliveries could be made:
    Monday:
    Tuesday:
    Wednesday:
    Thursday:
    Friday:
  2. Do you have a minimum delivery cost, case count or total weight that must be met? (Yes) (No)
    1. Please list any delivery parameters in the chart below.
    2. Minimum Delivery Cost ($USD), if any:
    3. Minimum Case Count, if any:
    4. Minimum Total Weight, if any:
    5. Other:
  3. Would you be able to provide a minimum of one educational visit by a representative of vendor? (Owner, grower or another on-farm staff)? (Yes) (No)
  4. I have read, completed, and submitted a copy of Submittal Form B: Product Pricing for the products I am able to provide if awarded the quote (Yes) (No)
  5. I have read, completed, signed and submitted a copy of Submittal Form C: Checklist for Purchasing of Local Products Direct from Farm
    Regarding on-farm food safety practices to Nutrition Services? (Yes) (No)

Date Submitted: [ENTER DATE]
(Please note: Completed questionnaire will remain on file for one year from the date of submission at which a new questionnaire must be updated and submitted. If any significant changes take place during the year covered by questionnaire submitted, vendor is required to complete and submit an updated questionnaire outlining the changes affecting food safety practices. District Five of Lexington and Richland Counties reserves the right to audit questionnaires submitted through a personal visit to vendor’s site(s) by: Todd A. Bedenbaugh, Brinton Fox, or Susan Bowles).

Farm Name: [LIST FARM NAME]
Farmer Representative: [LIST REPRESENTATIVE NAME]

Contact Information
Phone: [LIST PHONE NUMBER]
Email: [LIST EMAIL ADDRESS]
Fax: [LIST FAX NUMBER]

Evaluation and Award

The District reserves the right to purchase these products from multiple farmers, based on price and availability. The decision resulting from the evaluation process as to which product best meets the needs of the district remains the sole responsibility of the district and is final. The final decision of selecting the farmer/farmers will be based on the following criteria:

  • Lowest cost (as determined after 10% preference adjustment is made when products from outside of South Carolina are included with quote responses. (Please note: The 10% price preference applied when out of “locally” defined counties, does not affect the price paid to you. The preference allows District Five to apply a geographic preference in the decision of which vendor will receive the order award.

  • Ability to provide the products specified (if unable to supply specified products, please identify and list any substitutions you feel are appropriate along with their associated costs)

  • Ability to deliver to school on a biweekly delivery schedule that meets the needs of District Five of Lexington and Richland Counties.

  • Willingness to provide a personal visit to the school district by the farmer or staff employed on the farm, to educate students about the farm and the products offered. Such visits should be offered at least one time at a time and place mutually agreed upon by vendor and District Five. 

  • Use picture of Farmer and Farm on Marketing Materials.

  • Acceptable response to the Checklist for Purchasing of Local Produce Direct from Farm and proof of working towards GAPs or other third party food safety audit/certification, and being in GAP certified within 6 month and a minimum of 1 million dollars in liability insurance.

Quote Responses

Responses to this quote request may be emailed to: [NAME] at  [EMAIL] or faxed to [FAX]

  1. Vendor is responsible for making sure all questions are answered, details and pricing of any of the requested products they can supply have been listed, and a current copy of the food safety questionnaire is on file or submitted with this response.
  2. Vendor response must be made on forms provided with this quote request in order for response to be considered. Vendor must submit:
    • Form A: Response to questions
    • Form B: Product
    • Check List for Purchasing of Local Produce Direct from Farm
  3. Prices quoted should be F.O.B. to [ADDRESS]
  4. Vendor is expected to honor prices quoted for the period of time quote request covers.
  5. Contact [NAME], if you have questions or if assistance is needed.
  6. Responses due [EXACT DATE AND TIME]. The first delivery for product will be scheduled for [DATE]
  7. If a vendor chooses not to participate in this quote, they can check the box on the bottom of Submittal Form A and either fax or email the form to the phone number or email address referenced below.
Product Pricing

Submittal Form B

(due [DATE])

Farmers are asked to provide pricing and the information asked for on the products contained in the attached market basket.

For Months: October, Novemenber, and December.

