*Biology project*
*“Photosynthesis and Plant Growth”*,
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*Title:*
*"Improving School Nutrition and Environment through a Biology-Informed School Garden Project"*
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*Stage 1: Problem Identification*
*Problem Description:*
Many students at school have poor access to fresh vegetables, leading to nutritional deficiencies that
affect their health and academic performance. Schools also lack green spaces, which are important for
oxygen production, mental health, and biodiversity. This problem can be tackled using biology—
specifically, knowledge of photosynthesis and plant growth.
*Statement of Intent:*
To study the biology of photosynthesis and plant nutrition, and apply that knowledge to develop a
functional school garden that improves access to vegetables, enhances air quality, and serves as a
biology learning tool.
*Design Specifications:*
- Focus on photosynthesis, nutrient uptake, and environmental factors.
- Identify best plant species for school gardens.
- Set up and maintain a simple vegetable garden.
- Use the garden to support health and science education.
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*Stage 2: Investigation of Related Ideas*
*Relevant Biological Concepts:*
Photosynthesis: light-dependent and independent reactions, chloroplast structure.
- Factors affecting photosynthesis: light, CO₂, water, temperature.
- Mineral nutrition: nitrogen, magnesium, phosphorus roles.
- Plant growth responses (tropisms).
- Human dependence on plants for oxygen and food.
*Related Studies:*
- School gardens improve student understanding of plant biology.
- Green spaces in schools reduce stress and improve air quality.
- Vegetable intake among students improves when schools grow their own produce.
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*Stage 3: Generation of Ideas*
- Choose fast-growing, nutrient-rich plants (e.g., spinach, carrots, beans).
- Measure photosynthesis rate using leaf color, height, and growth rate.
- Use recycled water and compost to support sustainability.
- Create biology lessons around plant growth stages.
- Survey students on vegetable intake before and after garden implementation.
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*Stage 4: Development of Ideas*
*Weeks 1–2:*
Study photosynthesis mechanisms and plant nutrition.
*Weeks 3–4:*
Design a garden layout, choose crops, prepare soil with compost.
*Weeks 5–6:*
Plant seeds, monitor growth, measure environmental variables (light, soil moisture).
*Weeks 7–8:*
Harvest produce, evaluate health/nutrition impact, and conduct biology lessons in the garden.
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*Stage 5: Presentation of Results*
- *Tables:*
- Plant height, leaf number, color over time under different conditions.
- *Graphs:*
- Growth vs. light exposure or soil type.
- *Photos:*
- Progress from planting to harvest.
- *Posters/Infographics:*
- Photosynthesis process, role of minerals, healthy diet promotion.
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*Stage 6: Evaluation and Recommendations*
*Evaluation:*
- Plants grew well with basic care and local soil.
- Students engaged more in biology lessons conducted in the garden.
- Access to vegetables improved for some students.
- Environmental awareness increased.
*Recommendations:*
1. Expand the garden and introduce more plant species.
2. Integrate gardening into biology and health curricula.
3. Involve parents and community in garden maintenance.
4. Use garden produce for school meals or home takeaways.
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*Conclusion:*
Understanding the biology of photosynthesis and plant growth enables schools to create sustainable
gardens that boost student health, learning, and environmental responsibility. This project proves that
real-life biology applications can create meaningful improvements in school communities.
