Recipient Organization
Vernon-Verona-Sherrill Central School
5275 St. Rt. 31
Verona,NY 13478
Performing Department
(N/A)
Non Technical Summary
The purpose of this project is to demonstrate the use of biomass fuel in the production of maple syrup and develop a school-based, maple syrup cooperative focused on expanding entry-level, student opportunities in the maple industry. Through utilization of the Vernon-Verona-Sherrill High School Agriculture Program's biomass laboratory and maple production facility, this project will integrate biomass production into manufacturing maple syrup. Current, future, and former students in the Vernon-Verona-Sherrill secondary agriculture education program will be direct project benefactors which includes a perpetuating method of systems development for maple sap collection. Indirect beneficiaries include local and state agriculture communities and statewide maple and renewable energies industries. The end product will include a method for students to harvest and utilize willow as a sustainable fuel source in maple production and to develop student-based collection systems with an opportunity for further expansion and development beyond the scope of this project. The project will demonstrate a method to improve energy efficiency in maple production by reducing fuel oil consumption and to increase maple syrup production yields through cooperative student efforts. Targeted student outcomes include gaining knowledge, experiences, and skills related to growing, harvesting, and utilizing renewable resources and proficiencies in maple sap collection methods and business operations. As a result, a greater number of students will pursue higher education studies or enter agriculture in a field related to sustainable energy or food science, particularly maple production.
Animal Health Component
100%
Research Effort Categories
Basic
(N/A)
Applied
100%
Developmental
(N/A)
Goals / Objectives
Goals and objectives of this project include: A) A method to harvest willow into an easy to handle, usable format of uniform chips, B) A storage area for willow chips prior to use in the maple evaporator, C) Securing a chip fed maple processor to replace the current fuel oil powered unit, and D) Obtaining maple sap collection supplies including tubing, spouts, and related components. Outputs related to the project include: A) Developed the means to instruct students on the procedures and techniques of harvesting willow and created a systematic method for students to apply their knowledge and skills of this procedure to actual harvesting applications, B) Established a system for students to store harvested willow product, C) Created a hands-on laboratory component in which students can utilize biomass as a source of energy to produce maple syrup, D) Demonstrated a method of reducing use of fuel oil to process maple syrup. E) Developed a systematic approach to student owned and managed sap collection systems, F) Expanded maple production through the development of a student-based maple cooperative, G) Publicized the student and program successes of this initiative through news media, workshops, open houses, and student displays; increased visibility and public understanding of V.V.S. agriculture program and its importance to student success, and H) Strengthened relationships with key partners and supporters. Benefits to students include: A) At least 20 students demonstrate how to safely operate the school tractor with willow harvester attachment, B) At least 20 students perform the task of properly transporting and storing the harvested crop at saphouse, C) All advanced agriculture students (estimated 18 annually) calculate crop yields and estimate willow energy, D) All High School agriculture students (100% estimated at 70 annually) observe the use of willow in the maple evaporator and gain an understanding of the importance /significance of utilizing renewable resources in complex agriculture production systems, E) At least 10 students annually operate the evaporator under supervision of agriculture instructors. In operating the evaporator, students monitor wood chip flow, adjust feed controls and regulate evaporator temperatures to optimize evaporator efficiency, E) At least 5 students annually develop maple collection systems of at least a combined 1,000 taps and collect and process the sap into maple syrup using the school's maple facility, F) At least 25 students work a minimum of 20 hours each during the maple season to assist with all aspects of the expanded maple project. Work includes tapping trees, collecting sap, processing sap into syrup, bottling, and marketing maple syrup, G) At least 5 students compete each year in statewide FFA Agriscience Fair using sustainable energy / maple production as the basis for their entries, H) At least an average of 2 graduating Seniors per year partner with the V.V.S. Maple Cooperative and enter the maple industry as a maple sap producer, and I) At least an average of 2 graduating Seniors per year pursue post-secondary education in a natural resources related field of study.
Project Methods
In order to accomplish project objectives, several entities will be involved. Our approach to completing the layout, installation and set up of the willow harvester, willow storage and maple evaporator is to tap the industry expertise that provides a clear method for assuring proper development of the laboratory within the confines of the existing willow and maple facilities. Once in operation, the curricular components and student learning objectives may be readily accomplished through the implementation of structured instructional units. A series of traditional classroom delivery methods will enable students to demonstrate their knowledge, proficiency skills, and understanding of the use willow as an energy source in maple production. Operating in this mode, the necessary procedures will be conducted in an effective and efficient manner. Management of this project will be the responsibility of the Project Director. Historically, this person, along with assistance from a fulltime teacher assistant, has been fully immersed in developing program improvements, creating student learning objects, and overseeing all aspects of the current program. As a customary part of administering grants such as this, time is allotted within the daily teaching schedule to implement projects. Effectively, this combination of experience and ample administrative parameters ensures a very high degree of success for this, as well as other projects and initiatives. As part of the regular, routine school day, our teaching staff plans to utilize scheduled planning periods and additional staff development resources to administer this project. Designating specific task assignments to structured timeframes utilizes personnel and human resources and ensures appropriate time management. Administering projects in a methodical manner culminates in the successful completion of the stated objectives in a consistent and timely manner. When evaluating the project's products, standard observations of completion of the items and services will serve as the basis for documenting achievement of the specific outcome. In this manner, a brief description will record the observation and be reported as such. The products will then be evaluated as a method of achieving the project accomplishments and student outcomes. This evaluation will be based on a measure of student success and progress toward the stated goals. Successful implementation and completion of the products will enable us to perform all related project objectives. The results of the project will be evaluated using a similar method, yet each specific accomplishment will include a written outline of the outcome. For example, methods used in harvesting the willow will include a step-by step evaluative scorecard to assess the stated outcome of actually harvesting the willow. Results may also be measured as a product of the outcome such as assessing the volume of sap derived from the installation of a new sap collection system. In this instance, a record of actual sap production as compared to industry standards serves as the evaluative success of the student.