CONTENT AREA: Science/Hydroponics / GRADE: H.S. / UNIT #: 1 / UNIT NAME: Greenhouse Investigations
SCOPE AND SEQUENCE
Unit Overview: Students will explore plant growth and the advantages of hydroponics systems. Through experience they will gain the basic skills needed to work the day to day operations of a hydroponics operation including seeding, transplanting, calibrating nutrient salts and pH, pest management and harvesting. Students will strive to improve the operation of the hydroponic greenhouse and to develop ways to use this resource for the purpose of community development.Overview
Topic / PE’s and DCI’s / Reference Text
(Pearson Your World Your Turn) / Suggested Pacing
Greenhouse Investigations / ETS1.B Developing Solutions, ESS3.A Natural Resources / Industrial and sustainable agriculture: Pearson p. 373-383 / 12-17
Interdependence and Natural Changes / ESS3.A Natural Resources, ESS3.B Natural Hazards, ESS2.D Weather and Climate / Greenhouse experience / 8-10
Human Impact / ESS3.C Human Impact on Earth’s Systems, ESS3.D Global Climate Change / pH: Pearson Environmental Science p. 71 / 2-4
Research Project / ETS1.B Developing Possible Solutions / Nutrients:
Pearson Environmental Science p.90-91
IPM (Integrated Pest Management): Pearson Environmental Science p.369-373 / 8
CALENDAR- Semester 1: September 8 to February 1 - Students will spend an average of at least one block per week doing experiential learning in the hydroponic greenhouse. Unit 1 will not be linear and may not be sequential, but will run concurrently with units 2-4. The actual schedule may be adjusted based on growth rates of plants and other events in the hydroponic greenhouse. Suggested Unit 1 greenhouse investigations are highlighted in yellow.
Semester 2: February 2 to June 22- Students will spend an average of at least one block per week doing experiential learning in the hydroponic greenhouse. Unit 1 will not be linear and may not be sequential, but will run concurrently with units 2-4. The actual schedule may be adjusted based on growth rates of plants and other events in the hydroponic greenhouse. Suggested Unit 1 greenhouse investigations are highlighted in yellow.
September 2016Mon / Tue / Wed / Thu / Fri
1
Staff PD day / 2
Staff PD day
5
District closed / 6
Staff PD day / 7
PD Day / 8 A 1st Day School Students
What is hydroponics? (U2a) Fishing simulation. / 9
12 A Science and engineering practices.
System analysis. / 13 / 14
U2b Universe of Obligation
Ecosystem services / 15 / 16 A U1 Greenhouse What is a system? /Greenhouse system
19 / 20 A Sustainable mindset
3 Pillars of sustainability (U2)/Case studies / 21 A U1 Greenhouse seeding /Types of Hydroponic Systems (U1b). Begin role model project / 22 PD Day in p.m.
Students 12:30 dismissal / 23
26
Germination Gizmo / 27 B / 28 GREENHOUSE, germination rate, transplanting; measure
pH/electroconductivity / 29 / 30 The food system. How do we eat sustainably? Investigation into food choices and nutrition labels.
