Farm Subdivision Project

Introduction: Farm subdivisions have become very popular in the last few years due to depletion of resources. Your task will be to develop a farm subdivision with a group of developers (i.e. other classmates). In order to do this, you will need to consider all factors that the subdivision will need to support themselves without causing negative effects on the environment. You will be using knowledge you have acquired this semester in class as well as information you will need to gather outside of class.

The Goal:

Each group will present a design for a farm subdivision. The design must take into consideration the following factors:

  • Protection of the environment
  • Economic sustainability for the farm
  • Affordable housing
  • Recreation opportunities
  • Energy Conservation
  • Sense of community

The Limitations:

1.  You have 200 acres of land. Your land will be in Jackson County Georgia.

2.  There is a small stream that runs through the land. It has been dammed to create a pond that is approximately 5 acres in surface area. You will be able to change the size and function of the pond if needed to fit your desired use.

3.  You must have at least 50 single family homes. The homes must be affordable and therefore will be between 1600 and 2500 sq ft. The lot size must be at least ½ acre.

4.  The farm must produce a crop of some type. Livestock, organic produce, hay etc are all possibilities. You may use the pond to help sustain the farm – grow feed, manufacture bio-diesel etc.

The Product: Each group will create a written document that explains how their subdivision will meet the goals laid out above. This document will be accompanied by a map of the property and either a promotional powerpoint presentation or a promotional poster. Groups will present in class. As a group of developers, you need to try to persuade people to invest in your development.

Rubric:

20 (Went above and beyond) / 17 (did what we asked) / 14 (missing pieces) / 0 (clueless) / Total
Environmental Protection / Ideas that hit on how to limit pollution and run-off / Addresses some environmental concerns but not well. / No ideas on how to curb pollution and run-off
20(Went above and beyond) / 17 (did what we asked) / 14 (missing pieces) / 0 (clueless) / Total
Affordable Housing / Ideas that hit on how to make the homes affordable. / Mentioned affordability but did not elaborate / No ideas about how to make the homes affordable
20 (Went above and beyond) / 17 (did what we asked) / 14 (missing pieces) / 0 (clueless) / Total
Recreation opportunities / Subdivision built to provide limited recreation / There is mention of recreation but it is not practical / Subdivision is not concerned with providing recreation
20 (Went above and beyond) / 17 (did what we asked) / 14 (missing pieces) / 0 (clueless) / Total
Farm economic sustainability / Farm can only self-sustain with no surplus productivity / Farm might be able to sustain itself / Farm cannot self-sustain
20 (Went above and beyond) / 17 (did what we asked) / 14 (missing pieces) / 0 (clueless) / Total
Energy Conservation / Ideas that hit on conserving energy / There is mention of energy conservation but nothing to back it up / No ideas about how to conserve energy
20 (Went above and beyond) / 17 (did what we asked) / 14 (missing pieces) / 0 (clueless) / Total
Sense of Community / Ideas that hit on how a sense of community can be maintained / Ideas are incomplete or impractical / No ideas about how to maintain a sense of community
10 (Went above and beyond) / 8 (did what we asked) / 7 (missing pieces) / 0 (clueless) / Total
Creativity / Design will show some potential to be developed / Design might be able to be developed but is not very practical / Design is still not ready to be developed
10 (did what we asked) / 8 (Not quite there) / 6 (did a poor job) / 4 (clueless) / Total
Individual Contribution / All individuals contributed equally / Some individuals did not contribute to the plan / Work was done mostly by 1 person. / Individuals did not work well together
Final Grade:

Checklist – GPS concepts covered in the project/class activities

The following concepts from the GPS will be covered in this project.

Nutrient cycles –

Algae/plants/fish/animal manure composted for soil amendments

(nitrate levels, phosphate)

Abiotic/Biotic factors

Take into account the factors of your location

Biomass – (to feed cows or make biofuel)

Photosynthesis/respiration – relationship to biomass production

Carrying capacity – algae/duckweed, people in the subdivision

Human impact on the environment

Runoff

Pollution

Plants vs protists

Plant adaptations

Community interactions

Predators, invasive species

Food supply for animals (duckweed – cows, cows- people, egg- people)

Scientific method

Variables in pond, land size etc. and effect on productivity

Suggested online resources

http://www.prairiecrossing.com/pc/site/index.html

http://www.uwsp.edu/cnr/landcenter/tracker/winter2007/farming_subdivisions.html

http://qroe.com/downloads/completed_projects/Pardon.pdf

http://www.qroefarm.com/downloads/community/mbavinger.pdf

What MUST be turned in:

1.  written explanation of the plan

2.  a map of the subdivision

3.  a presentation

GPS Involved:

SB3a Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.

Explain the cycling of energy through the processes of photosynthesis and respiration

SB4b2-3 Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems..

Explain the flow of matter and energy through ecosystems by

Comparing the quantity of energy in the steps of an energy pyramid

Explaining the need for cycling of major nutrients (C, O, H, N, P).

SB2b Students will analyze how biological traits are passed on to successive generations. Explain the role of DNA in storing and transmitting cellular information.

SB1c Students will analyze the nature of the relationships between structures and functions in living cells.Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).

SB3b Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).

SB4d-e Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.

SCSh 2 a-c Students will use standard safety practices for all classroom laboratory and field investigations.

a.  Follow correct procedures for use of scientific apparatus.

b.  Demonstrate appropriate technique in all laboratory situations.

c. Follow correct protocol for identifying and reporting safety problems and violations.

SCSh 3 a-f Students will identify and investigate problems scientifically.

a.  Suggest reasonable hypotheses for identified problems.

b.  Develop procedures for solving scientific problems.

c.  Collect, organize and record appropriate data.

d.  Graphically compare and analyze data points and/or summary statistics.

e.  Develop reasonable conclusions based on data collected.

f.  Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.

SCSh 4 a-c Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.

a.  Develop and use systematic procedures for recording and organizing information.

b.  Use technology to produce tables and graphs.

c.  Use technology to develop, test, and revise experimental or mathematical models.

SCSh 5 a-e Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.

c.  Trace the source on any large disparity between estimated and calculated answers to problems.

d.  Consider possible effects of measurement errors on calculations.

e.  Recognize the relationship between accuracy and precision.

f.  Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate.

g.  Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic formulas as appropriate.

SCSh 6 a-d Students will communicate scientific investigations and information clearly.

a.  Write clear, coherent laboratory reports related to scientific investigations.

b.  Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data.

c.  Use data as evidence to support scientific arguments and claims in written or oral presentations.

d.  Participate in group discussions of scientific investigation and current scientific issues.

SCSh7.  d,e Students analyze how scientific knowledge is developed.

Students recognize that:

e.Hypotheses often cause scientists to develop new experiments that produce addition data. F. Testing, revising, and occasionally rejecting new and old theories never ends.

SCSh8.  8 a-c Students will understand important features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

a.  Scientific investigators control the conditions of their experiments in order to produce valuable data.

b.  Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations’ hypotheses, observations, data analyses, and interpretations.

c.  Scientists use practices such as peer review and publication to reinforce the integrity of scientific activity and reporting.