Sometimes all it takes to start a revolution is a cherry tomato.
By Tim Rowland | Contributing Writer
As agricultural educators with Cornell Cooperative Extension of Essex County (CCE Essex) visit classrooms throughout the county, they’re aware that what may seem commonplace to an adult has the potential to wow a second grader — and get them to think about nutrition, our food supply and the value of local farmers.
So Ellie Hoffman, Local Food Educator, and Kate Graziano, Public Health Corps Fellow, are using a Cornell Cooperative Extension Harvest NY grant to spend time with classrooms in AuSable Valley, Boquet Valley and Ticonderoga. Through this “Rooted in Learning” grant, they are engaging elementary students in food-related discussions, tastings, farm visits and fun activities throughout the 2025-2026 school year.
“One of the main ideas behind this program is that there’s a disconnect between the food on your plate and where the food actually comes from,” Hoffman said. “So we’re trying to address that in different sorts of ways.”

The program patches in to national and state initiatives that feature a “harvest of the month,” an opportunity for kids to taste something that might be new to them. “And since CCE is so focused on local foods, we really try to bring those into Essex County schools specifically,” Hoffman said.
For example, taste tests featuring different varieties of apples relied on fruit from Northern Orchards in Peru. That opens up the possibility of a future field trip to the orchard so kids can actually see where those apples came from.
Each kid has a different level of knowledge about farms, food, and nutrition. There are a lot of foods many haven’t tried, like tomatoes. Other foods, like apples, they might know more about, so the program introduces kids to new varieties of apples and ways of thinking about their place in the food system. Some activities, such as churning butter, engage kids in preparing their own taste test.
“The butter lesson was a lot of fun, because a lot of the kids knew a little bit about the process of making butter, but they were so excited to see it happen in real time,” Graziano said. “I can tell that the kids are really excited to learn and cook with local food as much as they can. I have found it really interesting to see the different knowledge levels that the kids have going into the program, and I am looking forward to building on what they have learned in the past through similar experiences at home and at school.”
The lessons are 45 minutes once a month, but are designed so that teachers can use the lesson concepts to teach other subjects through the lens of agriculture. This can mean activities such as measuring the circumference of a pumpkin while studying geometry, writing about different parts of an apple during spelling and vocabulary lessons, and discussing local fruits and vegetables when learning about the life cycle of a plant.

And while one class a month might not seem like much, it’s surprising how much of an impression even just one lesson can make. Part of that is because it’s so different from other things kids are learning in school. And that imprinting allows educators to build on the lessons in ensuing years. Making butter one year can lead to a discussion of how dairies work the next.
Hoffman says progress is measured by evaluations before and after the instructional year, but also by judging the students’ level of engagement. “When I’m teaching, I really try to tune in to how much the kids are paying attention and participating in the activities,” she said. “If I say something and they ask questions about it, that tells me I’m on the right track.”
Of course, kids being kids, they aren’t always thrilled about trying something new, especially a vegetable. No one forces them to try it, but they are encouraged to use other senses, like touching and smelling, to engage. If they smell it and it’s not too bad, they may end up taking a nibble. Then if they see that same food in the cafeteria they’re less likely to reject it out of hand.
And what’s really magical is when the kids can grow the food themselves. When they plant microgreens in the classroom, for instance, they learn about a new food, but also about what goes into its production. They’re delighted to see the seeds they plant unveil their stems and leaves – miniature produce that becomes a snack time harvest.

“I’ve seen the same reaction in an apple orchard,” Hoffman said. “You know that’s where apples come from, but I really think there is a sense of wonder from actually seeing it on the tree and picking it.”
Food, then, becomes not just something to eat, but something to experience and learn from. That makes it valuable, not just from a nutritional standpoint, but from being a part of the economy, a part of society and a part of the neighborhood.
“There’s a connection to the community, to the farmers, to the land, to the place, along with nature and the environment,” Hoffman said. “These connections all come together, and they’re not just theoretical. They’re something you can go out and see, and that’s really cool.”
You might say, revolutionary.
For more information on POP Club, and the Farm to School program, please contact Ellie Hoffman at emh257@cornell.edu or 518-962-4810 ext. 405.
Photographs provided by Ellie Hoffman.



























