Learning Continues - At Home, Online, and At Your Neighborhood Drain

The following blog post was written by Cecelia Watkins, Spark-Y Curriculum Director, on our partner program with Crossroads Elementary.

On Sunday afternoon, March 15, my heart sank. I had just heard Governor Walz’s announcement that all Minnesota schools would be ordered to close in an effort to curb the spread of the novel coronavirus, starting Wednesday. I also got word that Saint Paul Public Schools wouldn’t be opening on Monday or Tuesday either; after a week of no school due to a teacher’s strike, it would be total chaos to start school back up only to have it end two days later. We never even got to say goodbye to our students.

Just like that, all our carefully laid plans went up in smoke. How could we possibly do the annual 5th grade Aquaponics Unit at Crossroads Elementary now? After weeks of letting water flow through the students’ ten gallon tanks to establish nitrification, we had been just about ready to add bluegill and goldfish to the experimental ecosystems. Now all the fish had to be evacuated since we’d no longer have access to the school building. And what would happen to all the tiny kale and tomato plants the students had been tending for weeks, ones that they’d just transplanted?

It was easy to feel robbed in those early days of the pandemic. How unfair that these 5th graders wouldn’t get to experience the springtime fish fry when we harvest the school’s tilapia for fish tacos! Crossroads students look forward to this Aquaponics unit for YEARS--when the current 5th graders were 3rd graders they were asking me when they’d get to run their own 10 gallon tanks. Now we just don’t know how we can offer them that quintessential Spark-Y experience. I have no doubt students across the country and around the world have felt the pain of being denied experiences they’d worked towards for years, from proms to graduations.

After the first few days, the sense of injustice shifted to a daunting question: How do we facilitate empowering hands-on education when schools are closed and no one’s supposed to go within 6 feet of anyone else? How can we still be of service to our community and Spark-Y youth?

Ah, the miracles of technology! Most people will tell you, I’m generally somewhat of a Luddite: opposed to excessive use of technology. I’m always asking, “Could we do this activity outside?” and “How can we get away from screens to teach this?” Well, in times like these, I’m sold: screens and a variety of technologies have been incredibly helpful in adapting to the new world of distance learning. As the past two weeks have unfolded, I’ve been impressed by how quickly my Spark-Y co-workers have demonstrated excellence in adaptation: we’ve done hours long collaborative planning sessions with our co-teachers over Zoom, fleshed out entire Google Classrooms and FlipGrids, and edited together footage using WeVideo. As we prepared for schools to resume --distance learning style-- we continuously asked ourselves: how can we go beyond kids interacting with a screen? Sure, the chromebooks and iPads that schools have sent home with students will be a fantastic way for us to connect, but when it comes down to it, we’re still Spark-Y: all about hands-on experiences. 

The trouble is, we know there’s a huge range in what supplies and supports our students have access to in their homes. Even if we make awesome student-facing activity instructions that don’t require any caregiver guidance, how do we ensure young scholars have what they need to do our hands-on projects? How do we not further widen the achievement gap during a time when that seems all but inevitable? 

We’ve come up with two solutions. One is to create what we’re calling “drop-site kits.” The idea is to package up all the supplies students would need to do a set of activities at home, and then drop the kits off at schools or community centers for student pick up. One kit could have everything students needed for a week of exploring the science behind germination, complete with seeds, test tubes, rock wool and labels. Another kit might be all about circuitry, with LED lights, breadboards and batteries included. Once the Shelter in Place order is lifted, we’re excited to explore how we can prepare drop-site kits for our school partners in a way that’s safe (I’m imagining lots of hand sanitizer) while still getting our youth the supplies they need. 

Luckily, the second solution to the issue of equitable supply access we can get started on right now: developing activities that highlight what almost all of us do have access to. We’ve been writing up activities where students will be working with water, dirt, trees, leaves fallen on the ground and even what’s in the recycling bin. Did you know you could Adopt A Drain in your neighborhood or test the permeability of your sidewalk? We’re excited to send students activity instructions to invent their own water filters using entirely recycled materials, and to go on Minnesota spring Scavenger Hunts for native plants. Some days I think more could be learned just by sitting on a back porch and listening for an hour than in any YouTube video I could send my students.   

Regardless, I will still be sending videos to my Crossroads students. They will include me conducting science experiments with the 10 gallon aquaponics set up that now lives in my basement, full of the students’ plants. They will be dorky, very homemade videos. I could easily link to pre-existing YouTube videos with snazzy effects, made by a whole professional crew, but I’m hoping they’ll appreciate a familiar face.

Of course, it’s not easy. It’s downright painful that so many critical events have been cancelled and critical places closed off to us. But it’s more important than ever to remind ourselves of everything that’s not cancelled: connection to each other. Fresh air. Springtime.

