F2 s presentation rochelle sandrin - aquaponics and food safety
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F2 s presentation rochelle sandrin - aquaponics and food safety
- 2. Milwaukee Public Schools Aquaponics Program Rochelle Sandrin Food Safety in the Classroom
- 3. What is Aquaponics? • Aquaponics is the practice of raising fish and plants together in a mutually beneficial cycle Rufus King Aquaponics
- 4. Aquaponics
- 5. Rochelle Sandrin • Biology Teacher • Newer to teaching • Looking for engaging science lessons • USDA grant through MPS
- 6. How do you get started?? • Buy-in – Administration – District • Build partnerships – Community organizations – Community Businesses – Community Members • Funding – School Budget – Grants
- 7. Why Aquaponics • As an educational tool – Inquiry based and hands-on learning • For our population of students – A need for a practical science course • Big picture – locally, world-wide – Milwaukee is on the forefront of the movement nationally – Being adapted world-wide
- 23. The Evolution • The Big System • The inclusion of the mini-systems • The Curriculum
- 30. Food Safety Concerns • Water temperature • Species of Fish • Type of produce • System Location • Harvesting • Preparation • Eating! • Training
- 31. District Participation • Embracing NGSS • Increased Engagement – Students – Teachers • Support • Funding • Training
- 32. Resources • Rochelle Sandrin – MPS – (414) 475-8820 – sandrirr@milwaukee.k12.wi.us • Jesse Blom – Sweetwater Foundation – www.sweetwaterfoundation.com – info@sweetwaterfoundation.com – (414) 215-9676
- 33. Milwaukee Public Schools Aquaponics Program MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Superintendent Erbert Johnson, CPA, Chief of Staff Karen R. Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Chief Innovation Officer/ Acting Chief Academic Officer Michelle Nate, CPA, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives
Editor's Notes
- Odell will explain this graphic about how an aquaponics system works – and the importance of each part of the system Fish – Provide waste (in the form of ammonia) Bacteria – convert the bacteria first into nitrite, and then into Nitrate Nitrate – important for plant growth and development Water – returned to the fish tank minus the nitrate – nitrate is toxic to fish Basically the plants replace the filter you would see in a traditional fish tank
- Graduated from college with a degree in politics and government and a minor in environmental biology with the thought of becoming an environmental attorney – law school changed my mind, so I left and worked in banking for a few years. Through that I was able to work at a student run bank in South Division High School – this led to my decision to go back to school for a teaching license – and science has always been a big part of my life – dad is a chemist – so that is the area I chose to pursue Was teaching bio, honors bio, and AP bio As a newer teacher I was always looking for ways to engage students – much of my population struggles academically , especially in science My goal in life became finding ways to make the learning more engaging – i.e. fun – and also to do more hands-on work I wanted the kids to have a product they could be proud of that would also help them reach the learning goals in each class I started attending any and all meetings I could pertaining to science in the district – through this I started working closely with the high school science teaching specialist, Karen Green, and she introduced me to the idea of aquaponics. The district was in the middle of a grant that was basically a train the trainer program for aquaponics in the school setting – I was too late to join the grant, but an aquaponics cohort was formed for teachers like me to start learning from the other teachers that already had systems. The cohort was led by the Sweetwater Foundation – and was my first real introduction to the workings of aquaponics
- Buy-in: Administration: go in with a solid plan. Things to account for: space, maintenance (you will need a weekend/break/summer plan!!!), initial funding, ongoing funding, Academic connections (standards based!), Student involvement District: make sure you know your district rules on animals in the classroom, impacts on the building (we had to have an engineer clear our plans to make sure the floor could hold the weight), can be used as a selling point/recruiting tool for your district/school Partnerships: Community organizations – inviting members of the walker’s point association to come in and learn about the system Businesses – I have worked with pet stores (to help with supplies) – we have received discounts on supplies, as well as large donations (waterfall tank and fish) Community Members – invite members of the community (including teachers you may not otherwise really work with) to see the work, share your produce/fish, give updates about progress, invite people to come back to see how things have changed – my room is a place that people like to visit just to see how things are progressing – share stories about engineers and safety and their concern for the health of our system, inviting safety in to teach the kids how to fillet the fish, etc. Funding: * This is a BIG concern – you can do a small system for a few hundred, or a large system like ours that ended up costing about $10,000not just the start-up costs, but the ongoing maintenance – that is where these community/business partnerships will really come in handy – look for grants that have to do with science and/or food accessibility
