| Memo to Students | Needs Assessment | Greenhouse Basics | Building Design | Funding |
| Project Approval | Construction | Leadership | Student Assessment | General Resources |
Now that you have gained a basic understanding of greenhouse concepts and the requirements that the greenhouse must meet to be useful to the science curriculum, it is time to put together some plans and models of possible greenhouses. For this section of the project you will be assigned as a member of one of three teams of eight students. Each team will consist of:
4 physical science students 1 member of the science department survey team 1 member of the school greenhouse survey team 1 member of the greenhouse professionals survey team 1 member at large (could be from any of the earlier teams) 4 construction technology II & III students 1 member of the styles & features team 1 member of the siting team 1 member of the HVAC system team 1 member of the interior equipment, plumbing, & electrical team The team will have two co-leaders, one from the physical science and one from the building trades class. Each team will be assigned one of the basic greenhouse styles to research.
5. Create a design for the greenhouse. 6. Determine the best site for the greenhouse. At the conclusion of your team's work, you should be prepared to make a presentation to a joint meeting of both classes which shares the details, strengths and weaknesses of your greenhouse design. This presentation should summarize the decisions you made regarding all the features of the greenhouse (shape, size, location, construction materials; heating, cooling, and humidity considerations; plumbing, electrical and interior equipment) and the reasons you made these decisions. A scale model of your greenhouse located on site and cost estimate of the project should also be prepared.
At this point, most of the guidance for your work should come from the members of your team. The teams have been constructed in such a manner that you have a variety of "experts" who should have most of the information you will need, and know where to locate any information you don't have. Now you get to consolidate all this information into a working design. This is the fun part! Let your creativity flow! Be sure to check out the rubric which will be used to evaluate this component of the project for further detail on the necessary sections that must be included.
As part of the design process, you will need to determine all of the costs involved, i.e., architectural fees, building materials, sitework, foundation material and labor, HVAC, paid speakers you may choose to invite to the school, new curricular resources, lab equipment, hardware or software that may be available, and any cost of renovationto the existing school if the new structure is being connected. Believe it or not this is only a partial list of the cost that are involved. It is your responsibility to find them all. You could/should look at existing programs for ideas. There are high schools and universities already with structures and curriculums in place with web pages on the Internet. You may want to e-mail them and request as much information as they are willing to send. There are also companies that produce curriculums and/or sell complete greenhouse packages via the Internet.
Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.
Authors: Ina Ahern, Mardean Badger, and Doug Ross
School: Plymouth Regional High School, Plymouth, NH
Created: March 21,1999 - Updated: May 04, 1999
PRHS Home Page