# OMG Greens > OMG Greens (OMG Microgreens) brings indoor Nature Labs to schools, combining microgreens growing equipment, curriculum, teacher training and ongoing support. OMG Greens is the public brand of Organic Microgreens Private Limited, also known as OMG Microgreens and OMG Lab. The founders are Sourabh S. Sindhe and Suchith S. Sindhe. The journey began in 2019; the company was incorporated in March 2022. Based at Kanha Shanti Vanam, Hyderabad, Telangana, India. ## Official pages - [OMG Greens — official website](): OMG Greens (OMG Microgreens) brings indoor Nature Labs to schools, combining microgreens growing equipment, curriculum, teacher training and ongoing support. - [OMG Lab for schools](): Equipment, curriculum, teacher training, supplies and implementation. - [About OMG Greens and our journey](): Founders Sourabh and Suchith Sindhe; the journey from 2019 and incorporation in 2022. - [OMG Learning](): Classroom resources about growing food, nutrition and sustainability. - [OMG Greens stories](): Published classroom stories and field notes. - [Green Voices](): Published student stories from the school network. - [Sample lesson: From Seed to Sprout](): A classroom lesson preview for teachers. - [OMG Greens press kit](): Company facts, founders, recognition and sources. - [Contact OMG Greens](): School demos, partnerships and enquiries. ## Learning articles - [Why every future-ready school needs a nature lab](): Schools are being asked to teach climate, nutrition, and life skills. Here's why a living nature lab is the missing classroom. - [How farming teaches 21st-century skills](): Patience. Observation. Iteration. Collaboration. Growing food, it turns out, is a near-perfect teacher. - [Why food literacy should begin in childhood](): If we wait until adulthood to teach what real food is, we've waited too long. - [Good sugar, bad sugar, and hidden sugar, for students](): A simple framework children can use to decode any food label. - [How to read a food label](): A tactile, age-appropriate activity for grades 4 and up. - [What is climate education?](): Beyond awareness, toward observation, action, and student leadership. - [How students can take climate action inside school](): Twelve real activities that schools have run with their students. - [From seed to plate: teaching food systems](): A 6-week module that begins with a single tray. ## Published stories - [A Garden Is Not a Break From Academics](): When observation, evidence and reflection are planned well, a garden becomes part of the curriculum not time away from it. ## Contact and discovery - Email: contact@omggreens.com - Phone: +91 86189 83706 - [Sitemap](https://www.omggreens.com/sitemap.xml) - [RSS updates](https://www.omggreens.com/feed.xml) - [Expanded public text](https://www.omggreens.com/llms-full.txt) - [Instagram](https://www.instagram.com/omggreens/) - [LinkedIn](https://www.linkedin.com/company/omggreenspvt) ## Programme overview OMG Lab combines indoor microgreens growing equipment, seeds and growing media, a classroom curriculum, teacher training and ongoing support. Activities cover food systems, nutrition, climate and sustainability. Schools can request a demo and a tailored proposal through the contact page. ## Questions from schools ### What is OMG Greens? OMG Greens, also known as OMG Microgreens, is the public brand of Organic Microgreens Private Limited. Our OMG Lab programme brings indoor Nature Labs to schools with growing equipment, curriculum, teacher training and ongoing support. ### How much space does the lab need? Most labs fit comfortably in 150–400 sq ft. We've set up in unused classrooms, library corners, and corridor extensions. Configuration is customised to your available space. ### How much teacher time is required per week? Around 2–3 hours per week for the nominated lab teacher. Our curriculum is pre-designed and Delara AI answers daily questions, so teachers don't need to prepare from scratch. ### Is OMG Lab aligned with NEP 2020 / CBSE / IB? Yes. Activities map to NEP 2020 experiential learning mandates, CBSE skill education, and inquiry-based frameworks (IB, Cambridge). Worksheets are linked to relevant subjects and grade levels. ### What grades is this suitable for? OMG Lab works best for Classes 4–10, with activities adapted per grade. Younger students focus on observation and care; older students take on science journaling, data tracking, and climate projects. ### Who maintains the lab after setup? Your nominated teachers run the day-to-day with Delara AI support. OMG provides monthly supply refills, a dedicated coordinator for Year 1, and periodic refresher training. ### What if crops fail? Crop failure is a learning moment, we include it in the curriculum. Our horticulturist support via WhatsApp and Delara AI helps prevent common issues, and we guide recovery if it happens. ### Do you provide seeds and supplies? Yes. Monthly seed and growing media delivery is included. We source certified organic inputs: pea shoots, basil, mustard, radish, sunflower, and more. ### How much does it cost? Pricing is custom: sized to your space, student strength, and learning goals. Book a demo and we'll prepare a tailored proposal within one working day. ## Learning library — full text ## Why every future-ready school needs a nature lab Source: https://www.omggreens.com/learning/why-every-school-needs-a-nature-lab