A Day in the Life at the Columbia Heights After School Aquaponics Program

The following blog post was written by Nicholas Lockert, Spark-Y Sustainability Educator, on our after school program with Columbia Heights.

The after school program at Columbia Heights High School is one that is entirely different than any other program I personally have been a part of since working with Spark-Y. This program, named “Aquaponics” by the students who participate in the program, takes place once a week for two hours and has around 12-15 participants every week. Some of these students have been apart of this program since the ‘17-’18 and ‘18-’19 school years and have returned this year with just as much excitement and enthusiasm as the years before. Other students who are new to the program have joined due to word of mouth from those who participated before. What draws these students to join such a program like ours? The aquaponics and hands-on learning always stand out as potential answers to this question and I believe there is a large amount of validity with those answers. However, I think the real answer to this question is the autonomy that we give the students in this program.

When I walk into the classroom where we house our aquaponics after school program, I’m greeted by our kids enjoying their afternoon snack and playing video games together on a variety of devices. A large majority of our students are a tight-knit group who have a love for learning and playing video games with their friends. Once both snacks and games are finished, we get started. We have an introductory lesson or game to warm things up before we go over our plan for the day, what projects we want to complete, and what maintenance needs to be done on our aquaponics system. Following the introduction for the day, the students break themselves up into different groups to take on the tasks they need to complete.

Day to day tasks that the students complete are varied. They include inspecting the aquaponic system to make sure everything is running properly, testing the water within the system to ensure our fish aren’t going to get sick and the plants are getting the optimal amount of nutrients they need, feeding the fish, and checking on our vermicompost system to see if our worms need anymore food. Many times the students will switch up what they work on each week so they can get a feel for what kind of work goes into each task. Allowing them to divvy up the tasks amongst themselves is important in my eyes because they enjoy the freedom to choose what job they do each week instead of being assigned a job. They will be more likely to complete that task in a more timely fashion and the quality of the job will most likely be higher too. Better quality work being put towards the system tasks allows for higher quality produce coming from our system.

After completion of the normal weekly tasks, we will usually reconvene to discuss or work on our next long-term project. In the past, these projects included building the classroom’s aquaponic system and building a new door for the garden shed. This year, we have a few projects in mind.

1. Our current ongoing project is to grow produce for an afterschool cooking class that takes place at CHHS on Tuesdays. This class is facilitated by Wes Nugteren, who also takes care of the school garden. We have the ability to provide him with fresh produce throughout the entire school year with our aquaponic system and we want to take full advantage of this opportunity. The students selected all of the produce themselves and plan to pitch their product to Wes to work on their entrepreneurial skills.

2. Wes has tasked our group with building a set of squirrel-proof bird feeders for the garden. The garden is very luscious and provides a wide variety of produce throughout the year. However, we all know about the pests that tend to wreak havoc on gardens each year. Insects love to ruin our hard work in our gardens by destroying our beautiful plants. Wes has come up with a potential solution to this problem for the CHHS garden. Building bird feeders to attract specific bird species that are insectivores (species that eat insects as their main source of food) can decrease the pest population in our garden. Fewer pests means happier plants.

3. Staying with the garden theme, one of the raised herb beds in the garden is rotting and falling apart. Our students get the opportunity to design and construct a new raised bed to replace the damaged one.

4. After having a meeting with Spark-Y’s lead sustainability educator, Sarah Pilato, and talking to her about the CHHS program, she came up with an ingenious idea. Our students love their video games and building computers as stated earlier. Why not task them with creating their own video game based upon aquaponics? Whether its teaching players how aquaponics works, encouraging players to get the highest score by growing the most produce, or strategising on how to defeat enemy bugs to keep the aquaponic kingdom safe, the students will get to develop some form of game that can be used by many other kids to learn about aquaponics in a fun, interactive way.

One thing you might notice about all of these projects is that there is a large area where the students can be creative and run with them however they want. Student autonomy is one of the main goals we have with this program. We give them ideas for projects they can take on, then they do the rest. To help keep the students engaged and ultimately feel more empowered, we let them call (most of) the shots. I asked the students if it was important to them to be autonomous in this program and these are some of the responses I received:

Ifrah: “Yes! It allows us to demonstrate leadership skills at a younger age, which can help us down the road. We can also explore a new passion on our own terms.”

George: “Yes, because its more engaging and interactive than a normal classroom experience.”

Simon: “I think it is important. It is good to be on our own and work as a team. It teaches us and prepares us for the future to finish our work whether we are in college or working a job.”

Hector: “Yes. Leaders arise within the program.” “We are more engaged and bring out our own ideas. We also have the chance to learn from our mistakes.”

Before we know it, it is 5:30pm and we are done for the day. We clean up the classroom, say our goodbyes, and head home already thinking about what we get to work on next week.

