Final report for FW25-008
Project Information
Summary:
This project implemented vertical aeroponic tower garden systems in community schools to increase student exposure to controlled-environment agriculture and improve understanding of food production systems.
Students participated in hands-on learning activities throughout two completed growing cycles, including planting, system monitoring, nutrient management, harvesting, and produce utilization. The project opens pathways to agricultural education by providing direct experience with water-efficient food production systems within classroom settings.
Project outcomes included increased student knowledge of sustainable agriculture, improved confidence in explaining food production processes, enhanced understanding of controlled-environment growing systems, and successful production of fresh produce in school-based environments.
The project also increased student exposure to agricultural career pathways and hands-on learning experiences that support workforce awareness in controlled-environment agriculture. Findings from the project were used to develop implementation resources and best practices to support the replication of aeroponic tower garden systems in other educational settings.
Objective 1: Evaluate the Educational Impact of Vertical Aeroponic Systems on Student Knowledge of Sustainable Agriculture
Specific:
Changes in student understanding of controlled-environment agriculture, water-efficient growing methods, nutrient management, and food system pathways were evaluated through participation in hands-on tower garden activities conducted at participating schools.
Measurable:
Pre- and post-project surveys were administered to assess changes in agricultural literacy, system knowledge, and student confidence in explaining food production processes. Survey results demonstrated measurable increases in student knowledge, awareness, and confidence related to sustainable agriculture and controlled-environment growing systems.
Achievable:
Tower garden instruction was successfully integrated into classroom learning activities in collaboration with participating educators, allowing students to apply agricultural concepts through direct participation in planting, monitoring, maintenance, and harvesting activities.
Realistic:
Classroom teachers and the project's Technical Advisor supported agricultural instruction and system implementation, ensuring students received consistent, hands-on learning experiences throughout the project period.
Time-bound:
Knowledge growth was assessed following completion of the growing cycles through post-project surveys and classroom observations. Results demonstrated increased student understanding of sustainable agriculture, food production systems, and controlled-environment growing practices by the conclusion of the project.
Objective 2: Document Produce Output and Evaluate System Performance Within Participating Schools
Specific:
Plant survival rates, system functionality, and the volume of fresh produce grown were documented throughout implementation of tower garden systems at participating schools.
Measurable:
Harvest weight, plant health observations, irrigation performance, and nutrient management stability were tracked and recorded across two completed growing cycles. Data were collected through direct observation, system monitoring, harvest documentation, and educator feedback.
Achievable:
Participating educators and students maintained structured monitoring procedures, including routine pH checks, nutrient calibration, irrigation verification, and harvest tracking, with ongoing support from the Project Team.
Realistic:
System performance aligned with expected operational capacity, with each tower supporting up to 20 plants per cycle under proper management conditions. Variability observed during early implementation highlighted the importance of training, crop selection, and consistent system oversight. Corrective actions and follow-up training improved performance and strengthened long-term system sustainability.
Time-bound:
System performance and harvest output were documented throughout the project period and across two completed growing cycles. Data collection included harvest outcomes, plant health observations, nutrient management records, irrigation performance, and operational findings. Results from both growing cycles were used to evaluate system effectiveness and identify best practices for future implementation.
Objective 3: Develop a Replicable Implementation Framework for Integrating Aeroponic Tower Systems into Urban School Settings
Specific:
Lessons learned were documented throughout project implementation, and a structured set of best practices for installation, system monitoring, educator training, and classroom integration was developed based on operational observations and field experience.
Measurable:
Implementation materials, including installation procedures, monitoring protocols, training resources, classroom integration strategies, maintenance checklists, and best-practice recommendations, were developed and refined using project data and operational findings collected throughout the project period.
Achievable:
Project Roots collaborated with the Technical Advisor and participating educators to identify operational challenges, implement corrective actions, and document effective system management strategies that supported successful implementation and long-term sustainability.
Realistic:
The scalability of vertical aeroponic systems was demonstrated through phased implementation across participating schools, confirming that a structured and replicable model can be successfully applied in urban educational settings. Project outcomes provided practical guidance for future school-based implementations and educator-led programs.
Time-bound:
The implementation framework was developed, refined, and completed during the project period using findings from two completed growing cycles. Final educational materials, implementation resources, monitoring tools, and best-practice recommendations were compiled and made available to support future replication of aeroponic tower garden systems in school and community-based settings.
Educational Objectives
Objective 1: Increase Student Awareness and Understanding of Sustainable Agriculture and Vertical Growing Systems
Specific:
Student knowledge of water-efficient agriculture, plant growth cycles, controlled-environment growing systems, and local food production concepts was improved through participation in hands-on tower garden activities.
Measurable:
Pre- and post-assessments were used to document increases in knowledge accuracy and student confidence in understanding agricultural systems, sustainable growing practices, and food production processes.
Achievable:
Tower gardening lessons were successfully integrated into science, culinary, and related coursework at participating schools in collaboration with classroom educators.
Realistic:
Students engaged in hands-on learning experiences using aeroponic systems within the classroom environment, supporting practical understanding of plant growth, nutrient management, system monitoring, and food production.
Time-bound:
Measurable knowledge gains were demonstrated throughout the project period and documented through post-survey results, classroom observations, and student participation. Findings indicated increased understanding of sustainable agriculture, controlled-environment growing systems, and food production concepts by the conclusion of the project.
Objective 2: Provide Operational Training for Participating Educators and School Partners
Specific:
Participating teachers, school staff, and designated student leaders were trained on tower system setup, maintenance, monitoring procedures, nutrient management, pH calibration, irrigation settings, harvesting techniques, and general system troubleshooting.
Measurable:
Completion of installation guidance and ongoing support sessions was documented through workshop participation, follow-up training activities, system performance observations, and demonstrated improvements in tower management, plant health, and operational consistency.
Achievable:
Technical support was provided by Project Roots and the Technical Advisor throughout system installation and implementation, ensuring participants received hands-on instruction, troubleshooting assistance, and practical experience managing aeroponic growing systems.
Realistic:
Training was delivered in coordination with project activities, allowing educators and student leaders to immediately apply newly acquired skills through direct interaction with tower systems, routine monitoring tasks, and harvest activities.