- Moving toward Inquiry Based science as a district – aquaponics allows students to question, use scientific thinking, run experiments, etc. A high need population – science scores and understanding are quite low in the district and the school – looking for a better way to help students excel in science Sweetwater, Growing Power – milwaukee is a place of innovation and is a leader in the field of aquaponics – variations of what we have here are starting exist all around the world. Shows students a variety of career options – the building, the chemistry, the maintenance, the growing, the fish, etc. opens up possibilities for students to explore after high school – whether they are college bound, technical school bound, or choose to enter the workforce immediately
- Big System: class responsibility. Different students test the system, help trouble-shoot, make repairs, feed the fish, harvest and plant. It is a system that we use to give tours, and to explain how different types of aquaponics work. We are also working toward the goal of providing the lettuce used by the Trojan Sub Shop The Mini-Systems: Teams of students run a ten gallon system. They selected the fish and the plants, and they designed the water flow in to the plants. This allows students to take responsibility for keeping their own produce and fish alive, and to solve any problems that arise in individual systems. They take ownership of their learning. They keep a journal and run their own water tests – and use that info to make decisions for their system. This is a large part of their grade for the second semester. The Curriculum: The goal of this class is project-based and hands-on learning. The curriculum is fairly self-paced. Students decide which days to test their water and make journal entries while simultaneously working on other long-term projects (current project is on sustainability) – This has been the most difficult area as a teacher, and the district is working on curriculum development for next year – as the course I teach will be offered in more schools in the district. The curriculum started big picture about food and food justice, and has progressed in to personal responsibility and personal experience designed projects (Current project)
- Fernwood uses the aquaponics to run a mini-economy. Due to the differences in the school day structure in a montessori environment, students interact with the system throughout the day as needed – and as it applies to the area they are studying. Money earned through the sale of fish and vegetables supports additional classroom supplies/activities that go beyond the school budget. Fish are not processed on site – and the students do no participate in the harvesting of the fish – they sell the vegetables to local restaurants (the students harvest and do the initial washing, however the restaurants prefer to process the vegetables according to their kitchen standards)
- Warmer water increases the risk of bacteria growth – students/teachers must wear gloves, wash hands after exposure Warm water fish are more likely to carry bacterial diseases that can transfer to humans – i.e. tilapia more likely to Streptococcus iniae Produce that grows closer to the water – i.e. lettuces, leafy greens – more likely to be exposed to bacteria in the water than other produce – i.e. pepper, tomatoes, etc. – Location – Closed, indoor systems less likely to have issues that open-air systems (those in contact with outdoor species/waste). Indoor systems still run the risk of bacterial exposure from new fish, pests that may find their way into the system, etc. – however it is less likely to happen in a controlled environment Fish: protective gloves must be worn to avoid puncture wounds while harvesting fish (NOT latex/nitrile gloves) Plants: latex/nitrile gloves must be worn while harvesting plants Hands MUST be washed after clean up is complete and gloves are removed Plants should be washed in a 100 ppm chlorine rinse prior to use. Fish must be stored properly immediately after prep (filleting, etc.). Fish must be fully cooked through at proper temp before eating. All animal products (fish) MUST BE FULLY COOKED prior to serving Teachers and students should undergo some type of food prep/ food safety training before they can use their fish and produce for consumption
- Aquaponics is a great way to embrace the inquiry and hands-on aspects of NGSS – applies to many science content areas including the engineering aspects!! The act of doing science rather than telling and listening about science – teachers and students more invested in the outcomes, more connections to real life – you can see the impact of your decisions, not just theorize about them…active, ongoing experimentation throughout the school year Encouraging administrators/school leaders to support teachers who would like to take this approach to the curriculum – making sure it addresses the standards for the courses it is used in, assisting teachers who would like to implement such a program by helping write proposals to share with school leadership, helping teachers get the money people and decision makers on board Through a grant we are able to assist some schools with initial implementation of an aquaponics program – some additional supportive funding for existing programs Veteran teachers training new teachers, food safety training, curriculum training, outside resources (Sweetwater Foundation, curriculum writers) to support and train teachers in an ongoing process