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Page 1 Template last revised 82812
Unit Title Aquaponics Unit Date DevelopedLast Revised 11301262413 Unit Author(s) Monica Nonaka John Constantinou
Grade Level 4-5 Time Frame 10 60-minute sessions + on-going investigations over an extended period of time Primary Content Area STEM
UNIT DESCRIPTION This unit will provide students the opportunity to utilize science engineering and math practices in authentic problem solving activities Many unforeseen problems arise in aquaponics and watching students take ownership and solve real problems is extremely rewarding Students will design operational aquaponics systems through engineering activities They will also produce food and optimize the nutrient cycling within the system through monitoring and experimentation This unit outlines an inquiry-based approach to investigating the energy flow of a food chain involving fish and hydroponically grown plants Students will learn how fish and plants can co-exist and depend on each other in an aquaponics environment by making observations and inferences creating scientific sketches and analyzing their collected data to support or refute their hypotheses They will then conduct research and use their experience to determine how aquaponics systems might contribute to local sustainability Note Lessons from the STEM Unit More About Aquaponics can be used along with this unit It includes lessons on sustainability research science process skills (inquiry scientific sketches observationinference) science content (food chainswebs) hydroponics (scientific inquiry and engineering design process) ideas on how to incorporate more math and suggestions on how to set up your aquaponics system
Big Ideas (Student Insights that Will Be Developed Over the Course of the Unit) bull Understand how fish plants and bacteria depend on each other in an aquaponics environment bull Establish a common understanding of sustainability bull Understand the impact of aquaponics on Hawairsquoirsquos future
Essential Questions (Questions that Will Prompt Students to Connect to the Big Ideas)
bull What is aquaponics bull What specific environmental conditions do plants and fish need to survive bull How do the plants and fish in an aquaponics system depend on one another bull What roles do the plants fish and bacteria play in the aquaponics environment bull How does the energy in this food chain flow bull What is sustainability How might aquaponics help Hawairsquoi
Page 2 Template last revised 82812
BENCHMARKSSTANDARDSLEARNING GOALS
Science
SC411 Describe a testable hypothesis and an experimental procedure SC412 Differentiate between an observation and an inference SC431 Explain how simple food chains and food webs can be traced back to plant SC432 Describe how an organisms behavior is determined by its environment SC452 Describe the roles of various organisms in the same environment SC511 Identify and control variables in scientific investigations SC512 Formulate and defend conclusions based on evidence SC521 Use models andor simulations to represent and investigate features of objects events and processes in the real world SC531 Describe the flow of energy among producers consumers and decomposers SC532 Describe the interdependent relationships among producers consumers and decomposers in an ecosystem in terms of the cycles of matter
Technology GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and ethically
Engineering HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and efficiently solve problems
Mathematics
Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure
Domain Measurement and Data Cluster Measure lengths indirectly and by iterating length units CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Page 3 Template last revised 82812
English Language Arts and Literacy
Vocabulary Acquisition and Use CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation) CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition) Integration of Knowledge and Ideas CCSSELA-LiteracyRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably CCSSELA-LiteracyRI59 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
STEM Competencies
Indicator 22 Collaborates with helps and encourages others in group situations An effective community contributor who is STEM literate will learn to
bull Collaborate and make positive contributions toward achievement of the grouprsquos task bull Assess the grouprsquos progress toward a goal and improve efforts as students engage in scientific investigation engineering
processes and problem-solving
Indicator 33 Generates new and creative ideas and approaches to developing solutions A Complex Thinker who is STEM literate
bull Raises questions about the world and seeks information through careful observations investigations and experiments bull Uses creativity to generate new and innovative solutions bull Validates conclusions andor generalizations with accurate data based on observations and facts
Page 4 Template last revised 82812
LESSON SEQUENCE
Lesson TitleDescription
Learning Goals (What Students Will Know and Be Able to Do) Assessments Time
Frame 1 Hook Intro to
Hydroponics (Soda Bottle Inquiry)
Students will know that there are other methods to grow plants besides using soil They will know that as long as a plant has nutrients and light they will be able perform photosynthesis and grow Students will be able to construct a standing water hydroponics unit Students will be able to articulate how their hydroponic unit works
Formative bull Student generated hypothesis and experimental
procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative Reflection- Science Journaling in Science Notebook bull What did you learn while creating your hydroponics
system bull Explain how a hydroponic system works bull What are the benefits of growing vegetables in a
hydroponic system rather than a traditional garden
60 min
2 Aquaponics Overview amp Interdependence
Students will know the elements of an aquaponic system and how it works Students will be able to identify how organisms within this system are interdependent on each other
Formative bull Science Notebook bull Group T Chart
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
60 min
3 Aquaponics Vocabulary
Students will know key terminology of the aquaponics system
Formative bull Aquaponics Vocabulary Pre-Assessment Quiz Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz
60 min
Page 5 Template last revised 82812
4 Engineering a Mini-Aquaponics System
Students will be able to construct a mini-aquaponics unit and articulate how their system works
Formative bull Scientific Sketches in Student Journal Summative bull Constructed mini-aquaponics unit Reflection bull Engineering Design Process amp reflection in Science
Notebook
2 class periods (60 min amp 45 min)
5 Google SketchUp (Engineering an Aquaponics System)
Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
Formative bull House model on Google SketchUp Summative bull Completed Google SketchUp of Aquaponics System
2 class periods (60 min each)
6 Guided Inquiry -Aquaponics vs Soil -Aquaponics Taro Investigation
Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Observations of students throughout the Inquiry
Process Summative bull A completed Lab Report that uses evidence to prove
or disprove a hypothesis
4 weeks
7 Collecting Data with Probes
Students will know the different probeware and what each measures They will use the probeware in a correct and safe manner Students will develop an experiment using variables collected by probes
Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions
generated by data bull Student responses in science notebook (see lesson 1
for rubric)
60 min
8 Math Practices Students will be able to calculate flow rates into the tanks They will be able calculate plant growth rate and fish growth rate
Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution
60 min (initial) ongoing
Page 6 Template last revised 82812
9 Independent Inquiry
Students will develop their own inquiry project using either the classroom or large outdoor system Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Ongoing entries in Science Notebook Summative bull Completed Lab Report Rubric amp Template
120 min (initial) 4 weeks (ongoing)
Sustainability Students conduct research on sustainability and use their experience to determine how it might contribute to local sustainability in the 21st century
See STEM Unit- More About Aquaponics for this lesson and to learn more about other optional activities and handouts bull Scientific Inquiry Hydroponic Plant Investigation bull Hydroponics - Engineering Design Process Journal bull Writing an Argument Why We Need a Hydroponic
System at Home
Varies
Page 7 Template last revised 82812
Unit Title Aquaponics Lesson Title Hook Intro to Hydroponics (Soda Bottle Inquiry) Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka
Lesson 1 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 4 60-min+ sessions
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure 2A Criteria- What Students Should Know and Be Able to Do bull Students will formulate a hypothesis and create an experimental procedure that would test the hypothesis bull Students will use the engineering design process to construct and improve hydroponic systems bull Students will know that there are other methods to grow plants besides using soil bull Students will know that as long as a plant has nutrients and light they will be able perform photosynthesis and
grow bull Students will be able to construct a standing water hydroponics unit Students will be able to articulate how
their hydroponic unit works 2B Assessment ToolsEvidence Formative bull Student generated hypothesis and experimental procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative bull Reflection (Science Journaling in Science Notebook)
o What did you learn while creating your hydroponics system o Explain how a hydroponic system works o What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden
(Sample)
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 2 Template last revised 82812
BENCHMARKSSTANDARDSLEARNING GOALS
Science
SC411 Describe a testable hypothesis and an experimental procedure SC412 Differentiate between an observation and an inference SC431 Explain how simple food chains and food webs can be traced back to plant SC432 Describe how an organisms behavior is determined by its environment SC452 Describe the roles of various organisms in the same environment SC511 Identify and control variables in scientific investigations SC512 Formulate and defend conclusions based on evidence SC521 Use models andor simulations to represent and investigate features of objects events and processes in the real world SC531 Describe the flow of energy among producers consumers and decomposers SC532 Describe the interdependent relationships among producers consumers and decomposers in an ecosystem in terms of the cycles of matter
Technology GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and ethically
Engineering HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and efficiently solve problems
Mathematics
Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure
Domain Measurement and Data Cluster Measure lengths indirectly and by iterating length units CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Page 3 Template last revised 82812