Qt Needed/monthItemCertified SC GrownFarm/Growerlbs/caseItems/casePrice/case
80 CasesSweet Potatoes[Yes][Appleseed Farms][40][160][$25]

Step 2: Start a Conversation

Step 2: Start a Conversation

Farm to School is a great opportunity for your farm because it is a reliable customer base, large demand, and increased visibility for your business. Use these resources to help you start a conversation with schools, food service staff, and distributors.

Initial Contact Preparation

Create a plan before approaching institutions:

  • What is your delivery plan?
  • Boxes? Bags?
  • How often?
  • How far?
  • Is the delivery price built into the sale?
  • What are the minimum and maximum orders per site?
  • How will you communicate? Ex: phone, email, text, or fax

 

Factors to consider about who you approach:

  • What is the size of the delivery?
  • How many students/orders?
  • What are the serving sizes for each item?
  • Does the site have scratch kitchens
  • Are they able to wash and chop produce?
  • What are the logistics for delivery?
  • Is there a preference for time of day?
  • Day of week?
  • Do all sites need deliveries?
Questions to Expect
  1. What do you grow and when is it available?
  2. What is the cost?
  3. Do you have a price and/or availability sheet?
  4. How far in advance can you tell me what product you will have and when it will be available?
  5. Can you sort by size and can you supply me with the cup serving size I need?
  6. Do you have the ability to pack at your facility?
  7. If you do pack, what type of pack style will it be: box size, weight, volume fill vs. tray pack etc?
  8. Can you deliver directly to the school sites?
  9. Do you already sell directly to schools or other institutions?
  10. Can you deliver to our food distributor?
  11. Do you currently work with any distributors?
  12. Is your produce organically grown?
  13. Do you use pesticides and if so, what are they?
  14. How much lead time do you need for my orders?
  15. How much ripening time does the produce need that I ordered?
  16. Has the produce I ordered been washed before packing?
  17. What is the best temperature for storage of my produce order?
  18. What is the shelf life of my produce order?
  19. Do you have a way to communicate via email?
  20. What is your preferred method of communication, phone, fax, email, other?
  21. Do you have someone that will answer calls during business hours or a voice mail that you check regularly?
  22. Do you have refrigerated trucks for my delivery?
  23. How do you communicate if there is a delivery problem, or product quality is not what it should be etc?
  24. Am I required to buy your produce if you cannot deliver at the specified day and time?
  25. If there is a problem with the quality of the produce, will you give me a credit for the amount I couldn’t use?
  26. Does the USDA inspect your produce?
  27. Do you conduct any farm tours for students and/or food service directors?
  28. Would you be willing to consider planting product specifically to sell to our district?
  1. Developed by the California Farm to School Taskforce

Step 1: Start Your Profile

Step 1: Start Your Profile

The SC Farm to School program is committed to helping farmers sell their products. Complete the form below to get started with your farmer profile.

Farmers Getting Started

Farmers: Getting Started

Use these resources to get started with SC Farm to School.

Step 1: Farmer Profile

Create a farmer profile so schools and food service can learn more about you and your operation.

Step 2: Start a Conversation

Learn how to open up communication lines with schools.

Step 3: Sample Contract

Use this resource as a guide to help set you and your farm up for success.

Selling to Food Hubs

Selling to Food Hubs

By: R. David Lamie, PhD and Michael Vassalos, PhD

This publication was supported by the Cooperative Agreement Number DP005490-01, funded by the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the U.S. Department of Health and Human Services.

Introduction

The USDA defines a regional food hub as “a business or organization that actively manages the aggregation, distribution, and marketing of source-identified food products primarily from local and regional producers to strengthen their ability to satisfy wholesale, retail, and institutional demand.”(Barham et al., 2012) The USDA reported more than 180 food hubs in operation nationally as of June 2017, including GrowFood Carolina in Charleston.[1] [2]

A 2013 report by USDA Rural Development noted that the USDA definition of food hubs might be broadened in two ways. First, food hubs “may also seek to educate their buyers about the importance of retaining food dollars in the local economy or keeping agricultural lands in production.” (Matson, Sullins and Cook, 2013) That is, food hubs frequently have an inherent bent toward promoting local products or explicitly supporting local production and/or farming lifestyles. Second, the Rural Development report notes that some food hubs function in a virtual space, aggregating products and filling consumer orders online, such as the website localdirt.com, headquartered in Madison, Wisconsin.

