LAND LABS: Converting classrooms into farming operations

Land labs provide alternative learning

In agricultural land labs, classrooms have fences instead of walls, and the only rows you find are those dug deep in the soil.

School land labs have been growing in popularity because they provide students with hands-on learning about farming and related fields.

Many of the programs use growing produce in greenhouses, raising row crops and caring for livestock to teach lessons in business, math, marketing, science and more.

Isle of Wight land lab includes animals, gardens and tractors

BY ALICE KEMP

When you think of a typical school day, you probably don’t picture students weighing pigs, performing wellness checks, repairing fences and installing irrigation systems.

But that’s routine for high schoolers enrolled in agriculture classes at Isle of Wight County Schools.

“It’s all hands-on,” Daniel Judkins said. “We don’t have a textbook.”

Judkins is farm manager for the 6-acre Isle of Wight County Agricultural Land Lab. He and agriculture teacher Jason Brittle oversee the farm and share their knowledge with students to prepare them for life after graduation.

The state-funded land lab began when the school division revamped its career and technical education, creating project-based learning opportunities for students who might not choose a university route.

Situated behind Windsor Elementary School, an impressive red barn stands out against the rural landscape. The farm is almost entirely student-built and student-run. Rain or shine, “they’re in charge of everything that happens on the farm every day,” Judkins noted.

Students raise pigs from weaning weight to 300 pounds, learning feed conversion ratios. They also administer wormers and immunizations to the farm’s herd of 20 goats, and use the milk to make soap. Additionally, the students cultivate, harvest and market crops like collards and strawberries to school staff and the community—often quickly selling out.

“We want variety,” Judkins said. “Whether it’s the garden, the animals or driving the tractor, it gives them more opportunities to find their passion.”

While it’s not a traditional classroom setting, the curriculum follows standards set by the Virginia Department of Education. Learning about livestock production, farm business management and agriculture technology, students are evaluated through the projects and activities they’re doing.

“If they’ve shown they’re willing to work and step up, they’re gonna get a good grade,” Judkins said.

And the students love it.

“It’s neat to see their minds explore different career opportunities,” he added. “It’s sparked like, ‘Hey, I want to go be a vet tech.’ That wasn’t their career plan, but being that they got to come out here … this is what they want to do for the future.”

The farm also receives grants and donations, and community support has been overwhelming, Judkins said. He noted that while it’s an example of project-based learning success, land labs are unique in Virginia—there are only a handful scattered across the state. But Judkins hopes the success of this farm will inspire other school districts start their own.

Castlewood High School students get ‘hands-on with competencies’

BY NICOLE ZEMA

Of the many lessons learned at their agricultural land lab, a strong sense of resourcefulness will resonate with Castlewood High School students—no matter what professions they pursue.

In Southwest Virginia’s Russell County, the school’s agriculture program was established in 2016 and now exposes 71 students to farm concepts beyond the textbook. Its land lab includes a half-acre paddock, greenhouse, garage barn, workshop and community cannery, where students learn livestock management, horticulture, marketing, genetics, fabrication, food preservation and more.

“Our land lab is a space to get hands-on with these competencies,” said educator and FFA instructor Emmily Hines, a Castlewood alumnus. “We’re small, and that can be good in a lot of ways.”

Students from both rural and suburban backgrounds are immersed in agricultural activities: raising chickens for eggs; caring for sheep, goats, guinea pigs and rabbits; building raised beds; and cultivating ornamental plants and herbs.

“We’ve adapted every inch of space that’s currently being used,” Hines explained, expressing gratitude for a school administration supportive of the land lab’s growth.

Workdays make up a portion of students’ grades. At the greenhouse in January, they hand-blended enough soil to pot 200 succulents for a plant sale. This was a lesson in soil science and budgeting.

“Well-draining soil is sold specifically for cacti and succulents, costing about $250 to pot all of them,” she explained to students. “It’s cheaper to mix our own potting soil, sand and vermiculite for about $75, and we’ll get a whole lot more.”

In the barn, Hines demonstrated proper livestock harnessing and handling, closely supervising students as they trimmed goat and sheep hooves.

“Dolly the sheep is adorable with her chubby cheeks,” said eighth-grader Maddox Salyer.

Castlewood’s land lab is poised for growth. Hines has gradually purchased fencing sections to create additional livestock paddocks. She also plans to build stalls in the barn and revamp an old chicken coop.

“Not all of my students will go into ag careers,” Hines said. “However, at the end of the day, they’ll all go to the grocery store to choose a piece of meat and read food labels. That’s important, and they can share that knowledge.”