English Language Arts and Literacy
Vocabulary Acquisition and Use CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation) CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition) Integration of Knowledge and Ideas CCSSELA-LiteracyRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably CCSSELA-LiteracyRI59 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
STEM Competencies
Indicator 22 Collaborates with helps and encourages others in group situations An effective community contributor who is STEM literate will learn to
bull Collaborate and make positive contributions toward achievement of the grouprsquos task bull Assess the grouprsquos progress toward a goal and improve efforts as students engage in scientific investigation engineering
processes and problem-solving
Indicator 33 Generates new and creative ideas and approaches to developing solutions A Complex Thinker who is STEM literate
bull Raises questions about the world and seeks information through careful observations investigations and experiments bull Uses creativity to generate new and innovative solutions bull Validates conclusions andor generalizations with accurate data based on observations and facts
Page 4 Template last revised 82812
LESSON SEQUENCE
Lesson TitleDescription
Learning Goals (What Students Will Know and Be Able to Do) Assessments Time
Frame 1 Hook Intro to
Hydroponics (Soda Bottle Inquiry)
Students will know that there are other methods to grow plants besides using soil They will know that as long as a plant has nutrients and light they will be able perform photosynthesis and grow Students will be able to construct a standing water hydroponics unit Students will be able to articulate how their hydroponic unit works
Formative bull Student generated hypothesis and experimental
procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative Reflection- Science Journaling in Science Notebook bull What did you learn while creating your hydroponics
system bull Explain how a hydroponic system works bull What are the benefits of growing vegetables in a
hydroponic system rather than a traditional garden
60 min
2 Aquaponics Overview amp Interdependence
Students will know the elements of an aquaponic system and how it works Students will be able to identify how organisms within this system are interdependent on each other
Formative bull Science Notebook bull Group T Chart
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
60 min
3 Aquaponics Vocabulary
Students will know key terminology of the aquaponics system
Formative bull Aquaponics Vocabulary Pre-Assessment Quiz Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz
60 min
Page 5 Template last revised 82812
4 Engineering a Mini-Aquaponics System
Students will be able to construct a mini-aquaponics unit and articulate how their system works
Formative bull Scientific Sketches in Student Journal Summative bull Constructed mini-aquaponics unit Reflection bull Engineering Design Process amp reflection in Science
Notebook
2 class periods (60 min amp 45 min)
5 Google SketchUp (Engineering an Aquaponics System)
Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
Formative bull House model on Google SketchUp Summative bull Completed Google SketchUp of Aquaponics System
2 class periods (60 min each)
6 Guided Inquiry -Aquaponics vs Soil -Aquaponics Taro Investigation
Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Observations of students throughout the Inquiry
Process Summative bull A completed Lab Report that uses evidence to prove
or disprove a hypothesis
4 weeks
7 Collecting Data with Probes
Students will know the different probeware and what each measures They will use the probeware in a correct and safe manner Students will develop an experiment using variables collected by probes
Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions
generated by data bull Student responses in science notebook (see lesson 1
for rubric)
60 min
8 Math Practices Students will be able to calculate flow rates into the tanks They will be able calculate plant growth rate and fish growth rate
Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution
60 min (initial) ongoing
Page 6 Template last revised 82812
9 Independent Inquiry
Students will develop their own inquiry project using either the classroom or large outdoor system Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Ongoing entries in Science Notebook Summative bull Completed Lab Report Rubric amp Template
120 min (initial) 4 weeks (ongoing)
Sustainability Students conduct research on sustainability and use their experience to determine how it might contribute to local sustainability in the 21st century
See STEM Unit- More About Aquaponics for this lesson and to learn more about other optional activities and handouts bull Scientific Inquiry Hydroponic Plant Investigation bull Hydroponics - Engineering Design Process Journal bull Writing an Argument Why We Need a Hydroponic
System at Home
Varies
Page 7 Template last revised 82812
Unit Title Aquaponics Lesson Title Hook Intro to Hydroponics (Soda Bottle Inquiry) Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka
Lesson 1 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 4 60-min+ sessions
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure 2A Criteria- What Students Should Know and Be Able to Do bull Students will formulate a hypothesis and create an experimental procedure that would test the hypothesis bull Students will use the engineering design process to construct and improve hydroponic systems bull Students will know that there are other methods to grow plants besides using soil bull Students will know that as long as a plant has nutrients and light they will be able perform photosynthesis and
grow bull Students will be able to construct a standing water hydroponics unit Students will be able to articulate how
their hydroponic unit works 2B Assessment ToolsEvidence Formative bull Student generated hypothesis and experimental procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative bull Reflection (Science Journaling in Science Notebook)
o What did you learn while creating your hydroponics system o Explain how a hydroponic system works o What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden
(Sample)
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 3 Template last revised 82812
English Language Arts and Literacy
Vocabulary Acquisition and Use CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation) CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition) Integration of Knowledge and Ideas CCSSELA-LiteracyRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably CCSSELA-LiteracyRI59 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
STEM Competencies
Indicator 22 Collaborates with helps and encourages others in group situations An effective community contributor who is STEM literate will learn to
bull Collaborate and make positive contributions toward achievement of the grouprsquos task bull Assess the grouprsquos progress toward a goal and improve efforts as students engage in scientific investigation engineering
processes and problem-solving
Indicator 33 Generates new and creative ideas and approaches to developing solutions A Complex Thinker who is STEM literate
bull Raises questions about the world and seeks information through careful observations investigations and experiments bull Uses creativity to generate new and innovative solutions bull Validates conclusions andor generalizations with accurate data based on observations and facts
Page 4 Template last revised 82812
LESSON SEQUENCE
Lesson TitleDescription
Learning Goals (What Students Will Know and Be Able to Do) Assessments Time
Frame 1 Hook Intro to
Hydroponics (Soda Bottle Inquiry)
Students will know that there are other methods to grow plants besides using soil They will know that as long as a plant has nutrients and light they will be able perform photosynthesis and grow Students will be able to construct a standing water hydroponics unit Students will be able to articulate how their hydroponic unit works
Formative bull Student generated hypothesis and experimental
procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative Reflection- Science Journaling in Science Notebook bull What did you learn while creating your hydroponics
system bull Explain how a hydroponic system works bull What are the benefits of growing vegetables in a
hydroponic system rather than a traditional garden
60 min
2 Aquaponics Overview amp Interdependence
Students will know the elements of an aquaponic system and how it works Students will be able to identify how organisms within this system are interdependent on each other
Formative bull Science Notebook bull Group T Chart
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
60 min
3 Aquaponics Vocabulary
Students will know key terminology of the aquaponics system
Formative bull Aquaponics Vocabulary Pre-Assessment Quiz Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz
60 min
Page 5 Template last revised 82812
4 Engineering a Mini-Aquaponics System
Students will be able to construct a mini-aquaponics unit and articulate how their system works
Formative bull Scientific Sketches in Student Journal Summative bull Constructed mini-aquaponics unit Reflection bull Engineering Design Process amp reflection in Science
Notebook
2 class periods (60 min amp 45 min)
5 Google SketchUp (Engineering an Aquaponics System)
Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
Formative bull House model on Google SketchUp Summative bull Completed Google SketchUp of Aquaponics System
2 class periods (60 min each)
6 Guided Inquiry -Aquaponics vs Soil -Aquaponics Taro Investigation
Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Observations of students throughout the Inquiry
Process Summative bull A completed Lab Report that uses evidence to prove
or disprove a hypothesis
4 weeks
7 Collecting Data with Probes
Students will know the different probeware and what each measures They will use the probeware in a correct and safe manner Students will develop an experiment using variables collected by probes
Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions
generated by data bull Student responses in science notebook (see lesson 1
for rubric)
60 min
8 Math Practices Students will be able to calculate flow rates into the tanks They will be able calculate plant growth rate and fish growth rate
Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution
60 min (initial) ongoing
Page 6 Template last revised 82812
9 Independent Inquiry
Students will develop their own inquiry project using either the classroom or large outdoor system Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Ongoing entries in Science Notebook Summative bull Completed Lab Report Rubric amp Template
120 min (initial) 4 weeks (ongoing)
Sustainability Students conduct research on sustainability and use their experience to determine how it might contribute to local sustainability in the 21st century
See STEM Unit- More About Aquaponics for this lesson and to learn more about other optional activities and handouts bull Scientific Inquiry Hydroponic Plant Investigation bull Hydroponics - Engineering Design Process Journal bull Writing an Argument Why We Need a Hydroponic
System at Home
