Academic Service-Learning Teacher Mini-Grants s3

Academic Service Learning Project Planner

Teacher(s): John Linker and Mike Zurgable Main Contact: John Linker Email: [email protected] Date: 11/24/12 Building: Kelloggsville High School Grade Level: 9-12 First Semester: ______Second Semester: ______

Name of Project: Greenhouse

Project Overview Give a brief overview of the project you are planning. We are planning to build a greenhouse at our high school to be utilized by our district for science instruction as well as production of plants to be used at the Kelloggsville Urban Garden

Effective Practice: MEANINGFUL SERVICE Service learning actively engages participants in meaningful and personally relevant service activities. What community need will you address and how did you determine the need? We are addressing the need of fresh/healthy food and hunger in our community. As a staff, we analyzed our percent of free-reduced lunch students as well as the general number of students we have that come to school each day not having eaten a healthy meal.

What service will you provide to address the need? We will grow plants/vegetables that can be used by our kitchen staff as well as being used by the Kelloggsville Urban Garden & Family Network Food Pantry

Effective Practice: LINK TO CURRICULUM Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards. How is this project related to your curriculum? Portions of our Biology & Earth Science curriculum are concentrated on plants and healthy ecosystems and the impact that humans and various chemicals can have on their growth. The greenhouse gives us a controlled environment where we can test different variables on plant production

What are the educational goals? To provide students real-world tests and results that have actual applications to society and the environment.

StoneShores 2010 Curriculum Crafter Connections www.curriculumcrafter.com Strand: BIO: (Inquiry, Reflection, and Social Implications) TLW: Understand the nature of science and demonstrate an ability to practice scientific reasoning by applying it to the design, implementation, and evaluation of scientific investigations. (Gist: Inquiry)

Strand: BIO: (Organization and Development of Living Systems) TLW: Describe the processes of photosynthesis and cellular respiration (aerobic and anaerobic) and the role of ATP as it relates to these processes. (Gist: Photosynthesis and Respiration)

Additional State Standards and Benchmarks List standards and benchmarks met by this project.

B1.1A Generate new questions that can be investigated in the laboratory or field. B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding or sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. B1.1C Conduct scientific investigations using appropriate tools and techniques (selecting an instrument that measures the desired quantity – length, volume, weight, time interval, temperature – with the appropriate level of precision). B1.1D Identify patterns in data and relate them to theoretical models. B1.1E Describe a reason for a given conclusion using evidence from an investigation. B1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed. B1.1g Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation. B1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draws conclusions from data presented in charts or tables.

B2.5f Relate plant structures and functions to the process of photosynthesis and respiration. B3.1 Photosynthesis and Respiration: Organisms acquire their energy directly or indirectly from sunlight. Plants capture the sun's energy and use it to convert carbon dioxide and water to sugar and oxygen through the process of photosynthesis. Through the process of cellular respiration, animals are able to release the energy stored in the molecules produced by plants and use it for cellular processes, producing carbon dioxide and water. B3.1B Illustrate and describe the energy conservations that occur during photosynthesis and respiration. (also repeated in ecology) B3.1C Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. (also repeated in ecology) B3.1f Summarize the process of photosynthesis.

B3.1 Photosynthesis and Respiration: Organisms acquire their energy directly or indirectly from sunlight. Plants capture the sun's energy and use it to convert carbon dioxide and water to sugar and oxygen through the process of photosynthesis. Through the process of cellular respiration, animals are able to release the energy stored in the molecules produced by plants and use it for cellular processes, producing carbon dioxide and water.

StoneShores 2010 B3.1A Describe how organisms acquire energy directly or indirectly from sunlight. B3.1B Illustrate and describe the energy conservations that occur during photosynthesis and respiration. (also repeated in ecology) B3.1C Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. (also repeated in ecology) B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration.

B4.3A Compare and contrast the processes of cell division (mitosis and meiosis), particularly as those processes relate to production of new cells and to passing on genetic information between generations. B4.4x Genetic Variation: Genetic variation is essential to biodiversity and the stability of a population. Genetic variation is ensured by the formation of gametes and their combination to form a zygote. Opportunities for genetic variation also occur during cell division when chromosomes exchange genetic material causing permanent changes in the DNA structure caused by the environment are another source of genetic variation.

Effective Practice: REFLECTION Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society. What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished? Weekly journals and open-forum discussions will be used to allow students to express what they’ve learned as well as how they feel about contributing to the community Effective Practice: DIVERSITY Service learning promotes understanding of diversity and mutual respect among all participants. What types of diverse perspectives and experiences will be explored as part of your project? (i.e.: cultural, generational, abilities/disabilities, learning styles, etc) This project has the potential to reach students on multiple levels. It lends itself to a variety of learning styles (hands-on, written, and oral) as well as cross-curricular learning. By partnering with the Kelloggsville Garden and the Family Network Food Pantry, our students will have ability to interact with people of different generations, various ethnic and cultural backgrounds, as well as various socioeconomic backgrounds. Effective Practice: YOUTH VOICE Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults. How will students gain ownership of the project? Students will be a part of all aspects of the greenhouse creation. From the initial design and construction, to meeting with building inspectors and contractors, to presenting the plan to the school board, students will be involved. Effective Practice: RECIPROCAL PARTNERSHIPS Service learning partnerships are collaborative, mutually beneficial, and address community needs. Who will you partner with for this project?

StoneShores 2010 This project is in collaboration with the Kelloggsville Urban Garden and Family Network Food Pantry

How will students benefit from this partnership? Students will be able to be a part of two projects designed to address a need in our community and then actually be able to deliver goods to locals in the community

How will the partner benefit from this collaboration? Partner will benefit in two ways: 1) without a doubt, the largest issue facing the folks at the Family Network was and still is man-power. We will be able to give them extra hands that they need. 2) The greenhouse with give the gardens a head start on growing vegetables and fruit that will then be planted in the garden. It could also potentially allow us to grow certain vegetables and other plants year-round. Effective Practice: PROGRESS MONITORING Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability. How will you assess the student learning goals? Student learning will be assessed primarily through formative means. Primarily through written responses and journals to open-forum discussions and conversations. Voluntary participation will also have a significant influence on the effectiveness of the project over time

How will you assess your service goals? I hope to supply the Kelloggsville Gardens with healthy plants/seedlings early in the season which would allow them to produce a more vibrant and fruitful harvest throughout the growing season, thus producing more food for the Family Network to be distributed. More plants…more harvest…more distribution…successful project

Effective Practice: DURATION AND INTENSITY Service learning has sufficient duration and intensity to address community needs and meet specified outcomes. How will you prepare students for this experience? Discussion and open dialogue: Through conversation and slide presentation, I hope to show students the Kelloggsville Gardens and illustrate the connection between that and the Family Network and relay to them the influence that a greenhouse would have on that relationship as well as the community.

SUSTAINABILITY The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.

Describe how your project addresses the issue of sustainability? The greenhouse will allow us to do a multitude of things that are otherwise limited by lab space or climate conditions. The main focus will be producing healthy, nutritious vegetables and other plants for the Kelloggsville Garden and subsequent Family Network Food Pantry. However, other uses may include the growth and development of flowers and/or sapling trees to be planted around our school grounds and surrounding community. The growing of commercial plants such as poinsettias or mums could be a way of StoneShores 2010 generating funds for the cost of running the greenhouse or possible expansion of the greenhouse or gardens.

StoneShores 2010