OBJECTIVE

Students will explore alternative agriculture mthods occurring in urban environments. Students will work in small groups to research various case studies of urban agriculture, create displays/models of the urban agriculture systems, and present to their classmates and community members.

ESSENTIAL QUESTIONS

• Where does food come from?
• What foods can be grown in cities?
• Who are urban farmers?
• How can we address poverty through our food system?
• What does it mean to be “food insecure?”

RESOURCES

Urban Farming Around the World- Time Magazine

The Vertical Farm

How a Rooftop Farm Feeds a City

Brooklyn Grange Farm

Urban Agriculture in Cuba

Urban Solutions from Curitiba Brazil

Urban Farming Projects Flourishing in Boston

Mass Urban Agriculture

Will Allen

PROCEDURE

Introduction (30 minutes)

1. Warm-Up Discussion:
   • Initiate a conversation around students’ experiences with food (e.g., shopping for groceries, cooking meals).
   • Introduce the essential questions, particularly focusing on urban food systems.
2. Overview of Urban Agriculture:
   • Present key concepts using videos such as TEDx talks and articles on urban farming globally, emphasizing the innovative methods used in cities.

Group Research Activity (2-3 class periods)

1. Group Formation:
   • Divide students into small groups and assign each group a case study: Curitiba, Boston, Milwaukee, NYC, or Cuba.
2. Research Phase:
   • Provide access to online resources, articles, and videos listed above.
   • Each group will investigate their assigned city, focusing on:
     • The specific urban agricultural practices used.
     • The impact on local food security and poverty.
     • Innovations that distinguish their urban farming approach.
3. Discussion Questions:
   • What challenges does urban farming face in your city?
   • How do these practices help address food insecurity?

Creation of Displays/Models (1-2 class periods)

1. Design Phase:
   • Groups will create a display or model that represents their urban agricultural system. This can include posters, dioramas, or digital presentations.
   • Encourage creativity by incorporating visuals, statistics, and key findings from their research.
2. Preparation for Presentation:
   • Groups will prepare a brief presentation summarizing their findings, focusing on the significance of their urban agricultural practices.

Presentation Day (1 class period)

1. Group Presentations:
   • Each group will present their displays/models to the class and invited community members.
   • Allow time for Q&A after each presentation to encourage dialogue and deeper understanding.
2. Reflection:
   • After all presentations, facilitate a class discussion reflecting on what they learned about urban agriculture and its role in addressing food insecurity.

Assessment:

• Evaluate group displays/models based on creativity, accuracy of information, and presentation skills.
• Assess participation in discussions and group collaboration.

Closure:

• Reflect on the essential questions, discussing how their understanding of urban agriculture has evolved.
• Encourage students to consider how they can engage with local food systems in their own communities.