Future Farmers Project
Purpose- Students will collaborate in small groups to discover ways to grow lots of food in very little space. Each group will build a raised bed from scratch, amend the soil, generate a planting calendar, propagate plants, and harvest vegetables (and fresh cut flowers) for school/community consumption.
Life/Career skills:
collaborative learning- observing, questioning, predicting, finding patterns and relationships, designing investigations, inferring
communication/public speaking- oral, written
carpentry/building- Kinesthetic, contextualized learning
applied math- connecting algebra/geometry with the natural world
Big concepts:
1) Where does our food come from?
2) What are some ways to grow lots of food using very little resources?
3) Identify limiting factors within a living population?
4) How does matter/energy flow through a living system?
Learning Targets:
This project spans almost all of the learning targets discussed in the compost, soil, soil management, plant nutrition, plant physiology and growth, plant cells, plant reproduction, and classification units. The goal of this study is put all of the Plant Science learning targets into the context of a learning garden throughout the year.
Project Schedule: All steps of the process will be carefully documented in student journals under the guidance of learning rubric.
Block 1
Land Design and Build
Block 2
Plan
Block 3
Winter Gardening
Each learning team will measure and map the growing space on the south side of the building. They will begin identifying criteria/constraints for the layout and move toward building consensus on the best design. Finally, they will build the beds!
Introduce criteria and constraints with a class discussion:
The maximum width of each raised bed can be 4 ft.
We need 8 raised beds total
There needs to be comfortable spacing between aisles for group work.
Each bed should have the same size footprint (area).
No treated lumber is to be used when building them and the beds need sturdy enough to last multiple seasons.
The design should be as cost effective as possible, utilizing recycled material when possible.
The design must last for several seasons.
Daily Objectives:
1) Identify the problem/opportunity
SWBAT list 3 criteria and 3 constraints for building a raised bed.
2) Brainstorm and Sketch-
SWBAT measure and map the growing space on the south side of the building to scale.
SWBAT sketch an initial design for the beds and aisle space.
3) Investigate and Research-
SWBAT calculate the necessary area and footprint shape for each raised bed.
SWBAT address the criteria and constraints in their design and debate strategies for approaching them..
SWBAT diagram how their raised bed will be built using a detailed scale drawing using appropriate units
SWBAT use the volume equation to find the amount of compost/topsoil mix needed to fill their garden.
SWBAT generate a detailed materials chart outlining the overall cost of their project.
4) Develop a Solution-
SWBAT present/sell their design to the class (butcher paper plot) while addressing each of the criteria and constraints.
SWBAT use a TRIBES Gallery walk to build consensus and agree on the design that best addresses the criteria and constraints.
5) Build and Test-
SWBAT use measurement, carpentry, and teamwork to construct their raised bed based on the class design
6) Identify the problem/opportunity-
SWBAT reflect on the arrangement of the gardens and describe 2 changes they would make for next year. (at the end of the year)
This process involves identifying a planting calendar, selecting seeds, researching species requirements, diagraming plant spacing, propagating plants, and properly amending soils. The challenge is to produce as much food per square foot
Daily Objectives:
SWBAT build a basic growing calendar based on the climate and frost date in The Dalles.
SWBAT select varieties of seeds based on the fall/winter/spring climate in The Dalles and calculate their cost.
SWBAT be able to describe a basic method for applying organic vegetable fertilizer using the appropriate math.
SWBAT plan out/map out the spacing between plants using the square-foot gardening method based on the varieties picked.
SWBAT discuss and agree on which varieties are going to be directly seeded vs. transplanted from the greenhouse to the raised bed.
SWBAT build a pattern or jig for accurately measuring the distance between plants/seeds in the raised bed.
SWBAT sow seeds based on their original plan and mark the location of each variety in the garden.
SWBAT design and build necessary structures for varieties requiring vertical trellises to save space.
Team members will design, build, and maintain a system for capturing light/heat energy to overwinter crops. Strategies for this may include cold frames, high tunnels, double insulated tunnels, or cloches.
Daily Objectives:1) Identify the problem/opportunity-SWBAT articulate 3 criterial and 3 constraints for their winter gardening system. 2) Brainstorm and Sketch-SWBAT research and describe 3 ways to protect/insulate winter crops (3 sketched included).3) Investigate and Research-
SWBAT list 3 pros and 3 cons of each overwintering system.
4) Develop a Solution-
SWBAT agree on a initial prototype design and make a list of materials with costs involved.
SWBAT create a chart(s) for recording quantitative data for evaluating the effectiveness of the system (temperature, plant health, moisture retainment, CO2...)
SWBAT Present their ideas to the class while addressing the original criteria and constraints.
5) Build and Test-
SWBAT gather the listed materials and build their winter gardening system based the original plan.
SWBAT monitor and collect data while evaluating the effectiveness of their design.
6) Identify the problem/opportunity-
SWBAT make at least 2 adjustments/revisions to their original design based on the data/observations collected. (throughout the year)
Year Long Extensions:
1) Students will continually plan succession plantings to ensure they always have a crop supply.
2) Students will research and develop specific crops suitable for fall, winter, and spring in The Dalles.
3) Students will learn how to manage propagation, transplanting, and care of plants throughout the year.
4) Students will present their findings to the education foundation and receive constructive feedback (assessment)
5) Students will find an outlet for selling their crops depending on how successful their yield.