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MS 88 Gardeners Project

MS 88 Gardeners Project. By: Esther Chu CTGE 5634 Summer I 2010 Professor Craven. Introduction . Intended for 6th-8th grade Utilizes the currently unorganized greenhouse in the courtyard. Rationale. The project is intended to… Introduce students to healthy, sustainable food

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MS 88 Gardeners Project

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  1. MS 88 Gardeners Project By: Esther Chu CTGE 5634 Summer I 2010 Professor Craven

  2. Introduction • Intended for 6th-8th grade • Utilizes the currently unorganized greenhouse in the courtyard

  3. Rationale • The project is intended to… • Introduce students to healthy, sustainable food • Let students to interact with nature • Teach the scientific curriculum • Confront students with real world questions

  4. Logistics • Use containers to grow plants • Put together an after-school club • Up-keep greenhouse • Conduct more in depth scientific investigations • Grow seedlings to sell/showcase at local venues

  5. Logistics mint • Plants for 1st and 2nd marking periods include herbs and greens • Approx. 40-60 days to grow • Use methods from Earthbound Farms at www.ebfarm.com basil

  6. Logistics • Showcase venues include Farmers Market, Open Houses, and Community Days

  7. Resources (Trips) • Community garden (6th & 15th) • GreenNYC Farmer’s Market

  8. Resources (Trips) • Columbia’s Sustainable Garden: Kristinia Gsell • Set up a visit for Fall 2010 • Park Slope Farmer’s Market • Contact: Miriam Hass/Rebecca Pedinotti • Set up a showcase for Spring 2011

  9. Alignment to the scientific curriculum • Project-Based Inquiry activity • Students will be food scientists • They will make scientific observations, inferences, and hypotheses. • They will also design experiments, collect data, and draw conclusions.

  10. Alignment to the scientific curriculum • Importance of quality soil • Effects of pesticides on soil • Plant anatomy • Photosynthesis • Energy flow • Food chain • Carbon Footprint • Sustainability

  11. Goals • Make student confront challenging, real-world questions • Allow students and teachers to work as partners in tacking a project that involves their community • Ultimately allow students to take ownership of their own learning

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