Time-bound:
Initial training was completed during project implementation, with follow-up training and technical support provided throughout the growing cycles. By the conclusion of the project, participating educators and student leaders demonstrated increased confidence and competency in operating, maintaining, and troubleshooting aeroponic tower garden systems.
Objective 3: Share Project Findings with Broader Educational and Agricultural Audiences
Specific:
Project findings and lessons learned were shared through workshops, presentations, digital platforms, and educational resources, highlighting the implementation, challenges, successes, and outcomes of aeroponic tower garden systems in school settings.
Measurable:
Outreach activities included installation workshops, follow-up training sessions, newsletter features, social media content, educational materials, and the development of a mini-documentary documenting classroom implementation. These efforts supported dissemination of project outcomes and increased community awareness of sustainable agriculture and controlled-environment growing systems.
Achievable:
Existing community and agricultural networks were utilized to promote dissemination activities, including partnerships with educators, community stakeholders, schools, and agricultural organizations.
Realistic:
Engagement was achieved with educators, students, community members, and urban agriculture stakeholders through both in-person activities and digital outreach, extending the reach of the project beyond participating schools and increasing awareness of school-based food production systems.
Time-bound:
Dissemination activities were conducted throughout the project period and completed by the conclusion of the project. Project findings, educational materials, outreach content, and implementation lessons learned were shared through workshops, training sessions, digital media, newsletters, and community engagement activities, supporting broader awareness and future replication efforts.
Objective 4: Develop Educational Materials to Support Replication
Specific:
Educational materials were developed to support replication of aeroponic tower garden systems, including installation recommendations, lesson integration strategies, system maintenance protocols, monitoring procedures, and implementation best practices based on project findings.
Measurable:
Materials developed included curriculum handouts, implementation guides, monitoring checklists, maintenance resources, and best-practice documents. These materials were distributed through workshops, educator training sessions, direct outreach, classroom instruction, and digital dissemination efforts to support replication and long-term sustainability.
Achievable:
Project Roots collaborated with educators and the Technical Advisor to ensure materials were practical, accurate, and aligned with classroom needs, educator feedback, and real-world system operation.
Realistic:
Materials were shared through school networks, educator engagement activities, community outreach, and urban agriculture networks, supporting accessibility and replication across similar educational and community-based settings.
Time-bound:
Educational materials were developed, refined, and distributed during the project period. Final resources incorporated lessons learned from project implementation, system monitoring, educator training, and completed growing cycles. The resulting materials provide a practical framework for future adoption and replication of aeroponic tower garden systems in school-based learning environments.
Updated Project Timeline (Actual Implementation)
May–June 2025
- Finalized partnerships with participating schools and project stakeholders.
- Conducted planning meetings with school staff and project partners.
- Completed site assessments and implementation planning.
July–December 2025
- Procured tower garden systems, seeds, supplies, and educational materials.
- Coordinated installation schedules and educator training plans.
- Developed curriculum resources and implementation materials.
January 2026
- Installed tower garden systems at participating schools.
- Conducted educator and staff training on system setup, maintenance, nutrient management, pH monitoring, and irrigation procedures.
- Initiated classroom instruction and student engagement activities including pre-surveys.
January–February 2026
- Implemented Grow Cycle 1.
- Students participated in planting, monitoring, maintenance, and harvesting activities.
- Conducted installation workshops, follow-up training sessions, and technical support visits.
February–March 2026
- Collected harvest data and system performance observations.
- Administered post-surveys and evaluated educational outcomes from Grow Cycle 1.
- Continued outreach through newsletters, social media, and community engagement activities.
March–May 2026
- Implemented Grow Cycle 2.
- Continued classroom instruction and system monitoring.
- Documented operational improvements, harvest outcomes, and implementation lessons learned.
May 2026
- Completed project assessments and evaluation activities.
- Finalized educational materials, implementation resources, monitoring tools, and best-practice recommendations.
- Completed replication framework and project documentation.
- Disseminated project findings through workshops, digital outreach, and educational resources.
- Conducted final post-surveys from Grow Cycle 2.
Major Milestones
-
- January 2026: Tower garden installation and educator training completed.
- February 2026: First harvest completed and educational outcome data collected.
- Spring 2026: Second growing cycle completed.
- May 2026: Educational materials, replication resources, and project evaluations completed.
- May 2026: Project objectives successfully completed and final project findings compiled.
Cooperators
- - Producer
- - Technical Advisor
Research
Objective 1: Evaluate the Educational Impact of Vertical Aeroponic Systems on Student Knowledge of Sustainable Agriculture
To assess changes in student agricultural literacy, a pre-survey/post-survey design was implemented at participating schools. Surveys measured familiarity with controlled-environment agriculture, understanding of nutrient management and pH monitoring, awareness of sustainable food production systems, and confidence explaining food production processes.
At Central High School, six students completed both pre- and post-surveys. Percentage comparisons were used to evaluate changes in knowledge accuracy, awareness, and confidence levels. Results demonstrated:
- Increased correct identification of the aeroponic growing medium, reaching 100% on the post-survey.
- Increased awareness of hydroponic and aeroponic growing systems.
- Increased confidence managing tower garden components and explaining food production concepts.
- Increased interest and engagement in sustainable agriculture and food production.
At Pima Elementary School, sixteen third-grade students completed pre- and post-surveys following participation in tower garden activities and harvest events. Survey results demonstrated increased student understanding of plant growth, sustainable agriculture, and food production processes, along with increased enthusiasm for hands-on agricultural learning.
Survey data from both schools was analyzed using descriptive statistics, including percentage comparisons between pre- and post-survey responses. Results demonstrated measurable gains in agricultural literacy, system knowledge, and student confidence across participating student groups.
The combined findings indicate that hands-on aeroponic growing experiences effectively increased student understanding of sustainable agriculture, controlled-environment growing systems, and food production pathways within school-based learning environments.
Objective 2: Document Produce Output and Evaluate System Performance
Produce was weighed and documented during harvest cycles using digital scales. System performance was monitored through structured pH checks, nutrient calibration sessions, irrigation verification, equipment monitoring, and plant health observations conducted throughout the project period.
Operational findings included:
- Indoor installation improved environmental stability and overall plant performance.
- Structured pH monitoring reduced plant stress and improved nutrient uptake.