How Hands-On Curriculums Cater to Different Learning Styles

The following blog post was contributed by established education blogger, Alyssa Abel.

In the evolving world of education and youth instruction, it’s becoming more important than ever to incorporate newer, better learning — to keep youth engaged, promote personalized learning and contribute to a more successful education system.

When it comes to offering an engaging experience across subjects and school levels, hands-on education systems are what we need to re-engage students in a time too tied with technology. Whether it’s through classroom-based models, hands-on labs or out-of-school experiences, experiential education programs like those offered at Spark-Y do more than enable youth empowerment — they bridge the gap and offer value for every learning style.

Here’s how hands-on learning is effective and revolutionary for all learners:

1. Hands-On Learning Engages Tactile Learners

When it comes to traditional classroom instruction or lecture-based educational programming, tactile learners are at a disadvantage. They’re not engaged by listening — they’re engaged by doing.

Children with a kinesthetic learning style quickly and permanently learn what they do in and out of the classroom, which is why schools and youth programming alike should employ more hands-on learning methods over classic instruction or technology-based models.

2. Hands-On Learning Offers Cultural Exposure

In a traditional classroom environment, students sit side by side, encouraged to engage with a static lecture or presentation — but not necessarily encouraged to engage with each other. Classrooms and youth-centered programs comprise students of so many different backgrounds, cultures and experiences. In this evolving social age, exposing children to diversity is more important than ever, but standard classroom methods may not be the most conducive to real exposure.

From a young age, cultural exchanges and educational experiences are essential to youth development, but not every family is able to offer their children the enriching experience of cultural exchange environments. In hands-on environments like Spark-Y’s in-school programs, internships and urban agriculture labs, children are able to interact and work directly with each other, exposing them to a variety of backgrounds — no matter what they’re studying.

While cultural exposure isn’t the focal point of a hands-on curriculum, it’s an inevitable benefit. Through these tactile educational experiences, youth participants gain a deeper understanding of the world — and of each other.

Spark-Y program youth visit the Urban Ag Lab at Casket Arts headquarters to tour the microgreens growing tower and DIY Bio Lab.

3. Hands-On Activities Provide Experiential Learning Opportunities

Many educators treat experiential learning like a side dish instead of the main course. But experiential learning gets all students engaged because it focuses on building knowledge through what students do and observe. Traditional lectures engage only a small number of students, while experiential learning demands youth take ownership of their educational experience.

At Spark-Y, for example, educators like Cecelia Watkins facilitate unique hands-on learning experiences that offer students the physical context and personal investment to drive learning concepts home. Through unique “Action Lab” stations during Spark-Y’s annual harvest celebrations, students from partner schools are offered the unique opportunity to put their agricultural education into direct practice.

After spending months sustainably cultivating and growing food through hands-on aquaponics systems, students are assigned relevant, real-world tasks — like making guacamole with their own supply of cilantro or harvesting kale for kale chips. When the main course is experiential education, students are poised to taste more success.

As Watkins asserts, “independent, experiential learning” is the goal — and it makes all the difference. “Having a purpose and some autonomy about how to achieve it deeply engages students of all ability levels and age ranges,” she says. The result? Indelible learning outcomes.

4. Hands-On Curriculums Encourage Cognitive Development and Collaboration

When students engage in activities that require movement, talking and listening, it activates different brain regions, boosting cognitive development. Even for auditory learners, listening to a lecture only stimulates one or two brain areas.

Additionally, hands-on activities enable students to collaborate directly with their peers. Children learn best when they discuss what they've learned with others — the act of verbalizing their ideas helps cement them. Furthermore, students who don't understand an instructor's explanation of the material sometimes grasp it when they can work with other students to see the results.

5. Educators Have More Time to Individualize Instruction

Some students struggle with written or verbal language applications. Others wrestle with inductive and deductive reasoning. Regardless of the individual need, hands-on activities allow school and program leaders time to personalize instruction.

Teachers can create separate learning stations for different activities around their classroom, and assign students to small groups to complete these activities. In such an environment, teachers adopt a facilitator role, circulating the room and offering personalized advice. Students can spend additional time at stations designed to bolster skills they struggle with.

Inquiry Zone at Crossroads Elementary

For example, a Spark-Y partner program at Crossroads Elementary offers students in hands-on engineering classes the opportunity to use their talents and applications to come up with real-life solutions for classroom challenges. In the “Inquiry Zone,” instructors encourage third- and fourth-graders to focus on brainstorming their own ideas in stations — for both tactile challenges like building floating boats with pennies and theoretical solutions like improving the classroom.

By encouraging all students to “feel comfortable facing problems and thinking of creative solutions,” says Spark-Y educator Gabrielle Anderson, this program provides each individual with “a unique space to play and experiment without being told their answer is right or wrong.”

