Growing Solutions: Small-Scale Agriculture for Food Security

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Growing Solutions: Small-Scale Agriculture for Food Security

Grade 10MathScienceEnglishEnvironmental Science15 days

In this project, 10th-grade students explore innovative agricultural systems like hydroponics, aquaponics, and raised garden beds to address local food security challenges. By engaging in hands-on design, construction, and evaluation, students apply interdisciplinary knowledge across math, science, and environmental studies to understand and mitigate the environmental impacts of small-scale agriculture. Throughout the project, students develop critical thinking and communication skills through activities such as creating mathematical models for predicting plant growth, writing essays, and presenting findings. They also reflect on the sustainability of agricultural practices and propose improvements for enhancing biodiversity and reducing environmental footprints.

HydroponicsAquaponicsFood SecuritySustainabilityMathematical ModelingEnvironmental ImpactInterdisciplinary Learning

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and implement innovative agricultural systems like hydroponics, aquaponics, and raised garden beds to improve local food security while understanding and mitigating their environmental impacts?

Essential Questions

Supporting questions that break down major concepts.

How do hydroponics, aquaponics, and raised garden bed systems work to support plant growth?
What are the scientific principles behind plant growth in different agricultural systems?
How can mathematical models be used to predict the growth rates and yields of plants in these systems?
In what ways can small-scale gardens contribute to local food security?
What are the environmental impacts of different agricultural practices, and how can they be measured or mitigated?
How does one construct an effective argument in writing about the importance of innovative agricultural practices for food security?
What are the benefits and challenges of maintaining a hydroponic, aquaponic, or raised garden bed system?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand the principles and functioning of hydroponics, aquaponics, and raised garden bed systems for plant growth.
Develop and refine agricultural systems to reduce environmental impact and enhance biodiversity.
Use mathematical models to predict plant growth and optimize yield in various agriculture systems.
Analyze the contribution of small-scale gardens to local and global food security.
Evaluate the environmental impact of agriculture and propose mitigation strategies.
Construct discipline-specific arguments in writing about the role of innovative agriculture in food security.
Effectively communicate research findings on agricultural systems and their societal benefits.

Next Generation Science Standards

HS-LS2-7

Primary

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.Reason: Students will design and evaluate hydroponics, aquaponics, and raised garden bed systems, learning to refine based on environmental impacts.

HS-ESS3-3

Primary

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.Reason: Students will simulate resource management and understand sustainability impacts of different agriculture systems.

Common Core English Language Arts Standards

CCSS.ELA-LITERACY.WHST.11-12.1

Primary

Write arguments focused on discipline-specific content.Reason: Students will write essays on the importance of innovative agricultural systems for food security.

CCSS.ELA-LITERACY.SL.11-12.4

Secondary

Present information, findings, and supporting evidence, conveying a clear and distinct perspective.Reason: Students will present their findings on small-scale garden contributions to food security.

Common Core Mathematics Standards

CCSS.MATH.CONTENT.HSA.CED.A.2

Primary

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.Reason: Students will create equations to model plant growth yields in hydroponics and other systems.

CCSS.MATH.CONTENT.HSF.IF.B.4

Supporting

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities.Reason: Students interpret growth data graphs of plants grown in different systems.

Entry Events

Events that will be used to introduce the project to students

The Food Security Challenge

Kick-off the project with a simulation where students find themselves in a scenario where their community faces a food shortage crisis. Challenge them to devise a plan utilizing hydroponics, aquaponics, and raised garden bed systems to ensure food security. This event connects to real-world crisis management and the application of agricultural sciences.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Garden Blueprint Designers

Students will sketch initial designs for hydroponics, aquaponics, and raised garden beds to prepare for the building phase. This activity encourages creativity while stressing the importance of thoughtful planning for sustainable systems.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research different types and layouts of hydroponic, aquaponic, and raised garden bed systems.

2. Based on research, sketch preliminary designs for each of the three systems.

3. Include considerations for space, resources, and local environmental conditions in the designs.

Final Product

What students will submit as the final product of the activityDetailed blueprints for each type of system considering space, resources, and local environmental conditions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HS-LS2-7 by designing solutions to reduce environmental impacts.

