The focus of the 1st semester 6th-grade project will be on the driving question: "How can we, as extension agents, identify different types of soil and their effects on maintaining a healthy pumpkin patch, while creating a cookbook with delicious pumpkin recipes for our community?"

Throughout this project-based learning (PBL) experience, students will dive into the science of soil, learning how to test soil and interpret the results to understand its nutrient content. They will explore how soil quality impacts the growth of pumpkins and discover why not all types of pumpkins can thrive in the conditions at Honey Ridge Agricenter. Students will receive expert guidance from Blake Carter, a representative of the UGA Extension Office, through videos, personal interactions during visits to Honey Ridge, and virtual meetings via Google Meets. In addition to studying agricultural science, students will collaborate to create a community cookbook filled with pumpkin recipes, blending scientific inquiry with creativity to benefit their local community.

This hands-on project will help students connect soil science to real-world applications, understand the challenges of growing crops in different environments, and engage in community-centered learning.

As part of the project, students will have the opportunity to exercise creativity and decision-making through a variety of activities. In the Rover Creation activity, students will be given a budget and allowed to choose materials to design and build rovers that could be used in the pumpkin patch. Some students may choose to create their rover digitally using Tinkercad, allowing them to design, customize, and present their models to the class. The class will vote on the best design, and the winning rover will be 3D printed as part of the project showcase. In the Cookbook Recipe Development activity, students will select the type of pumpkin-based recipe they'd like to create for the community cookbook. They will explore a wide range of pumpkin dishes, from desserts to savory meals, and work together to test, refine, and finalize their recipes.

By giving students the freedom to make key decisions about their rover designs and recipes, they will take greater ownership of the project and have the chance to explore their individual interests and talents. This approach fosters innovation, teamwork, and problem-solving in an engaging and interactive learning environment.

Throughout the PBL, teachers have carefully outlined how they will assess students' mastery of the content standards each week. These assessments are woven into the project to ensure that students are meeting learning objectives while actively participating in hands-on activities. Teachers will evaluate student understanding through methods such as soil testing analysis, which will assess comprehension of nutrients and their effects on pumpkin growth. Rover design presentations will be used to measure students’ grasp of engineering concepts, budgeting skills, and problem-solving abilities. The development of cookbook recipes will allow teachers to assess students' understanding of measurements, ability to follow directions, and collaborative skills. Additionally, class discussions and reflections will gauge students' awareness of agricultural challenges and environmental factors.

This structured approach ensures that students are continuously monitored for progress, with clear objectives each week for both content mastery and project milestones. It also provides teachers with opportunities to give feedback and support individual learning needs as the project progresses.

The 2nd semester 6th-grade project will focus on the driving question: "How can we, as agricultural engineers, design and implement an effective crop rotation plan to improve our school garden’s health and productivity, using drones to enhance our gardening practices that could be shared with disabled or elderly farmers?"

In this Project-Based Learning (PBL) experience, students will explore both crop rotation science and drone technology. They will study how flying drones can assist farmers, especially those who are disabled or elderly, by making farming practices more efficient. The project will emphasize how to restore essential nutrients to the soil after pumpkins have been harvested, ensuring soil health and productivity. Students will gain firsthand experience in planting a field of corn while learning how drones can aid with tasks like seed distribution, field monitoring, and watering, particularly for individuals with limited mobility.

Students will have the opportunity to make several key decisions throughout the project. They will select the type of corn they would like to plant, considering which variety will best help replenish the soil's nutrients. In addition, they will choose materials and methods for distributing seeds across a large area, incorporating drones to assist in the planting process. They will also design and propose innovative ways that drones can benefit disabled or elderly farmers, exploring possibilities such as watering, soil analysis, and pest management. This aspect of the project allows students to research and develop tailored solutions that improve farming practices for those with physical limitations.

Students will be assessed on their mastery of agricultural science and engineering concepts in a variety of ways. They will create detailed crop rotation plans that demonstrate their understanding of how different crops contribute to soil health. Their ability to fly drones and apply drone technology in agricultural contexts will be evaluated. Students will also present their ideas on how drones can support disabled or elderly farmers, demonstrating the solutions they have developed. Reflection and discussion will help gauge their understanding of the challenges and benefits of using technology in agriculture, while collaborative problem-solving will be key as they work together to research, design, and implement their ideas.

This project integrates technology and agricultural science, helping students grasp the importance of crop rotation, soil health, and how innovative tools like drones can transform farming practices for those in need.