Four main roles for food hubs are often identified: product aggregation, distribution, provision of facilities for storage, packaging and sales, and processing (Lindsey and Slama, 2012; Horst et al., 2011). Food hubs that aggregate product may do so in a physical space, completing tasks like washing and packing products into containers for commercial wholesale. Other food hubs function online as a sort of clearinghouse for producer products, providing a web portal for customers to purchase farm products without the food hub ever taking ownership of the product. Other food hubs, including shared commercial kitchens, provide an outlet for farm products to be utilized for processing and value-added products. Although the majority of food hubs are organized as Limited Liability Corporations (LLC), other legal structures are also common based on risk aversion levels (Pressman and Lent, 2013).

This fact sheet will highlight key considerations for selling to food hubs, including:

  • Product Branding
  • Packaging
  • Pricing
  • Labeling
  • Product Presentation
  • Insurance and Risk Management
  • Certification Requirements
  • Relationships and Communications

Additional resources are listed at the end of this fact sheet and in the footnotes.

Product Branding

A product brand “is the combination of name, words, symbols or design that identifies the product and its company and differentiates it from competition.” (Giddens, 2010) Some farms develop their own local product brand, selling into multiple market channels such as restaurants, farmers markets, CSAs and local groceries. Branding is a marketing strategy commonly used to differentiate goods and services from the ones provided by the competition (Severson and Schmit, 2015).

Food hubs may provide help with branding for farms that may be too small to develop their own brand, or for those who have decided not to pursue a brand identity for their farm. “Group branding” is a strategy by which products from different sources are aggregated under a different name than any of the producing farms.

Some food hubs may also base efforts in state-based promotional programs, such as “Certified South Carolina Grown” and “Got to be NC agriculture”. Others may offer more local designations, such as “Piedmont Grown”. There may be potential value to the producer when a food hub performs the function of developing a marketable brand, aggregates product under that brand and monitors all incoming products to meet brand specifications. It is not unusual to see a markup of at least 20 to 30 percent of a food product’s retail price to cover such services.

Key questions regarding food hub branding for producers include:

  • How is a food hub developing its own brand?
  • Will the food hub facilitate co-branding, including “Estate” or farm-based brands, regional brands, or state level brands?
  • How will brand quality be monitored and enforced?
  • What price advantages will be realized from that brand?
  • Will the grower’s identity be preserved, or will the food hub aggregate products under a single identity?
Packaging

Since food hubs manage the aggregation and distribution of products, the food hub may provide the final stage packaging for the product. This can create an advantage for producers, especially smaller producers, who may be able to deliver smaller amounts of farm products to food hubs for packing into a food hub’s customized containers, allowing them to take advantage of economies of scale and more extensive market reach.

More frequently, food hubs may be grouping products that meet certain quality standards into larger lots. To avoid labor and other costs of repacking, especially for fresh produce crops such as tomatoes and fruit, the food hub may have quality and packaging standards for products upon delivery. Some food hubs may provide producers with packaging with custom logos and other brand information. Food hubs and similar businesses can also help defray producer costs by purchasing packages in bulk. Lastly, packaging varies based on the services that the food hub is providing (Matson, Thayer, and Shaw, 2015)

Producers selling to food hubs should:

  • Identify packaging specifications for each product to be sold
  • Determine whether the cost of packaging is incurred directly by the producer or included in the food hub’s aggregation and distribution services
Pricing

One of the defining characteristics of a regional food hub is that it “uses product differentiation strategies to ensure that producers get a good price for their products” (Matson, Thayer, and Shaw, 2015; Barham et al., 2012).  Many food hubs work with farm producers to determine product volume needs before the season begins in order to coordinate pricing with demand. Food hubs that are involved in reselling producer products typically charge a fee for the services they provide.

Research published by the USDA in 2010 showed that the costs for farms to bring their products to local retail markets totaled between 13 and 62 percent of the retail price (King et al., 2010). The same study showed that price premiums are difficult to maintain when “local” is the only defining characteristic; however, when local or regional production is combined with other product differentiation (certifications, brands, quality), higher producer prices can be maintained.

