Place-based Learning Initiative Write-Up

Teachers: Bethany Cormier

Subject(s): Science

Community Collaborators:

Essential Question: Where does your food come from and why should you care?

Abstract:
Students throughout the school year have worked to establish a relationship with the communities Farmer’s Market. The students and staff have done this by involving the students in activities, for example the school seed sale, to raise awareness, support local economy, and inspire and promote healthy lifestyles. The Pine Community students sold bulk seeds as a way to engage and educate the community about this valuable resource that is available to everybody.
Overview
1. Describe the NEED existing in your community that the initiative addresses.

• Engage and involve the students in meaningful learning that will inspire them to make wise choices about their health and lifestyles.  
• Educate students about the benefits of buying from local resources (nutrition, environmentally, support of local economy).
• Create a meaningful connection between the community and students.
  

2. List your goals and objectives for this place-based endeavor?

• Gain confidence in their learning by connecting with the greater community.
  
• Sharpen decision-making, communication, and teamwork skills.
• Connect students and the Farmer’s Market to a more diverse population with in the community (ie. Family and friends).
• Educate the students about the benefits of buying local and give them the information so they can make decisions about their health and impact on the environment.
  

3. Procedure: List the activities/procedures undertaken in the various phases of your learning unit

School Seed Store:
• Class chose 15 varieties of seeds to sell (science).
• Designed order form (math,) I created a rubric to follow for a write up of each seed type being sold 9 Students researched online at Fedco.com to see formats as well as information provided on each seed type that the seed store would be selling (science).
• Students wrote about their seed types using their computers. I graded them, and chose based on content, format and creativity (science,)
• The write-ups were emailed to me and compiled into a two page document to be used to educate and inform the seller and potential buyer.
• Students were given two weeks to sell seeds. An incentive chosen to motivate students was a breakfast party for the top ten seed sellers. We sold $730.00 in seeds.
• Order forms were collected in science class and double checked for $ amounts to match order totals.
• Students then counted the totals for each seed variety per class (science). All 4 class totals were compiled and used to determine the total seed order for each variety of seeds (math class).
• Students designed seed envelopes .We printed labels for each seed variety and ordered a Farmer’s Market logo stamp that would be used to decorate the seed envelopes. Students took turns stamping and placing labels on all 1,500 seed envelopes (science).
• Student weighed seeds and packaged them in science and math classes .

• JOBS in Assembly Line:
Weighers: These students were responsible for accurately weighing the seed variety by following a chart that listed type and weight needed per seed type. These students were trained to use either a triple beam balance or an electronic scale, depending upon the weight amount and unit (grams or ounces).
Packaging: Responsible for pouring weighed seeds into the envelopes. Then it is passed to the sealers.
Sealers: These students either moisten envelope with a damp paper towel or use a glue stick to seal the envelopes.
Quality Control: These students are responsible for making sure that their group is on task and working efficiently. They are also double checked the accuracy of weighing, the quality of sealing, and that the appropriate number of envelopes got filled in order to meet the quantities ordered.

• Students then weighed the remaining seeds for each variety and calculated how many more seed packets could be created based on remaining amounts (science/math). More labels were made and the appropriate number of envelopes were stamped .

• Advertisement Tag: An advertisement tag was created for packaging the seeds (hrs. of operation, logo, and products sold at Farmers Market,.

Assemble the orders! A select group of dedicated and hard working students were chosen to help pull seed orders. The students were in charge. Jobs included Foreman, quality control, pickers and tiers. The Foreman was responsible for assigning pickers to certain orders to be pulled. One order sheet was completed at one time. Buckets of seed packets were lined up, in order, according to the order form. Students collected the seed packets that each customer purchased and brought that bundle to a table where the tiers cut twine and wrapped up the seeds like a package. The advertisement tag was put on and the seed package and it was put in a Ziploc bag with the order form and all other seed orders from that order form. Quality control double checked customer names with orders to make sure they received the correct number and kind of seeds before the seed packages were placed in the Ziploc baggy. Then they repeated this process for all order forms.

• The profits of this project were donated back to the Skowhegan Farmer’s Market to help with advertising and educating the community about their products and missions.

Display Cabinet:
¬ With the help of a handful of dedicated students, we created a display to inform the school community about what we have been doing on the pine community. It was also used as a way to communicate with upcoming students and parents, for next year during parent night, to show our involvement with the community

Farmers Market Organic Pizza Day:
¬ I scheduled the day and organized jobs for the students so they were directly involved in making the dough, preparing the organic ingredients, setting up as well as helping with the oven .
¬ I collected information of where the local ingredients came from in an effort to create an assignment, for the students, to create a map on their computers to display where all the pizza ingredients came. They learned to use a Maine Atlas and Gazetteer during this process.

