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USING STEM TO ADDRESS FOOD SHORTAGES Submitted by Justin Benz & Stan Studzinzki Paul M. Hodgson Vo-tech High School Delaware USING STEM TO ADDRESS FOOD SHORTAGES Recommended for grades: th 11-12 DELAWARE CONCEPTUALOVERVIEW: ACTIVITIES: The main idea of the project is to develop an innovative solution to address current and future food shortages involving creative and sustainable food production practices. STUDENTGOALS: To provide students with the opportunity to use their vocational training in an authentic context that applies and extends their knowledge in math and science. The students will learn the value and see the payoff of working together as a team to tackle a problem and develop a solution that will have positive effects on the local community. COMMUNITYGOALS: To show the community that they can improve the quality of their own lives while they reduce their carbon footprint by using less utility supplies; electric, gas, and water, by demonstrating alternative methods of agriculture for urban residents who do not have space for traditional food production. Submitted by/Justin Benz & Stan Studzinzki Paul M. Hodgson Vo-tech High School/Delaware Students will be placed into small groups to brainstorm ideas and write down their research-based findings that can be used to formulate a positive outcome based on the problem that was posed to them. Students within each of the research groups will assign roles that they will engage in throughout the project. The roles the students will assume are; project manager, designer, recorder, technical draftsmen, data collection, and budget manager. Each of these roles play a critical part in the success of the project and gives each person in the group an individual responsibility / accountability for each week when the research groups collaborate. Once they have this information, the students will start to sketch out their designs for the project and start to make lists of the materials they will need to procure to build their prototype. Student groups will fabricate their prototypes using the tools of the millwright shop, the greenhouse, and the environmental lab. The design will be tested by the group numerous times and refined until the students are able to get a consistent outcome when they use the physical product. Next Generation Standards/HS-ESS3-2, HS-ESS3-4, HS-ETS1-1, HS-ETS1-2, HS-ETS1-3 USING STEM TO ADDRESS FOOD SHORTAGES Recommended for grade: th 11-12 DELAWARE ACTIVITIES (continued): Once the testing phase is done, the research groups will unveil their prototype to the other research groups. Final sketches will be updated to reflect the true dimensions and design of the prototype, and the materials list is updated. Each research group will develop a multimedia presentation to explain the prototype, the development process, the materials used, and the way it will accomplish the desired outcome(s). Students will then demonstrate how their prototype works to the other student research groups. Numerous math and science skills will be used in the process, including measuring precisely, applying corresponding formulas, performing calculations, drawing to scale, and preparing a budget. The design work and testing phase will immerse the students in the scientific process; it involves many calculations and encourages students to think critically. Students gain valuable experience in communicating with others using mathematical and scientific terminology accurately during the process of designing and delivering a multimedia presentation of their research findings. The final aspect of the project will be building a working model that will incorporate all the best design attributes from the research and development groups’ prototypes. All the students involved in the project will build this working model. They will again be broken into collaborative groups in order to fabricate the tanks, filters, growing beds, etc. This phase will be engaging for the students because they are afforded the opportunity to cross-train their peers with the skills they have honed over the past few years in their vocational area. Submitted by/Justin Benz & Stan Studzinzki Paul M. Hodgson Vo-tech High School/Delaware Next Generation Standards/HS-ESS3-2, HS-ESS3-4, HS-ETS1-1, HS-ETS1-2, HS-ETS1-3