Producers considering selling to food hubs should consider asking these questions about price:

  • Will price and quantity be established before the season, such as through a contract, or can price fluctuate according to seasonal changes?
  • What product attributes will ensure receiving full price?
  • How will prices be docked for quality, and is there a demand for lower-grade products for processing?
  • Will product prices be tied at all to commodity markets or wholesale price trends throughout the season?
  • Is the food hub able to negotiate prices for products that do not meet grading standards
  • Does the food hub establish contracts with the producers?
Labeling

Product labels provide information to the final consumer on product features such as where the product was produced, what ingredients were used, and the nutritional content of the final product. Food hubs may be able to aid the producer as products are aggregated, sorted and labeled for sale. Some food hubs market products under the food hub’s own label or brand. That can relieve a smaller producer from developing farm-specific labels that address the needs of food retailers, like product lookup numbers (PLU) for fresh produce items or UPC codes for processed foods.  Some food hubs can even help maintain farm or field-level identity and traceability.

There are precise state and federal guidelines for how food can be labeled.  Federal food labeling guidelines can be accessed through the Food and Drug Administration website.

A food hub, or any other food distributor, must understand the potential impact of improperly labeled food products. Producers considering sales to a food hub should inquire about the following areas concerning labeling:

  • What labels or branding will the food hub use for products?
  • What experience does the food hub have with labeling and can they provide examples?
  • What are the costs of these labels, and how is the food hub covering its branding and labeling costs?
Product Presentation and Delivery

Producers should present regional food hubs with products of the highest quality. This means following the food hub requirements for product quality, delivery times and other receiving guidelines.

Produce should be graded, cleaned and packaged according to a buyer’s standards. Standard grading and packaging for fresh produce items are available at the USDA Agricultural Marketing Service (available at https://www.ams.usda.gov/grades-standards) as well as the produce industry publication The Packer. Individual food hubs may also establish requirements for meats and value-added or processed products.

Some food hubs are interested in also dealing with seconds.  Producers should enquire about this on a case-by-case basis. Certain food hubs may also have different expectations about vendor managed inventory (where the producer may be responsible for monitoring their product inventory at the food hub), consignment commission percentage and sales engagement. In short, producers should understand to what extent the food hub will be responsible for marketing farm products.

Insurance and Risk Management

Food hubs may provide some level of liability insurance for the products they are handling and selling (Barham et al., 2012). Other food hubs operate in such a way that the producer continues to maintain ownership of the product, leaving any liability responsibility with the producer (Matson et al., 2015).

There are two general areas of risk that might be incurred when selling products through a food hub. General business liability – the risk that occurs in the course of routine business operations – is usually covered by a business umbrella policy. Product liability includes the risk that comes from food products that may be unsafe when entering the food chain. Even if a food hub is covered for liability from its food distributing operations – injuries sustained at a warehouse, automobile accidents, etc. – it may not be covered for product liability.

Producers should check with food hubs potentially buying their product to determine what level of risk management is available. If the food hub is not acquiring title to food products and insuring themselves, producers should decide if they themselves can obtain a suitable level of product liability insurance to manage potential risks.

For specific information about farm food safety plans, review the resource from Penn State University Extension, “Write a Food Safety Plan,” listed at the end of this fact sheet.

Certification Requirements

Certifications often utilized by food hubs include organic or sustainably grown certifications; participation in state department of agriculture initiatives; and third-party certifications for farm production and food safety practices. Food hubs may sometimes utilize in-house programs to certify farm products are produced according to specific production and/or ethical guidelines. Food hubs may also facilitate certifications, such as GAP (Good Agricultural Practices) certifications, for producers interested in selling goods through those channels.

In addition to product liability insurance, restaurants purchasing directly from a farm or producer may require third-party food safety audits or other certifications. Third-party programs, like PRO*ACT, that verify fresh produce safety are becoming food industry standards.

In South Carolina, meat and poultry products (including value-added products containing more than 3% raw or 2% cooked beef, pork, chicken or lamb) are regulated by the South Carolina Meat and Poultry Inspection Department.