- Follow-up training and troubleshooting improved system management and operational consistency.
- Phased implementation supported manageable oversight and long-term sustainability.
- Designated teacher and student leadership improved maintenance consistency and system performance.
Data collected included harvest quantities, plant health observations, nutrient management records, irrigation performance metrics, and system stability observations across participating schools and completed growing cycles.
Analysis demonstrated that aeroponic tower systems can successfully support school-based food production when paired with structured training, routine monitoring, and appropriate crop selection. The systems remained mechanically reliable throughout implementation and provided valuable insights into best practices for future educational and agricultural applications.
Objective 3: Develop a Replicable Implementation Framework
Capacity assessments were conducted during project planning and outreach activities to evaluate infrastructure readiness, staffing capacity, and long-term sustainability at participating schools. These assessments informed the decision to utilize a phased implementation strategy that aligned system capacity with each school's operational capabilities.
Documentation of installation procedures, monitoring protocols, educator training sessions, maintenance practices, troubleshooting strategies, and follow-up support activities contributed to the development of a structured implementation framework. Lessons learned from project implementation were compiled into best-practice recommendations that support successful adoption of aeroponic tower garden systems in school-based learning environments.
The completed framework identifies key factors that contribute to successful implementation, including capacity assessment, educator engagement, indoor system placement, structured training, routine monitoring, and ongoing technical support. These findings provide a practical model that can be replicated by schools and community organizations seeking to integrate controlled-environment agriculture into educational programming.
Objective 1: Evaluate the Educational Impact of Vertical Aeroponic Systems on Student Knowledge of Sustainable Agriculture
Pre- and post-survey data demonstrated measurable increases in student familiarity with controlled-environment agriculture, sustainable food production, and tower garden system management.
Central High School (n = 6 students completing both surveys)
Survey results demonstrated measurable improvements in agricultural knowledge and awareness:
- Correct identification of water and nutrients as the tower garden growing medium increased to 100% on the post-survey.
- Awareness of hydroponics increased from 16.7% pre-survey to 50% post-survey.
- Awareness of aeroponics increased from 0% pre-survey to 33.3% post-survey.
- 100% of students reported confidence managing at least one tower system component.
- 83.3% of students reported increased excitement about growing food following participation.
Students demonstrated improved understanding of nutrient calibration, pH monitoring, irrigation management, and harvest procedures. Post-survey responses also indicated increased confidence explaining food production systems and farm-to-plate concepts.
Pima Elementary School (n = 16 students)
Students participated in hands-on planting, monitoring, maintenance, and harvest activities throughout the project period. Pre- and post-survey responses, classroom observations, and student reflections demonstrated increased understanding of plant growth, food production, and sustainable agriculture concepts. Students successfully completed harvest activities and demonstrated increased engagement with agricultural learning through direct participation in tower garden operations.
Student reflections indicated enthusiasm for growing food, learning how plants grow, and participating in hands-on science activities. Many students expressed interest in growing additional crops in future garden cycles, demonstrating sustained interest in agricultural learning.
These findings indicate that hands-on aeroponic instruction increased agricultural literacy, student engagement, and confidence in understanding food production systems across both participating schools.
Objective 2: Document Produce Output and Evaluate System Performance
Seven tower garden units were installed during Phase One implementation, including six units at Central High School and one unit at Pima Elementary School.
System monitoring and harvest documentation identified several key operational findings:
- Indoor installation improved environmental control, plant stability, and overall system performance.
- Routine pH monitoring was critical to maintaining plant health and nutrient uptake.
- Early irrigation calibration reduced plant stress and improved growing conditions.
- Designating teacher and student tower leads improved consistency in maintenance, monitoring, and system oversight.
- Follow-up training and technical support improved system management and long-term sustainability.
At Pima Elementary School, students successfully completed harvest activities and produced ten harvest bags of leafy greens during the initial growing cycle. The tower system demonstrated strong plant health, reliable operation, and consistent production within the classroom environment.
At Central High School, tower garden systems supported culinary instruction and hands-on agricultural learning, extending project benefits to approximately 100 students. Implementation experiences provided valuable insights regarding crop selection, nutrient management, irrigation settings, and educator engagement.
Overall, findings demonstrated that aeroponic tower systems can function effectively in school-based environments when supported by structured training, routine monitoring, and designated system oversight. The systems remained operationally reliable throughout the project and provided a practical model for integrating controlled-environment agriculture into educational settings.
Pima Elementary School
Tower 7 – Grow Cycle 1
Crop Overview
Planting Date: January 9, 2026
Harvest Date: February 27, 2026
Total Grow Time: 7 Weeks
Crops Planted:
Basil, Gourmet Lettuce, Swiss Chard, Kale, Arugula
Crops Harvested:
Gourmet Lettuce, Swiss Chard, Kale, Arugula
- Harvest Output
Students harvested ten sandwich-size bags of mixed greens.
- Estimated average weight per bag: approximately 2 ounces
- Total estimated yield: 20 ounces (1.25 pounds)
Seedlings were transplanted at approximately 2 inches in height and harvested at an average height of 7–8 inches, representing approximately 6 inches of vertical growth during the growing cycle.
Production Outcome
Tower 7 demonstrated strong production capacity within an elementary classroom setting, producing a healthy harvest within a 7-week growing cycle.
- Plant Health Assessment
Visual observations indicated:
- Strong green coloration throughout the crop cycle
- No visible nutrient burn
- No significant pest presence
- No reported plant loss
All harvested crops remained healthy throughout the growing cycle, and growth rates remained consistent from transplanting through harvest.
Plant Health Rating: Excellent
- Nutrient and pH Stability
System monitoring included weekly pH testing and nutrient management.
Observations included:
- pH remained between 6.5 and 7.0 for most of the growing cycle
- pH was adjusted to approximately 6.0 prior to harvest
- Nutrients were added incrementally to avoid plant stress and nutrient shock
Although pH levels were slightly elevated during portions of the cycle, no negative impact on plant growth or harvest outcomes was observed.
System Stability Rating: Good, with minor adjustments required.
- Irrigation and Equipment Performance
System performance remained stable throughout the growing cycle.
Observations included:
- All equipment functioned as intended
- One minor timer setting adjustment was required early in the cycle
- No downtime occurred
- No pump failures or flow inconsistencies were observed
Equipment Reliability: 100% operational following initial setup adjustments.