October 2106
Mon / Tue / Wed / Thu / Fri
3 / 4 Food system continued: Food choices, water justice, packaging and marketing
Recipe collection / 5 / 6 pH lab and effects of pH on plants / 7
10
Changes to Earth’s spheres. Natural hazards
Natural disasters investigation / 11 / 12
Unit 2 Test/
Begin Unit 3 Human Impact Urbanization / 13 / 14 GREENHOUSE
Integrated Pest Management
17 / 18 GREENHOUSE
Harvest / 19 / 20
Climate Change Gizmo / 21
24
U3 Quantifying human impact with analysis of ecological footprints / 25 / 26
U3 Global climate change investigation/analysis of footprint calculations / 27 / 28 GREENHOUSE
Planning crops. Greenhouse maintenance. Marketing
31
November 2016
Mon / Tue / Wed / Thu / Fri
1
U3 A Disaster preparedness / 2 / 3
Greenhouse Maintenance / 4
7
U3 Making a positive human impact project check in / 8 / 9
U3 c. Water purification Lab (making a positive human impact) / 10
District Closed / 11
District Closed
14 / 15
Greenhouse Maintenance / 16
Students 12:30 dismissal / 17
U3 Human Impact Marketing Campaign presentations / 18
21 Greenhouse technical analysis of improvements/growing media comparison/ cost per unit / 22 / 23
12:30 dismissal students and staff / 24
District Closed / 25
District Closed
28 / 29A
Greenhouse Maintenance / 30
December 2106
Mon / Tue / Wed / Thu / Fri
1
U4 Research Project / 2
5
Research Project citations/outline / 6 / 7
A LAB BOOK TEST Day 1/ Research project work / 8 / 9
Lab Book test/ Day 2
12 / 13
GREENHOUSE maintenance / 14 / 15
UNIT 2 Test Day 1
All papers for S1 due / 16
19
Unit 2 test Day 2 / 20 / 21
U4 Research project rough draft due / 22 / 23
Greenhouse maintenance
12:30 Dismissal
January 2017
Mon / Tue / Wed / Thu / Fri
2
District Closed / 3 Greenhouse Maintenance / 4 / 5
Research Project check in/gallery walk/peer review / 6
9
U1 LAB book TEST Day 1
/Research Projects / 10 / 11
Lab Book Test Day 2/ Research Projects / 12 / 13
Practical Test
Research project peer review
16
District Closed / 17
U4 Research project presentations
Assessment / 18 / 19
U4 Research Project Presentations Assessment
Last day for papers to be submitted / 20
23
GREENHOUSE
maintenance/management / 24 / 25
Students 12:30 dismissal
Reflection and cleanup / 26
Students 12:30 dismissal / 27
Reflection and cleanup
30 / 31
Reflection and cleanup
February 2107
Mon / Tue / Wed / Thu / Fri
1 / 2A Semester 2
Syllabus and Introduction
What is hydroponics? Fishing simulation (U2a) / 3
6
Science and Engineering practices. System analysis. Norms. Pre-course survey / 7 / 8
12:30 Dismissal
Parent Conferences 1:15-4 / 9 / 10
Greenhouse What is a system? /Inquiry into Hydroponic Greenhouse systems. Greenhouse norms U1b
13 / 14
U2 Universe of obligation Ecosystem Services
3 pillars of sustainability
Assign role model project / 15 / 16 A Greenhouse seeding
Sustainability case studies computer assignment – Easter Island/Abu Dhabi / 17
20 District Closed / 21 District Closed / 22 District Closed / 23 District Closed / 24 District Closed
27
GREENHOUSE
Measuring pH and electroconductivity / 28
March 2107
Mon / Tue / Wed / Thu / Fri
1
U2 The food system. How do we eat sustainably? Investigation into food choices and nutrition labels. Recipe collection / 2 / 3
U2 Forest Ecosystem Gizmo
6 / 7
U2 Changes to Earth’s spheres. Natural Hazards
Natural disasters investigation / 8 / 9
Greenhouse Integrated Pest Management
Science Fair Intro / 10
13
U2 Changes to Earth’s spheres. Natural Hazards
Natural disaster recovery / 14 / 15
A Unit 2 Test Day 1 /Begin Human Impact/Urbanization / 16 / 17 A Unit 2 Test Day 2/
U3 Quantifying human impact with analysis of ecological footprints
20 / 21
A Greenhouse Harvest / 22 / 23
U3 Global climate change investigation / 24
27
U3 Making a positive human impact / 28 / 29
U3 A Disaster preparedness / 30 / 31
A Sustainable Future science fair project research and development.
