School gardens have a significant environmental, educational, pedagogical and didactic-methodical function in the practice of primary schools. As the primary source of knowledge, they are most commonly used in nature and society teaching, but they are also a place for extracurricular activities. It is important to encourage students to develop positive psychophysical traits, to acquire new knowledge and skills in a healthy environment. The school garden for students should allow the cultivation and preservation of indigenous / traditional varieties of fruit and ornamental plants, some forgotten and many endangered tree species, transferring knowledge to future own gardens or larger plantation cultivation. A review of the literature and interviewing of the older population gathered data on plant species and customs in the Rude settlement. Field visits enumerated the plant species of the gardens and gardens of the Rude Primary School, using literature to determine taxonomic affiliation, life form and origin. Front gardens were once rich in different species. Some of these species are still present on the grounds today. A total of 99 different species from 45 families were determined, of which Rosaceae and Asteraceae have the largest number of different species. There were 26 species recorded in the school garden. Shrubs of this fruit culture prevail. The school garden is partially landscaped and has a lot of potential for further landscaping. On the basis of the collected data, the proposal for the selection of plant species for the arrangement of the school garden in accordance with the tradition and ease of cultivation was presented. A year-round gardening activity program for each season is proposed for lower-grade students.