presented “ Social Ecology and Urban Agriculture: Growing Scientific Thinking in High School” Community as Intellectual Space: Aesthetics as Resistance: The Act of Community Building 4th Annual Symposium June 13-15, 2008

What is Urban Agriculture? Growing fruits and vegetables in and around urban areas for consumption by local populations UA is democratic because all members of the community have equal access to food UA is participatory because it is community-based and food choices are controlled by local residents Through UA we learn about the social ecology of a community, or the relationship between human society, all living plants and animals, and the environment

Growing fruits and vegetables in and around urban areas for consumption by local populations

UA is democratic because all members of the community have equal access to food

UA is participatory because it is community-based and food choices are controlled by local residents

Through UA we learn about the social ecology of a community, or the relationship between human society, all living plants and animals, and the environment

What are benefits of an urban agriculture to the community? Preserves environment-decreases pollution & increases biodiversity Improves health & well being of community members Increases economic sustainability of the community Is aesthetically pleasing Increases community building Reinforces cultural connections with food & the land

Preserves environment-decreases pollution & increases biodiversity

Improves health & well being of community members

Increases economic sustainability of the community

Is aesthetically pleasing

Increases community building

Reinforces cultural connections with food & the land

What are benefits of an urban agriculture program to high school students? Students are connected with culture and community Students build multi-generational relationships, sharing reciprocal knowledge with family and other community members Students are actively involved in community building & understand the relationship between human-kind and the natural world Students gain a sense of social empowerment

Students are connected with culture and community

Students build multi-generational relationships, sharing reciprocal knowledge with family and other community members

Students are actively involved in community building & understand the relationship between human-kind and the natural world

Students gain a sense of social empowerment

What are the outcomes of integrating urban agriculture in math & science? Students understand the interdisciplinary nature of the sciences Students understand the process of inquiry Students understand that communities interact, co-exist, and are inter-dependent Students learn how to use math & science to explore & solve real world problems Students gain skills of community inquiry,critical thought, and life-long learning Students gain skills they will use in school & in the workplace

Students understand the interdisciplinary nature of the sciences

Students understand the process of inquiry

Students understand that communities interact, co-exist, and are inter-dependent

Students learn how to use math & science to explore & solve real world problems

Students gain skills of community inquiry,critical thought, and life-long learning

Students gain skills they will use in school & in the workplace

How can we start planning an urban agriculture program for high school students? Meet with teachers, parents, community leaders to determine level of interest & involvement and create a shared vision Raise awareness in the school and community about the benefits of UA Start a curriculum development team Articulate how the program will fit into the school curriculum and meet standards Develop a budget Engage students in the planning process

Meet with teachers, parents, community leaders to determine level of interest & involvement and create a shared vision

Raise awareness in the school and community about the benefits of UA

Start a curriculum development team

Articulate how the program will fit into the school curriculum and meet standards

Develop a budget

Engage students in the planning process

What are some considerations in developing an urban agriculture curriculum? What content will be covered? How will the program be integrated? What skills will students learn? How will students be assessed? How will the program be linked to state standards?

What content will be covered?

How will the program be integrated?

What skills will students learn?

How will students be assessed?

How will the program be linked to state standards?

What are the best teaching methods & strategies? Action research Collaborative learning Inquiry-based learning Problem-based learning Student-centered learning

Action research

Collaborative learning

Inquiry-based learning

Problem-based learning

Student-centered learning

What types of assessments can we use? Authentic assessments allow students to create shared knowledge. Some examples include: Creating a blog Developing an architectural rendering Collaborating on a proposal Planning a community event Producing a documentary Publishing a podcast Writing a news article Compiling a portfolio Writing competency statements

Authentic assessments allow students to create shared knowledge.

Some examples include:

Creating a blog

Developing an architectural rendering

Collaborating on a proposal

Planning a community event

Producing a documentary

Publishing a podcast

Writing a news article

Compiling a portfolio

Writing competency statements

How do we keep high school students involved? Provide authentic, culturally relevant learning opportunities Connect learning with community building Give students skills they can use Match student interests with their work Provide appropriate and meaningful assessment Provide after school and summer jobs in urban agriculture and high school credit

Provide authentic, culturally relevant learning opportunities

Connect learning with community building

Give students skills they can use

Match student interests with their work

Provide appropriate and meaningful assessment

Provide after school and summer jobs in urban agriculture and high school credit

What have urban farmers from Dr. Pedro Albizu Campos High School been doing? Summer program Hydroponics Rooftop gardening Germinating seeds in the classroom Community gardens Planters, greenhouse

Summer program

Hydroponics

Rooftop gardening

Germinating seeds in the classroom

Community gardens

Planters, greenhouse

Contributors Carlos DeJesús – Science Teacher, Dr. Pedro Albizu Campos High School. [email_address] Juan Rodríguez – Math Teacher, Dr. Pedro Albizu Campos High School. [email_address] Matthew Rodríguez – Assistant Director, Dr. Pedro Albizu Campos High School. [email_address] Raymond Rodríguez – Math Teacher, Dr. Pedro Albizu Campos High School. [email_address] Students of Dr. Pedro Albizu Campos High School Michelle Torrise – Graduate Assistant, University of Illinois Graduate School of Library and Information Science, Community Informatics Initiative. [email_address]

Carlos DeJesús – Science Teacher, Dr. Pedro Albizu Campos High School. [email_address]

Juan Rodríguez – Math Teacher, Dr. Pedro Albizu Campos High School. [email_address]

Matthew Rodríguez – Assistant Director, Dr. Pedro Albizu Campos High School. [email_address]

Raymond Rodríguez – Math Teacher, Dr. Pedro Albizu Campos High School. [email_address]

Students of Dr. Pedro Albizu Campos High School

Michelle Torrise – Graduate Assistant, University of Illinois Graduate School of Library and Information Science, Community Informatics Initiative. [email_address]

Curriculum Notes Assessments Skills Content