Greenhouses that Create an Exciting Mixture of Technology and Nature
When I imagine a garden, I think of a small plot of land strewn with tools and covered with soil. I think of getting my hands dirty in a place that is a refuge from my normal life filled with computers and technology. One organization, however, does not see gardens this way. Instead, they see the opportunity to integrate new technological methods into age old gardening techniques.
New York Sun Works promotes urban sustainability through science education. Their initial project was The Science Barge, an urban sustainable farm that grows farm using only alternative energies. Its goal is to educate the public about issues of sustainability and inspire people to think about more efficient ways to use energy, especially in the city. Since 2007, over 3000 New York City students have visited the barge. The video below shows the work that the science barge does.
The Science Barge is currently owned by Groundwork Hudson Valley and is located in Yonkers, NY, while New York Sun Works has moved on to something new: The Greenhouse Project. The Greenhouse Project is an initiative to teach students about health and nutrition through the construction of hydroponic greenhouse labs. The greenhouses constructed by New York Sun Works house the newest technologies in sustainable urban agriculture, including rainwater harvesting systems, solar panels, compost stations, vertical vine crop systems, aquaponics systems, and more.
The first greenhouse was built at the Manhattan School for Children. MSC is a public school on the Upper West Side started by several parents in the neighborhood. In keeping with the tradition of parent involvement, the Greenhouse Project at MSC was started by a small group of parents who were inspired by the Science Barge. The 1,420 square foot greenhouse grows about 8,000 pounds of produce a year, including cucumbers, strawberries, lettuce, tomatoes, peppers, eggplants, and squash. The vegetables are grown through a hydroponic system, which does not require soil and uses less water than traditional growing methods. Instead of pesticides, the greenhouse uses insects such as ladybugs to protect plants from pests. The greenhouse functions as both a classroom and a garden. When I first walked into the garden, I immediately saw two large rain-water collection barrels, hundreds of plants, and a large tank full of water in the center of the room. When I looked more closely, however, I also noticed a Smart board, desks and chairs, and student made posters and artwork throughout the greenhouse.
Shakira Castronovo, the elementary school science teacher at MSC became the garden and nutrition teacher as soon as the greenhouse was built. While she was not as involved as the parents in building the facility, she says it was always assumed that she would take over the curriculum instruction surrounding the greenhouse once it was built. And that she did – she currently is responsible for the care of the greenhouse, as well as teaching science to students in kindergarten through 5th grade. Castronovo uses the NYC science curriculum standards and attempts to teach each standard through work in the greenhouse. For example, one of the kindergarten standards is making observations about properties. The students are learning this skill by observing the different types of herbs growing in the garden. The fifth grade, on the other hand, uses the aquaponics tank, which contains fish, insects, and plants, to learn about ecosystems.
Castronovo has noticed that the greenhouse creates excitement about science. Last week, a young student said to her, “I can’t wait for Thursday!” When Ms. Castronovo asked her why Thursday was a special day, she responded, “I have greenhouse on Thursday!”. Castronovo adds that the greenhouse has a different attraction than an ordinary school garden. “The students are drawn to the mixture of nature and technology,” she said. “They are fascinated by the 21st century technologies, but at the same time, they like being in nature and examining plants and animals.”
Unlike many other school gardens that aim to grow food for the cafeteria, the Ms. Castronovo prefers that students eat the vegetables they harvest in the school garden, rather than sending them to the cafeteria. In the cafeteria, she says, it is harder to see the connection between the plants that they grew and the food they are eating. In the greenhouse, however, harvesting and eating vegetables is all a part of the cycle that the students are learning about. If a student wants to eat a piece of kale, for example, they harvest the kale plant. They must then go over to the “nursery”, where younger plants are growing, and pick a new plant to replace the kale that they just harvested. The student then picks a seedling and moves it to the nursery, to replace the plant that they just removed. Through this process, students are intricately connected to the process of growing and eating food.
New York Sun Works aims to build 100 similar rooftop greenhouses at schools in New York. While Ms. Castronovo believes that the construction of the actual facilities is a reasonable goal, she adds that it is unrealistic to find a teacher like her – a teacher who oversees the functioning of the greenhouse as well as creates and teaches a greenhouse curriculum to students. Ms. Castronovo is constantly overwhelmed by the amount of work that she has to do, ranging from preparing a lesson, to grading homework, to fixing leaky pipes in the greenhouse. Still, she truly believes in the educational power of the greenhouse. She remembers a student who, before she started learning in the greenhouse, wasn’t particularly passionate about anything. Now, she wants to be a scientist. “I hope that my students remember some of the content I teach,” Castronovo says, “but even if they don’t, if I can help encourage that love of science in kids, then I have done my job.”