Schools are being asked to teach climate, nutrition, and life skills. Here's why a living nature lab is the missing classroom. Every school already accepts a simple idea: some subjects cannot be taught from a book alone. That is why schools build physics labs, chemistry labs, biology labs, and computer labs. Yet the subjects that will define this generation's adult life, food, climate, and health, are still taught almost entirely from print. A nature lab closes that gap. It is a living, working space inside the school where students grow real food, observe real plant cycles, measure real water use, and taste what they raise. Lessons about nutrition stop being abstractions the moment a student harvests pea shoots she sowed twelve days earlier. The policy environment has caught up. NEP 2020 places experiential learning at the centre of Indian education, CBSE has formalised skill education, and inquiry-based frameworks like IB and Cambridge expect students to investigate rather than memorise. A nature lab is one of the few facilities that serves all of these mandates at once, across science, geography, and social studies. There is also a well-being case. Children today grow up further from nature than any generation before them, while lifestyle disease, poor diet, and climate anxiety rise. Working with living plants is calming, responsibility-building, and confidence-building. Teachers repeatedly report that students who struggle in conventional classes often lead in the lab. A garden can offer some of this, but gardens depend on land, weather, and one champion teacher. An indoor nature lab works year-round, fits in 150 to 400 square feet, and comes with curriculum, training, and support, so the learning survives staff changes and summer breaks. The future-ready school is not the one with the most screens. It is the one where students understand the systems that keep them alive, because they have run one themselves. ## How farming teaches 21st-century skills Source: https://www.omggreens.com/learning/how-farming-teaches-21st-century-skills Patience. Observation. Iteration. Collaboration. Growing food, it turns out, is a near-perfect teacher. Ask employers what they wish schools taught and the same words come back: problem-solving, teamwork, communication, resilience. Ask teachers how to teach those things inside a 40-minute period and the answers get vague. Farming, even at the scale of a classroom tray, is one of the most reliable answers we have found. Growing food is a project with real stakes. Seeds are sown, conditions are set, and then the crop either thrives or it does not. Students learn to observe closely, record honestly, and adjust. When a tray fails, and some trays fail, the class runs a root-cause review: was it water, light, hygiene, or timing? That is the scientific method practised, not described. It is also inherently collaborative. A growing cycle has roles: sowing, misting, measuring, journaling, presenting. Rotating those roles teaches students to hand over work, depend on each other, and lead in turn. The harvest presentation, where a team explains its data to the school, builds public speaking with a subject the speakers genuinely own. Patience may be the rarest skill of all. A microgreen cycle takes seven to fourteen days, fast enough to hold attention, slow enough that nothing can be rushed. Students learn that living systems reward consistency, not cramming. NEP 2020 calls for exactly this kind of learning: hands-on, project-based, connected to life. A lab that grows food delivers it every single week of the school year. ## Why food literacy should begin in childhood Source: https://www.omggreens.com/learning/food-literacy-should-begin-in-childhood If we wait until adulthood to teach what real food is, we've waited too long. Food habits are largely set in childhood. By the time most people learn to read a nutrition label, their preferences, portion habits, and snack defaults have been shaped by a decade of marketing and convenience. Food literacy taught at age ten changes more meals than a diet started at thirty. Food literacy helps children ask useful questions about everyday meals: what ingredients are present, how a serving is measured, and how different foods contribute to a varied diet. Reading a label is a practical classroom skill that students can discuss with their families. The most powerful food lesson, though, is not a chart. It is growing something and eating it. Students who raise their own microgreens taste them, and teachers consistently watch self-declared green-haters ask for seconds of something they grew. Ownership changes appetite. Food literacy also travels home. In OMG schools, students teach parents what they learned, compare labels in the kitchen, and start family growing trays. A single classroom of food-literate children quietly educates a hundred adults. Schools already teach children to read words and numbers. Teaching them to read food, where it comes from, what is in it, and what it does, belongs on the same shelf of basic literacy. ## Good sugar, bad sugar, and hidden sugar, for students Source: https://www.omggreens.com/learning/good-sugar-bad-sugar-hidden-sugar A simple framework children can use to decode any food label. Sugar confuses adults, so imagine how it reads to a ten-year-old: fruit is good, juice is sometimes good, biscuits are a treat, and breakfast