Year Long 2024-25

The 7th grade will focus on a year-long project centered around the driving question: "How can we, as marketing specialists, effectively grow and market our own produce to create a successful and sustainable farmers market for our school and community?" The project began with a team-building activity where students competed in a race to solve a puzzle, revealing this driving question. This bonding experience is expected to be instrumental as students collaborate throughout the year to address the question.

As part of this project-based learning (PBL) experience, students will explore the design process by hosting a mini-market using recycled materials, giving them a preliminary understanding of what will be required for the larger event later in the year. The culmination of their efforts will be the creation and hosting of their own farmers/open-air market, where they will sell crops and goods they have grown and made to the community. This hands-on project aims to show students how academic content and STEA2M (Science, Technology, Engineering, Art, Agriculture, and Math) ideas can be applied in real-world contexts, helping them understand their relevance beyond the classroom.

Students will be assessed in a variety of ways that are documented within the PBL framework. These assessments will cover a range of skills and knowledge areas, ensuring that students are comprehensively evaluated as they progress through the project. Assessments may include both individual and group tasks, reflective journals, design reviews, and presentations, among others.

A key component of this PBL experience is the involvement of community partners. Blake Carter from the UGA Extension office has been an invaluable resource, participating in video sessions, in-person lessons at Honey Ridge Agricenter, and virtual meetings via Google Meet. Additionally, a graphic designer will assist students in creating a logo for their farmers market, providing insight into branding and visual identity. As students plan the layout of their market, the firm Thomas and Hutton will offer expertise that could prove beneficial in designing an efficient and functional space for their event.

Agriculture plays a significant role in our STEA2M program, and we will utilize the resources at Honey Ridge Agricenter (HRA) to grow the crops and host the market. Our goal is for the students to not only produce crops but also manufacture goods, such as crafts, which they will sell in the market. While we envision that this annual market could eventually become self-sustaining, where profits from one year fund the next, we are currently seeking grant funding to purchase the necessary materials for students to create their products.

This project emphasizes real-world applications across all academic subjects. For instance, in Social Studies, students will learn about governments and economies and examine trade regulations in other countries, comparing them to those in the U.S. to gain insight into business management. In Science, while studying biomes, students will explore the reasons for seasonal crops, which will help them understand what can be produced for the market. This knowledge will be valuable in real life as they learn about seasonal availability and pricing of fruits and vegetables. In Math, students will apply equations to determine prices, quantities, and profits for their goods. Our goal is for each academic area to integrate this project into weekly, standards-based lessons, ensuring students are consistently building the skills and knowledge necessary for the successful completion of the project.

In the first semester, the 8th grade is dedicated to exploring the driving question, "How can we, as young environmental scientists, develop innovative solutions to reduce methane emissions at Honey Ridge Agricenter and improve overall sustainability?" This inquiry-based project aims to engage students deeply in environmental science and sustainability practices.

The journey begins with students identifying specific issues related to recycling. They kick off the process by designing and building a sorting machine, applying the engineering design process to create a functional prototype. Throughout this phase, they engage with Republic Services videos to gather essential information about recycling practices and challenges. This hands-on experience not only reinforces the significance of recycling but also sheds light on the more extensive problem of waste management, particularly the alarming amount of recyclable materials that ultimately end up in landfills.

To deepen their understanding of waste decomposition and its environmental impacts, students participate in an anaerobic environment activity. This hands-on experiment allows them to observe firsthand how organic waste breaks down in the absence of oxygen, generating methane—a potent greenhouse gas. Additionally, students will embark on a field trip to the Republic Service landfill near Jesup, Ga. Here, they will witness the gas capture systems in action and learn about the complex interplay of waste management and gas emissions. While landfills are designed to capture and utilize these gases for energy, students will discover that methane emissions present a significant challenge not only in urban settings but also in agricultural environments, particularly on farms.

Recognizing that even small-scale farms contribute to methane emissions, students will utilize sensory measurement techniques to collect data on methane levels associated with livestock, particularly cows. This empirical approach will help them understand the critical role that agricultural practices play in the broader context of climate change.

To ensure that student learning aligns with educational standards, teachers have carefully identified assessment criteria outlined in the PBL documentation. These criteria include evaluating students’ understanding of key concepts related to recycling, waste management, and methane emissions, as well as their ability to apply scientific principles in real-world contexts. 

Drawing from their research and newfound insights, students will channel their creativity into developing an infomercial aimed at the staff of Honey Ridge Agricenter.. This project will require them to synthesize their findings and propose innovative, practical solutions for reducing methane emissions and enhancing sustainability practices at the agricenter. By combining scientific research with persuasive communication, students will not only demonstrate their understanding of environmental science but also empower their local community to take meaningful steps toward a more sustainable future.