The Arizona STEM Acceleration Project
Innovative Greenhouse Design
Innovative Greenhouse Design
Middle School STEM Lesson
Author
Kelly Smith
Date
May, 2023
Teacher Notes
Recommended Grades
Middle School 6-8
Lesson Precursor
Students should have prior knowledge or at least some understanding of heat transfer as they begin to understand how convection, conduction and radiation work together to heat Earth’s atmosphere, i.e. the primary heat source for Earth is the sun as energy is transferred through the atmosphere to the surface. The Earth’s atmosphere is like a greenhouse. Students will transition their understanding of the above with the next lesson.
Materials
Links provided below supplement this lesson.
Option to save a copy to adjust and/or modify Links 1-4 below as needed.
Lesson Links
Standards
Standards
7.E1U1.5 Earth and Space Science Crosscutting Concepts:
Patterns; Cause and Effect; Scale, Proportion and Quantity; Systems and System Models; Energy and Matter; Structure and Function; Stability and Change4
Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
Radiation from the Sun provides the energy that enables plants containing chlorophyll to make glucose through the process of photosynthesis.
The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Greenhouse gases in the atmosphere absorb and retain the energy radiated from land and ocean surfaces, thereby regulating Earth’s average surface temperature and keeping it habitable.
Science and Engineering Practices
Introduction Project Overview
Greenhouses are designed to capture sunlight to create a controlled environment suitable for gardening.
Students apply the engineering design process as they learn the advantages and disadvantages of the greenhouse effect.
Students will work collaboratively to construct a miniature greenhouse to understand how their designs incorporate the processes of heat transfer within a controlled environment.
Students will collect, record and graph data over time as they compare the inside temperature of their greenhouse to outside.
Objectives
~Compare/contrast energy transfer within mini greenhouse projects to Earth.
~Explain the greenhouse effect using science vocabulary with accuracy.
~Describe advantages and disadvantages of the greenhouse effect.
Links
Links provided below supplement this lesson.
Teacher Note: Save a copy to adjust and/or modify Links 1-4 below as needed.
Student Tasks
Construct a small-scale model of a greenhouse
Explore how their designs utilize the process of heat transfer to create a controlled environment.
Record and graph measurements comparing the greenhouse indoor and outdoor temperatures over time.
Read to understand global issues such as greenhouse gas emissions and their relationship to global warming
Project Materials
Suggested Materials
Recycled materials (e.g. plastic bottles, takeaway containers, CD cases, egg cartons, milk cartons, popsicle sticks, cling film (limited amount decided by teacher), bubble wrap, glue gun, tape, scissors, measuring tools-rulers, aluminum foil, etc.
Plant Set Up
soil/potting mix, seeds, gloves, water
Extension Materials
Thermometer, soil moisture sensor, humidity sensor, various circuit parts which may include: LED lighting for spectrum lesson extension & mini motorized fans for greenhouse ventilation
Project Procedure & Norms
1. Students must follow agreed upon class and science supply norms. Students must be careful with the hot glue guns and hot glue.
2. Each student must have their own data sheet, pencil, a clipboard and other supplies before going outside to test their greenhouses. Being outside is an extension of our classroom. Academic and behavioral expectations and consequences remain the same.
3. Record temperature data and observations in increments of 5 minutes. Location chosen on the first day of testing remains the same for each test. Stay with your group, keep chat focused on project observations and assigned tasks.
4. Compare and discuss temperature results with other teams.
5. Is re-engineering of your greenhouse model necessary? If so, what’s the plan and reasoning for improvement?
Troubleshooting If a model greenhouse is not retaining heat, be sure it is completely sealed so no air can leak out. Be sure your project is placed in full sun and in the same location for each of the four tests.
Summative Assessment
Individual Student Presentations
1. Choose your favorite way to summarize what we’ve learned during this Earth Science Unit. You will share what you create with the class. Your final presentation must include information using YOUR own words- no copy paste. If you are using information from sources, you must include them at the end.
Use the following as a checklist/guide:
2. Research global issues such as greenhouse gas emissions and their relationship to global warming. Describe the reasons why Earth is warming and scientific evidence to support the reasoning:
Formal Assessment
Students complete the Greenhouse Design & Testing Worksheet.
Teacher reviews individual answers to determine mastery.
Post-Activity/Extension Options
After the first week of at least 4 outside temperature trials, the plants will begin to sprout. Students can retest the same procedure to determine if the plants impact the temperature inside of their greenhouse. This is also a great segway into a lesson on transpiration of plants water cycle review and how trees and plants can cool an environment to mitigate urban heat island effects.
Differentiation
Common options such as intentional grouping, additional time, alternative methods for demonstrating mastery.
Remediation
Activity Extensions
~Student teams evaluate their models considering solar geometry, thinking about the position of the sun in relation to their greenhouses. Where would they place their greenhouses next to a house? For example, a greenhouse is best placed in an area that receives sunlight during all times of the year- depending on a given location.
~Students design and build a small-scale "vertical farm" by working together to create a multi-story greenhouse. Learn more about this idea at The Vertical Farm Project, http://www.verticalfarm.com/.