Created byHrishi Vora

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Martian Hydroponics

Grade 7Science14 days

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a sustainable hydroponic farm on Mars to overcome the challenges of Martian conditions and provide food for a human habitat, while considering resource availability, ethical implications, and the essential factors for plant growth?

Essential Questions

Supporting questions that break down major concepts.

What are the essential environmental factors for plant growth on Earth?
How do hydroponic systems work and what are their benefits?
What challenges would Martian conditions pose to plant growth, and how can hydroponics address these?
What resources are available on Mars that could be used in a hydroponic system?
How can we design a sustainable and efficient hydroponic farm for Mars, considering energy, water, and waste management?
What ethical considerations should be taken into account when planning a Martian habitat and farm?

Standards & Learning Goals

Learning Goals

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

Students will be able to identify the essential environmental factors for plant growth and explain how hydroponic systems can address the challenges of growing plants in Martian conditions.

NGSS

MS-LS2-3

Primary

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Reason: This standard aligns with the project's focus on designing a sustainable ecosystem for a Martian farm, addressing matter and energy flow in a closed-loop system.

MS-LS2-4

Secondary

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.Reason: This standard relates to the project by examining how a stable ecosystem can be created in the challenging and changing conditions of Mars.

MS-LS1-3

Supporting

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.Reason: While not directly focused on ecosystems, this standard supports the understanding of systems and subsystems, which is relevant to the design of the hydroponic farm.

Entry Events

Events that will be used to introduce the project to students

Emergency on Mars

Imagine you're on the first human mission to Mars. The hydroponic farm malfunctions, and you're facing food shortages. Your challenge is to redesign the farm to ensure food security for the entire crew.

SpaceX Challenge

You're a lead scientist for SpaceX, tasked with creating a sustainable farming system for a Martian colony. Design a hydroponic farm that addresses the challenges of Martian soil, atmosphere, and resource limitations.

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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

Earth vs. Mars: A Plant's Perspective

Students will research and document the essential environmental factors required for plant growth on Earth, comparing and contrasting these with the conditions on Mars. They will identify key differences and challenges, focusing on how hydroponic systems can offer solutions.

Steps

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

1. Research and list the essential factors for plant growth on Earth (light, water, nutrients, air, temperature).

2. Investigate the environmental conditions on Mars, focusing on the atmosphere, temperature, soil composition, and availability of water and light.

3. Compare and contrast Earth's and Mars' conditions, identifying the key challenges for plant growth on Mars.

4. Explain how hydroponic systems can address these challenges by providing controlled environments for plant growth.

Final Product

What students will submit as the final product of the activityA comparative analysis report detailing Earth's plant growth conditions versus Mars, highlighting the challenges and potential solutions offered by hydroponics.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-3, addressing matter and energy flow in a closed-loop system.

Activity 2

Martian Hydroponics 101: Building a Closed-Loop System

Students will design a basic hydroponic system suitable for growing a specific type of plant on Mars. They will consider factors such as nutrient solutions, lighting, water circulation, and waste management within a closed-loop system.

Steps

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

1. Choose a specific plant to grow in your Martian hydroponic system.

2. Design the system, considering nutrient solutions, lighting, water circulation, and a closed-loop waste management system.

3. Create a blueprint of the system, labeling all components and materials.

4. Write an explanation of the design choices, justifying them with scientific principles and considering Martian conditions.

Final Product

What students will submit as the final product of the activityA blueprint and explanatory document outlining their hydroponic system design, including justifications for their choices based on scientific principles.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-4, examining how a stable ecosystem can be created in the challenging and changing conditions of Mars.

Activity 3

Mission Sustainability: Resource Management on Mars

Students will delve deeper into the sustainability aspect of their Martian farm, exploring methods for resource management, energy efficiency, and waste recycling within the hydroponic system.

Steps

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

1. Research potential resources available on Mars (water ice, sunlight, Martian soil) and how they can be used in your hydroponic system.

2. Develop strategies for efficient energy use, considering solar power and other potential sources.

3. Design a waste recycling system within the farm to minimize resource consumption and maximize sustainability.

4. Create a detailed sustainability plan, outlining all strategies and justifying them with scientific reasoning and evidence.

Final Product

What students will submit as the final product of the activityA detailed sustainability plan outlining strategies for resource management, energy efficiency, and waste recycling in their Martian hydroponic farm.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS1-3, supporting the understanding of systems and subsystems.

Activity 4

Red Planet Ethics: Responsible Exploration of Mars

Students will explore the ethical implications of establishing a human habitat and farm on Mars, considering potential impacts on the Martian environment and the responsibility of humans in space exploration.

