Project type: Independent study
Role: Program lead, curriculum design, instructional design
Timeline: School Years 2020-22
I developed the hydroponics program at Discovery Elementary. As a fourth grade teacher with a personal interest in gardening, sustainable food sources, environmental self-efficacy, and sustainability, I saw an opportunity to design a curriculum using the school’s existing hydroponic systems while engaging students in dynamic, authentic learning.
From this process, students gained skills like collaboration, critical thinking, communication, and resiliency, which are all essential to life outside of the classroom.
Previously, there had been a hydroponics “program” at Discovery Elementary. However, student involvement was minimal, as they solely assisted in harvesting the greens. What began as a passion project of a former teacher failed to fully engage students or provide them with an understanding of hydroponic gardening and its sustainability benefits.
Developing a comprehensive hydroponics program that would leverage inquiry-based learning and foster critical thinking skills and environmental stewardship took a lot of time, effort, and careful planning. I carefully evaluated the needs of the students, assessed the availability of resources, and ensured alignment of the program with academic standards. This process involved extensive research and collaboration with experts in the field, as well as discussions with colleagues and leadership to gain their support and involvement.
In the second year of the program, I onboarded other teachers in managing the hydroponics program. The program benefited from varied perspectives, skills, and expertise. It also created a sense of ownership and investment among the teaching staff. This approach aimed to ensure the program's sustainability and longevity beyond my tenure as a teacher at Discovery, as I wanted it to continue making an impact for years to come.
To learn more about the process and pedagogy behind this project, watch the video presentation below:
This program brought our dry, state-mandated curriculum to life. Students learned about plant biology, nutrition, and environmental sustainability in a practical way, making learning more meaningful and relevant. They also developed problem-solving skills and took ownership of their learning, leading to a more empowered student body. Most importantly, our students developed an “activist” mindset that extended beyond the classroom, becoming advocates for sustainable living practices.
As a teacher, there is nothing more exciting than to watch students develop an enthusiasm for learning. It was exhilarating to plan a curriculum focused on something I was as passionate about as sustainability practices. These types of projects bring out the best in teachers and students alike. The project renewed my love for teaching, and it showcased the potential for projects like this to become a cornerstone in the future of education.
