Summary

Scientists from Cornell University’s New York State Agricultural Experiment Station have partnered with the Geneva City School District to enhance elementary science education and bring agricultural science to Geneva third and fourth grade students. Students learn about soil, plants, insects, microbiology, sustainability and food production through an inquiry-based, hands-on program. The program has helped to spark an interest in science and agriculture, as evidenced by an increase in the 4-H program participation in the district and an improvement in state mandated science test scores.

The Issue

On average, there is less than one hour of elementary school science education per week in the Geneva City School District and other school districts across New York. Thus, there is a need for increasing science education in the school district to build enthusiasm and enhance science literacy for all students, including groups that are currently underrepresented in the sciences. In addition, students need more exposure to agriculture and related career opportunities to ensure a strong future workforce since agriculture is the biggest economic force in Upstate New York.

Response

The faculty from the school district and the university have worked together to develop a three-phase program. During the first phase, Plant Pathologist Chris Smart and Horticultural Scientist Steve Reiners visit each third grade class at the two elementary schools in the district in the spring. The second phase is a five week summer science camp (as part of the district’s summer school program) for grade three (going into grade four) students. During this phase, a number of scientists from the Experiment Station lead hypothesis- driven experiments which involve topics such as soil health, helpful and harmful insects, plant genetics, plant diseases, and hand washing. The final phase of the project is in the fall, when Experiment Station scientists visit the school again and complete the plant life cycle by harvesting seed from fruit. The students, now in grade 4, celebrate their accomplishments with a harvest festival.

Phase One

The project begins in April, when Smart and Reiners visit with each third-grade class at the two elementary schools in the district (approximately 180 children). Each class learns about seeds, plants and agriculture over four one-hour periods. During each period, there are hands-on activities such as matching unlabeled seed with the commodity produced from that seed. This inspires many questions about the seed, the difference between a fruit and a vegetable, and requirements for seed germination. Additionally, each student plants one or more seeds that are taken back to a greenhouse at the Experiment Station.

In May, each of the classes visits the Experiment Station and learns about the research done there. The students observe how well their plants grew in the greenhouse.

Finally in the first week of June, Smart and her lab group bring the plants to the elementary school and the students plant their gardens.

Phase Two

The second phase of the project is a 5-week summer science camp that is open to any interested students that have just completed the third-grade. While not all students will elect to attend, about 20 students generally enroll. Some students are specifically targeted by the district because of literacy or other needs, and others attend because of specific interests in science. The district is confident that a cross-section of the diverse student body is represented. The camp is coordinated and directed by Paul Tucci (school faculty), Chris Smart and Matty Brooks (4-H leader and school faculty), with guest appearances by other Experiment Station faculty. The focus is on inquiry-based learning, in which students are given a subject and they help develop hypotheses, collect data and draw conclusions. Students also bring home fresh garden vegetables. The scientific ‘themes’ for each week are described below. Students also take field trips to the local farmer’s market and the Finger Lakes Institute (part of Hobart and William Smith Colleges). In future years we would like to include a trip to a working farm.

Soil Science

An important part of growing healthy plants is starting with healthy soil. Experiments are done with Steve Reiners to test the nutrient content of the soil, and Beth Gugino (Plant Pathology) help answer the question–what makes soil healthy?

Horticulture

Learning the parts of a plant is made much more enjoyable when Steve Reiners brings in samples of roots, stems, leaves and flowers to eat. Questions explored include: what is the difference between a fruit and a vegetable, and why do plants need pollen?

Genetics

Raspberry plants are used by Courtney Weber (Horticultural Sciences) as an example of how traits such as berry color and leaf morphology are passed along from parent to progeny. The kids also learn that all cells contain deoxyribonucleic acid (DNA).

Entomology

The entomologists are among the most popular visitors since the students really enjoy learning about insects. Charlie Linn (Entomology) discusses insect biology and helps the students ask questions about why insects are so diverse by examining collections of insects from around the world. Later in the week, Brian Nault (Entomology) explains the difference between beneficial and detrimental insects commonly found in vegetable gardens. The boys and girls then each catch an insect and try to determine if it is beneficial or detrimental. Many pest insects are seen in the gardens including cabbage aphids, squash vine borers, and leafhoppers. Beneficial insects include lady bird beetles, bumble bees and lace wings.

Plant Pathology

Plants can get sick too, but the germs or microbes that make plants sick are different from those that make people sick. Chris Smart works with the students during this week to understand the diseases in the gardens. Using Petri dishes filled with agar, students culture the gray mold fungus from diseased strawberries. Healthy strawberries are used as a control, and everyone learns that even clean, healthy strawberries have some fungus on them.

Food Microbiology

Betsy Bihn (Food Science) demonstrates proper hand washing technique using glo-germ, a lotion which glows under ultraviolet light. Children make predictions as to how well different hand washing techniques will work. The use of ‘good microbes’ to make many foods such as yogurt, bread and brie, is also explored (as well as tasted).

Phase Three

The fall harvest festival is a true celebration, with students cooking nutritious treats, and presenting some of the scientific knowledge gained through working in the gardens. The entire school is invited to attend, as well as parents and community members.

Impacts

Students gain increased contact role models and mentors in science. They also gain a deeper understanding of scientific processes and scientific careers. The number of students who pass the New York State mandated science test has increased from 85% to 93%. The number of students achieving a mastery level of 4 on the state test has increased to 37% of students in the most recent assessment. Finally, students gain an appreciation for, and interest in agriculture as reflected by at least a 50% increase in 4H program enrollment.

Teachers gain education about and an increased awareness of the scientific resources available locally and at Cornell University.

Download a PDF version of "Sowing the Seeds of Science" (2.2MB)

Contact

Dr. Christine Smart Ph.D.

New York State Agricultural Experiment Station
Cornell University
630 West North Street
Geneva, New York 14456-0462

Phone: 315-787-2441
Email: cds14@cornell.edu
Web: http://www.nysaes.cornell.edu/pp/summerscience/