Varies
Page 7 Template last revised 82812
Unit Title Aquaponics Lesson Title Hook Intro to Hydroponics (Soda Bottle Inquiry) Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka
Lesson 1 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 4 60-min+ sessions
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure 2A Criteria- What Students Should Know and Be Able to Do bull Students will formulate a hypothesis and create an experimental procedure that would test the hypothesis bull Students will use the engineering design process to construct and improve hydroponic systems bull Students will know that there are other methods to grow plants besides using soil bull Students will know that as long as a plant has nutrients and light they will be able perform photosynthesis and
grow bull Students will be able to construct a standing water hydroponics unit Students will be able to articulate how
their hydroponic unit works 2B Assessment ToolsEvidence Formative bull Student generated hypothesis and experimental procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative bull Reflection (Science Journaling in Science Notebook)
o What did you learn while creating your hydroponics system o Explain how a hydroponic system works o What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden
(Sample)
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 4 Template last revised 82812
LESSON SEQUENCE
Lesson TitleDescription
Learning Goals (What Students Will Know and Be Able to Do) Assessments Time
Frame 1 Hook Intro to
Hydroponics (Soda Bottle Inquiry)
Students will know that there are other methods to grow plants besides using soil They will know that as long as a plant has nutrients and light they will be able perform photosynthesis and grow Students will be able to construct a standing water hydroponics unit Students will be able to articulate how their hydroponic unit works
Formative bull Student generated hypothesis and experimental
procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative Reflection- Science Journaling in Science Notebook bull What did you learn while creating your hydroponics
system bull Explain how a hydroponic system works bull What are the benefits of growing vegetables in a
hydroponic system rather than a traditional garden
60 min
2 Aquaponics Overview amp Interdependence
Students will know the elements of an aquaponic system and how it works Students will be able to identify how organisms within this system are interdependent on each other
Formative bull Science Notebook bull Group T Chart
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
60 min
3 Aquaponics Vocabulary
Students will know key terminology of the aquaponics system
Formative bull Aquaponics Vocabulary Pre-Assessment Quiz Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz
60 min
Page 5 Template last revised 82812
4 Engineering a Mini-Aquaponics System
Students will be able to construct a mini-aquaponics unit and articulate how their system works
Formative bull Scientific Sketches in Student Journal Summative bull Constructed mini-aquaponics unit Reflection bull Engineering Design Process amp reflection in Science
Notebook
2 class periods (60 min amp 45 min)
5 Google SketchUp (Engineering an Aquaponics System)
Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
Formative bull House model on Google SketchUp Summative bull Completed Google SketchUp of Aquaponics System
2 class periods (60 min each)
6 Guided Inquiry -Aquaponics vs Soil -Aquaponics Taro Investigation
Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Observations of students throughout the Inquiry
Process Summative bull A completed Lab Report that uses evidence to prove
or disprove a hypothesis
4 weeks
7 Collecting Data with Probes
Students will know the different probeware and what each measures They will use the probeware in a correct and safe manner Students will develop an experiment using variables collected by probes
Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions
generated by data bull Student responses in science notebook (see lesson 1
for rubric)
60 min
8 Math Practices Students will be able to calculate flow rates into the tanks They will be able calculate plant growth rate and fish growth rate
Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution
60 min (initial) ongoing
Page 6 Template last revised 82812
9 Independent Inquiry
Students will develop their own inquiry project using either the classroom or large outdoor system Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Ongoing entries in Science Notebook Summative bull Completed Lab Report Rubric amp Template
120 min (initial) 4 weeks (ongoing)
Sustainability Students conduct research on sustainability and use their experience to determine how it might contribute to local sustainability in the 21st century
See STEM Unit- More About Aquaponics for this lesson and to learn more about other optional activities and handouts bull Scientific Inquiry Hydroponic Plant Investigation bull Hydroponics - Engineering Design Process Journal bull Writing an Argument Why We Need a Hydroponic
System at Home
Varies
Page 7 Template last revised 82812
Unit Title Aquaponics Lesson Title Hook Intro to Hydroponics (Soda Bottle Inquiry) Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka
Lesson 1 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 4 60-min+ sessions
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure 2A Criteria- What Students Should Know and Be Able to Do bull Students will formulate a hypothesis and create an experimental procedure that would test the hypothesis bull Students will use the engineering design process to construct and improve hydroponic systems bull Students will know that there are other methods to grow plants besides using soil bull Students will know that as long as a plant has nutrients and light they will be able perform photosynthesis and
grow bull Students will be able to construct a standing water hydroponics unit Students will be able to articulate how
their hydroponic unit works 2B Assessment ToolsEvidence Formative bull Student generated hypothesis and experimental procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative bull Reflection (Science Journaling in Science Notebook)
o What did you learn while creating your hydroponics system o Explain how a hydroponic system works o What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden
(Sample)
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
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6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 5 Template last revised 82812
4 Engineering a Mini-Aquaponics System
Students will be able to construct a mini-aquaponics unit and articulate how their system works
Formative bull Scientific Sketches in Student Journal Summative bull Constructed mini-aquaponics unit Reflection bull Engineering Design Process amp reflection in Science
Notebook
2 class periods (60 min amp 45 min)
5 Google SketchUp (Engineering an Aquaponics System)
Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
Formative bull House model on Google SketchUp Summative bull Completed Google SketchUp of Aquaponics System
2 class periods (60 min each)
6 Guided Inquiry -Aquaponics vs Soil -Aquaponics Taro Investigation
Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Observations of students throughout the Inquiry
Process Summative bull A completed Lab Report that uses evidence to prove
or disprove a hypothesis
4 weeks
7 Collecting Data with Probes
Students will know the different probeware and what each measures They will use the probeware in a correct and safe manner Students will develop an experiment using variables collected by probes
Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions
generated by data bull Student responses in science notebook (see lesson 1
for rubric)
60 min
8 Math Practices Students will be able to calculate flow rates into the tanks They will be able calculate plant growth rate and fish growth rate
Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution
60 min (initial) ongoing
Page 6 Template last revised 82812
9 Independent Inquiry
Students will develop their own inquiry project using either the classroom or large outdoor system Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Ongoing entries in Science Notebook Summative bull Completed Lab Report Rubric amp Template
120 min (initial) 4 weeks (ongoing)
Sustainability Students conduct research on sustainability and use their experience to determine how it might contribute to local sustainability in the 21st century
See STEM Unit- More About Aquaponics for this lesson and to learn more about other optional activities and handouts bull Scientific Inquiry Hydroponic Plant Investigation bull Hydroponics - Engineering Design Process Journal bull Writing an Argument Why We Need a Hydroponic
System at Home
Varies
Page 7 Template last revised 82812
Unit Title Aquaponics Lesson Title Hook Intro to Hydroponics (Soda Bottle Inquiry) Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka
Lesson 1 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 4 60-min+ sessions
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure 2A Criteria- What Students Should Know and Be Able to Do bull Students will formulate a hypothesis and create an experimental procedure that would test the hypothesis bull Students will use the engineering design process to construct and improve hydroponic systems bull Students will know that there are other methods to grow plants besides using soil bull Students will know that as long as a plant has nutrients and light they will be able perform photosynthesis and
grow bull Students will be able to construct a standing water hydroponics unit Students will be able to articulate how
their hydroponic unit works 2B Assessment ToolsEvidence Formative bull Student generated hypothesis and experimental procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative bull Reflection (Science Journaling in Science Notebook)
o What did you learn while creating your hydroponics system o Explain how a hydroponic system works o What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden
(Sample)
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 6 Template last revised 82812
9 Independent Inquiry
Students will develop their own inquiry project using either the classroom or large outdoor system Students will be able to describe a testable hypothesis and experimental procedure
Formative bull Ongoing entries in Science Notebook Summative bull Completed Lab Report Rubric amp Template
120 min (initial) 4 weeks (ongoing)
Sustainability Students conduct research on sustainability and use their experience to determine how it might contribute to local sustainability in the 21st century
See STEM Unit- More About Aquaponics for this lesson and to learn more about other optional activities and handouts bull Scientific Inquiry Hydroponic Plant Investigation bull Hydroponics - Engineering Design Process Journal bull Writing an Argument Why We Need a Hydroponic
System at Home
Varies
Page 7 Template last revised 82812
Unit Title Aquaponics Lesson Title Hook Intro to Hydroponics (Soda Bottle Inquiry) Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka
Lesson 1 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 4 60-min+ sessions