6. Students Of All Learning Styles Benefit From Hands-On Challenges

Some students learn best when they work independently. For students with a solitary learning style, hands-on activities provide them time to immerse themselves in studies they feel passionate about. Because of the variety of ways in which students learn, instructors would do well to include hands-on activities that engage all the senses.

Spark-Y’s hands-on focus on sustainability, agriculture and entrepreneurship offers students of all learning styles the opportunity to thrive — with elements of collaboration, individual responsibility and full sensory immersion in each unique program.

Want to Improve Engagement and Classroom Management? Incorporate More Hands-On Activities

When it comes to challenging kids’ creativity, exposing them to enriching opportunities and expanding their capabilities, hands-on learning is the key. And when educators choose to integrate hands-on experiences and curriculums into their classrooms, they can do more than engage students of all learning styles — they can encourage and empower all students to exceed their potential.

About the Author

Alyssa Abel is an established education blogger with a special interest in new learning methodologies. Read more of her work for students and educators of all levels on Syllabusy.

RUF Squad Seniors Leave Lasting Impression

The following blog post was written by Zachary Bigaouette,
Spark-Y Education Facilitator & Green Corps Member.

Background: Spark-Y Roosevelt High School program serves grades 9 - 12. Students learn about science, agriculture, and more through hands-on curriculum rooted in sustainability. This is one of two Spark-Y schools participating in garden-to-cafeteria programming

With the school year coming to a close there is a bittersweet aroma in the air as we are forced to say goodbye to the Senior members of the Roosevelt Urban Farming Squad (or RUF Squad for short). Although we are happy to see them graduate and move on to their next chapters in life we are sad to see them leave the farm that they have made their own. However, the senior RUF squad members are not leaving the school without leaving a lasting impression; this year Roosevelt’s campus has truly been transformed by the RUF squad through the various projects and sustainable systems or structures they have built.

At the start of the 2017-18 school year the RUF squad wasted no time and hit the ground running, immediately going to work on their outdoor farm and greenhouse, harvesting produce in the farm and selling it back to the school to be used in the school lunches through their Garden-to-Cafeteria program. The students in the RUF squad were also simultaneously learning about and taking care of their aquaponics system, truly exemplifying the hands-on learning experience that Spark-Y is all about! Needless to say the students appeared to have their hands pretty full, but it seems as if that wasn’t quite enough for the RUF squad because they continued to look forward and began to strive towards making their school’s campus even more sustainable. The RUF squad then built not one but TWO vermicomposting systems both complete with two vermicomposting bins adding up to a grand total of four bins filled with happy and hungry worms (more fondly known by the students at Roosevelt as red wigglers).

RUF Squad Seniors care for the

tiered vermicompost bins.

Building two vermicomposting systems to help reduce waste from the waste stream at Roosevelt is already a major accomplishment but still the RUF squad pressed onward, pausing only briefly to admire their work.  The list of projects and tasks that the students worked on after this goes on and on, ranging from designing a rain garden to researching vining plants native to Minnesota to cover the turtle sculpture created by artist Christopher Lutter-Gardella (they landed on vitis riparia, more commonly known as frost grapes). The school year seemed to fly by and end, but in a final act of altruism by the seniors of the RUF squad they left behind their farm complete with seedlings for next year’s incoming RUF squad to harvest in the fall, setting them up for another successful school year.

With all of the projects and hard work behind them the RUF squad finally had time to take a breath and reflect on their past school year. Seeing all of the amazing work and effort they put into their farm this year, it was no surprise that they would put the same amount of effort into reflecting on the school year. Here’s just a handful of stunning reviews which would give Roger Ebert a run for his money!

Junior Aidan says: “This year in Urban Farming I enjoyed learning about our aquaponics system. I would like to get my own someday! It’s fun to watch the plants grow and to take care of the fish. There were also far fewer lessons and much more hands-on work than most other classes which is what I really prefer.” 5/5 White Tilapia

Senior Aaron comments on vermicomposting stating: “Vermicompost as an idea is pretty far fetched. The heightened nutrient-rich soil from red wiggler worm castings seems wild at first, but the hands-on experience helped me a lot to see for myself just how it worked. Not to mention the extra details I learned about what to feed and not to feed the worms. Overall, Spark-Y introduced me to this concept and helped me understand it in different ways throughout the school year.” 12/12 Red Wigglers

Junior Angel comments: “I really enjoyed this class because it was very hands-on and went more in-depth into how to plant in and care for our garden. It also provided me with the skills I need and the responsibility of taking care of our garden.” 2 Green thumbs WAY up

Here’s looking forward to next year’s RUF Squad, the bar was set high this year but I have complete faith that they will go above and beyond it.