Sustainability

 

LAUSD Center for Sustainability

A: Urban Farm:LAUSD growing and distribution Center /Culinary Arts:

Rational

The importance of providing a demonstration site for students and teachers regarding urban agricultural opportunities is to stimulate an understanding of sustainable practices related to food production. Students will be engaged in sustainable urban oriented agricultural practices, and begin to understand the impact on the environment of unsustainable farming practices. Secondary students will conduct soil analysis tests, learn about the condition of the soil and how the soil characteristics effect what can be grown in it. Students will learn about different types of composting and the impact of petrochemical fertilizers. Backyard and worm composting are demonstrated and discussed as a way to reduce trash that goes to the landfill while producing nutrient rich soil for gardening and landscaping. The nursery will provide opportunities for students learn about and participate in the propagation and care of plants that will be used in school gardens. The produce can also a source of income. In the new building students will perform culinary arts activities related to preparing healthy meals from the food that is grown on the LAUSD Center for Sustainability. Engaging students in personal food preparation provided them the empowerment to cook what they eat instead of purchasing precooked and processed food items from stores.

Needs

1. Equipment and materials

            •    Skiploader

            •    Chipper

            •    Raised bed lumber

            •   5,000 5gl nursery cans

            •   Field trip make & take pots/potting material

            •    Seeds and starter plants

            •    Native Plant plugs

            •    Gardening tools

            •    Hoses & nozzles

·         soil test kits

·         Soil probes

·         Water probes

·         Portable data collection devices(CBL’s)

·         Pruning tools

·         Gloves

·         Wheel barrows

·         Concrete containment for mulch & sand

·         Signage

·         Agriculture training literature and/or books

·         Materials to build school compost bins

2. Facilities

•   Drip-irrigation system with appropriate valves to integrate rainwater capture cisterns

·         Steps to access garden

·         Hoop-house/greenhouse

·         Containment compost, top soils, mulch, sand ets

·         Build new garden tool shed (10 X 10) in designated location with appropriate shelves, racks and storage components

B. Urban Farm animals

Rational

The educational components presented during field trips include an elementary presentation that includes identification and characteristics and original purposes of the different breeds of chickens, ducks and geese. Imprinting behavior is discussed and demonstrated. Feathers are examined and function is discussed. Oil gland and the function related to waterfowl are observed and discussed. Eggs from the various fowl are examined with a focus on both reproduction and food. Secondary students learn about the impacts of industrial farming, discussions include battery chickens and processed and hormone enriched food that is fed or injected to the livestock and its effect on human consumption. Goats, a large pig and a Shetland pony lead to discussions of food sources and uses of animals for work and entertainment. All animals are rescued or born at the center.

Needs

1. Equipment and materials

                        • Grooming tools

                        • Halters and ropes

                        • Egg collection baskets

                        • Nest boxes

                        • Incubators (digital)

                        • Brooders

                        • Calipers to measure eggs

                        • Candling lights

                        • Materials to build candling boxes

                        • Posters and display boards for exterior display

                        • Waterfowl demonstration tank

                        • Urban wildlife demonstration models

            2. Facilities

                        • New Animal learning Center (barn) for pig, pony, goats

• New redesigned chicken coop for increased visibility and student access

                        • Tack room and storage area by pony

                        • Secure and protect animal enclosures from urban predators

                        • Hatchery/ baby animal/rehab room

C. Exotic and Endangered Species

Rational

            Most of the exotic animals currently At the SPMST came from a program started at Foshay Learning Center by John Zavalney. Animals that are seized by U.S. Fish & Wildlife Service being brought into the country illegally are donated to LAUSD to be used as educational tools. Students learn a little about importation laws and how they help protect the local animals & environment. John was recruited by the science branch to bring this very innovative, successful and nationally recognized program to the SPMST to provide opportunities for more students to experience these resources and method of connecting students with the science standards. When a student is able to hold a snake, lizard or other exotic animal for the first time the learning and connection to the animal and its unique characteristics is magically imprinted upon that student. These types of experiential learning opportunities are the types of learning experiences students remember forever.

Needs

1. Equipment and materials

                   • Refrigerator

                        • Lighting

                        • Bowls

                        • Cages

                        • Travel cages

            2. Facilities

                        • Salad growing greenhouse

                        • Insect breeding room

                        • Outdoor enclosures

D       The Natural Habitats of California

Rational

A.    Native plant garden

The SPMST native plant garden contains several rare and purebred specimens that are valuable examples of indigenous species. They serve as a model for the kinds of plants that were once prevalent in Southern California. The Tongva Indians will provide docents to identify the plants and to describe and demonstrate how the local indigenous peoples utilized the plants. In the planning stages are samples of drought tolerant landscaping ideas that would serve as models for the schools as well as local community on how to replace water intensive grass landscaping with low water native plant landscaping.

B.     Forest

Conifers and the associated layers of a forest from the canopy to the ground cover provide habitat for many birds, insects ad other wildlife that live in he forest. The Tongva mini-village is being proposed for his area. We hope to include a small pond and stream to grow toolies to provide materials for the Tongva people to show and include visitors in the making of baskets, mats and other useful items

C.     Wetlands

Over 98% of the wetlands and 95% of the riparian habitats have been destroyed in California. Wetlands were once the natural buffer, filtration and transition zone between the ocean and the land. Wetland provided many natural functions including flood control, ground water regulation, sediment trapping and filtration of pollutants. This important habitat also provided a suitable habitat for many species of birds, insects, reptiles and fish. It is important that visitors understand the importance of this habitat and become in involved in preservation and restoration projects. The new building is considering to use a bog filtration system on to model how the wetlands work as a water reclamation plant.

