Hydroponics Learning Model (HLM) is an intensive, experiential (hands-on) curriculum that uses hydroponics technology (growing plants in a nutrient solution) to increase understanding of scientific and environmental concepts as well as to increase student’s skills related to critical thinking, team building, communication, and scientific inquiry.
New York`s public school system graduates approximately half the Black (42%) and Hispanic (36%) students compared to their White (81%) counterparts. Many of the Black and Hispanic students attend urban schools that do not have the infrastructure and resources to provide an adequate inquiry-based applied science education and yet the expectations for graduating from high school continue to become more rigorous. Moreover, this educational challenge exists at the elementary, middle and high school levels.
The National Center for Education statistics also reported that between 1996-2000, in science literacy, male students outperform females and White students outperform Blacks and Hispanics.
The limited spending on educational resources in large urban centers such as New York City also results in school laboratories that are ill-equipped and lacking basic supplies to conduct research-based projects by students.
Creative approaches are needed to address the challenge of graduating scientifically literate youth into college or into the world of work while addressing the gap in learning between different gender groups and races.
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The Hydroponics Learning Model (HLM) project was developed as a vehicle to introduce students to high-tech agriculture and related disciplines via a hands-on applied science-learning environment. Working with middle and high school teachers and administrators, a year-long learning process involves students in developing, constructing, and monitoring hydroponics units in a classroom environment using easily available and low-cost supplies. Students also delve into interdisciplinary subject areas such as marketing, economics, and social implications of science and technology. The project also involves site visits to large-scale food production facilities such as farms and greenhouses.
The HLM curriculum consists of over 30 lessons that help teachers facilitate sessions that enable the students in growing edible crops such as basil, bok choi, and lettuce, while exploring fundamental concepts in applied science, technology, and environmental studies. Towards the end of the program, the students present their research data in a public forum to their peers, invited guests and other educators.
The HLM curriculum is designed to address many standards in science education recommended by the American Association for the Advancement of Science (AAAS), the National Research Council (NRC), and the New York State Department of Education.
impact assessment
In addition to continuing work with schools as cited in the 2005 report, a new space for the laboratory for the HLM project, and related hydroponics, aquaculture, and aquaponics project was identified and will serve as the showcase for CUCE-NYC work in this area. Also in 2006 the HLM initiative was launched for incarcerated youth at two high schools located at the Riker`s island prison. This program reached more than 280 students, improving their attitudes and knowledge about science and technology, while helping them to prepare for their GED exams. In addition hydroponics technology and the Corn Ethanol project used Earth Boxes to grow and harvest about one-quarter acre of corn in the Bronx, Manhattan, and Queens. Using rooftops and the ground, the project engaged more than 80 youth from the Police Athletic League (PAL), and the Harlem Children`s Zone`s TRUCE agencies. These projects were displayed at a major exhibition in conjuction with General Motors and teh UN`s FAO Growing Connection supporting the use and development of biofuels at the Wired Magazine nexFest.
In 2007 a new site for the Hydroponics, Aquaculture, Aquaponics Learning Lab was established on the Westside of Mid-Manhattan. A new collaboration was established with the Food and Finance High School, with implications for strengthening hydoponics, aquaculture, aquaponics projects as well as other CUCE-NYC initiatives. Also, 12 additional teachers were trained at the Rikers Island facility, with potential to double the number of program participants in the 2007 - 2008 school year.