Steps

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

1. Research the potential environmental impacts of human presence and farming on Mars.

2. Investigate the ethical considerations of altering the Martian environment, including planetary protection principles.

3. Develop guidelines for responsible space exploration and habitat establishment on Mars.

4. Prepare a presentation or report summarizing your findings and proposed guidelines.

Final Product

What students will submit as the final product of the activityA presentation or report discussing the ethical considerations, including potential impacts and responsible exploration practices.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-3, focusing on energy flow and nutrient cycling.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Martian Hydroponic Farming Assessment Rubric

Category 1

Scientific Understanding

Assesses the depth of understanding related to plant growth factors, environmental conditions on Mars, and how hydroponics can address these challenges.

Criterion 1

Comparison Analysis

Evaluation of the student's ability to compare and contrast Earth's and Mars' conditions for plant growth.

Exemplary

4 Points

Thoroughly and insightfully compares Earth's and Mars' conditions with multiple insightful differences identified and well-articulated understanding of challenges.

Proficient

3 Points

Comprehensively compares Earth's and Mars' conditions with clear identification of primary differences and challenges.

Developing

2 Points

Attempts to compare Earth's and Mars' conditions, with some differences identified but lacks depth and clear articulation of challenges.

Beginning

1 Points

Minimal comparison with limited differences identified; lacks articulation of challenges.

Criterion 2

Hydroponic Systems Understanding

Assesses the student's ability to explain how hydroponic systems overcome Martian challenges.

Exemplary

4 Points

Provides a nuanced explanation of hydroponic systems with advanced understanding of how they address specific Martian challenges with scientific support.

Proficient

3 Points

Clearly explains hydroponic systems and how they address major Martian challenges with supporting details.

Developing

2 Points

Explains hydroponic systems with basic linkage to some Martian challenges, but lacks detail.

Beginning

1 Points

Minimal explanation of hydroponic systems with little connection to Martian challenges.

Criterion 3

Design Justification

Evaluates the student's ability to justify design choices scientifically for their hydroponic system.

Exemplary

4 Points

Develops compelling justifications for all design choices, grounded in scientific principles with strong evidence and critical analysis.

Proficient

3 Points

Provides sound justifications for design choices with relevant scientific grounding and evidence.

Developing

2 Points

Attempts to justify design choices with some scientific rationale but lacks depth and comprehensive evidence.

Beginning

1 Points

Minimal or unsupported justifications for design choices; lacks scientific basis.

Category 2

Sustainability and Ethics

Assesses students’ awareness of sustainability practices and ethical considerations in the context of Martian exploration.

Criterion 1

Sustainability Plan

Quality of strategies developed for resource management, energy efficiency, and waste recycling on Mars.

Exemplary

4 Points

Crafts a highly detailed and innovative sustainability plan with all strategies thoroughly justified using scientific reasoning.

Proficient

3 Points

Develops a comprehensive sustainability plan with well-justified strategies and scientific reasoning.

Developing

2 Points

Presents a basic sustainability plan with partially justified strategies; scientific reasoning is limited.

Beginning

1 Points

Offers minimal or inadequate sustainability plan with unsupported strategies.

Criterion 2

Ethical Considerations

Evaluates the depth of ethical reflection regarding human impact and planetary protection on Mars.

Exemplary

4 Points

Provides a profound reflection on ethical considerations with comprehensive guidelines fully supported by detailed evidence and examples.

Proficient

3 Points

Offers a thorough reflection on ethical considerations with well-supported guidelines and evidence.

Developing

2 Points

Provides a basic reflection on ethical issues with some guidelines; lacks comprehensive support.

Beginning

1 Points

Minimal consideration and reflection on ethical issues; guidelines unclear or unsupported.

Reflection Prompts

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

Question 1

Reflect on the entire design process of your Martian hydroponic farm. What were the most significant challenges you encountered, and how did you overcome them?

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Question 2

How did your understanding of plant growth and hydroponic systems evolve throughout this project?

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Question 3

Evaluate the sustainability of your Martian farm design. How effectively does your design address resource management, energy efficiency, and waste recycling?

Scale

Required

Question 4

On a scale of 1 to 5, how confident are you in the feasibility of your hydroponic farm design for sustaining human life on Mars?

Scale

Required

Question 5

What ethical considerations did you take into account when designing your Martian farm, and how did these considerations influence your design choices?

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Question 6

If you were to continue working on this project, what aspects would you further investigate or refine?

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Optional

Question 7

What did you learn from the "Emergency on Mars" or "SpaceX Challenge" entry event, and how did it shape your approach to designing a hydroponic farm on Mars?

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Required