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“Social Ecology and Urban Agriculture: Growing Scientific Thinking in High School”

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“Social Ecology and Urban Agriculture: Growing Scientific Thinking in High School” …

“Social Ecology and Urban Agriculture: Growing Scientific Thinking in High School”


Urban Agriculture Workshop, Community as an Intellectual Space, Chicago, IL (June 14, 2008)

Presenters Michelle Torrise, UIUC and Juan Rodriguez, PACHS

Published in: Education

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  • Transcript

    • 1. 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
    • 2. 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
    • 3. 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
    • 4. 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
    • 5. 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
    • 6. 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
    • 7. 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?
    • 8. What are the best teaching methods & strategies?
      • Action research
      • Collaborative learning
      • Inquiry-based learning
      • Problem-based learning
      • Student-centered learning
    • 9. 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
    • 10. 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
    • 11. 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
    • 12. 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]
    • 13. Curriculum Notes Assessments Skills Content