Vision

By Chen
The vision is to create a replicable model for sustainable urban agriculture in schools by investigating plant growth under controlled conditions (LED grow lights, self-watering system), engaging students in data collection to understand resource efficiency as well as inspiring future careers in green technology. Students had the ability to study the plant structures, growth factors such as light and water, and explore biodiversity through crop selection, such as leafy green vs herbs.
The Canadian impacts of sustainable use of plants were that vertical farming reduces food miles. For example, the GoodLeaf Farms supplied 30% of Toronto’s microgreens. There are cultural impacts that Indigenous practices such as maple syrup tapping, which model sustainable harvesting.

By Jocelyn
The hydroponic system also aligns with another UN Sustainable Development Goal—Goal #6: Clean Water and Sanitation. Hydroponic systems use up to ten times less water than traditional methods for watering field crops. In a hydroponic system, a tank holds water mixed with nutrients, which is pumped to the plants’ roots through a pipe. The roots absorb what they need, and any excess/unused water flows back into the tank to be reused in the next watering cycle. This closed-loop process ensures that water is recycled, significantly reducing waste (“Hydroponics: A Better Way to Grow Food,” 2021).
U.S. Department of the Interior. (2021). Hydroponics: A better way to grow food (U.S. National Park Service). National Parks Service. Retrieved from https://www.nps.gov/articles/hydroponics.htm#:~:text=Less%20water%3A%20Hydroponic%20systems%20use,and%20drain%20to%20the%20environment. on May 3, 2025.

By Carmen
The class’ plant project unit relates to United Nations’ Sustainable Development Goal 2: No Hunger, Goal 4: Quality Education, and Goal 12: Responsible Consumption and Production (The 17 goals 2015). The plant project unit was dedicated to employing the resources available, such as the school’s hydroponic system, to build a successful and sustainable farming system to grow herbs for the school community to use. If the herbs are first fostered indoors during the winter months in an AeroGarden system and a hydroponic vertical farming system, then the herbs will be strong and healthy enough to be moved to the outdoor garden by late spring (Starting Seeds Indoors 2025). Since the germination stage of plants is when they are the most vulnerable to changes in temperature, water conditions, soil, and nutrients, by allowing them to germinate indoors, these factors can be controlled to ensure a successful start-up before they are brought outdoors to share with the community (Sánchez & Kinley, 2024).

Goal #2: The plant project unit contributed to the United Nations’ second goal, Zero Hunger, as it was intended to grow an herb garden that would be brought outside and shared with the Thornlea community. Sharing herbs with others fosters a more inclusive community by increasing the access to fresh herbs and reducing food insecurity. Moreover, by providing a local garden for the community, it also increases sustainability as well as provides free and healthy food for any community members in need (The 17 Goals 2015).

Goal #4: The hydroponic system united many students to work together, learn more about plants, and solve problems involving the startup of the hydroponic system. Students solved problems by brainstorming ideas together to fix problems encountered over the course of the setup. This project provided students with direct hands-on learning opportunities, education on plants and environmental sciences, and better equipped all students with problem-solving skills, quality education on plants, and a sustainable mindset for their futures (The 17 Goals 2015).

Goal #12: The hydroponic vertical farming system and the community garden both encourage responsible and sustainable consumption and production through the reuse of water and the reduction of packaging waste when buying grocery store herbs (The 17 Goals 2015). The hydroponic system recycles the nutrient-containing water such that excess fertilizer does not run into the waterways and cause harm to the environment. Additionally, when the herbs are brought outdoors, rainwater will be collected to water the herbs since rainwater contains many more natural minerals and nutrients, further promoting sustainable production and consumption (Todd, 2024).
The 17 goals. United Nations. (2015). https://sdgs.un.org/goals
Sánchez, E., & Kinley, E. (2024, November 1). Growing herbs indoors. Penn State Extension. Retrieved from https://extension.psu.edu/growing-herbs-indoors on May 3 2025.
Todd, D. (2024, July 19). How to Set Up a Rain Barrel and Harvest Rainwater. Toronto and Region Conservation Authority (TRCA). Retrieved from https://trca.ca/news/set-up-rain-barrels-harvest-rainwater/ on May 3 2025.

Action

Ecoteam members Lucy and Erik spent many lunch hours cleaning the system with a variety of cleaners and also cleaning the pump in first semester. They also filled the bottom bin with water so that when we had plants the plants would be refreshed with room temperature water and not shocked with cold water.

By Jocelyn
This project was initiated to learn about sustainable agriculture, the process of plant growth, the structures of plants, and how ecological footprint can be reduced and opt for more eco-conscious practices.
Beginning in early spring, during the month of March, Grade 11 AP Biology Students at Thornlea Secondary School began by planting seed pods—Basil Genovese, Basil Thyme, Curly Parsley, Dill, Mint, Thyme—into two AeroGarden units. Each AeroGarden held six plants. To start, using a 250 mL beaker, water was added to the fill line of the 6 pod AeroGardens. Then, every two weeks, two caps of plant food were added to support growth. Meanwhile, while waiting for plant growth, students worked in teams to prepare the existing hydroponic system (built by previous students). Coconut fiber squares were cut to cover holes in the system, preventing algae from growing and helping support the plants. In addition, students set up the water system and pumped clean water into the tank using a hose, mixing it with nutrients. At the same time, other students took two strings and tied a fluorescent light above the bottom pipe of the hydroponic system to simulate sunlight. Once the plants—Basil Genovese, Basil Thyme, and Dill—outgrew the AeroGarden 6 pod system, they were carefully moved to the larger student built hydroponic system from previous retired teacher. Dill and basil were transferred to the bottom rack, where they had more space and better water access. Again, coconut fiber was used to stabilize the plants and reduce the risk of algae. After that, the system was turned on, pumping water and delivering nutrients to the plants while recycling any excess. Each day, students checked the plants, monitoring their growth and solving issues like leaks by tightening pipes or using duct tape to patch holes.
Once the plants had grown large enough and began to outgrow the 6 pod AeroGardens, the class decided it was time to move them to the hydroponic system, where they would have more space and nutrients to grow.

Reflection & Celebration

By Ethan
Even though the hydroponics system did not work at the start, students were eventually able to grow many different varieties of plants. The hydroponics system would initially overflow on the bottom level before the top levels got any water, but students used excess materials to block the downwards flow of water and allow for a more even distribution of water. The Aerogardens were a very valuable asset in this project, and herbs and smaller plants were grown successfully with their help. Overall, there were a few plants that did not survive, yet there were over a dozen that thrived.
Twenty students and about 10 staff benefitted from the plants. Students and staff will be taking them home to support even more school community members. We look forward to students bringing them back in the fall.