April 2017
Mon / Tue / Wed / Thu / Fri
3 Testing / 4 Testing / 5 Testing / 6 Testing / 7 Testing
10 Testing / 11 Testing / 12 Testing / 13 Testing / 14 District Closed
17 District Closed / 18 District Closed / 19 District Closed / 20 District Closed / 21 District Closed
24
Testing / 25 / 26
Sustainable Future Project / 27 / 28
Sustainable Future Project
May 2107
Mon / Tue / Wed / Thu / Fri
1 / 2 U3 Water purification lab / 3 / 4 Greenhouse maintenance/practical test / 5
8
Research project presentation practice/peer review / 9 / 10
U1 Lab Book TEST Day 1 / 11 / 12
Lab book test Day 2
15 / 16 Growing Plants Gizmo / 17 / 18 TEST/science fair / 19
22 U3 Disaster preparedness/recovery analysis / 23 / 24
Science Fair Project check in/TEST day 2 / 25 / 26
Greenhouse maintenance
29 District Closed / 30. U3 Greenhouse technical analysis for improvements / 31
June 2017
Mon / Tue / Wed / Thu / Fri
1
Greenhouse maintenance / 2
5
Growing media comparison / 6 / 7 A Product packaging analysis / 8 / 9
Last day for papers to be submitted/Maintenance
12 / 13
Reflection and cleanup / 14 / 15
Greenhouse
Reflection and cleanup / 16
19 / 20
12:30 dismissal
Cleanup / 21
12:30 dismissal
Cleanup / 22
12:30 dismissal
Cleanup / 23
12:30 dismissal
Cleanup
26 / 27 / 28 / 29 / 30
Essential Questions for the Unit: What is Hydroponics? How do we manage and maintain a hydroponic greenhouse?
How do we monitor and control variables? How can we improve our hydroponic greenhouse operation?
Unit Overview: Students will explore plant growth and the advantages of hydroponics systems. Through experience they will gain the basic skills needed to work the day to day operations of a hydroponics operation including seeding, transplanting, calibrating nutrient salts and pH, pest management and harvesting. Students will strive to improve the operation of the hydroponic greenhouse develop ways to use this resource for the purpose of community development.
# Blocks / STUDENT LEARNING OBJECTIVES / CORRESPONDING PE’s and DCIs / CURRICULAR & SUPPLEMENTAL RESOURCES / ASSESSMENT
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
a. Define hydroponics
b. Compare and contrast hydroponics to traditional agriculture
c. Compare and contrast different hydroponic systems-NFT system, Dutch Pot System analysis
d. Identify missing plant nutrients
e. Explain the connection between electroconductivity and greenhouse work
f. Explain the important of proper pH balance
g. Test and balance pH and electroconductivity in the greenhouse
h. Analyze growing media strengths and weaknesses
i. Explain Integrated Pest Management (IPM)
j. Identify pests
k. Explain the conditions for seed germination
l. Germinate crops
m. -Explain other possible ways of producing plants from a parent plant
n. Find the best conditions for growing a plant through experimentation
o. Identify and perform daily maintenance tasks in the greenhouse / HS-ESS3-4
ESS3.C
ETS1.B / Introduction to hydroponics
https://app.discoveryeducation.com/player/view/assetGuid/dd3f24cd-0c8a-4651-b2a3-80e70e07a9a5
https://www.youtube.com/watch?v=pZJWnpz_mMU
Space Food
https://app.discoveryeducation.com/learn/videos/1b6d1732-6603-493e-865e-5f15ab7e7910?hasLocalHost=false
Introduction to Hydroponics Power Point
http://www.conference.ifas.ufl.edu/aitc/presentations/Session%204/Hydroponics%20in%20the%20Classroom/Hydroponics%20in%20the%20Classroom%20PowerPoint%20Presentation.pdf
Hydroponics is not new technology
http://www.aces.uiuc.edu/vista/html_pubs/hydro/hydrotoc.html
Activity 1: Explanation Development
Exploring Energy Transformation in Plants. Creation of a self-watering grow system
https://www.glbrc.org/education/classroom-materials/exploring-energy-transformations-plants-0
Nutrient deficiency charts
http://youkous.com/bnV0cmllbnQtZGVmaWNpZW5jeS1jaGFydC1mb3ItcGxhbnRz/
Discovery Education: Identify nutrient deficiencies in plants
https://www.nutrientsforlife.org/games/humanity/Pest Management
http://www.growuphydrogarden.com/hydrogarden/eco-friendly-pest-control-options-hydrogarden
Plant Tissue Analysis
http://www.soiltest.uconn.edu/analysis.php
Plant nutrition in tomatoes:
http://ag.arizona.edu/hydroponictomatoes/nutritio.htm
Seed Germination Gizmo
https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=378 / Project based assessment may include an individual or group research project that connects to improving sustainability on a small scale or larger scale.