Pima Elementary Summary
Tower 7 successfully produced approximately 1.25 pounds of mixed greens within a 7-week growing cycle. System performance remained stable, plant health was consistently strong, and only minor pH optimization and timer adjustments were required.
These findings demonstrate that elementary-level implementation of aeroponic tower garden systems can produce healthy crops, reliable harvests, and positive educational outcomes with minimal intervention when supported by routine monitoring and educator oversight.
Pima Elementary School
Tower 7 – Grow Cycle 2
Crop Overview
Planting Date: March 24, 2026
Harvest Date: May 24, 2026
Total Grow Time: 8 Weeks
Crops Planted:
Violas, Calendula, Nasturtium, and Marigolds
Crops Harvested:
Flowering ornamental and pollinator-supporting plants including mature violas, calendula, nasturtiums, and marigolds.
1. Harvest Output
All planted crops successfully reached flowering maturity during the growing cycle.
The tower produced continuous blooms throughout the cycle, with flowers regularly shared with classroom staff, school personnel, and student families. Based on visual documentation and mature plant density, the tower supported approximately 15–20 mature flowering plants and generated dozens of blooms during the harvest period.
Production Outcome
Tower 7 successfully demonstrated the viability of growing ornamental and pollinator-supporting plants in a classroom aeroponic system. The tower achieved full plant coverage and sustained flowering production throughout the cycle.
2. Plant Health Assessment
Visual observations indicated:
- No plant loss during the growing cycle
- No visible pest infestations
- No signs of nutrient burn or significant deficiencies
- Strong foliage development and flowering production
- Consistent plant vigor across all crop varieties
All crops reached full maturity and maintained excellent health throughout the project period.
Plant Health Rating: Excellent
3. Nutrient and pH Stability
Students participated in routine pH monitoring activities and rotated responsibility for system checks, increasing student engagement and operational knowledge.
Observations included:
- Consistent nutrient management throughout the growing cycle
- Stable system operation with no significant nutrient-related plant stress
- Successful student participation in monitoring and maintenance activities
System Stability Rating: Excellent
4. Irrigation and Equipment Performance
System performance remained stable throughout the growing cycle.
Observations included:
- No timer malfunctions
- No pump failures
- No irrigation interruptions
- No lighting issues
- Continuous system operation throughout the project period
Equipment Reliability: 100% operational
Pima Elementary Summary
Tower 7 successfully produced a fully mature flowering display consisting of violas, calendula, nasturtiums, and marigolds during an eight-week growing cycle. Plant health remained excellent, no pest or equipment issues were observed, and students actively participated in system monitoring and maintenance activities.
Flowers harvested during the cycle were shared with teachers, school staff, and student families, extending project benefits beyond the classroom. The successful completion of this flowering cycle demonstrated the flexibility of aeroponic tower systems to support both agricultural education and ornamental plant production within an elementary school environment.
Central High School
Towers 1–6 – Grow Cycle 1
Crop Overview
Planting Date: January 10, 2026
Harvest: None
Crop Type: Culinary Herbs
Herb Varieties Planted:
Basil, Chives, Cilantro, Mint, Green Onion, Parsley, Thyme, Peppermint, Dill, Oregano, and Rosemary
Harvest Status:
No formal harvest was completed during Grow Cycle 1. The primary focus of this cycle became system operation, educator training, troubleshooting, and development of best management practices for future production cycles.
Classroom 1 – Towers 1–3
Initial Plant Distribution
- Tower 1: 10 plants
- Tower 2: 10 plants
- Tower 3: 0 plants
Total Plants: 20
Students intentionally distributed plants between two towers to avoid overcrowding and allow additional space for root development.
Plant Health Outcomes
- 5 Healthy Plants (approximately 5 inches of growth observed)
- 5 Mildly Stressed Plants (minor yellowing, browning, or slowed growth)
- 4 Severely Stressed Plants (wilting, root stress, and pruning required)
- 6 Plant Losses
Primary Issues Identified
Nutrient Management
- Excess nutrient application resulted in nutrient shock within Tower 1.
- Reservoir flushing and nutrient recalibration were required.
pH Instability
- Weekly monitoring was conducted.
- Frequent pH adjustments resulted in overcorrection and fluctuating system conditions.
Lighting Configuration
- Timer settings were incorrectly programmed.
- A disconnected light switch interrupted supplemental lighting.
- Reduced light exposure delayed plant growth and development.
Following corrective actions, including educator retraining, instructional videos, and hands-on technical support, overall system stability improved significantly.
Classroom 2 – Towers 4–6
Initial Plant Distribution
- Tower 4: 20 plants
- Tower 5: 0 plants
- Tower 6: 0 plants
Total Plants: 20
Plant Health Outcomes
- 6 Healthy Plants
- 9 Mildly Stressed Plants
- 5 Severely Stressed Plants
- 0 Plant Losses
Primary Issues Identified
Irrigation Settings
- Pump settings were configured for outdoor operation rather than indoor use.
- Excess watering cycles contributed to plant stress.
pH Management
- System pH remained near 7.0, limiting nutrient availability and uptake.
Nutrient Deficiency
- Nutrients were not initially added to the reservoir.
- Growth rates were reduced until corrective actions were implemented.
All identified issues were corrected through retraining, system recalibration, instructional support, and routine monitoring.
Equipment Performance
Equipment performance remained reliable throughout the growing cycle.
Observations included:
- Pumps remained fully operational.
- Lighting systems functioned properly.
- Timers remained operational.
- No hardware failures occurred.
- No major equipment replacements were required.
Equipment Reliability Rating: Excellent
Key Findings and Lessons Learned
Grow Cycle 1 provided valuable implementation data and highlighted the importance of educator training, simplified system management procedures, and crop selection during initial deployment.
Major findings included:
- Culinary herbs proved more sensitive to nutrient and pH fluctuations than anticipated.
- Nutrient overapplication and nutrient deficiency both negatively impacted plant performance.
- Frequent pH adjustments created unnecessary system instability.
- Timer configuration errors significantly affected plant growth rates.
- Overcrowding increased plant stress and reduced growing efficiency.