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure 2A Criteria- What Students Should Know and Be Able to Do bull Students will formulate a hypothesis and create an experimental procedure that would test the hypothesis bull Students will use the engineering design process to construct and improve hydroponic systems bull Students will know that there are other methods to grow plants besides using soil bull Students will know that as long as a plant has nutrients and light they will be able perform photosynthesis and
grow bull Students will be able to construct a standing water hydroponics unit Students will be able to articulate how
their hydroponic unit works 2B Assessment ToolsEvidence Formative bull Student generated hypothesis and experimental procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative bull Reflection (Science Journaling in Science Notebook)
o What did you learn while creating your hydroponics system o Explain how a hydroponic system works o What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden
(Sample)
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 7 Template last revised 82812
Unit Title Aquaponics Lesson Title Hook Intro to Hydroponics (Soda Bottle Inquiry) Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka
Lesson 1 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 4 60-min+ sessions
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure 2A Criteria- What Students Should Know and Be Able to Do bull Students will formulate a hypothesis and create an experimental procedure that would test the hypothesis bull Students will use the engineering design process to construct and improve hydroponic systems bull Students will know that there are other methods to grow plants besides using soil bull Students will know that as long as a plant has nutrients and light they will be able perform photosynthesis and
grow bull Students will be able to construct a standing water hydroponics unit Students will be able to articulate how
their hydroponic unit works 2B Assessment ToolsEvidence Formative bull Student generated hypothesis and experimental procedure bull Post-it of student wonderings on chart bull Constructed standing water hydroponic unit Summative bull Reflection (Science Journaling in Science Notebook)
o What did you learn while creating your hydroponics system o Explain how a hydroponic system works o What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden
(Sample)
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
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2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
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Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
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bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
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Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
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We Collect Data Using Probes
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6
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Students Engineering Mini‐Aquaponic Systems
Sketchup
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9
Hydroponics vs Aquaponics
Page 8 Template last revised 82812
Science Notebook Rubric (for Science Journaling)
Category Wow (4) Good (3) Almost (2) Poor (1) SCORE
Required Elements
Table of contents is up-to-date pages are numbered titles are included and no pages have been skipped
Table of contents is up-to-date mostly all pages are numbered and include a title no skipped pages
Table of contents is not up-to-date missing some page numbers andor titles a few skipped pages
Table of contents has not been updated pages are not numberedtitled and several skipped pages
Neatness amp Organization
Handwriting is neat Notebook is organized in an easy-to-understand format
Handwriting is usually neat Notebook is organized in an easy-to-understand format
Handwriting is not very neat Notebook is not easy to understand
Handwriting is sloppy and hard to read Notebook organization is difficult to follow
Subtotal ______ 8
Content Accuracy
Written responses demonstrate an understanding of science concepts and proper vocabulary use
Written responses demonstrate an understanding of some science concepts and proper vocabulary use
Written responses demonstrate a limited understanding of science concepts and proper vocabulary use
Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use
Scientific Sketches
Scientific sketches are clear accurate and labeled
Scientific sketches are usually clear accurate and labeled
Some scientific sketches are clear accurate and labeled with some missing
Scientific sketches are sloppyunclear or missing
Subtotal ______ 8
Comments
Total ___________16
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 9 Template last revised 82812
Lab Process ndash Scoring Rubric 4th Grade
SC411 I can describe a testable hypothesis and an experimental procedure
MP AP WB
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
3 Learning Experiences (Lesson Plan) Materials bull (1) 2L Soda Bottle for each group of 2-3 students bull Scissorsbox cutter (for teacher to cut bottle) bull Permanent marker bull Growing medium (cindersclay pellets or experiment with other types like Legos or other small plastic objects
hay polymers etc) bull Small plant that already has a root system and some leaves (herbs lettuce tomatoes other greens)
httphomeguidessfgatecomquick-growing-plants-hydroponic-systems-27438html bull Hydroponic nutrient bull Optional cut up t-shirt or material for wick HandoutsOther Resources bull Video httpwwwmeetmeatthecornerorgepisodeearth-day-2011-a-kids-introduction-to-hydroponics
o Video Summary Earth Day 2011 A Kidrsquos Introduction to Hydroponic Gardening Grow more food in smaller areas Produce food where space good soil and water are in short supply
Teacher Background Information In a hydroponic system plants are placed in nutrient-enriched water Some hydroponic systems also use inert mediums such as gravel sand or vermiculite The plants placed in the water easily absorb its nutrients Once the nutrients in the water are used up it is recycled or additional nutrients are added to it Hydroponics has several
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
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5
6262013
6
6262013
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8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 10 Template last revised 82812
advantages It is useful in areas where crop cultivation in the soil is not a viable option Hydroponic systems also show much higher crop growth and yields which makes it very profitable There are many online resources about hydroponics familiarize yourself by doing simple online searches to provide teacher with additional background knowledge Procedure bull HOOK Show students the Kids Introduction to Hydroponics Video Following the video have a class discussion
and have students write down wonderings or initial reactions on a post-it (have them write initials or name) Then post all of the students wonderings on a chart paper and refer to throughout lesson (This is also used for teachers initial formative assessment to gather information on what students already know or are wondering)
bull Before lesson cut one of the soda bottles in half and invert the top half into the bottom Do not do this for all
students will decide the best way to cut bottles Tell students that they will be engineers today and will create their own standing water hydroponic unit today Show students the materials that they can use
bull Review The Engineering Design Process
o Ask o Imagine o Plan o Create o Experiment o Improve
bull Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a standing water hydroponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use
bull Create Experiment Improve When students have planned what they would like to try have them show the
teacher and explain where they would like the soda bottle cut (it helps if students draw with a permanent marker) and teacher will cut Then using the other materials students will engineer modify and improve until they have the unit just the way they want
bull Give students their post-it back and have them reflect in their science notebook Make sure students check the
science notebook rubric before submitting work bull Suggestions for journal entries
a What did you learn while creating your hydroponics system b Explain how a hydroponic system works c What are the benefits of growing vegetables in a hydroponic system rather than a traditional garden d In learning groups allow students to come up with questions they would like to answer about the
hydroponic systems e Write a hypothesis regarding one of the questions you want answered f Write the steps of an experiment that would test your hypothesis
Homework Activity (Optional) bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either
having students bring in additional materials from home to improve their hydroponic unit or they can create another one at home and bring in
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 11 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Overview amp Interdependence Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 2 Grade Level 4-5 Primary Content Area Science Time Frame 60 min
PLANNING (Steps 1 2 amp 3) 1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC431 Explain how simple food chains and food webs can be traced back to plants bull SC432 Describe how an organisms behavior is determined by its environment bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter 2A Criteria- What Students Should Know and Be Able to Do bull Students will know the elements of an aquaponic system and how it works bull Students will be able to identify how organisms within this system are interdependent on each other bull Students will understand how each of the communities gets energy to survive 2B Assessment ToolsEvidence Formative bull Science Notebook (see Lesson 1 for rubric) bull Group T-Chart with following guided question (what do we know what did we learn)
o What are the elements of an aquaponic system
Summative bull Completed Interdependence Worksheet bull Science Notebook response to writing prompt
ldquoWrite a short response identifying the producers consumers and decomposers present in the aquaponic system Explain how the organisms in your aquaponic system are interdependentrdquo
3 Learning Experiences (Lesson Plan) Materials bull PowerPoint presentation Aquaponics Introduction HandoutsOther Resources bull Interdependence Worksheet Teacher Background Information 1 What is aquaponics bull In an aquaponics system one of the components is a hydroponic bed wherein crops are grown with the use of
nutrient enriched solution The other component is a tank or aquarium wherein fish are grown These two systems coexist and depend on each other for growth
bull As the fish grow they excrete ammonium and other waste matter This water needs to be changed frequently so
that the fish can survive and flourish in clean water In a conventional aquaculture setting the dirty water is generally disposed of which is a great waste of a precious natural resource and invaluable plant nutrient
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