cereal is somehow health food. We teach students a three-box framework that cuts through it. Box one: sugar in its original packaging. Fruit, vegetables, milk. The sugar arrives with fibre, water, vitamins, and minerals, and the body processes it slowly. Compare the whole food with drinks and snacks made from it. Box two: sugar you can see. The spoon in your tea, the jaggery in a sweet, the icing on a birthday cake. Visible sugar is honest sugar; you know you are eating it, so you can decide how much and how often. Enjoy deliberately, not daily. Box three: sugar that hides. This is the box that matters. Ketchup, packaged bread, flavoured yogurt, 'energy' drinks, cereals with cartoon mascots. Students learn the label game: find the ingredients list, spot sugar's disguises (glucose, fructose, corn syrup, maltodextrin, 'fruit concentrate'), and check how close to the top of the list they appear. In the lab, this becomes an activity: students bring a wrapper from home, decode it in pairs, and rank the class's snacks from most honest to most hidden. Nobody forgets the day their favourite drink turns out to carry nine spoons of box-three sugar. The goal is not fear. It is a childhood instinct: know which box your sugar is in before you eat it. ## How to read a food label Source: https://www.omggreens.com/learning/how-to-read-a-food-label A tactile, age-appropriate activity for grades 4 and up. This is one of the highest-impact 45-minute lessons in the OMG curriculum, and it needs no equipment beyond what students carry in their lunch bags. Step one: collect. Each student brings one packaged-food wrapper from home. The pile itself is a lesson; count how many items in an ordinary week arrive in plastic with a label. Step two: find the two truths. Every label has an ingredients list (what is in it, in descending order by weight) and a nutrition panel (how much of what, per serving). Students learn that the first three ingredients are the real identity of the food, whatever the front of the pack claims. Step three: play detective. In pairs, students answer: What is the first ingredient? How many ingredients can you not pronounce? Where does sugar first appear, under any of its names? What is the serving size, and is it realistic? A biscuit pack that lists 'per 2 biscuits' when everyone eats six is a maths lesson hiding in plain sight. Step four: compare with the tray. The class then 'labels' their own microgreens: ingredients, seeds, water, light, care. One ingredient. Nothing hidden. The contrast lands without a single word of preaching. Send the skill home: students audit one shelf of the family kitchen and report their most surprising find. Parents, in our experience, learn as much as the children. ## What is climate education? Source: https://www.omggreens.com/learning/what-is-climate-education Beyond awareness, toward observation, action, and student leadership. Most climate teaching stops at awareness: melting ice, rising seas, a poster competition. Students end up informed and helpless at the same time. Real climate education has three more floors above awareness: observation, action, and leadership. Observation means working with real data from a system the student can touch. In an OMG Lab, students measure the water a tray of microgreens uses, compare it with the water cost of the same greens trucked from a distant farm, and chart the difference. Food is the most accessible climate dataset there is; every child eats three times a day. Action means the numbers change something. Classes reduce food waste in the canteen because they now know what it took to grow the food. Students grow a measurable fraction of their own greens, cutting food miles to food metres. Local, low-water, pesticide-free growing is climate action a ten-year-old can perform weekly, and it aligns directly with SDG 12 (responsible consumption) and SDG 13 (climate action). Leadership means students carry it beyond the classroom. OMG schools run student-led climate quests, harvest showcases, and home-grow challenges that pull families in. A child who teaches her parents why local food matters has done more climate communication than most advertising campaigns. NEP 2020 already mandates environmental education as a core outcome. The question for schools is not whether to teach climate, but whether to teach it as news or as practice. Awareness fades. Practice compounds. ## How students can take climate action inside school Source: https://www.omggreens.com/learning/student-climate-action-inside-school Twelve real activities that schools have run with their students. Climate action for students is usually imagined as marches and posters. The schools in our network run quieter projects that produce measurable results inside the school gate. Twelve that work, drawn from real OMG Lab schools: 1. Grow a weekly tray: a class grows part of its own greens, cutting food miles to zero. 2. Water audit: measure water per tray versus field-grown equivalents and publish the saving. 3. Canteen waste count: weigh plate waste for a week, teach portions, weigh again. 4. Compost corner: growing-media and canteen scraps become soil for the school's outdoor plants. 5. Food-miles map: students trace where one lunch's ingredients travelled from, then re-plan the same meal locally. 