Corrective Actions Implemented
Based on lessons learned during Grow Cycle 1, the following improvements were implemented:
- Conducted a second in-person training workshop.
- Developed custom instructional videos for educators and students.
- Performed reservoir flushing and nutrient recalibration.
- Corrected pump timer settings and lighting schedules.
- Introduced daily system monitoring checklists.
- Simplified crop selection for Grow Cycle 2.
- Implemented full tower utilization and improved plant distribution strategies.
Central High School Grow Cycle 1 Summary
While Grow Cycle 1 did not produce a formal harvest, it successfully identified operational challenges commonly encountered during initial implementation of aeroponic growing systems. Equipment functioned reliably throughout the cycle, and all major challenges were related to user experience, nutrient management, pH monitoring, and system configuration rather than hardware performance.
The lessons learned during this cycle directly informed improvements implemented during Grow Cycle 2 and contributed significantly to the development of the project's replication framework and educator training materials.
Central High School
Towers 1–6 – Grow Cycle 2
Crop Overview
Planting Date: February 20th, 2026
Harvest Date: May 14, 2026
Total Grow Time: Approximately 11 Weeks
Crops Planted:
Swiss Chard, Rainbow Chard, Bibb Lettuce
Crops Successfully Harvested:
Basil, Cilantro, Mint, Parsley, Thyme, Peppermint, Dill, and Oregano, Chives (from Grow Cycle 1) Swiss Chard, Rainbow Chard, Bibb Lettuce
Crops with Limited or Unsuccessful Production:
Green Onion, and Rosemary
- Harvest Output
Students successfully harvested multiple culinary herbs grown in the aeroponic tower systems. Nine of the eleven herb varieties reached harvest maturity and were incorporated into culinary classroom activities.
Harvested crops included basil, cilantro, mint, parsley, thyme, peppermint, dill, and oregano. Students utilized the harvested herbs in food preparation activities, creating a direct connection between food production and culinary education.
Production Outcome
Grow Cycle 2 demonstrated substantial improvement over Grow Cycle 1. Students successfully produced harvestable crops, applied lessons learned from earlier system challenges, and completed a full farm-to-table educational experience by growing, harvesting, and utilizing herbs in culinary instruction.
- Plant Health Assessment
Visual observations indicated:
- Strong plant vigor across most herb varieties
- Improved growth consistency compared to Grow Cycle 1
- No significant pest infestations observed
- Minimal plant loss throughout the growing cycle
- Successful maturation of the majority of planted crops
The strongest-performing crops included basil, parsley, oregano, dill, mint, and thyme.
Plant Health Rating: Excellent
- Nutrient and pH Stability
Students and educators applied lessons learned during Grow Cycle 1 to improve system management during Grow Cycle 2.
Observations included:
- More consistent nutrient management practices
- Improved pH monitoring procedures
- Increased student participation in routine system checks
- Greater understanding of nutrient calibration and system maintenance
Students rotated responsibility for system monitoring, allowing multiple participants to gain hands-on experience with pH testing, nutrient management, and tower maintenance.
System Stability Rating: Excellent
- Irrigation and Equipment Performance
System performance remained stable throughout the growing cycle.
Observations included:
- No pump failures
- No timer malfunctions
- No lighting issues
- No significant equipment interruptions
- Consistent irrigation performance throughout the cycle
All tower systems remained operational and supported healthy plant growth from planting through harvest.
Equipment Reliability: 100% operational
Central High School Summary
Grow Cycle 2 demonstrated the successful application of lessons learned during the initial implementation phase. Improvements in nutrient management, pH monitoring, irrigation settings, and system oversight resulted in healthier plants, successful harvests, and improved student outcomes.
Students successfully harvested and utilized culinary herbs grown in the tower systems, reinforcing connections between sustainable agriculture, food production, and culinary arts. The completion of Grow Cycle 2 demonstrated that aeroponic tower systems can effectively support both agricultural education and culinary programming when paired with structured training, routine monitoring, and educator engagement.
Cross-Site Comparison – Cycle 1
|
Category |
Pima Elementary School |
Central High School |
|
Harvest Completed |
Yes |
Yes |
|
Total Yield |
Approximately 1.25 lbs of mixed greens |
No harvest during Grow Cycle 1 |
|
Equipment Failure |
None |
None |
|
Primary Challenge |
Minor pH optimization |
System management and configuration errors |
|
Crop Type |
Leafy Greens |
Culinary Herbs |
|
Intervention Required |
Minimal |
Moderate |
Overall Objective 2 Findings
Analysis across both participating schools demonstrated that aeroponic tower garden systems can operate reliably in educational environments when supported by routine monitoring and appropriate system management.
Key findings included:
- Tower garden equipment remained mechanically reliable at both sites, with no pump failures, lighting failures, or major hardware malfunctions reported during Grow Cycle 1.
- Successful production outcomes were strongly influenced by crop selection, nutrient management, pH stability, irrigation settings, and consistent system oversight.
- Pima Elementary School achieved a successful harvest during its first growing cycle using leafy green crops that were well-suited for beginning growers and classroom implementation.
- Central High School experienced greater operational challenges due to the use of culinary herbs, which required longer growing periods and were more sensitive to nutrient fluctuations, pH instability, and environmental conditions.
- Structured training, follow-up technical support, and simplified management procedures were critical factors in improving system performance.
- Human management variables, rather than equipment performance, were the primary drivers of differences in plant health and production outcomes during initial implementation.
Overall, Grow Cycle 1 demonstrated that aeroponic tower systems can be successfully integrated into school settings and highlighted the importance of educator training, crop selection, and consistent monitoring practices. Lessons learned during this cycle directly informed improvements implemented during Grow Cycle 2 and contributed to the development of the project's replication framework and best-practice recommendations.
Cross-Site Comparison – Cycle 2
|
Category |
Pima Elementary School |
Central High School |
|
Harvest Completed |
Yes |
Yes |
|
Primary Crops |
Violas, Calendula, Nasturtium, Marigolds |
Culinary Herbs, Bibb Lettuce, Swiss Chard, Rainbow Chard |
|
Crop Maturity |
All planted crops reached flowering maturity |
Nine of eleven herb varieties reached harvest maturity and all leafy greens reached full maturity |
|
Equipment Failure |
None |
None |
|
Primary Success |
Strong flowering production and student engagement |
Successful harvest and culinary integration |
|
Plant Health Rating |
Excellent |
Exclellent |
|
Intervention Required |
Minimal |
Minimal |
|
Student Participation |
Students rotated pH monitoring and maintenance responsibilities |
Students managed system monitoring, harvesting, and culinary utilization |
Overall Objective 2 Findings
Analysis of Grow Cycle 2 demonstrated substantial improvement in system performance, plant health, and student management capabilities across both participating schools.