More information about these regulations may be found at http://www.clemson.edu/public/lph/scmpid/.

Non-cheese dairy items, soft drinks and water products (bottled water, ice, etc.) are regulated by SC DHEC Food Protection Dairy Division. Additional information about these regulations may be found at https://scdhec.gov/food-safety/food-safety-dairy-safety-south-carolina

Shellfish products are regulated by the SC DHEC Shellfish Division. Go to http://www.scdhec.gov/environment/water/shellfish.htm for more information.

Products containing 7% or more alcohol are regulated by the Alcohol, Tobacco, Firearms Tax and Trade Bureau.  For more information about these regulations, go to http://www.ttb.gov.

All other food items sold wholesale, including value-added food products, are regulated under the South Carolina Department of Agriculture.  For more information about these regulations, go to http://agriculture.sc.gov/divisions/consumer-protection/food-safety-compliance.

Examples of value-added foods being produced under the jurisdiction of the SC Department of Agriculture include BBQ sauce, hot sauce, marinara sauce, pickles/pickled products, jams, jellies, and fruit preserves. These products also require testing by a process authority before they can be produced and sold. In South Carolina, process authorities are at Clemson University, where product testing is coordinated by Clemson University Extension Service’s Food2Market program (www.clemson.edu/extension/food2market).

Products classified as acidified (i.e. pickles) and low acid (i.e. green beans) require the processor to have a Better Process Control School certificate and registration of their facility and process with the Food and Drug Administration. This is a requirement of the FDA and must be done before registering the product with SCDA.

Relationships and Communication

Like any market channel, selling to a food hub involves cultivating a good business relationship with the customer. Furthermore, food hubs have often been formed by community-based organizations that are committed to “developing the capacity of the producers they support, and creating infrastructure that supports and maintains market access for them” (Matson et al., 2013). This aspect of food hub development could actually require even more communication from producers as they must communicate their farm marketing needs to potentially diverse organizations, perhaps groups without much farming background.

Specific communication between producers and food hubs will vary according to the role performed by the food hub, especially whether the food hub is focused on product aggregation or processing. Common communication points for producers include product variety, volume, and changes in production conditions that can affect delivery times.

Food hubs may be especially attentive to the producer’s cost of production, as a stated goal for many food hubs is to improve the local community’s food production capacity through profitable farms. Understanding actual production costs can help both producers and food hubs make production and handling or stocking decisions, based on the customer’s willingness to pay a price that covers all actual costs. Producers and food hubs should remember that their business relationship is both interdependent and mutually beneficial.

Other tips for developing a good business relationship with food hubs, as well as other market channels, include those recommended in a 2008 Iowa State University report (Larabee et al., 2008):

  • Make sure that the scale interests and guiding principles of a potential supply chain partner are complementary to your own
  • Articulate the expectations of a transaction as precisely as possible
  • Make sure the business dealing is mutually beneficial
  • Successful relationships are built on three things – loyalty, transparency and integrity – and maintained by three things – communication, communication, communication.
Conclusion

Food hubs have gained traction as consumers increase interest in local foods. Food hubs may be an especially good fit for smaller producers, as the food hub can aid in product aggregation, market access, certifications, risk management and other aspects of entering product supply and value chains. Some farm producers may also find common goals with a local food hub’s ethical and philosophical approach to farm production practices. Indeed, food hubs can help move food along a food value chain – a business network relying on coordination between food producers, distributors, and sellers to achieve common financial and social goals (Diamond and Barham, 2012). Many of the first food hubs, under the USDA definition, formed in response to value chain development.

Producers should approach food hubs like any other market, inquiring about product packaging and delivery guidelines, pricing practices, labeling, and certification requirements. As with any business relationship, producers should maintain loyalty and integrity in the business relationship. Clear communication between both food hub and producers is necessary for a long-term, mutually beneficial marketing arrangement.

Selected Resources

Barham, J., D. Tropp, K. Enterline, J. Farbman, J. Fisk, and S. Kiraly. 2012. Regional Food Hub Resource Guide. Washington D.C: U.S. Department of Agriculture, Agricultural Marketing Service,  April.

