Episode 4: The Raised Bed: The Art of Layering

The morning was fresh and the children were sitting in the green classroom, protected by the new awning. On the tables were connecting sticks, plant lists and small, wipe-clean stone paper cards. Maya and Mojo buzzed curiously around the scene.

"Look, Mojo," Maya said excitedly. "The green classroom is really coming to life! They're planning something big again."

"Big? Maybe," grumbled Mojo, "but so far I only see small sticks and cards. What can you do with them?"

Planning begins

The teacher stepped in front of the children. "Today we are building a raised bed," she explained. "It is not just a place for plants, but a clever system that works with nature. It saves water, improves the soil and offers space for many plants in a small space."

While they created a common model together with the Infinity Tools, the teacher explains:

"A raised bed has layers. At the bottom are woody plants, such as trunks, branches and twigs, which store water and release nutrients as they decompose. On top of that we put grass clippings and leaves, and on top we put soil and compost. And if we then sprinkle manure between the branches, it speeds up the decomposition process."

“Ah, like a sandwich!” cried a girl.

"Exactly," confirmed the teacher. "And the best thing is that the shape of the hill creates different zones. It's dry and sunny at the top, and cooler and wetter on the sides. This allows us to perfectly place plants with different needs."

The hill is formed

With the finished models and sketches, the children went to the garden, where a small pit was already waiting. "We'll start here," said the teacher. "This bed will improve the soil and give plants a home."

The children piled branches into the pit. "The branches are like a sponge," explained one boy. "They hold the water so that the plants are supplied for longer."

"And they decompose slowly," added one girl. "That gives nutrients to the soil."

They layered grass clippings and leaves on top before spreading the top layer of soil. The children worked with concentration and helped each other.

"It's already looking good," Maya whispered. "They're building with nature, not against it."

"Yes," grumbled Mojo. "It's as if they asked nature how they could help - and nature answered."

The planting

The children sow carrots and radishes at the top of the hill where it is nice and sunny. On the sides they sow spinach, which likes the cooler, wetter areas. They sow marigolds on the edges, which keep pests away and attract pollinators like Maya and Mojo. And in between they plant small strawberry plants.

"I admit," said Mojo, "that's not bad. But a hill alone does not make a garden. Let's see if they take care of it."

The Responsibility of Children

The teacher said to the children: “Each group is now responsible for a part of the bed. You have to water and you can observe how differently the plants germinate and grow.”

"That's smart," said Maya. "That way they not only learn how to plant a garden, but also how to take responsibility."

"And we have a reason to come back," Mojo added. "I want to see this hill thrive."

A Living Garden

As the sun set, the children looked proudly at their work. The hill was finished, planted and ready to give life. Maya and Mojo hummed contentedly over it.

"This hill is not just a garden," said Maya. "It is a home - for plants, animals and the soil."

"Well," grumbled Mojo, "I admit that was a good idea. Maybe this garden will really become a place full of wonders."

The two bees flew into the dusk, excited to see how the hill and the school garden would continue to grow.