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Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
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We Collect Data Using Probes
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Students Engineering Mini‐Aquaponic Systems
Sketchup
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Hydroponics vs Aquaponics
Page 12 Template last revised 82812
bull An aquaponics system uses the waste matter from the fish Bacteria convert the toxic ammonium to nitrite and
then to nitrate Nitrate is the primary source of nitrogen for plant growth bull Over time this water must be replaced with new nutrient-rich water so that the plant growth can be continued
at a normal pace This is where the nutrient-rich water from the fish tank comes in bull After being treated with bacteria this water is passed on to the hydroponic section where it replaces the water
that is depleted of nutrients The nutrient-free water from the hydroponics section is not usable by the plants but it is safe for the fish because it is free of waste matter and other nutrients that become toxic to the fish This water is sent to the fish tank where it stays until it becomes riddled with fish waste again The same process is then repeated wherein the fish waste is converted to plant nutrients and supplied to the plants and the tank water is replaced by wastewater from the hydroponic area
bull Aquaponics has several advantages over independent hydroponics and aquaculture systems It provides a
harvest of plants as well as fish all without the need for soil There is no waste involved because of the continuous recycling that goes on Aquaponics systems function on less water as well because additional water is only required when sizable amounts of moisture are lost to evaporation
2 What is the difference between hydroponics and aquaponics
bull Hydroponics and aquaponics are both soil-free methods of cultivating crops The major difference between the
two methods is that aquaponics integrates a hydroponic environment with aquaculture the process of cultivating fish Aquaponics combines hydroponics and aquaculture in a controlled environment to create a balanced ecosystem that benefits crops as well as the fish Hydroponic systems must add large amounts of fertilizers to the water Aquaponics does not since the fish provide the fertilizer and the bacteria convert it to a form that plants can use
bull Read more
httpwwwdoityourselfcomstrythe-difference-between-hydroponics-and-aquaponicsbixzz2HhXmgiuQ
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 13 Template last revised 82812
Procedure 1 T-Chart Ask students What are the elements of an Aquaponics system Record answers on T-chart
2 Show students the Aquaponics Introduction PowerPoint and go through the slides
3 Pass out student worksheet to students and project on Elmo (or create a chart paper of same material) going
through all of the elements together
4 Refer back to the original t-chart and have students clear up initial misconceptions of the elements of an aquaponics system On the right side of the t-chart fill in correct elements
5 Have students reflect on what they learned about aquaponics in their Science Notebook Students need to
title their work Aquaponics Overview and include a diagram (with labels) of what an aquaponics system looks like Students will also write about the necessary elements of an aquaponics system Students will also glue in their Interdependence Worksheet
6 Students will create a food chain and food web that includes plants fish and bacteria living in the system as
well as others (eg humans slugs rats)
7 Reflections Science Journaling in Science Notebook - see Lesson for Science Notebook Rubric
Suggested Entries for Science Journal bull Explain how food chains and food webs can be traced back to plants bull Describe how an organisms behavior is determined by its environment bull Choose one organism in an aquaponics system and describe how its behavior is determined by its
environment bull Describe the cycle of energy among producers consumers and decomposers in an aquaponics
system and how they are interdependent
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 14 Template last revised 82812
Name ___________________________________________ Date ___________________________
Interdependence Worksheet
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism Whatrsquos the role Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Plants
Bacteria
2 Pick at least 3 living organisms near your home and describe how they are interdependent with each other and other living things _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 15 Template last revised 82812
Interdependence Worksheet (with possible answers)
1 How do the different organisms (living things) in your aquaponic system depend on each other Fill in the table to assist you in answering this
Organism What role do they play Producer consumer or decomposer
What do they need from others to live
How do they get it What do they do for the others
Where do they get their energy
Fish
Consumer O2
Food
Remove Wastes
Ammonium amp Nitrate
Air Pumpsalgae
People
Bacteria
Supply Ammonium Food that is given by us that originally came from plants using the sunrsquos energy and animals eating those plants
Plants
Producer CO2
Light
Nitrate
Air
Sun
Fish and Bacteria
Remove Nitrate
Give O2 amp food for humans
Sun through photosynthesis
Bacteria
Decomposer Need Ammonium Fish Waste Convert Ammonium to Nitrate
From waste product of fish ammonium and organics in solid wastes
2 Pick at least 3 organisms living near your home and describe how they are interdependent with each other and other living things
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
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Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
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Hydroponics vs Aquaponics
Page 16 Template last revised 82812
Unit Title Aquaponics Lesson Title Aquaponics Vocabulary Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 3 Grade Level 4-5 Primary Content Area ELA Time Frame 60 min
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC452 Describe the roles of various organisms in the same environment bull SC531 Describe the flow of energy among producers consumers and decomposers bull SC532 Describe the interdependent relationships among producers consumers and decomposers in an
ecosystem in terms of the cycles of matter bull CCSSELA-LiteracyL46 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases including those that signal precise actions emotions or states of being (eg quizzed whined stammered) and that are basic to a particular topic (eg wildlife conservation and endangered when discussing animal preservation)
bull CCSSELA-LiteracyL56 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases including those that signal contrast addition and other logical relationships (eg however although nevertheless similarly moreover in addition)
2A Criteria- What Students Should Know and Be Able to Do bull Students will know key terminology of the aquaponics system
2B Assessment ToolsEvidence Formative bull Aquaponics Vocabulary Pre-Assessment Quiz
Summative bull Completed Four Square Vocabulary of each word bull Aquaponics Vocabulary Post-Assessment Quiz 3 Learning Experiences (Lesson Plan) Materials bull Copy of the Aquaponic Related Vocabulary Terms cut up in strips put into a baggie bull Dictionariesaccess to computersaquaponics related references
HandoutsOther Resources bull Aquaponic Vocabulary Pre-Assessment Quiz (with answers)
Procedure 1 Hand out aquaponics pre-assessment quiz to students Tell students this is not a graded activity but rather a
way for them to self-assess whether or not they know these aquaponics and ecology terms Tell students that they will eventually be expected to know the terms but for todays purposes it is just an inventory for themselves bull You may decide that you want to allow students to work with a partner for this we have found that it
alleviates some anxiety of students not knowing the correct answer) Set a time limit of 5-8 minutes for this as it is not the big focus for today but rather a way to activate the students brains to prepare for this new information
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 17 Template last revised 82812
2 During this time scan studentsgroups to see what words they already know if all students are showing mastery
of a particular vocabulary word take it out of the baggie 3 Tell students that they will be working in groups to become the experts on a particular word Groups will pick a
word from the baggie and define it (using one of the available resources) Students will also need to think of a creative way to teach the rest of the class the word so that everyone will remember it (this could be an interesting drawing movement chant song etc)
4 At the end of the class all groups will presentperform their vocabulary word to the class 5 Continue to review words and administer Aquaponics Vocabulary Post-Assessment Quiz
Homework Activity (Optional) bull Distribute the Aquaponic Related Vocabulary Pre-Assessment Quiz (with answers) to students to use for
homework Students will create a Four Square model of each vocabulary word in their Science Notebook (word definition picture sentence)
Word Definition
Cycle
Picture Sentence
Any complete round or series of occurrences that repeats
The water in an aquaponics system cycles through the fish tank and grow beds and continues to repeat itself
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 18 Template last revised 82812
Aquaponic Vocabulary Pre-Assessment Quiz (Key)
1 Interdependence B 2 Cycle K 3 Energy G 4 Producers H 5 Consumers A 6 Decomposers J 7 Ammonium (NH4
+) F 8 Nitrate (NO3
-) L 9 Oxygen (O2) C 10 Carbon Dioxide (CO2) E 11 Grow Beds I 12 Ebb and Flow D
Aquaponic Vocabulary Pre-Assessment Quiz (with answers) 1 Interdependence living things depend on each other for their survival 2 Cycle any complete round or series of occurrences that repeats 3 Energy the ability to do work 4 Producers an organism that makes its own food 5 Consumers an organism that gets energy by eating other organisms 6 Decomposers an organism that gets energy by feeding on dead material and wastes 7 Ammonium (NH4
+) nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
8 Nitrate (NO3-) nitrogen nutrient for plants
9 Oxygen (O2) gas animals need to live 10 Carbon Dioxide (CO2) gas plants need to do photosynthesis 11 Grow Beds containers for growing plants 12 Ebb and Flow movement of water which essentially floods an aquaponichydroponic system and then drains out
constantly repeating itself
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 19 Template last revised 82812
Name ___________________________________________ Date ______________________
Aquaponic Vocabulary Pre-Assessment Quiz
Directions Place the letter with the correct definition next to the correct word
1 Interdependence ______ 2 Cycle ______ 3 Energy ______ 4 Producers ______ 5 Consumers ______ 6 Decomposers ______ 7 Ammonium (NH4
+) ______ 8 Nitrate (NO3
-) ______ 9 Oxygen (O2) ______ 10 Carbon Dioxide (CO2) ______ 11 Grow Beds ______ 12 Ebb and Flow ______
A An organism that gets energy by eating other organisms
B Living things depend on each other for their survival