<http://dx.doi.org/10.9752/MS046.04-2012>

Diamond, A. and J. Barham. 2012. Moving Food Along the Value Chain: Innovations in Regional Food Distribution. Washington D.C: U.S. Department of Agriculture, Agricultural Marketing Service, March.

Fischer, M., Hamm, M., Pirog, R., Fisk, J., Farbman, J., & Kiraly, S. (September 2013). Findings of the 2013 National Food Hub Survey. Michigan State University Center for Regional Food Systems & The Wallace Center at Winrock International.

Retrieved from https://www.canr.msu.edu/resources/2013-food-hub-survey

Food Hubs from Good Food Network

https://www.wallacecenter.org/foodhubcollaboration/

Giddens, N. 2010. “Building your Brand.” Iowa State University, Extension and Outreach. Available at: https://www.extension.iastate.edu/agdm/wholefarm/html/c5-50.html

Horst, M., E. Ringstron, S. Tyman, M.K. Ward, V. Werner, and B. Born. 2011. “Toward a more expansive understanding of food hubs.” Journal of Agriculture, Food Systems and Community Development (2): 209-225.

King, Robert P., Michael S. Hand, Gigi DiGiacomo, Kate Clancy, Miguel I. Gomez, Shermain D. Hardesty, Larry Lev, and Edward W. McLaughlin. Comparing the Structure, Size, and Performance of Local and Mainstream Food Supply Chains, ERR-99, U.S. Dept. of Agr., Econ. Res. Serv. June 2010.

Larabee, Beth et al., “Making Value Chains Work: Best Practices for Success – Workshop Proceedings.” Iowa State University, 2008. https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1179&context=leopold_pubspapers

Matson, J., M. Sullins, and C. Cook. 2013. The Role of Food Hubs in Local Food Marketing. Washington D.C: U.S. Department of Agriculture, Rural Development Service Report 73,  January.

Matson, J., J. Thayer, and J. Shaw. 2015. Running a Food Hub: A Business Operations Guide, Volume II. Washington D.C: U.S. Department of Agriculture, Rural Development Service Report 77,  July.

Pressman, A., and C. Lent. 2013. Food Hubs: A Producer Guide. National Sustainable Agriculture Information Service

  1. A current directory is available at https://www.ams.usda.gov/local-food-directories/foodhubs.

2.  In addition to GrowFood Carolina, there are other food hub projects in various stages of development across the state of South Carolina.

Download the PDF Version

Farmers Planning

Farmer Planning

Use the resources below for tips to help you get started.

Good Agriculture Practices

Many schools strongly recommend that produce is purchased from farms that are Good Agricultural Practices (GAP) certified.The SC Department of Agriculture offers trainings and on-farm consultations to help you prepare for your audit!

Grants

The South Carolina Department of Agriculture along with many other organizations and associations offer grants that provide financial or technical assistance to farmers.

Selling to Grocery Stores

Working with grocery stores is one way to help diversify your market outlets.

Selling to Distributors

Many schools rely on distributors for fresh produce.  Establishing a good relationship with your local distributor will allow you to grow your farm’s business.

Selling to Food Hubs

Selling to food hubs provides a unique selling outlet for growers. Food hubs may be an especially good fit for smaller growers.

Selling to Restaurants

Selling farm items directly to restaurants can be an effective and profitable marketing channel that can help increase a farm’s sales volume while diversifying market channels.

Curriculum

Clemson Classroom Curriculum

The Clemson Advisory Committee created a monthly curriculum for teachers to integrate into the classroom for students in Kindergarten through twelfth grade

 

September: My Plate and Breakfast                    K-2          3-5          6-8          9-12

October: Fruit or Vegetable?                               K-2          3-5          6-8          9-12

November: All About Food Plants                       K-2          3-5          6-8          9-12

January: Smart Food Choices                              K-2          3-5          6-8          9-12

February: Food Plants and Ecosystems              K-2          3-5          6-8          9-12

March: Beyond My Plant                                       K-2          3-5          6-8          9-12

April & May: Agricultural Careers                         K-2          3-5          6-8          9-12

About

About

Our mission is to cultivate relationships among South Carolina schools, farmers, and communities, in order to increase the availability of healthy local food for schools, promote agriculture and nutrition education, and to provide experiential learning opportunities for students.