6. Label audit: rank the tuck shop's snacks by packaging and hidden sugar, and negotiate one healthier swap. 7. Harvest for the mid-day meal: microgreens from the lab enrich school lunches, the same practice that improves nutrition in OMG partner schools. 8. Seed library: students save, label, and exchange seeds, learning biodiversity by handling it. 9. Home-grow challenge: families adopt a tray for a month; the class tracks total household harvest. 10. Junior trainer programme: older students train younger classes, the model behind OMG's 1,000+ trained teachers. 11. Climate quest league: inter-school rounds on food systems, water, and waste. 12. Harvest showcase: a public presentation of the term's data, crops, and lessons, so the whole community sees what student climate action looks like. None of these needs a stadium or a sponsor. They need a living lab, a teacher with a plan, and permission to let students run something real. Start with one. The rest tend to follow. ## From seed to plate: teaching food systems Source: https://www.omggreens.com/learning/from-seed-to-plate-teaching-food-systems A 6-week module that begins with a single tray. A food system sounds like a university topic until you realise a single growing tray contains the whole thing: inputs, production, harvest, distribution, consumption, and waste. This six-week module walks a class through all of it, and it works at school or at home. Week 1, inputs: students examine seeds, growing media, water, and light, and cost them. Where did the seeds come from? What makes a seed certified organic? Week 2, production: sowing day. Students set up trays, agree a care rota, and start their observation journals with height, colour, and moisture readings. Week 3, growth and risk: the crop is now a responsibility. Classes meet problems, dry patches, mould, uneven growth, and solve them, learning that food does not simply appear. Week 4, harvest: cutting, weighing, and hygiene. The yield number matters; it turns into grams per litre of water and grams per rupee, the arithmetic of every farm on earth. Week 5, distribution and consumption: the harvest goes somewhere real, the mid-day meal, a tasting counter, or home to families, and students track who ate what. Week 6, waste and renewal: spent media is composted, trays are cleaned, and the class closes the loop by costing the whole cycle and planning the next one. By the end, 'food system' is not a diagram. It is six weeks of decisions the students made themselves, and a plate they can explain from seed onward. ## Published stories — full text ## A Garden Is Not a Break From Academics Source: https://www.omggreens.com/blog/0e916156-e59d-48b8-8934-a29ef96bd3e6 By OMG Greens ### The false choice between “academic” and “outdoor” learning Garden time is sometimes treated as a reward after serious work is finished. That view misses what well-designed garden learning can do. Children can estimate and measure, compare variables, interpret patterns, build vocabulary, write explanations, debate choices and calculate yield or cost. The location changes; the intellectual work does not disappear. The distinction is between unstructured time near plants and a purposeful learning sequence. Both can be enjoyable, but they serve different goals. If the class is meant to learn measurement, the teacher needs a common unit, a recording method and a question worth answering. If the goal is persuasive writing, children need evidence and an audience. The garden supplies authentic material; the curriculum supplies direction. Start with the learning objective A useful planning question is: What should children understand or be able to do by the end? Only then choose the plant activity. To practise data handling, measure the same seedlings over several dates and graph the change. To develop descriptive writing, compare a first observation with a later one and revise vague words into precise language. To explore systems, trace water, sunlight, soil or growing medium, people and waste through the project. The FAO describes school gardens primarily as learning platforms and stresses the relationship between practical garden activity and classroom curriculum. That relationship is the key. Digging or watering alone does not guarantee understanding; discussion, documentation and reflection turn activity into learning. Assessment can be visible and humane Teachers can assess a garden lesson without creating a separate examination. Look for accurate observation, appropriate units, a reasoned prediction, responsible tool use and the ability to revise an explanation when evidence changes. A photograph of the setup, a dated table and a short reflection can form a compact learning record. Group work should not hide individual understanding. Give every child a role and ask each learner to record one observation or decision. Rotate roles so that confidence with tools, numbers and speaking is shared rather than concentrated in the same few students. > “The garden is not the curriculum. It is a place where the curriculum becomes visible.” Protect both learning and the living system Good planning also includes safe tools, handwashing, allergy and tasting rules, water use, accessibility and holiday care. These are not administrative distractions. They model the real constraints within which knowledge must operate. A garden belongs in academic learning when it has a clear purpose, a repeatable routine and evidence of what children understood.