Episode 4: The Raised Bed: The Art of Layering

The morning was fresh, and the children sat in the green classroom, protected by the new awning. Connecting sticks, plant lists, and small, wipe-clean rock paper cards lay on the tables. Maya and Mojo buzzed curiously around the scene.

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

"Big? Maybe," Mojo grumbled, "but so far I've only seen small sticks and cards. What can you do with those?"

Planning begins

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

As they created a common model using the Infinity Tools, the teacher explained:

"A raised bed has layers. At the very bottom are woody plants, such as trunks, branches, and twigs, which retain water and release nutrients as they decompose. We place grass clippings and leaves on top, and soil and compost on top. And if we sprinkle manure between the branches, it accelerates the decomposition process."

“Ah, like a sandwich!” cried a girl.

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

The hill is created

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

The children stacked branches in the pit. "The branches are like a sponge," one boy explained. "They retain water so the plants can drink more water for longer."

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

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

"This already looks good," whispered Maya. "They're building with nature, not against it."

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

The planting

The children sow carrots and radishes at the very top of the hill, where it's nice and sunny. Along the sides, they plant spinach, which thrives in cooler, moister areas. They sow marigolds along 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 at all. But a hill alone doesn't make a garden. Let's see if they take care of it."

The responsibility of children

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

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

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

A living garden

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

"This hill isn't just a garden," Maya said. "It's 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 of wonder."

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