C A gas animals need to live
D Movement of water which essentially floods an aquaponichydroponic system and then drains out constantly
repeating itself
E A gas plants need to do photosynthesis
F Nitrogen waste from fish Comes out of gills Will kill them if gets above 2mgL Bacteria change to nitrate
G The ability to do work
H An organism that makes its own food
I Containers for growing plants
J An organism that gets energy by feeding on dead material and wastes
K Any complete round or series of occurrences that repeats
L Nitrogen nutrient for plants
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 20 Template last revised 82812
Unit Title Aquaponics Lesson Title Engineering a Mini-Aquaponics Unit Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 4 Grade Level 4-5 Primary Content Area Science Engineering Time Frame 2 class periods (60 min amp 45 min)
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems (Engineering Design Process) 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to construct a mini-aquaponics unit bull Students will be able to articulate how their system works
2B Assessment ToolsEvidence Formative
bull Scientific Sketches in Student Journal (Science Journal Rubric can be found in Lesson 1)
Summative bull Constructed mini-aquaponics unit bull Reflection (Science Journaling in Science Notebook Rubric in Lesson 1)
3 Learning Experiences (Lesson Plan) Materials
bull Mini Aquaponics Engineering Kit per group of 2-4 students (materials may include but are not limited to bowls blocks straws tubing plastic PVC piping mini water pump 6V solar panel)
bull To purchase mini water pumps and 6V solar panel go to kidwindorg mini water pump part - SKU H0016 6V part - SKU C0035-10
bull All other materials are typical household items and most can be from recycled products
This is just a sample of some of the materials that were included in the kit The more materials that you are able to include the more different possible solutions and systems students will be able to create
bull Work lights amp extension cord (in case it is a cloudy day and solar panels do not have charge to power the pump)
bull Access to waterwater cans or bottles to fill up system
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 21 Template last revised 82812
HandoutsOther Resources Although there are many different ways to construct this mini aquaponic unit this is one possible way to do so (This should not be shown to students but rather for the teacher to use for background knowledge Not pictured in this photograph is that small 6V solar panel that is attached to the redblack wires from the water pump)
Procedure (Day 1) It has worked well to break this lesson into 2 days On day 1 students will go through the engineering design process and create their system in the classroom Then on Day 2 they can recreate their system and try it out with water (working outdoors on sidewalk or another flat surface works best as materials and surrounding areas can get wet) Also in planning where to work make sure you have access to direct sunlight or a nearby outlet (to plug in extension cordwork light)
Before lesson make sure all materials are arranged into kits for easy access for groups Tell students that they will be engineers today and will create their own mini aquaponics unit today Show students the materials that they can use
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 22 Template last revised 82812
1 Review The Engineering Design Process
bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Ask Imagine Plan In science notebook have students write title of activity and their ask question (you can give to them or have them make their own How can I create a mini-aquaponic unit) Then have students imagine and plan out what they envision their unit will look like This drawing should be labeled with the materials they will use (Decide whether or not you will give students the kits now We have found that when we give students the kits they race to start building and do not spend a lot of time planning in their notebooks Although a little more difficult to plan when they cannot feel and manipulate the actual materials we have found that they do more thinking during this step We have also asked that they show us 3-4 different ideas that they have planned before giving them the kits)
3 Create Experiment Improve When students have planned what they would like to try have them show the teacher and explain what their system may look like and which idea they will try first Then give the group a kit and have them test it out It is important that students do not hook up the solar panel to the water pump as running the water pump without water may fry it Save that step for tomorrow (suggested that you do not give students the solar panel until they have filled the system up with water on day 2)
4 Encourage students to make revisions to their initial plans and record the new things they are trying in their science notebooks
5 By the end of the lesson students should have selected the idea they will start with during day 2 and have a
diagram (with labeled parts) of exactly what that looks like Homework Activity (Optional)
bull Finish up diagrams and labels in Science Notebook Procedure (Day 2) Continuation from Day 1 preferably in a location outside and an area that can get wet
1 Review The Engineering Design Process bull Ask bull Imagine bull Plan bull Create bull Experiment bull Improve
2 Tell students that they will rebuild the design they want to try and add the water in it today They must rebuild it
according to the diagram that is in their Science Notebooks If something they need to add is not part of their diagram they must make sure to add it
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 23 Template last revised 82812
bull Once they have built the unit the way they want they will show the teacher both the diagram in their notebook and what they have constructed They will also articulate what they have created Then they will fill the system with water and the teacher will give students the solar panel (and light source if it is not sunny)
bull Students will improve the design or try out other designs as time permits
bull Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Homework Activity (Optional)
bull Tell students that this activity can be done using a variety of materials This lesson can be extended by either having students bring in additional materials from home to improve their mini aquaponic unit or they can create another one at home and bring it in We have had some students modify their fish tanks at home into aquaponic systems
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 24 Template last revised 82812
Unit Title Aquaponics Lesson Title Google SketchUp (Engineering an Aquaponics System) Date DevelopedLast Revised 62413 Unit Author(s) Monica NonakaJohn Constantinou
Lesson 5 Grade Level 4-5 Primary Content Area Technology Time Frame 2 class periods 60 min each
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull HCPS III CTE Standard 1 TECHNOLOGICAL DESIGN Design modify and apply technology to effectively and
efficiently solve problems bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to design a model of an actual aquaponics unit (either mini classroom or large system) using Google SketchUp
bull Students will be able to describe how their aquaponics model works 2B Assessment ToolsEvidence Formative
bull House model on Google SketchUp
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 25 Template last revised 82812
Summative 1 Aquaponics model on Google SketchUp (see attached Google SketchUp ndash Aquaponics System Checklist)
2 Reflection (Science Journaling in Science Notebook) Suggestions for Journal Entries
bull SC432 Describe how an organisms behavior is determined by its environment bull Explain which organisms you would choose to put into your aquaponics system and describe how its
behavior would be determined by its environment 3 Learning Experiences (Lesson Plan) Materials
bull Access to Google SketchUp (free software can be downloaded at httpwwwsketchupcomproductnewin7html)
bull Science journals (with finished diagram of mini-aquaponic unit) HandoutsOther Resources
bull Google SketchUp - Aquaponics System Checklist bull There are also some great videos training videos to watch and can be used for teacher background knowledge
or shown to students httpwwwsketchupcomintlentraining Teacher Background Information Google SketchUp is a 3D modeling program that can be used for a broad range of applications such as architectural civil mechanical film and video game design It is available in free and professional versions Teachers should spend some time familiarizing themselves with the program and the tools (try to create a house as this will be the first task you have students do)
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 26 Template last revised 82812
Procedure (Day 1)
1 HOOK Show students some cool Google SketchUp designs in the gallery (these were done by students) on a projector httpspicasawebgooglecomgallerysketchupEducationK12 On a teacher computerprojector show students how to open the program and to navigate to the home page Show students the toolbar and that when you hover over each icon it will tell you the name of the icon Do a quick example of building a house with simple shapes Show students how to use the different shape tools the pushpull tool the move tool and so on After giving an overview of the program tell students that their task today is to construct their own model house and practice using the tools Use whatever procedures you normally do when running a computer activity The purpose of today is for students to familiarize themselves with the program and tools
2 Monitor and assist students If possible it is nice to showcase student work at the end of the lesson If you
are able to have students save their work to a common folder then you can project student work for all to see Another idea is to have a gallery walk whereas all students leave their work open on their computer and walk around to see everyones work This is a great time for students to ask each other questions on how they performed certain tasks
Homework Activity (Optional) bull Tell students that Google SketchUp can be downloaded for free and if they have parental permission they can
do this at home as well You may want to send home a letter or a link in your weeklymonthly newsletter Procedure (Day 2)
1 Tell students that todays task will be to take the design that was created for the engineering a mini aquaponic system and improve it or scale it up to a large aquaponic system in Google SketchUp
2 Show students the criteriachecklist for what it is expected to include
3 Allow students to work on their models When they are finished have them print it out and glue into their
science notebooks with the checklist
4 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 27 Template last revised 82812
Google SketchUp - Aquaponics System Checklist
Criteria Maximum Points Points
Awarded Comments
Completed by due date 5 (subtract a point for each day late)
At least 2 grow beds
1 point per grow bed
1 fish tank
3
Piping from grow bedsfish tank 5 (subtract a point for each missing pipe)
Must include at least 5 details (shadingcoloringtextureetc)
5