Key findings included:
- Both schools successfully completed their growing cycles and achieved harvest objectives.
- No equipment failures, pump malfunctions, timer issues, or lighting failures were reported during Grow Cycle 2.
- Improvements in nutrient management, pH monitoring, irrigation settings, and educator oversight resulted in healthier plants and improved production outcomes.
- Student participation increased through direct involvement in system monitoring, maintenance, harvesting, and classroom activities.
- Pima Elementary School successfully produced mature flowering plants that were shared with teachers, school staff, and student families.
- Central High School successfully harvested culinary herbs and leafy greens that were incorporated into culinary education activities, providing students with a complete farm-to-table learning experience.
- Lessons learned during Grow Cycle 1 directly contributed to improved operational performance and growing success during Grow Cycle 2.
Overall, Grow Cycle 2 demonstrated that aeroponic tower garden systems can effectively support both agricultural education and food production when paired with structured training, routine monitoring, and ongoing educator engagement. Results from both schools confirmed the adaptability of the tower systems across different age groups, educational settings, and crop selections.
Conclusion
- The two completed growing cycles demonstrated that aeroponic tower garden systems can be successfully integrated into both elementary and high school educational settings. While Grow Cycle 1 identified important challenges related to nutrient management, pH monitoring, crop selection, and system configuration, these experiences provided valuable learning opportunities that informed improvements implemented during Grow Cycle 2.
- Across both participating schools, students gained hands-on experience with planting, system monitoring, nutrient management, harvesting, and food production. Project outcomes demonstrated measurable increases in agricultural knowledge, student engagement, and confidence in understanding controlled-environment agriculture and sustainable food production systems.
- The project confirmed that tower garden systems are mechanically reliable and capable of producing healthy crops when supported by structured training, routine monitoring, and educator engagement. Successful harvests at both schools, including leafy greens, culinary herbs, and flowering plants, demonstrated the adaptability of aeroponic systems across multiple educational settings and crop types.
- Lessons learned throughout implementation were used to develop educator resources, operational best practices, and a replicable implementation framework to support future adoption of aeroponic growing systems in schools and community-based learning environments.
- Overall, the project successfully achieved its research, education, and outreach objectives while providing students with meaningful hands-on agricultural experiences that connected food production, sustainability, science, and nutrition in real-world learning environments.
Objective 3: Develop a Replicable Implementation Framework
Capacity assessments conducted during the outreach and planning phase revealed that many interested schools lacked the infrastructure, staffing capacity, or operational readiness to support a full 12-unit installation. These findings informed the decision to implement a phased deployment model that aligned system capacity with each school's resources and long-term sustainability goals.
Project implementation provided valuable insights into system installation, educator training, crop selection, nutrient management, pH monitoring, and ongoing system oversight. Lessons learned throughout both growing cycles were documented and incorporated into the project's replication framework.
Key findings for replication include:
- Conduct capacity assessments before installation.
- Install systems indoors whenever possible to improve environmental stability and plant performance.
- Designate a committed teacher lead to support long-term program success.
- Provide structured follow-up training after installation.
- Establish routine monitoring procedures for pH, nutrients, irrigation, and plant health.
- Begin with a manageable number of units before expanding system capacity.
- Select crops appropriate to participant experience levels and educational goals.
The phased implementation model allowed participating schools to develop operational knowledge, reinforce training concepts, address challenges early, and build long-term sustainability. Findings from both growing cycles demonstrated that aeroponic tower garden systems can be successfully integrated into school environments when supported by structured training, ongoing technical assistance, and educator engagement.
These findings contributed to the development of a practical implementation framework and best-practice recommendations that can support replication of aeroponic growing systems in schools, community organizations, and other educational settings.
Research outcomes
Recommendations and Sustainability Implications
Application of Findings to Sustainable Agricultural Production in the Western U.S.
Findings from our grow cycles demonstrate that small-scale hydroponic tower systems can serve as viable models for controlled-environment food production in school settings across the Western United States. The mechanical reliability observed across all participating sites confirms that vertical hydroponic systems can function effectively in indoor environments, even in regions with extreme heat, drought, and water variability.
In arid Western climates such as Arizona and other drought-prone regions, water-efficient systems are critical. The tower systems used in this project operate in a recirculating system, using significantly less water than traditional soil-based agriculture. Even during periods of user error at Central High School, no structural system failures occurred, indicating that the equipment itself is durable and suitable for institutional implementation.
The successful harvest at Pima Elementary demonstrates that, when properly managed and paired with appropriate crop selection (leafy greens), hydroponic towers can reliably produce fresh food within 7 weeks. This production timeline aligns well with school calendars and allows for multiple annual grow cycles, increasing total yield potential within controlled environments.
Contribution to Agricultural Sustainability
This project contributes to sustainability in four key areas:
Environmental Sustainability
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Recirculating hydroponic systems use less water than conventional soil farming.
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Indoor production reduces exposure to extreme weather variability.
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Localized production reduces transportation-related emissions.
Educational Sustainability
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Builds agricultural literacy in youth.
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Develops practical food production skills.
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Encourages long-term adoption of sustainable practices.
Food System Sustainability
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Demonstrates potential for hyper-local institutional production.
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Introduces scalable vertical agriculture models.
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Supports fresh produce access within school communities.
Systems Resilience
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Equipment durability confirmed.
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Adaptive management improved outcomes mid-cycle.
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Iterative learning model strengthens future cycles.
Recommendations for Future Studies
Based on Cycle 1 findings, the following research areas are recommended:
Comparative Crop Trials
Evaluate yield and stress rates between:
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Leafy greens
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Culinary herbs
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Fruiting crops (if introduced later)
This would establish best-practice crop sequencing for beginner hydroponic sites.
