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“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
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“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 SymposiumJune 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
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
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
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
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
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 are the best teaching methods & strategies?
• 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
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
What have urban farmers fromDr. Pedro Albizu CamposHigh School been doing?
• 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.
• Juan Rodríguez – Math Teacher, Dr. Pedro Albizu Campos High School. [email protected]
• Matthew Rodríguez – Assistant Director, Dr. Pedro Albizu Campos High School. [email protected]
• Raymond Rodríguez – Math Teacher, Dr. Pedro Albizu Campos High School. [email protected]
• 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 protected]
Curriculum NotesContent Skills Assessments