Authentic Assessments will be comprised of 50% lab report product and 50% performance per departmental approved rubrics and may include
a. Self-Watering System Model
b. Hydroponic Greenhouse System Analysis (vocabulary, sketch, boundaries, inputs/outputs, interactions with other systems)
c. Seeding and germination rate
d. Transplanting
e. Integrated Pest Management
f. Controlling Variables
g. Harvesting
h. Field Notes and Lab Book
i. Gizmos
j. Practical Assessment of greenhouse skills
k. Authentic assessment of nutrient deficiency through an online simulation to help African farmers maximize crop production
Evaluate competing design solutions fordeveloping, managing, and utilizing energy and mineral resourcesbased on cost-benefit ratios.*
a. Compare and contrast different hydroponic systems-NFT system, Dutch Pot System analysis
b. Analyze growing media strengths and weaknesses
c. Evaluate different pest removal solutions / HS-ESS3-2
ESS3.A
ETS1.B
HS-ESS3-2
ESS3.A / http://hydroponicsonline.com/lessons/Introduction/lesson1-1intro.htm
Electroconductivity
http://easyponic.com/control-ph-conductivity-hydroponics/
pH analysis
Pearson Environmental Science p.71 (pH)
What is pH and why do we care?
http://anrcatalog.ucanr.edu/pdf/8488.pdf
pH and crops
http://www.nutrientstewardship.com/implementation/article/soil-ph-and-availability-plant-nutrients
Benefits of urban farming
http://www.growuphydrogarden.com/hydrogarden/benefits-home-garden
Traditional agriculture versus hydroponics
http://www.growuphydrogarden.com/blog/traditional-gardening-hydroponic-gardening
How to Know the Different Types of Hydroponic Garden Systems
https://www.youtube.com/watch?v=3mWJtbNucJQAquaponics: http://www.fao.org/3/a-i4021e/i4021e06.pdf
Growing Media:
https://www.youtube.com/watch?v=ZRrcA-7fgmA
Growing Media text: http://www.epicgardening.com/hydroponic-growing-media/ / Students develop a scientific argument in support of or against hydroponics or urban farming as a best practice for use of natural resources. Students will create a presentation or other representation to support their scientific argument, citing quantitative evidence from research to support their claim.
Students may track the use of resources in growing a hydroponic crop and compare this to the use of resources for growing and marketing a field crop.
Students may evaluate the cost to sales ratio for greenhouse products, refining the business end of the operation to increase profitability.
Create a computational simulation to illustratethe relationships among management of natural resources,the sustainability of human populations,and biodiversity.
Assess cost per unit of hydroponic operation and develop ways to reduce cost per unit.
Evaluate the agricultural efficiency of the hydroponic greenhouse in comparison to traditional farming. / HS-ESS3-3
ESS3.C / Students may assess agricultural efficiency and levels of conservation involved in the hydroponic operation.
Story line for HS-ESS3 Human Sustainability: Earth and Human Activity help students formulate an answer to the question: “How do Earth’s surface processes and human activities affect each other?” The ESS3 Disciplinary Core Idea from the NRC Framework is broken down into four sub-ideas: natural resources, natural hazards, human impact on Earth systems, and global climate change. Students understand the complex and significant interdependencies between humans and the rest of Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the significant environmental impacts of human activities. Engineering and technology figure prominently here, as students use mathematical thinking and the analysis of geoscience data to examine and construct solutions to the many challenges facing long-term human sustainability on Earth. The crosscutting concepts of cause and effect, systems and system models, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS3 performance expectations, students are expected to demonstrate proficiency in developing and using analyzing and interpreting data, mathematical and computational thinking, constructing explanations and designing solutions and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.