The True Cost of Food DVD: http://www.truecostoffood.org/truecostoffood/movie.asp

¬ Students watched the video and answered a series of questions that weighs the negative and positive aspects of buying food from factory farms & mono-crops vs. Buying food from local resources. They also were asked to go online to discover the available local resources for food in a 20 mile radius. Students also researched what food sovereignty and sustainability means. Through watching this video students discovered what the hidden costs are in buying food from non-local resources. The impact on the environment, our selves and our local economy .

4. Teachers can empower students by allowing them to "exercise their own powers and responsibilities"(Bloomer). Community Projects seek to encourage and enhance this student empowerment.
Describe how your students were able to direct their own learning throughout the activities in which they were engaged.

School Seed Store:
• Students selected 15 varieties of seeds that they thought were practical and would sell well in this area.
• They also designed the order form, informational sheet on the seeds, as well as a survey.
• Students took control and interest when it came time to pricing the packets, determining the quantity per packet and organizing how to efficiently fill seed packets and orders.
• Students decided how they wanted to bundle the seed orders as well.

5. Who are your community partners or individuals in the community who are assisting students with this initiative?

Skowhegan Farmer’s Market Laura Richter
Grassland Farms Nancy Jervey
Other local Farmers Fedco Seeds
Paper Klip

21st Century Skills –describe how the following skills are embedded in your Place-based Initiative:

6. Teaming and Collaboration:

• This project could not have been executed so efficiently without collaboration. Science and math classes transformed into a School Seed Store. Classes were designed so that students were doing stages of the project that would build on the other class. Students were really engaged from classroom to classroom carrying the knowledge and skills from one room to another. The team really embraced this project. Students saw the flow from Language arts class (interviews/ webpage designs) to Science and math class. All aspects of lessons from each class was seen as an important step for lessons in other classes. Communication and flexibility really became some of our strongest qualities as a team. Teachers stepped up to the plate when a task needed to get accomplished and really worked together to make this crucial connection between community, students and home possible.

7. Technology Integration-how specifically did your student use technology throughout the phases:

• Laptops were an integral tool in this seed store project.

The students used them for researching seeds and how to plant and grow each variety.

The designing of the informational sheet to give customers, as well as the making of advertisement tags and labels for the seed packet.

We used email/ internet to communicate with the members of the Farmer’s Market and to place the order for the seeds.

Order forms and surveys were also created using student computers.
• Students used email to submit assignments.
• Students also used their computers to complete other associated assignments.

A sum it up assignment on a newspaper article (see artifact) that discusses Banning of Genetically Modified Plants in Monteville, Maine.

Students watched an online video called The True Cost of Food and completed a worksheet shared online in the program Noteshare.

Students mapped out the ingredients used to make their local organic pizzas. They received the assignment in Noteshare and made a local copy of the assignment and map to complete on their computers.

8. Interactive Communication (including multi-media presentations)

• Use of Noteshare notebook was used through out this project as a way to give information, assignments, links, and other useful documents to the students.
• An online video was watched by individual students and then again on a big screen in class to discuss the main topics and facts.

9. Literacy strategies used by students (in your content)

• Sum it up Quick Writes
• Interactive Word Wall
• Think, Pair, & Share
Assessment

10. How is this initiative benefiting the community:?
• This initiative has benefited the community by raising awareness about a resources that needs to be embraced to improve our health, environmental issues, and local economy. It has exposed students and family to these critical issues that need to be improved in our community.
• We have given our students the information, hands on exposure, and tools they need in order to make educated decisions about their health, environment, and community.
• The community as a whole has benefited because we have broadened the population of people who now know about what the Farmer’s Market can offer a community.
• Lasting relationships have been formed that will hopefully allow students to use this resource in the future.

11. Describe the student projects you will be submitting for publishing as a result of this Place-based initiative.

Student Work:
• Seed informational sheet: This sheet accompanied all seed orders and informs the buyers how to plant and use the vegetable, flower or herb. Students followed a rubric to guide their research.
• Order Form: students worked to create a useful and organized order form to tally multiple seed packet orders.
• Maine Map of Local Pizza Ingredients: Students were given a list of all pizza ingredients used and location they came from. They then used a Maine Atlas and Gazetteer to locate the towns and mark them on a blank Maine map.

Teacher Work:
• Farmer’s Market Pizza Celebration Day: I organized a schedule and jobs to allow students to participate in all aspects of this pizza day. Students made the dough, prepared the local pizza ingredients, and topped their own pizzas. They also helped set up, clean up and prepare the oven for baking. I also gave students a copy of the recipe to take home .
• I created a variety of forms that helped organize the seed packaging.
• I created the advertisement tag that went with all seed orders that gave location hours and products sold at the Skowhegan Farmer’s Market.
• True Cost of Food worksheet to accompany video.
• Maine Local ingredient map Assignment.
• Rubric for information about seeds that was compiled and used to create informational sheet.

12. How are student projects evaluated? Please include your Rubrics.

• Students are given a rubric for projects: Seed information and Maine Map of Local ingredients.
• Students were assessed on content and participation in discussion for worksheet on True Cost of Food Video.