Activity 2

System Construction Specialists

Students will construct their designed hydroponic, aquaponic, and raised garden bed systems. This hands-on activity helps students understand the practical aspects of system creation and implementation.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather necessary materials and tools based on designs.

2. Follow the blueprint to build each type of system, taking notes on challenges and modifications needed.

3. Ensure all systems are functional and meet initial design goals.

Final Product

What students will submit as the final product of the activityThree functioning agricultural systems: hydroponic, aquaponic, and raised garden bed.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS HS-ESS3-3 by simulating management of resources for sustainability.

Activity 3

Growth Data Analysts

Students will collect and analyze data on plant growth across the three systems, developing skills in data-driven decision-making.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Set up a data collection schedule for measuring plant growth in each system.

2. Record regular measurements such as height, leaf count, and general plant health.

3. Use statistical software or graphing tools to analyze growth patterns and yield.

Final Product

What students will submit as the final product of the activityA comprehensive data report showing analysis and interpretation of growth metrics across systems.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.HSF.IF.B.4 by interpreting key features of graphs related to plant growth.

Activity 4

Sustainability Panel

Students will evaluate the environmental impact of their systems and suggest improvements, demonstrating understanding of sustainability principles.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the environmental impacts of each type of system.

2. Evaluate which systems have the most sustainable features.

3. Propose modifications to enhance sustainability and biodiversity in each system.

Final Product

What students will submit as the final product of the activityA panel presentation discussing the sustainability of each system with proposed improvements.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HS-LS2-7 by refining solutions to reduce environmental impacts.

Activity 5

Math Models Masters

Students create mathematical models to predict plant growth and system yields, integrating math with real-world applications to optimize farming outputs.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Formulate equations based on data collected from plant growth.

2. Use variables to represent growth factors affecting yield.

3. Graph equations to predict future yields and adjust systems accordingly.

Final Product

What students will submit as the final product of the activityMathematical models and graphs predicting plant growth and yield rates.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.HSA.CED.A.2 by creating and solving equations to represent plant growth.

Activity 6

Compelling Communicators

Focusing on writing skills, students draft essays explaining the importance of innovative agricultural systems for food security, conveying their point of view with strong arguments.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the role of small-scale gardens in improving food security.

2. Create an outline for your essay focusing on key arguments and supporting evidence.

3. Draft, revise, and finalize essays conveying the significance of these agricultural innovations.

Final Product

What students will submit as the final product of the activityA well-structured essay arguing the importance of agricultural systems in food security.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.WHST.11-12.1 by constructing discipline-specific arguments in writing.

Activity 7

Public Presenters

Students practice presentation skills by conveying research findings on agricultural systems' impact on food security, honing public speaking skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Prepare a presentation that synthesizes research findings and personal insights.

2. Practice delivering the presentation with a focus on clarity and engagement.

3. Present to peers, incorporating feedback to improve the delivery.

Final Product

What students will submit as the final product of the activityAn engaging presentation clearly articulating the research findings and the impact of agriculture systems on food security.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.11-12.4 focusing on effective communication and presentation skills.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Innovative Agriculture Systems Assessment Rubric

Category 1

Design and Development Skills

Assesses student's ability to design and build effective agricultural systems with considerations for environmental impacts and sustainability.

Criterion 1

Design Complexity and Innovation

Measures the creativity and practicality of system designs, including considerations for space, resources, and environmental conditions.

Exemplary

4 Points

Designs are highly innovative, practical, and consider all variables such as space, resources, and environment, with excellent details and logical solutions to potential challenges.

Proficient

3 Points

Designs are thoughtful and practical, considering most variables and showing sensible solutions to potential challenges.

Developing

2 Points

Designs are basic, considering only some variables, and show limited creativity or foresight into challenges.

Beginning

1 Points

Designs lack creativity, practical considerations, and fail to address significant variables or challenges.

Criterion 2

System Construction and Functionality

Evaluates the ability to construct and operate systems effectively in alignment with initial designs.

Exemplary

4 Points

All systems are constructed with high precision, fully functional, align perfectly with designs, and demonstrate problem-solving during construction.

Proficient

3 Points

Systems are mostly functional and align well with designs, with successful problem-solving of most construction challenges.