Benefits
  • Helps influence healthy eating habits by increasing access to locally sourced produce
  • Provides opportunities for economic growth
    • Did you know that $2.16 in economic activity is generated from every $1 spent on local food?*
  • Promotes environmental stewardship
  • Strengthens community connections and relationships
History

South Carolina Farm to School originated in 2011 as a two-year project funded from the Centers for Disease Control and Prevention. Since the program began, it has expanded to not only include more funded schools, but also other institutions. In 2015, the umbrella organization South Carolina Farm to Institution was founded to encompass a wide variety of institutional sites beyond preschools and schools.

South Carolina Farm to Institution is a collaborative partnership between the South Carolina Department of Agriculture, South Carolina Department of Health and Environmental Control, South Carolina Department of Education, South Carolina Department of Social Services and Clemson University. The South Carolina Farm to Institution seeks to increase the number of farmers providing locally grown products into institutions, such as schools, child care centers, food banks, hospitals, military installations, and other businesses.

Core goals of South Carolina Farm to Institution include providing education to food service staff on procuring and preparing local products, promoting SC Grown within cafeterias and food service operations, and creating hands-on experiences such as farmers’ markets, community supported agriculture (CSA) programs, and institutional gardens.

South Carolina Farm to Institution supports sites in implementing four components:

  1. Purchase and serve at least two South Carolina grown products for the on-site cafeteria, canteen, or other on-site food service venue
  2. Participate as an associate member of the Certified SC Grown program
  3. Provide education and resources about eating healthy and where to purchase local food
  4. Establish an on-site fruit or vegetable garden, farmers’ market, or community supported agriculture (CSA) program

Partners

SC Farm to School wouldn’t be successful without help from it’s many wonderful partners.

Evaluation

Reports and other data helpful to understanding the growth and reach of South Carolina Farm to Institution.

News

Follow Us On Facebook

Frequently Asked Questions

Newsletter & Video Archive

South Carolina Farm to Institution is part of the larger nationwide movement. Visit the USDA and National Farm to School Network pages for more information and resources.

Contact

Contact Us

Have a question about the Farm to School program?

Give us a call or send an email for more information.

Anne Nidiffer, Agricultural Marketing Specialist
South Carolina Department of Agriculture
803-734-0347  |  anidiffer@scda.sc.gov

Benjamin Sease, Program Coordinator
South Carolina Department of Education
803-734-8045  |  bsease@ed.sc.gov

Cafeteria

Resources to help purchase local and prepare safe, nutritious meals.

Serving local, fresh menu items will help keep students healthy and happy while increasing participation.

Get Started

Learn more & connect with local farmers.

Feeding children local, healthy meal options will supply them with the energy to learn and excel at school.

Next Steps

Cafeteria Resources

Online Learning: School Food Institute

Join the movement to make fresh, healthy food available to every child.  Enroll in a School Food Institute course or certificate program today, and learn how you can start making changes to support healthier food in your cafeteria.

Taste Test Guide

First time taste tests are a great way to introduce new foods in a fun, exciting and pressure-free environment.

Produce Guide

When working with produce, it’s important to know how to properly store the different varieties to ensure food safety. Use the produce guide to learn general information about shelf life.

DOD Flyer

Learn more about the USDA Department of Defense Fresh Fruit and Vegetable program and how you can use it to purchase locally grown fruits and vegetables for your school cafeteria.

Food Safety Guide

Food safety is one of the most important aspects when working with produce. Use this guide as a resource to understand food safety in the garden, on the farm, and in school.

What's In Season

Find fruits and vegetables in season this month!

Farmers

Farm to school programs create new market opportunities for farmers within their community.

Working with schools, food service, and distributors; farmers can establish a steady and reliable business outlet.

Get Started

Enrich your Community Connection

Farm to School can serve as a significant financial opportunity for farmers by opening the doors to new market opportunities.

Next Steps

Farmer Resources

National F2S Network

An information, advocacy and networking hub for communities working to bring local food sourcing and agriculture curriculum into education environments.

