Food Matters: Bringing the Farm Back to School
"Live each season as it passes; breathe the air, drink the drink, taste the fruit, and resign yourself to the influences of each." —Henry David Thoreau
Tuesday, June 11
Experiment with the iPads, iPad mounts, and tripods.
Wednesday, June 12Field Trip Itinerary to Summertime Market, Kismet Organics Bakery, Evergreen Lane Creamery, and Eaters' Guild Farm:
Thursday, June 13THINGS TO DO TODAY:
Friday, June 14Grand Rapids Field Trip:
Monday, June 17JOURNAL #3: Describe the field trip on Friday. What did you learn? What surprised you? Write at least one paragraph describing each one of the stops: Saugatuck Farmers' Market, Lubbers Family Farm, Fulton Street Farmers' Market, and Trillium Haven Restaurant.
Click here to access the Liability Waiver to interact with the horses at The Sundance Center JOURNAL #4: Read, summarize, respond, and report out on one New York Times food editorial or articles:
Food Rules Activity Logistics, What to Bring, times, contact information for MSU field trip Homework Assignment: Click here to explore Michigan State's website! Tuesday, June 18Overnight Field Trip Itinerary to Michigan State University – Day #1
Wednesday, June 19Field Trip to Holland Farmers' Market to purchase ingredients
Thursday, June 20JOURNAL #5: Describe the field trip on Friday. What did you learn? What surprised you? Write at least one paragraph describing each one of the stops: MSU student organic farm (tour, work, + discussion), Holland Farmers' Market, and anticipation of the farm-to-table locavore meal at The Sundance Center.
Discuss The Omnivore's Dilemma pages 107 to 204. Watch King Corn Friday, June 21Field Trip to Sundance Center from 10 am to 3 pm
Monday, June 24Summertime Market:
Makiah Eveland--employee Kismet Organics Bakery: Mari Reijmerink--owner Evergreen Lane Creamery: Emily Johnston--cheesemaker Kathi Halinski--owner Eaters' Guld Farm: Lee and Laurie Arboreal--owners Lubbers' Family Farm: Karen Lubbers MSU Student Organic Farm: Julie--student intern The Final Project: In small groups, create a ten-minute documentary film that explores the role of food in our lives and how to foster wellness and education by AUDIENCE: You will be presenting your findings to all four summer classes. Discuss Final Project Specific Requirements Workshop in small groups on final project. Tuesday and Wednesday, June 25-26Workshop in small groups on final project.
Thursday, June 27Workshop in small groups on final project.
Students can come into the school from 9 am to 3 pm to finish their project. Teachers cover shifts in two hours: Teacher 1: 9 am to 11 am Teacher 2: 11 am to 1 pm Teacher 3: 1 pm to 3 pm JOURNAL #9: Student Questions
1. Has anything you have experienced during your Summer Immersion caused you to look at your self or your world differently? If so, what did, and in what way have you been changed?
2. Have you experienced or learned something this summer that you think will stay with you beyond high school? If so, what was the experience or knowledge gained? 3. In what ways was your Summer Immersion experience different than taking a class during the school year? Could you have learned or experienced the same things during a school year class? Friday, June 28Friday, July 13 from 9 am to I pm ~ Lunch provided (?)
Students give their Final Presentations for all three classes |
Essential Questions for Food Matters:
DOCUMENTARY MOVIES ~ Click on the names below to view their final projects:Sustainable Farm Vision, Mission Statement, Core Values, and Phase I and II Goals:Vision:
A sustainable farm for education Mission Statement: To promote the wellness of soils, plants, animals, and people through education on a sustainable farm. Core Values:
Phase I Goals:
Phase II Goals
Possible Phase I Student Involvement: 1. 20-25 agriculture students @ 2 to 2.5 hours per day during the week divided up into mornings and afternoons a. They would be primary caretakers of the farm during the school year b. Part-time job in summer? 10 students at ten to twenty hours per week. Could they be paid out of revenue from the farm? 2. One to three students à flip their schedule? Full time on farm in summer for credit and different possibilities for winter schedule Layer Two: 1. Summer Classes or Camps: 10-20 students per week 2. Similar model to this class? Layer Three: 1. Middle Schoolers ~ How to get them involved? 2. Volunteer? Specials? Layer Four: Elementary classroom groups visiting the farm with the agricultural students giving a tour |