Developing

2 Points

Systems are partially functional and align only somewhat with the designs, exhibiting limited problem-solving during construction.

Beginning

1 Points

Systems are non-functional or poorly constructed, showing minimal alignment with initial designs and lacking problem-solving.

Category 2

Scientific and Mathematical Analysis

Measures the use of scientific principles and mathematical modeling to assess growth outcomes and optimize system performance.

Criterion 1

Data Collection and Analysis

Assesses the accuracy and thoroughness of data collection, analysis, and interpretation related to plant growth and yields.

Exemplary

4 Points

Data collection is comprehensive and accurate, with insightful analysis using advanced tools to interpret growth patterns and yields.

Proficient

3 Points

Data collection is thorough, analysis is accurate, and interpretation of growth patterns and yields is clear.

Developing

2 Points

Data collection is incomplete, and analysis uses basic tools, offering partial interpretation of growth patterns and yields.

Beginning

1 Points

Data collection is minimal, with inadequate analysis and unclear or incomplete interpretation of growth data.

Criterion 2

Mathematical Modeling and Predictions

Evaluates the use of mathematical models to create predictions and optimize system performance.

Exemplary

4 Points

Mathematical models are advanced, accurately predicting growth and yield, and show innovative optimization strategies.

Proficient

3 Points

Mathematical models predict growth and yield accurately and demonstrate sound optimization strategies.

Developing

2 Points

Mathematical models provide basic predictions of growth and yield with limited optimization strategies.

Beginning

1 Points

Mathematical models are inaccurate or incomplete, offering poor predictions and no optimization strategies.

Category 3

Environmental and Sustainability Understanding

Evaluates students' ability to assess and propose improvements for environmental sustainability of the systems created.

Criterion 1

Environmental Impact Evaluation

Measures the understanding of environmental impact and sustainability strategies for the systems developed.

Exemplary

4 Points

Demonstrates comprehensive understanding and evaluation of environmental impact, offering advanced and actionable sustainability improvements.

Proficient

3 Points

Shows thorough understanding and evaluation, proposing sensible sustainability improvements.

Developing

2 Points

Shows basic understanding and evaluation with limited sustainability improvement proposals.

Beginning

1 Points

Demonstrates minimal understanding and evaluation with inappropriate or no improvement proposals.

Category 4

Communication and Argumentation

Assesses the student's ability to effectively communicate their findings and construct well-supported arguments regarding agricultural systems.

Criterion 1

Written Communication and Argumentation

Measures the clarity, coherence, and persuasiveness of written arguments related to the significance of agricultural systems in food security.

Exemplary

4 Points

Writing presents compelling, well-structured arguments with strong evidence and clarity on the significance of agricultural systems in food security.

Proficient

3 Points

Writing is clear, structured, with sound arguments and adequate evidence of the significance of agricultural systems.

Developing

2 Points

Writing is basic, with unclear structure and weak arguments that lack supporting evidence.

Beginning

1 Points

Writing is poorly constructed with limited arguments and insufficient or irrelevant evidence.

Criterion 2

Oral Presentation Skills

Evaluates the effectiveness of presentations in conveying research findings and engaging the audience.

Exemplary

4 Points

Presents information with exceptional clarity, engagement, and depth of content, effectively responding to audience feedback.

Proficient

3 Points

Presents clearly and engages the audience, with adequately supported content.

Developing

2 Points

Presents with limited clarity or engagement, not fully supporting content or addressing audience feedback.

Beginning

1 Points

Presents with poor clarity, engagement, and content support, and cannot adequately address feedback.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on your experience designing and building hydroponic, aquaponic, and raised garden bed systems. What were the most challenging and rewarding aspects of this project?

Text

Required

Question 2

How did your understanding of the environmental impacts of agriculture change throughout this project?

Text

Required

Question 3

Rate your confidence in using mathematical models to predict plant growth before and after completing the Math Models Masters activity.

Scale

Required

Question 4

In your opinion, how valuable are small-scale gardens in enhancing local food security?

Multiple choice

Required

Options

Very valuable

Quite valuable

Somewhat valuable

Not very valuable

Not valuable at all

Question 5

What key insights did you gain from the Public Presenters activity about effectively communicating and presenting information to an audience?

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Required