Virtual Learning Project/Plan of Implementation

Overview

At the Kodiak Island Virtual Learning Conference I was involved primarily with the America Bridge Project overview, which set up some large longer-term potentials that I will explore this Fall with other teachers and administrators. During our September district inservice I will spend some time connecting and speaking with our new superintendent and technology teachers about specific project that might work in Tununak including nanotechnology in agriculture and coastal mapping using unmanned aircraft. I will also be in contact with Ron Fortunato, the trainer and presenter of the America Bridge overview. According to Ron it takes three years to train teachers for this type of project.  

On the other hand, it allows teachers to take on a new role and in some cases they become more like consultants or project managers. Teachers become learners and mentors are sought from the community at large. America Bridge goals that will be integrated into the project over time are: 1) Economic development with an educational mission, 2) Capacity building, 3) Rapid prototyping, and 4) Development of a statewide and international Project Based Learning (PBL) curriculum (see http://www.trilliumlearning.com/AmericaBridge/).

Because America Bridge implementation will require further research and collaboration this Implementation Plan will focus on a classroom hydroponics project that I have already funded using the crowdsourcing platform Donorschoose.org. I will use some of the ideas I learned at the conference to create structure for this project.

Implementation and Project Goals

This implementation primarily consists of defining specific project roles and recruiting students on a voluntary basis to fulfill those roles. Roles may also be assigned on a rotating basis. Students with experience in various roles will act as mentors to students learning a new role. As a teacher, my role will be something like a project manager, but I will also be a student. As a willing learning in an area that I know only a little I will be modeling life long learning and the joy of inquiry. I have always enjoyed gardening, but have only attempted hydroponics in the last year on a very small scale.

Project roles will be driven by the requirements of our overall goal, which is learning how to grow food plants indoors using lights in order to supply the school kitchen with fresh produce. We will start by growing basil and leafy greens in the Fall and after the first plant cycle we may attempt fruiting vegetables like tomatoes. Our school cook has expressed an interest in using the produce if our harvest is abundant.

The Donorschoose fundraisers have provided us with two Genhydro grow systems, two LED light panels, timers, a PPM meter for testing nutrient concentration, nutrients, a PH test kit, and a germination station with heat mat.

Project roles will include students who: 1) initially help set up the grow system, 2) document the project online, 3) plant and transplant seedlings, 4) apply nutrients on a weekly basis, 5) monitor PH levels for optimum growth, and 6) monitor plant growth. Other roles may be created as needed or desired.

Learning goals touch on standards in Math, Science (Biology, Botany and Chemistry), Engineering, Communications and Technology. Concepts such and parts per million and rate of growth tie directly to the Algebra standards while documentation and communication enhance literacy. I plan to collaborate with our new science teacher to integrate the science standards. Other desired outcomes include enhanced classroom environment, student engagement and real-life application of academic knowledge.

Outline of Timeline for Fall Semester 2015

August 2

Start first seedlings in the germination station before the start of school. I will arrive in Tununak on July 30^th and will set up the small 10x20” grow station. This will provide a hook for students to see live seedlings during the first week of school.

August 13-14

Introduce the project ideas and goals to students during the first week of school and show them the first sprouts. Introduce basic ideas of hydroponic growing and gauge student interest.

August 17-21

Choose roles for students. Set up Genhydro systems for growing. Transplant seedlings into the grow systems.

August 24-28

Begin to chart growth and document the project with pictures and blog entries. This will also allow me to fulfill my requirement to respond to donors with an update on our progress.

September

Gradually increase nutrient levels, monitor and document growth and PH. Begin pruning/harvesting plants as appropriate. Continue to document our progress on the project blog site.

October

Maintain nutrient levels, monitor and document growth and PH. Continue harvesting from the plants and determine whether to continue harvesting the mature plants or to start a new set of seedlings for the second half of the semester. Continue to document our progress on the project blog site.

November/December

Repeat the cycle above with a final harvest in mid December. Breakdown and cleanup the systems for storage during winter break. Add a reflection to the project blog site.

Final Considerations

America Bridge projects as described and witnessed at the Virtual Learning Conference involve collaboration with ongoing research at a national and international level. Students have mentors from within the hierarchy of industry and scientific project groups to help instruct them and hold them accountable via weekly project reviews. The classroom hydroponics project is an independent learning experiment without such outside connections. I will make an effort to cultivate external mentors from within the district and in the larger community.

A successful project will not only be measured by initial learning and production, but by sustainability and curiosity that engages students to extend the project in the future. My desire is to introduce Native Alaskan students to methods and technologies that will enhance the lifestyle in the community and extend traditional subsistence practices.