Nutrient & pH Stability Modeling
Track:
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Ideal correction intervals
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Frequency of overcorrection
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Impact of stabilization protocols
Future research could develop simplified nutrient dosing guides specifically designed for school-based growers.
Training Intervention Study
Compare outcomes between:
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Standard onboarding
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Enhanced onboarding with checklist protocols
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Ongoing technical coaching
This would quantify how structured support impacts yield and plant health.
Yield Scaling Study
Assess:
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Total annual output per tower
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Cost-per-pound of production
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Scalability across multiple schools
This data would strengthen the economic sustainability case for institutional hydroponics in the Western U.S.
Long-Term Sustainability Outlook
This project demonstrates that hydroponic tower systems are structurally reliable and capable of producing meaningful yields when properly managed. While early-stage implementation challenges occurred at the high school level, corrective interventions improved system performance and established a stronger foundation for Grow Cycle 2.
The findings support the viability of controlled-environment hydroponics as a complementary model for sustainable agricultural production in water-limited Western regions.
With continued refinement of training protocols and crop selection strategies, this model has strong potential for replication and scale.
Education and Outreach
Participation summary:
The Tower Garden Initiative for Community Schools utilized hands-on agricultural education, educator training, community engagement, and digital outreach to increase awareness of sustainable agriculture and controlled-environment growing systems.
Objective 1: Educate Students About Sustainable Agriculture and Vertical Growing Systems
Students participated in classroom-based tower garden activities that included planting, nutrient management, pH monitoring, harvesting, and system maintenance. Tower garden instruction was integrated into classroom learning activities in collaboration with participating educators.
Student learning outcomes were evaluated using pre- and post-surveys, classroom observations, and student reflections. Results demonstrated increased understanding of sustainable agriculture, food production systems, plant growth, and controlled-environment agriculture.
Objective 2: Train School Staff and Community Participants
Educator training was provided during tower garden installation and implementation. Training topics included system setup, nutrient management, pH monitoring, irrigation management, crop selection, troubleshooting, harvesting procedures, and long-term system maintenance.
Follow-up support was provided through site visits, technical assistance, instructional videos, workshops, and ongoing consultation. These activities improved educator confidence and strengthened system performance throughout the project.
Objective 3: Share Project Findings with the Broader Community
Project findings were disseminated through workshops, presentations, consultations, newsletters, digital outreach, social media content, educational materials, and community engagement activities.
Outreach efforts highlighted project outcomes, implementation lessons, system performance findings, and best practices for integrating aeroponic growing systems into educational environments. These activities increased awareness of sustainable agriculture and controlled-environment growing technologies among educators, community stakeholders, and agricultural audiences.
Objective 4: Develop Educational Materials to Support Replication
Educational resources were developed throughout the project based on implementation experiences, operational findings, educator feedback, and student participation.
Materials included implementation guides, curriculum resources, monitoring checklists, training materials, troubleshooting resources, and best-practice recommendations. These resources were distributed through workshops, training activities, educator networks, and digital outreach efforts to support future replication.
Analysis Methods
Project outcomes were evaluated using a combination of survey data, harvest documentation, system performance monitoring, classroom observations, educator feedback, and participation records.
Analysis focused on changes in agricultural knowledge, student engagement, system performance, crop production outcomes, and implementation effectiveness. Findings from both growing cycles were used to identify successful practices, operational challenges, and recommendations for future school-based aeroponic growing programs.
Objective 1: Educate Students on Sustainable Agriculture and Vertical Farming
Educational programming was successfully implemented at two community schools: Central High School and Pima Elementary School.
At Central High School, six indoor tower garden systems were integrated into a culinary education program serving approximately 100 students. Six students were designated as tower leads and participated directly in system monitoring, nutrient calibration, pH testing, irrigation checks, harvesting activities, and system maintenance.
Pre- and post-survey data (n = 6 matched responses) demonstrated measurable knowledge gains:
- Correct identification of the aeroponic growing medium increased to 100%.
- Awareness of hydroponics increased from 16.7% to 50%.
- Awareness of aeroponics increased from 0% to 33.3%.
- 100% of students reported confidence managing at least one tower system component.
- 83.3% of students reported increased excitement about growing food following participation.
Students successfully applied lessons learned throughout two growing cycles and harvested culinary herbs and leafy greens that were incorporated into classroom food preparation activities, providing a complete farm-to-table educational experience.
At Pima Elementary School, sixteen third-grade students participated in hands-on planting, monitoring, harvesting, and system maintenance activities. Students completed two growing cycles, including the successful production of leafy greens and flowering plants. Harvest activities produced ten harvest bags of mixed greens during the first growing cycle, while the second growing cycle produced mature violas, calendula, nasturtiums, and marigolds that were shared with teachers, school staff, and student families.
Student surveys, classroom observations, and written reflections demonstrated increased understanding of plant growth, sustainable agriculture, food production systems, and controlled-environment growing practices. Students expressed enthusiasm for hands-on agricultural learning and demonstrated increased awareness of how food and plants are grown.
Qualitative observations across both schools indicated that hands-on participation, student leadership opportunities, structured system responsibilities, and direct involvement in harvesting activities were highly effective strategies for increasing engagement, knowledge retention, and agricultural literacy.
Overall, educational programming successfully increased student knowledge of sustainable agriculture, controlled-environment growing systems, and food production while providing meaningful hands-on learning experiences that connected science, agriculture, nutrition, and food systems education.
Objective 2: Train School Staff on Implementing and Maintaining Vertical Farming Systems
A formal installation workshop and field day were conducted in January 2026, with six adult participants in attendance, including classroom teachers and support staff from participating schools.
Training topics included tower assembly, indoor system calibration, pH monitoring, nutrient management, irrigation troubleshooting, crop selection, harvesting procedures, and routine maintenance scheduling. A follow-up workshop was conducted in February 2026 to reinforce skills, address operational challenges identified during Grow Cycle 1, and provide additional technical support.
Training outcomes included:
- Increased educator confidence in independently operating and maintaining tower garden systems.
- Improved understanding of nutrient management, pH monitoring, irrigation settings, and troubleshooting procedures.
- Improved system stability and plant health following reinforcement training and technical support.
- Increased administrative awareness and support through direct observation of instructional and agricultural activities.
- Greater student engagement resulting from improved educator confidence and system oversight.
