Diverse Cuisine for Diverse Cultures
Teacher(s): Brian Moore, Claudia Thornton, Ben Smith, Judy Miheve, Marcia Cisler, Amy Foster, Denise Stephens
Main Contact: Marcia Cisler Email: email@example.com
Date: 10/3/12 Building: Kelloggsville Middle School Grade Level: 6th-8th grade
First Semester: X Second Semester: X
We would like to continue the hydroponic gardens representing the different cultures of the middle school. The hydroponics gardens represent herbs and vegetables from the different minorities that are represented in the middle school. Students will start growing the plants in greenhouses at the middle school. During the spring we will transplant the plants to a community garden that is located next to the Early Childhood Center. During the school year, the vegetables will be used to the various family dinners that are put on for the community. We are expanding the gardens this year adding plants that are grown in soil and adding some fruits that are viable to our climate.
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?
This garden will produce diverse foods for student families and the community members that attend the various family dinners that are put on by the district. Also, many of the herbs are used in the large kitchen of the high school that produces the food for the students of the district. With the diversity of the different herbs and vegetables we hope to promote different cultures.
What service will you provide to address the need?
Students will address the need to produce a low cost food source in their own community. Students will learn to apply knowledge and skills acquired in science, math, language arts, and social studies classes.
Students will serve the school and community. Students will donate food grown in the classroom to the school or the community. Food can be donated to parents or families in the community with a need for fresh vegetables and spices.
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?
1. Finds seed and grow plants
2. Research plants that can growing/harvesting instructions
3. Write plant information and growing/harvesting functions
4. “What has happened to heirloom seeds? Do we want to grow heirloom seeds?
Water quality—school water can be tested
5. Field trip to Howard Christensen Nature Center for 7th grade to study plants.
1. Determine project costs
2. Manage budgets and funds
3. Determine dimensions for the garden
4. Figure the ratio for plants to space
5. Record data from the surveys
6. Analyze the data from the surveys
1. Survey the different cultures that are in the middle school
2. Study the different the herbs and vegetables from the cultures that represent the middle school
1. Students will have to write directions/plans for the garden structure
2. Students will have to write directions/plans for the hydroponic systems that will be installed in the greenhouse rooms
3. Students will read instructions in order to make sure proper steps are taken in planting the seeds
4. Students will read different brochures about the herbs and vegetables
5. Research the various areas of the world that are represented in Kelloggsville
What are the educational goals?
Students will learn team building, cooperative learning, time management, financial planning, and gain ownership by working on something of this nature.
Individual content area goals may also be established depending on the project.
For example, making connections between the books with the theme of community service and real life situations, making brochures and using technical writing for newspaper articles, scientific investigations, do scale drawings and cost for materials, be community partners and become an involved citizen. Also, allow students to possibly do a media production for the hydroponics gardens and the benefits of the gardens for the community.
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 08ELA: (Speaking and Listening) in all grades.
TLW: Build comprehension through collaborative conversations about grade 8 topics, texts, and issues.
Strand: 07SCI: (Science Processes)
TLW: Demonstrate an understanding that scientific inquiry and reasoning involves observing, questioning, recording, communicating, and developing solutions to problems by identifying evidence of chemical change. (Gist: Chemical Change)
Strand: 07SS: (Public Discourse, Decision Making and Citizen Involvement)
TLW: Identify and investigate a public issue in the Eastern Hemisphere, analyze information about it, and develop a solution to present to other. (Capstone project) (Gist: Eastern Hemisphere – Global Issues Project)
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
RI.6.1, RI.7.1, RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2, RI.7.2, RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Speaking and Listening:
SL.6.1a, SL.7.1a, SL.8.1a: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
W.6.1a, W.7.1a, W.8.1a: Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
L.6.2b, L.7.2b, L.8.2b: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use an ellipsis to indicate an omission.
L.6.6, L.7.6, L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
6.G.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
6.RP.3a: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
7.EE.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
7.RP.2b: Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
7.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
8.G.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
8.F.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
C1.1E Describe a reason for a given conclusion using evidence from an investigation.
C1.1C: Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision).
C1.1E: Describe a reason for a given conclusion using evidence from an investigation
Identifying and analyzing issues using citizen involvement and making critical decisions and persuasive arguments.
8 – P3.1.1Identify and apply core democratic values
*Share and discuss findings of research and issue analysis in group discussions and debates
*Develop an action plan to address or inform others about the issue
Public Discourse, Decision Making, and Citizen Involvement
8 – P4.2.3: Participate in projects to help or inform others (e.g., service learning projects).
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?
We hope to gather both quantitative and qualitative data over the growing season in order to observe the changes within the garden as a result of both natural and controlled variables.
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)
Economic Diversity: Students will work with diverse economic groups from different neighborhoods and business zones. Students may explore community and business partners from a full spectrum of economic environments.
Cultural Diversity: Students will be researching ethnic groups within their community and enjoyed by the group. Students will learn about different foods grown all over the world. Students will learn about the problems finding and growing ethnic foods and produce within their community. Students will locate ethnic recipes and grow foods to include in ethnic dishes.
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 survey the different minorities that make up the middle school community. This will allow them to see which herbs and vegetables need to be targeted. Students will then study herbs and vegetables from the different origins around the world to see which ones would be suitable to grow.
On the mathematics side students will need to figure out dimensions for each garden. In order to figure the dimensions for each garden the students will have to figure out the ratio between plant and space.
Science will take place with the actual planting and growing of the plants.
Students will actually do the planning of the project in their Language Arts class.
Students will also participate in the creation of a public service announcement that could be broadcasted over the televisions located throughout the school.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
The Dock to help benefit the community with fresh vegetables and Horizon Hydroponics for the gardening and the presentations to the science classes as well as helping with educating the students on maintaining the hydroponics gardens.
How will students benefit from this partnership?
The students will benefit by having a hands-on project that allows them to plan, make, and produce a garden. Benefits for students will also include a healthy food source for students who are in need.
How will the partner benefit from this collaboration?
The DOCK is a faith-based organization that looks for ways to help the community around them. By having the hydroponics gardens, the school will be able to provide healthier food for their members that are in need. Also, Horizon Hydroponics for the return business as well as promoting the hydroponics gardens for other schools that are interested in starting up their own gardens.
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 assessment will be based upon participation as well as weekly formative and summative assessments.
How will you assess your service goals?
Students will assess how well our gardens are doing by seeing the produce that they have grown and used within the community. Also, at the end of the school year, the plants can be placed in the community garden for further use within the community. By having the community eat the produce that the students have grown in the gardens, the hydroponics gardens will be another success.
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?
This project will be student driven, however teachers will help direct and keep students on task, as well as bringing in “professionals” to help orchestrate the actual planting, maintenance, and harvesting of the garden.
What are some sample possible activities students might do as part of this project?
Activities may include: community lunches/barbecues with vegetables from garden, farmer’s market stand, send out flyers/pamphlets marketing the garden, creating public service announcements promoting the gardens and the produce.
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 Hydroponics garden addresses the need for fresh produce by providing a healthy nontoxic way of growing food. The profit will come with the food. We will be able to produce healthy food for people that are in need. The initial cost will be setting up the garden, after our first harvest we should be able to gather seeds from the goods that are produced. The garden will definitely service people who are in need of a healthier diet or if people are in need of food.