Farm to Institution Summit

Presentation archive of our annual summit, further encouraging local procurement, reinforcing food education, and providing the skills to establish a garden on site.

Certified SC Marketing

Certified SC Grown is a cooperative effort with farmers, processors, wholesalers, retailers, and the SCDA to brand and promote South Carolina products.

Pecks to Pounds

Pecks to Pounds Calculator translates typical farm measurements to pounds. This is a useful resource when it comes to determining quantities with school staff and food service.

Classroom

Growing Healthy Futures for All Children!

This page has resources for integrating nutrition and agriculture education into the classroom as well as opportunities to extend learning outside of the classroom, whether it is in the school garden or on farm field trips!

Get Started

Curriculum

The Clemson Advisory Committee created a monthly curriculum for teachers to integrate into the classroom for students in Kindergarten through twelfth grade.

Get Started

Classroom Resources

Garden Toolkit

The South Carolina Garden Toolkit was created by members of the South Carolina Farm to Institution Program. The Garden Toolkit was prepared to assist you in implementing a garden in your community. We wish you the best of luck and would love to hear your success stories!

Lending Library

Farm to School has a lending library available where you can check out books about gardening and eating healthy.

Farm to Early Care & Education

SC Farm to Early Care and Education is a program that connects preschools with local agriculture. The goals of the program are to increase the number of South Carolina Grown fruits and vegetable in preschools, improve children’s nutrition, provide nutrition and agriculture education, and support the local economy.

Farm to School

SC Farm to School is a program that connects schools with local agriculture. The goals of the program are to increase the number of South Carolina Grown fruits and vegetables in schools, promote healthy eating habits, provide nutrition and agriculture education, and support the local economy.

Initiatives

Initiatives

Farm to Institution Projects

Farm to Institution worked on several projects to further the mission and reach of agriculture in the community. Look through some of our most exciting ones from the past!

Farm to School Month

October is National Farm to School Month! Join us as we celebrate food education, school gardens and lunch trays filled with healthy, local ingredients.

Palmetto Pick of The Month

Palmetto Pick of the Month highlights a South Carolina grown crop in season each month.

Home

South Carolina Farm to School

Farm to School resources for Farmers, Teachers, and Food Service staff.

Learn More

Farmers

Selling to schools or distributors can increase marketing options for you and your farm.

Food Service

Support South Carolina farmers and prepare nutritious meals by purchasing in season, local products for your school.

Curriculum

Explore resources and learn how to start gardening to educate students the importance of healthy eating and South Carolina agriculture.

Farm to School Summit

Learn more about the upcoming 2025 Summit or become a sponsor.

“South Carolina Farm to School has been more than accommodating and helpful to our school! All grade levels have been involved and we have incorporated all content areas into our learning experiences in the garden! If you want to have enthused, engaged and excited learners then you have found the right partner!” Debra H. TemplinProsperity Rikard Elementary School – Newberry “Farm to School has benefited our students in so many ways!! Students are very eager to go out to the garden and see what has grown! Just today they came in with a basket full of sweet potatoes, and a few tomatoes. Their faces were lit up like it was Christmas morning! Students thrive on this exposure to the garden, and they prove to be gardeners in the making!!” Kelli Bellant Manning Early Childhood Center – Clarendon 2 “The Edisto Elementary School Garden Club, which began in November 2016, was one of the recipients of the Garden Stem Grant in the spring 2019. The Garden Stem Curriculum is an invaluable resource for our club, the class and workshop was fun and very educational. The raised bed garden is a terrific addition to our garden and the kids had so much fun putting it together, planting it and harvesting from it.” Sandy Ott Edisto Elementary School – Orangeburg 4 "We have greatly benefited from grant funds to enhance our “garden to table” experiences for our students and parents. Our kids grow vegetables year round in raised beds, then we eat what we grow by doing grade level tastings and cooking classes. We are so grateful for the funds to pay for materials and equipment to help make this a great place for our students to learn where their food comes from as well as study agriculture." Amy UmbergerDutch Fork Elementary School – Lexington Richland 5 Previous Next

Garden Toolkit

Foster a new element of health, nutrition, exercise, and education while deepening community relationships.

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