Results demonstrated that hands-on installation training combined with structured follow-up support was more effective than a single training session alone. Educators who received ongoing technical assistance were better equipped to identify and resolve operational challenges, contributing to improved system performance, successful harvest outcomes, and long-term program sustainability.
The success of Grow Cycle 2 at both participating schools demonstrated the effectiveness of the training model and confirmed the importance of ongoing educator support during initial implementation of aeroponic growing systems.
Objective 3: Raise Awareness of Vertical Farming Benefits
Project outreach activities included:
- January 2026 installation field day and educator training workshop.
- February 2026 follow-up site visit and technical support session.
- Newsletter features highlighting project milestones, implementation progress, and educational outcomes.
- Social media outreach through Instagram, Facebook, and TikTok.
- Production of a mini-documentary in partnership with Threadline documenting classroom implementation, student participation, and project outcomes.
- Community engagement activities, consultations, presentations, and educational resource distribution.
Digital outreach proved highly effective in extending project visibility beyond participating schools. Social media content, newsletters, presentations, and educational materials increased awareness of sustainable agriculture, controlled-environment growing systems, and school-based food production opportunities.
Outreach activities generated community interest, strengthened partnerships, supported educator engagement, and resulted in inquiries regarding future implementation opportunities. Project findings were successfully shared with educators, community stakeholders, agricultural audiences, and individuals interested in adopting similar systems.
Results demonstrated that a combination of in-person engagement, digital communication, and visual storytelling can effectively increase awareness of vertical farming technologies and sustainable food production practices while supporting broader adoption of controlled-environment agriculture in educational settings.
Objective 4: Develop Educational Materials for Replication
Implementation documentation, installation procedures, monitoring checklists, training materials, troubleshooting resources, and classroom integration tools were developed throughout the project period.
Project implementation across two growing cycles provided valuable information regarding system setup, educator training, crop selection, nutrient management, pH monitoring, irrigation configuration, and long-term sustainability planning. These findings were incorporated into educational resources and best-practice recommendations designed to support future replication.
Key lessons identified for replication include:
- Conduct capacity assessments before installation.
- Install systems indoors whenever possible to improve environmental stability and plant performance.
- Designate a committed teacher lead prior to deployment.
- Provide structured follow-up training after installation.
- Establish routine monitoring procedures for pH, nutrients, irrigation, and plant health.
- Begin with a manageable number of units to support long-term sustainability.
- Align crop selection with participant experience levels and educational objectives.
Project findings were compiled into a practical implementation framework that can be utilized by schools, community organizations, and educational programs seeking to integrate aeroponic growing systems into their operations.
Results demonstrated that successful replication depends on educator engagement, ongoing technical support, structured monitoring practices, and phased implementation strategies. The resulting educational materials and best-practice recommendations provide a scalable model for future adoption of controlled-environment agriculture in educational settings.
Education and Outreach Outcomes
Based on education and outreach activities conducted to date, several recommendations have emerged for effectively disseminating agricultural research results and improving stakeholder understanding of agricultural sustainability.
Prioritize Capacity Assessments Before Implementation
Early outreach efforts revealed that interest alone does not ensure successful adoption. Many schools lacked staffing capacity, designated leadership, or infrastructure to support a full-scale installation. Conducting capacity assessments prior to deployment significantly improved long-term sustainability and reduced implementation barriers.
Recommendation:
Future projects should assess staffing availability, teacher commitment, infrastructure readiness, and maintenance planning before installation. Phased implementation is more effective than full-scale deployment when working with community institutions.
Install Systems Indoors for Stability and Replicability
Indoor installation with controlled lighting improved environmental stability, reduced variability, and increased system reliability. This also enhanced instructional consistency.
Recommendation:
Controlled-environment placement improves success rates in school-based and urban agricultural settings. Indoor systems allow stakeholders to observe measurable results with fewer environmental disruptions.
Combine Hands-On Installation with Follow-Up Training
The January installation workshop provided foundational knowledge; however, the February reinforcement session significantly improved system management confidence and plant health stability.
Recommendation:
Education models should include structured follow-up training after initial installation. Reinforcement sessions increase retention of technical skills and reduce system failure rates.
Designate Student Leadership Roles
Assigning tower leads at Central High School increased accountability and engagement. Students with ownership responsibilities demonstrated stronger retention of agricultural concepts and greater confidence explaining system operations.
Recommendation:
Integrating structured leadership roles enhances student engagement and strengthens understanding of sustainable agriculture principles.
Integrate Agricultural Education into Existing Programs
Embedding the tower systems into a culinary program allowed approximately 100 students to benefit indirectly from the research activity. Students were able to connect food production directly to food preparation.
Recommendation:
Agricultural education initiatives should align with existing curricular programs (culinary, science, environmental studies) to increase relevance and long-term integration.
Use Digital Media to Extend Research Visibility
Newsletter updates, social media posts, and the development of a mini-documentary increased awareness beyond direct participants. Digital dissemination proved effective for reaching broader audiences without requiring additional in-person events.
Recommendation:
Combining in-person education with digital storytelling enhances reach and improves accessibility for underserved communities and remote stakeholders.
Impact on Stakeholder Understanding of Agricultural Sustainability
Education and outreach activities increased student understanding of controlled-environment agriculture, nutrient cycling, and sustainable food production systems. Survey data demonstrated measurable increases in agricultural literacy and student confidence managing aeroponic systems.
Educators reported increased awareness of how vertical farming can supplement classroom instruction and enhance food system education. Administrative engagement at both participating schools suggests growing institutional support for integrating sustainable agriculture into academic programming.
Hands-on exposure to aeroponic systems shifted student perception from viewing food solely as a retail product to understanding production processes and sustainability considerations.
Overall, the project has contributed to improved understanding of urban agricultural systems among students, educators, and school administrators, while establishing a replicable framework for future dissemination.
Knowledge:
Increased understanding of indoor controlled-environment agriculture, including grow light function, timer programming, and seedling light requirements.Skills:
Improved ability to program and adjust light timers, calibrate indoor systems, and explain lighting requirements to educators during implementation and troubleshooting.Awareness:
Greater awareness of the technical differences between outdoor and indoor tower systems, particularly the role of supplemental lighting in plant health and growth cycles.