Followed the diagram in Science Notebook
5
Additional Comments
Total _________ 25 points
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 28 Template last revised 82812
Unit Title Aquaponics Lesson Title Guided Inquiry Aquaponics vs Soil + Aquaponics Taro Investigation Date DevelopedLast Revised 62413 Unit Author(s) John ConstantinouMonica Nonaka
Lesson 6 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do
bull Students will be able to describe a testable hypothesis and experimental procedure 2B Assessment ToolsEvidence Formative
bull Observations of students throughout the Inquiry Process Summative
bull A completed Lab Report that uses evidence to prove or disprove a hypothesis 3 Learning Experiences (Lesson Plan) Materials
bull Access to Aquaponic System bull Soil (in pots of garden) bull Seedlings (should all be about relative same height)
Two samples of guided inquiry activities are included Aquaponics vs Soil and Aquaponics Taro Investigation HandoutsOther Resources
bull Lab Process ndash Scoring Rubric bull Aquaponics vs Soil Student Lab Report Handout bull Aquaponics Taro Investigation Student Lab Report Handout
Procedure (Day 1a)
1 Tell students that as a class we will be working on a guided inquiry project Individuals or groups of students will be collecting their own data ands have their own plants but as a class we will work on a lab report together (Later in the unit students will come up with their questions and create their own lab report)
2 The lab we will be working on is where do plants grow faster in an aquaponics system or in traditional soil
Hand out lab report and review criteria with students
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 29 Template last revised 82812
3 As a class fill in purposehypothesisprior knowledge areas
4 Show students the materials that will be used today As a class discuss how to set up this lab experiment Then work on filling in the materials and procedure sections
Procedure (Day 1b)
1 After the lab report has been filled in and students are aware of the procedure have groups set up their experiments Each group should be given materials to grow (1) plant in soil and (1) plant in aquaponics system
2 Measure the height of each plant in centimeters and record on Data amp Results table Students should also keep any notes of observations or inferences they may have
3 Have students reflect in their science notebook about what they learned and the process that they went through Make sure students check the science notebook rubric before submitting work
Procedure (Days 2-30) 1 Make sure students check on plants daily and water if needed (for soil plant) On days 5 10 15 20 25 amp 30
have students measure their plants and record information On these days students should be journaling in their science notebook as well
2 On Day 30 teacher will walk students through the completion of the lab report including data amp results and analysis amp conclusions sections When the lab report is finished students are to look over the rubric and grade themselves on the job they did on the lab report Teacher will provide feedback as well
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 30 Template last revised 82812
Lab Process ndash Scoring Rubric
Remember that your lab report is scientific writing It should include facts and conclusions Do not include your feelings or opinions about if you liked the lab or not Try not to use the words like ldquoIrdquo or ldquomerdquo
SC411 I can describe a testable hypothesis and an experimental procedure
Meets
5 pts
Approaching
3 pts
Well Below
1 pt
Score
Hypothesis My hypothesis included if then and because statements
It makes sense
My hypothesis may be missing a part (ex has the if then but not the because)
It makes sense
My hypothesis is missing a lot of parts
It does not make sense
Experimental Procedure
I listed detailed steps of the scientific procedure
Someone else reading the experimental procedure would know exactly what to do if they followed my instructions
I listed steps of the scientific procedure
Someone else reading the experimental procedure would know what to do but might need to ask me questions Some steps are unclear
I listed some steps of the scientific procedure but my instructions are not clear
Someone else would have difficulty reading my steps
Conclusion
(5th grade SC512 benchmark)
Supports or refutes hypothesis
Uses data as powerful evidence to support conclusion
Supports or refutes hypothesis
Uses data for support but explanation is vague
Supports or refutes hypothesis
Does not use data for support explanation of findings is illogical
Hypothesis is not addressed and explanation is illogical
4th Grade TOTAL POINTS POSSIBLE 10 ______ 10 Points
5th Grade TOTAL POINTS POSSIBLE 15 ______ 15 Points
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 31 Template last revised 82812
Aquaponics vs Soil
Student Lab Report Handout
Purpose Predict which will grow faster plants in an aquaponic system or plants in traditional soil
Purpose To determine which grows faster plants in soil or plants in an aquaponic system
Question Do plants grow faster in soil or in an aquaponic system
Hypothesis
If plants are grown in soil and in an aquaponics system then
___________________________________________________________________________________ because
___________________________________________________________________________________________
__________________________________________________________________________________________
Prior Knowledge
Materials (write out what you will need)
Student Name ________________________________________________________
Date ________________________________________________________________
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 32 Template last revised 82812
Data amp Results (Outcome)
Height of plant (cm)
Day 1 Day 5 Day 10 Day 15 Day 20 Day 25 Day 30
Aquaponic
Soil
Actual results
Height of Plant in Aquaponic System on Day 30 _____________________
Height of Plant in Soil on Day 30 ______________________
Difference between prediction and outcome __________________________________________
Additional notes ____________________________________________________________________________
Procedure (write out the steps you will do)
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 33 Template last revised 82812
Bar Graph
Analysis amp Conclusions
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 34 Template last revised 82812
Aquaponics Taro Investigation Student Lab Report Handout
Question Which variety of taro Chinese or Black (elersquoele) will grow best in the ebb and flow grow beds of our aquaponic system
Hypothesis If Chinese and Black taro are grown in an aquaponic system then __________________ variety of taro will grow bigger because _________________________________________________________________________________________
___________________________________________________________________________________________
Procedure 1 Get a plant for your lab group 2 Clean all the soil from the corm and roots of the plant 3 Measure the height of the plants in centimeters (cm) 4 Measure the length of the largest leaf in centimeters (cm) 5 Measure the mass of the plants corm (g) 6 Consolidate your data into a class data set 7 Plant the 2 varieties of taro in 2 grow beds of our aquaponic system Mix the 2 varieties together randomly in the
beds 8 Plant your plant in the specified grow bed 9 Tag your plant so you can find it 10 After 2 months find your plant and remeasure plant height length of the largest leaf and mass of the corm
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 35 Template last revised 82812
Data (Results) Taro Growth Experiment
Type of Taro amp Grow Bed Height (cm) Leaf Length (cm) Corm Mass (g)
Begin End Begin End Begin End
Black 1
Left Bed
Black 2
Left Bed
Black 3
Left Bed
Chinese 1
Left Bed
Chinese 2
Left Bed
Chinese 3
Left Bed
Black 4
Right Bed
Black 5
Right Bed
Black 6
Right Bed
Chinese 4
Right Bed
Chinese 5
Right Bed
Chinese 6
Right Bed
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 36 Template last revised 82812
Taro Growth Experiment Averages
Type of Taro
amp
Grow Bed
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Left Bed
Black
Right Bed
Chinese
Left Bed
Chinese
Right Bed
Taro Growth Experiment Total = Average of all plants
Type of Taro
Height
(cm)
Leave Length
(cm)
Corm Mass
(g)
Begin End Begin End Begin End
Black
Chinese
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 37 Template last revised 82812
Observations Record any observations you made while doing the experiment in the box below
Graph Make a bar graph to display the results of your experiments Include a title label the axes and include the unit of measurement
Conclusion Look back at your hypothesis at what you thought would happen Compare it to your actual data Were you correct Write a conclusion
-Restate your hypothesis
- Use your data to explain if your prediction was supported
-Explain the results Make an inference use your observations (data) to explain why things happened as they did
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 38 Template last revised 82812
Unit Title Aquaponics Lesson Title Collecting Data with Probes Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 7 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC412 Differentiate between an observation and an inference bull GLO 6 Effective and Ethical Users of Technology the ability to use a variety of technologies effectively and
ethically 2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to use technology (probe ware) ethically and responsibly bull Students will be able to interpret data collected to make inferences about the aquaponic system operation bull Students will create a testable hypothesis and experimental procedure that incorporates variables collected with
probes 2B Assessment ToolsEvidence Formative bull Observing Students using probes bull Data Tables filled in accurately bull Student discussions and interpretations of data Summative bull Completed data table inferences and questions generated by data bull Student responses in science notebook (see lesson 1 for rubric) 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Nitrate Ammonium pH Dissolved O2 probes (httpwwwverniercom) Procedure (Day 1) bull Teach students how to handle probes and review important variables to assess health of aquaponic system
Vernier Probes
General Handling 1 Unscrew O-ring vacuum-sealed tops before removing or placing probes into bottles 2 Probes need to be submerged below the white dot 3 Rinse Probes wdistilled water when done
Temperature
Easiest probe to use Plug amp read data The sensor is at the endtip of the probe
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 39 Template last revised 82812
Oxygen (O2) 1 Unscrew measured cap 2 Use pipette use DO (dissolved oxygen) to fill cap of O2 3 Screw cap back on watching that DO filling solution flows out so there are no bubbles inside 4 10 min warm up of probe plugged into LabQuest is recommended 5 To clean
a Unscrew membrane b Wash (wdistilled water) amp dry cap and metal rod Blot dry c Leave cap off d Discard DO filling solution
Nitrate amp Ammonium (NO3
- amp NH4+)
For the ammonium and nitrate probes setup and cleanup is the same
