Amy Holonics, teacher at
Tudor Elementary School
Kindergarten to Sixth Grade
I teach elementary Art to all the students in the school. I also incorporate environmental education in my lessons and many other aspects of the curriculum when applicable. I would coordinate with the 2nd grade teacher, a 6th grade teacher and the gifted education teacher.
First of all my window of my art room is the third most visible window in the school, seen by all the students and parents from the outside, and viewed by all the students because they all come to my room for art. Therefore, it would get a lot of exposure, and here in the far north in the wintertime, everyone would say”"What is that?”"
My window farm would be taken care of by a windowfarming club, which I would start. My neighboring rooms are made up of 6th graders, who are very capable and could learn to run the farm. The 6th graders study the environment and this would fit into their theme of “”There is No Away.”" They do a school wide recycling program and study what goes into the landfill.
The second grade kids start seedlings every winter, as part of their science curriculum. They would be the ones I would use to start the plants. They have a grow light set up in their classroom and every year they get overgrown by seedlings!
The gifted education teacher is working with the kids on looking at our school lunches and what could be done to encourage healthy eating.
As the art teacher, the windowfarm can be looked at as sculpture with a purpose, and we can be scientific artists and draw the apparatus and draw the growth of the plants.
Overall math science and social study concepts can be woven into this project just by it being on my window, and virtually the whole school would watch it grow because it is in the art room, and it would be everybody’s project.
Students will learn that our food grows from seed.
Students will learn to grow their own food.
Students will learn what hydroponic farming is.
Students will earn about the needs of plants: water, nutrients, light, space.
Students will learn about the physics of gravity and pressure by the water pump system.
Students will eat what they grow.
Students will learn about the carbon cycle, and it’s effects on climate change.
Students will discuss issues concerning food and learn alternatives to shipping greens such as lettuce long distances to Alaska.
Students will use math and science to work on this project.
Students in Alaska need to see ways that we can grow our own food up here in this climate, and windowfarming is a creative solution and a challenge to the way we see our food production and choices.
Students will get to taste new vegetables.
Older students can give tours of the windowfarm to younger students, parents, and community members.
Students will write about the windowfarm in the school newsletter.
Students can enter the windowfarm as an all school project in our science fair.
Students will write about the farm and how the life cycle of the plants work.
Students can begin to learn about the carbon cycle, and why plants are important to our planet especially with issues such as climate change, and will discuss this in small groups and create art related to our windowfarm to put up in the school.
Students will complete a pre and post windowfarm evaluation to see what science knowledge they have learned.