Preserving our future: The art and importance of seed saving

One student who is learning to grow food. Photos provided by authors.

By Kerry Underdown-Preto (she/her), teacher, and Correen Evans (she/her), teacher, Sechelt

The greenhouse at Davis Bay Elementary School has thrived for five years, serving as a collaborative endeavour uniting educators, students, and the local community. It is our living laboratory. It is where children can experiment, explore, and try new things. The aim of our greenhouse project is, ultimately, to be an entirely self-sufficient enterprise, keeping regenerative plants inside the greenhouse, as well as in our outside garden beds. To be self-sufficient, we’ve embarked on a journey of learning about seed preservation. Grace Lewis is one of our inspiring community members leading the charge on our greenhouse. She is part of the Sunshine Coast Seed Saving Collective and has been teaching teachers and students how to save precious seeds from our school gardens.

We are keen teachers who have been taking advantage of local knowledge and learning about seed saving alongside students. We teachers are by no means the experts in this field! It is important to us that students understand that we are also students, who learn from others by listening, asking questions, observing, and experimenting. Gardening is a slow process, and we embrace teaching patience and delayed gratification; we believe these are important skills for the next generation in our fast-paced world.

Every week, we join forces with Grace and Davis Bay students to garden. When we begin our time together, we reiterate to students that seeds hold life, potential, and hope for feasts and for the future care of our planet.

Grace Lewis, a member of the Sunshine Coast Seed Saving Collective, in the greenhouse demonstrating to students.

Near the end of their life cycle, vegetable plants will shift their energy from growing edible parts to reproducing by spreading their seeds. Beginning in September, with the start of a new school year, students get to witness the beauty of the natural world in the garden. They see carrots go to seed; they keenly munch and save watermelon seeds and cucamelons.

There is a lot to do in a greenhouse of this size! It facilitates learning throughout the entire school year. We gather every Thursday morning to learn together in our greenhouse.

In September and October we are still enjoying the produce. Students get to spend time using their senses to explore, taste, and water the plants. Some of our vegetables are left and encouraged to go to seed: radish, basil, kale, nasturtiums, peas, beans, sunflowers, and more.

In November we begin to winterize the garden beds: pulling the last of the plants and laying them on the bed for decomposition or planting fava beans to replenish the soil with nitrogen. Straw is often laid down on the soil to protect it from winter frost. Bean pods are left to dry on the plants and can be put into paper bags and stored in a dry location.

Anytime between November and February seed collection can begin. Carrots that have gone to seed can be separated using fine mesh sieves. Sunflower seeds can be taken out by hand. Poppy seeds are super fun to play with; the poppies dance whilst spreading their beautiful seeds naturally outside. Lettuces can be left to go to seed and the seeds can then be dried. They are stored in a cool, dry place and throughout the year we label, store, taste, and we learn about seed saving. When the seeds are completely dried, they can be stored in envelopes marked with the seed name and a date stamp.

As the weather becomes more favourable (mid-March) we begin the process of planting and transplanting seedlings. Just as we encourage pollinators in the garden, students are encouraged to explore their questions and curiosities.

The greenhouse allows us to organically teach students about the importance and extent of biodiversity that is needed to support the health of plants. Learning is naturally weaved into our gardening practices.

If we can get students to care enough to plant seeds, we can get them interested in eating a healthy diet and exploring a range of foods. If we can get students to care enough to save seeds, we are growing children that care about their future. They understand the interconnectedness of life and learn the tools of how to be self-sufficient in a dynamic and changing world.

Students labelling seeds.