The Arizona STEM Acceleration Project

Hydroponics - Session 3

Hydroponics

A 1st grade STEM lesson

A.Marinelli

January 2024

Notes for teachers

• This lesson takes place in the classroom over the course of multiple STEM lesson periods.
• Work will be conducted individually (journaling), and in partners or small groups (hands on).
• Innovative ideas are encouraged.
• Students will learn the background of urban farming, vertical farming, the concept of hydroponics and current need for development of both.
• This unit works well following the 1st grade “Farming Model Making” lessons found on the ASAP website.

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Lesson 1 Lesson 2 Lesson 3 Lesson 4

List of Materials

• Hydroponics model building materials such as straws, plastic tubing, plastic bottles, small plastic trays, cardboard, clay, playdough, colored paper, scissors, tape, glue, rulers, sticks, boxes, paper for labels
• Optional- make a class hydroponics model empty plastic bottle, aquarium pump, lettuce seeds or sprouts, cotton ball, plant food
• STEM journal or paper for journaling, idea drafting, and revising

Outline of Lessons

1. Introduction to hydroponics. Big idea: some areas do not have healthy soil or a lot of space for gardens. Optional- teacher demo build a small working hydroponic lettuce plant garden.
2. Further development of hydroponics knowledge and introduction to vertical farming.
3. Small group or partner work designing a hydroponics model, classroom gallery walk and sharing of models
4. Revising and improving hydroponics models based on new learning from peers
5. Optional day 5- Have upper grade partners or parent volunteers come in to make actual working models based off of the student made models.

Standards

Technology-

K-2.3.d. Students, with guidance, explore real-world issues and share their ideas about them with others.

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ELA-

1.RI.1 Ask and answer questions such as who, what, where, why, and how about key details in a text.

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1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

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Math-

1.MD.A Measure lengths indirectly and by iterating length units.

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Standards

Science-

1.L2U2.7 Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials.

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Science and Engineering Practices-

• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

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Objectives:

I can develop and use models of how plants use resources to survive. 1.L2U2.7

I can design and evaluate a farm system to see if I can improve it for plants. 1.L2U2.7

I can develop a hydroponics model, design solutions and explain my thinking. S&E Practices

I can write reflections, opinions and answers in my STEM journal. 1.W.1

I can ask and answer questions about key details in a text. 1.RI.1

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Agenda

1. Introduction to hydroponics. Big ideas: Some areas do not have healthy soil leading to a need for innovative solutions such as hydroponics or a need to import fresh organic soil. Some areas do not have a lot of space for gardens leading to creative use of space for urban gardening and vertical gardening. Optional- teacher demo build a small hydroponic lettuce plant garden (you can also show a video of this model to students).
2. Further development of hydroponics, vertical farming and urban farming knowledge.
3. Small group or partner work designing a hydroponics model, classroom gallery walk and sharing of models.
4. Revising and improving hydroponics models based on new learning from peers.
5. Optional day 5- Have upper grade partners or parent volunteers come in to make actual working models based off of the student made models.

Intro/Driving Question/Opening

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We learned about hydroponics, the technique of growing plants using a water-based nutrient solution rather than soil.

We also learned about vertical farming, the practice of growing crops in vertically stacked layers.

We talked about real-life applications of both hydroponics and vertical farming in the International Space Station so that astronauts can have fresh vegetables without the need to carry heavy soil into space. We also discussed how hydroponics and vertical farming are being used in cities to help people grow fresh fruits and vegetables in areas without healthy nutrient rich soil and in small living spaces such as apartments.

Today you will begin working to design your own hydroponics vertical farming model! Think creatively about what your garden might need.

How can you ensure plants have nutrients, air, light, space and water? How can you fit many plants in a small space?

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Hands-on Activity Instructions

• Work in a partnership or small group.
• Talk with your partner or group about your plans.
• Make a sketch in your STEM journal of your plan. As always in STEM, you can revise your thinking and change your plan as you work.
• Your model will need to demonstrate your understanding of what plants need to grow and what hydroponic gardening means. It will not be a working model utilizing aquarium pumps, batteries or water, rather it will be a theoretical model.
• At the end of our work time you will have time to look at other group’s work and share feedback or ideas with them.
• Tomorrow you will have additional work time to finish your hydroponics model.

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Show first 20 secs to review key ideas

Assessment

Before we begin our work, let’s review the rubric so you know how you will be assessed. This is the team rubric for a score on your farm model. Your STEM journaling will be assessed individually.

Work Time!

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Work with your partner or team to begin your farm model. You will have more work time tomorrow, so plan to finish at least half of your work today.

Session 3

Link to online timer

Gallery Walk

To conclude today’s work time you will have an opportunity to view all of your classmate’s projects and ask them any questions you might have. This is a great time to reflect on what your team has done so far, what you may need to do tomorrow and to start planning any revisions you might want to do.

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STEM Journal

In your journal write, draw or sketch a response to the following questions:

• What did you include in your hydroponics model today? Which components of the rubric did you include today and what do you need to add tomorrow?
• Did you design or invent anything new for your hydroponics model? How can that new invention help people or plants?

Tomorrow we will continue to work on our hydroponics models. You and your team can make changes or revisions to your farm or continue to add new things.

• Tell about your plan for tomorrow’s work time.

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Differentiation (Teacher view only)

• Consider how to pair or team up students. The makeup of each team can provide opportunities for support where needed.
• Print writing prompts on small papers for students to glue into their journal to support writing on topic.
• Give students a printed copy of the rubric for their reference while working.
• Consider breaking down parts of the rubric into a checklist for team review.

Remediation

Extension/Enrichment

• Students can write a summary paragraph describing how their thinking has changed over the course of the unit. It could describe thoughts on innovative thinking, hydroponics or farming.
• Students could work in the school garden, home garden or plant seeds in cups in the classroom to further extend the learning about what plants need to survive.