D.    Desert

Desert habitats make up about 25% of California ground cover. California deserts include two distinctive habitats including both the high and low deserts. Recent declarations of national and state park habitat are protecting vast amounts of these valuable resources. The small desert area of the San Pedro MST include examples of different vegetation. Visitors learn about the different adaptations plants and animals use to survive under extreme conditions that include very little rain and extremes of both high and low temperatures with a large daily fluctuation in temperature.

Needs

1. Equipment and materials

            • DG walkways

            • Signage

            • Learning stations/kiosks/reading areas

            • Self-guided tour map

            • Mulch

2. Facilities

            • Gazebos/ learning kiosks

            • Tongva Village

            • Pond/wetland

            • Stream

                       

E.   Energy & Water Conservation/Alternate Energy Sources/

Climate Change

Rational

A.    Ca Watershed

Local and statewide watersheds are important to understanding where and how much the rain & snowfall deposit fresh water, and where it goes. Maps, PowerPoint presentations and virtual tours are ways students can learn more about Californias watersheds.

B.     Ca water resources

Fresh water is most abundant in CA where the population is not the greatest. There are many ways CA manages to move water where it is needed the most. The state and federal water projects are the main sources of water for Southern California.

C.     Water conservation

As the population continues to increase, not only in CA, but all over the world fresh water is becoming an increasingly valuable and less abundant resource. It is imperative that we all use water wisely and conserve as much water as possible. We all need to develop new habits of using less water that include: drought resistant low water landscaping; drip irrigation systems, water capture and gray water usage and sweeping instead of  spraying down sidewalks and driveways. Using Project WET activities student become aware of the limited amount of fresh useable water, historical water usage plans and ways to conserve water.

D.    California Energy sources

California gets it energy from a variety of sources. Students will learn about what percentage of CA energy is generated by fossil fuels and what percentage is generated by renewable sources. What does the future of energy generation in CA look like? Are there new mandates and technologies that will increase CA use of renewable sources of energy? Internet research and materials and readings from DWP will help students understand California’s energy system.

E.     Electricity

What is electricity? How does it work? Using batteries, aluminum foil and light bulbs to learn about, electron flow, switches, series and parallel circuits through hands on exploration provides basic electrical knowledge. Electric cars are again being developed. Kits that have students design and build electric cars could be used to promote cleaner more fuel efficient cars

F.      Solar

Using solar panels to generate electricity and measuring the output of electricity are one of the activities student do to learn about solar energy. What countries produce the most solar energy? What does the future of solar energy look like for California and the rest of the country?  What are the pros & cons of solar power? What kind of jobs are there in this industry? These questions and more can be answered through research and creating PowerPoint presentations.

G.    Wind

How wind generates energy is explored through interactive lessons using wind turbines, generators and amp meters. The factors that affect the efficiency are explored through blade design manipulation, wind direction and turbine placement. Wind farms and where the farms are located are investigated through the Internet and other sources.

H.    Hydrogen

Hydrogen is the most abundant element on Earth and is highly combustable. Hydrogen does not occur naturally in nature but is bonded with other elements. Hydrogen must be produced by different methods that include reformation, electrolysis or as a byproduct of other processes. Students can easily produce hydrogen through electrolysis and demonstrate the explosive characteristics of it.

I.       Fuel Cells

Fuel cells use hydrogen to produce electricity. Bycreating hydrogen through electrolysis then using fuels cells to create electricity students are able to understand the workings of fuels cells as well as the chemistry involved.

J.       Energy conservation

Students learn about how energy is wasted, including, standby or vampire energy, inefficient lighting systems, and other ways we use energy inefficiently. Solutions and alternatives are explored.

K.    Climate Change

Students learn about the effects of greenhouse gasses on the climate and what the possible effects on the environment increased temperatures will cause. Exploring solutions to the problems give students the opportunity to make choices that can reduce their carbon footprint.

Needs

1. Equipment and materials

• Wind turbine kits

• Solar panel kits

• Hydrogen fuel cell kits

• Watts up? Pros

• Ca water & energy educational materials

2. Facilities

• Ca water system model

• Solar panels

• Wind Turbines

• Weather station

• Biodeisel production

F.     Curricular Field Trips

Rational

Students & teachers have been coming to the science center to enhance, enrich and enliven their science curriculum. Field trips are tailored to each grade level so that the appropriate experiences related to the science standards being taught are addressed. All of the programs described above are a componant of the science center field trip curriculum.

Needs

1.      Equipment and materials

2.      Facilities

Many of the needs for field trips are listed under each program. The biggest need here is TRANSPORTATION AND STAFFING

G.    Professional Development

Rational

Professional development and classroom support for science teachers has been reduced dramatically over the last few years. Budget cuts and lack of grants have reduced opportunities for teacher support. The science center needs to be able to provide teachers the latest curriculum, materials and teaching techniques to provide our students with he best possible exposure to a relevant, rigorous science curriculum.

Needs

           

1.      Equipment and materials

2.      Facilities

One of the biggest needs is for funding to provide training opportunities for teachers that includes stipends, materials and follow-up opportunities.

STAFFING Wish List

Landscape technician

Nursery Technician: teach & maintain

Administrative Assistant

Development Assistant: web page, Facebook, twitter, grants

Volunteer coordinator

Exotic Animal volunteers

Urban farm animal volunteers

Docents