Setup 1 Pour high standard solution (100mgL) into short term soaking bottle 2 Soak for frac12 hour (not needed that long) standard 100mgL 3 Keep high standard solution that the probe is soaking in clean so it can be reused
Cleanup 1 Wash (with distilled water) 2 Put in container wsponge leaving moisture on probe
pH To use the pH probe just plug it into the Labquest and read the values (The probe is stored in a known buffer solution pH approximately 4)
Aquaponic Considerations The system is kept in balance by 3 communities (Fish Plants and Bacteria) working together and depending on each other In Ecology living things depending on each other is known as Interdependence Nitrate Ammonium What plants need to grow Excreted out of fish gills (like our urine) and is a metabolic waste
product
Converted by Converted by Bacteria A Bacteria B Ammonium Nitrate Nitrate
Fish- Produce ammonium Bacteria ndash Convert ammonium to nitrite then nitrate Plants- Use the nitrate to grow All animals require oxygen to survive The fish and even the plant roots will grow better with higher O2 levels Catfish are an excellent fish because they can come up to the surface and breathe O2 from the air
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 40 Template last revised 82812
General reference points for values O2 gt 4 mgL NH4
+ lt2mgL NO3
- lt7mgL pH 7 is neutral (probably 6-8 is okay for catfish amp tilapia)
Procedure (Day 2) Aquaponic Measurements bull Prepare small tanks or beakers to have 3 different conditions I use aquaponic water just fish and hydroponic
water bull Have students create a data table that will record the data from the treatments you made and the probes you
will have for students to use For example Aquaponics Water Quality
Treatment Water
Dissolved Oxygen (O2)
Ammonium (NH4
+) Nitrate (NO3
-) Acidity
pH
Aquaponic
Just Fish
Hydroponic
bull Another higher order activity is to have students make predictions prior to collecting data Even if you ask
specific questions such as ldquoWhich treatment do you expect to have the lowest oxygen What will have higher nitrate hydroponics or aquaponic water What will have higher ammonium hydroponics or aquaponic waterrdquo
bull Data analysis and inferences In their student notebooks have students make observations and inferences bull Specific questions could be ldquoMake an observation about oxygen (you may need to model this) then ask them to
make an inference on oxygen (for example oxygen is the lowest in the fish only water because the fish are using the oxygen and there is no source of oxygen into the water)
bull Another observationInference could involve the nitrate and ammonium levels in the aquaponic water The observation could be ldquoNitrate was ___(some value) but ammonium was very low _____ (another value)rdquo The inference now gets to an important concept in aquaponics - ldquothe bacteria are converting ammonium from fish to nitrate The plants are using the nitraterdquo
bull If nitrate is high in the aquaponic system what does this mean How can we bring the value down (add more plants)
bull Ask students to explain the difference between an observation and an inference
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 41 Template last revised 82812
Procedure (Days 3-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Can students think of ways to optimize the nutrient cycling bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 42 Template last revised 82812
Unit Title Aquaponics Lesson Title Math Practices Date DevelopedLast Revised 62413 Unit Author(s) John Constantinou Monica Nonaka
Lesson 8 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
bull CCSSMathContent5MDC5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume
Supporting Math Practices 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning 2A Criteria- What Students Should Know and Be Able to Do bull Students will draw a scaled picture graph and a scaled bar graph to represent a data set with several categories bull Students will relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume 2B Assessment ToolsEvidence Formative bull Observing students working collaboratively bull Problem setup bull Measurements Summative bull Problem setup and solution bull Communication of solution 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System bull Some measurement tools eg graduated cylinders meter stick stop watches Procedure bull Student groups will be given the math challenges bull Students in groups will discuss what information they need to solve the problem bull Randomly selected groups will share with class about problem setup bull Students will collect required informationdata
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 43 Template last revised 82812
bull Students will calculate solutions bull Randomly selected groups will share solutions with class
Teacher Background Information I tried to leave the challenges open so students need to formulate the problem Really figure out what they need to measure and figure out how However herersquos a brief background to assist teachers assist students when needed
Challenge 1 To calculate flow rate you need to know volume per unit time VT Appropriate units for your students to use are Liters per minute Liters per hour or gallons per hour They will need containers to catch water and timers to measure the time over which they catch the water One Liter graduated cylinders would be required to accurately measure the volume
Challenge 2 To solve this challenge students need to calculate and estimate fish weight They also need to know that capturing all the fish is not realistic and disturbing fish should be kept to a minimum This means they will need to capture a subpopulation of fish and get an average fish weight from the captured fish They will also need to estimate the amount of fish in the tank They can employ a catch tag release recapture procedure To see a simple explanationsimulation of mark and recapture explore the following link httpflightlinehighlineedujbetzzallBI100animationscapture_recapturehtml
Math Challenges (There are many possible authentic math challenges using aquaponics) 1 The outflow must be at a higher rate than the inflow for the vacuum of the ebb and flow cycles to function
properly There are several measurements and calculations required A Calculate the flow rates of the water flowing into the grow beds from the fish tank B Calculate the flow of water out of the ebb and flow tank once a vacuum has formed C Compare the 2 rates Which one is greater D Is the ebb amp flow system working properly Why or Why Not E If the ebb and flow is not working develop a plan to make it function properly
2 Feeding Fish and Growth Rate of Fish A Estimate the amount of food we are feeding the fish We will aim for 15 of the fish body weight in
foodday B What do we need to calculatemeasure before we can feed fish correct amount C Determine how we will measure each variable and calculate the correct amount of food
Other Possible Math Challenges bull Volume of tanks bull Time to fill tank bull Time to drain tank bull How many ebb and flow cycleshr bull NH4
+ production rates bull NH3 to NO3
- conversion rates bull Growth rate of plants bull Growth rate of fish bull Calculate energy needs for pumps bull Determine how many solar panels are required to run the system
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 44 Template last revised 82812
Unit Title Aquaponics Lesson Title Independent Inquiry Date DevelopedLast Revised 62413 Unit Author(s) Monica Nonaka John Constantinou
Lesson 9 Grade Level 4-5 Primary Content Area Science Time Frame ongoing ~4 weeks
PLANNING (Steps 1 2 amp 3)
1 StandardsBenchmarks and Process Skills Assessed in this Lesson bull SC411 Describe a testable hypothesis and an experimental procedure bull SC412 Differentiate between an observation and an inference bull SC511 Identify and control variables in scientific investigations bull SC512 Formulate and defend conclusions based on evidence bull CCSSMathContent3MDB3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs For example draw a bar graph in which each square in the bar graph might represent 5 pets
2A Criteria- What Students Should Know and Be Able to Do bull Students will be able to create and test a hypothesis using evidence from a controlled experiment
2B Assessment ToolsEvidence Formative bull Ongoing entries in Science Notebook
Summative bull Completed Lab Report Rubric amp Template 3 Learning Experiences (Lesson Plan) Materials bull Access to Aquaponic System
HandoutsOther Resources bull Design Your Own Experiment Procedure (Days 2-30) Independent Inquiry bull After students are familiar with using probes and able to interpret data let them generate questions they have
about the aquaponic system bull Have students work in small (3-4 students) groups during this brainstormingquestion generating time bull Have groups pick their best idea with the class bull Pick one or as many experiments that can be run by students bull Use template from lesson 6 to direct students on the job they did on the lab report Teacher will provide feedback
as well Blank templates follow Some possible areas to investigate include How does pump cycle affect O2 levels Which grow bed works best Ebb and Flow or Floating Trays
Lab Rubric See Lesson 6
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 45 Template last revised 82812
Name of Scientist __________________________________ Date ___________________
Design Your Own Experiment
Question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Hypothesis
IF ______________________________________________________________________________________________
THEN ___________________________________________________________________________________________
BECAUSE _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Materials Needed
Procedures
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 46 Template last revised 82812
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Data (Results)
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
Page 47 Template last revised 82812
Conclusion
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
What variables did you try to control in your experiments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Can you think of other variables that you should have controlled
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
These are called constants and controls by scientists and are very important to validate your experimental results
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
1
Aquaponics at Mountain View ElementaryLearn
Grow Food Medicines ampCash CropsHave Fun
What is Aquaponics
bull Combination of Aquaculture and Hydroponicsbull Aquaculture‐ Grows fishbull Hydroponics‐ Grows plants without soilbull Aquaponics‐ Grow Fish and Plants togetherbull What is the Invisible Magician
ndash Bacteria
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
2
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
3
We Collect Data Using Probes
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
4
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
5
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
6
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
7
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
8
Students Engineering Mini‐Aquaponic Systems
Sketchup
6262013
9
Hydroponics vs Aquaponics
6262013
9
Hydroponics vs Aquaponics