facilitator’s guide - purpleplow.org · facilitator’s guide. 2017 american farm bureau...

H2 0facilitator’s guide

2© 2017 American Farm Bureau Foundation for Agriculture

table of contentsChallenge Rationale .................................................................... 3-4

Standards Addressed .................................................................. 5-9

Suggested Pacing Guides ........................................................ 10-13

Materials List .......................................................................... 14-15

Facilitating The Challenge ........................................................ 16-24

Step 1: Identify ...................................................................... 19

Step 2: Imagine ..................................................................... 20

Step 3: Design ....................................................................... 21

Step 4: Create ....................................................................... 22

Step 5: Test & Improve ........................................................... 23

Step 6: Share ....................................................................... 24

Challenge Rationale


Challenge RationaleStudents locally can contribute to the impact problems of population growth, access to resources, limited space for growing food, and year-round plant-based food production. After thoughtful research to evaluate how these challenges exist globally and locally, students will design, build, and utilize a growing structure that can be used in their unique location or situation to help maximize the availability and access of food given the extensive growth in population and limitations of space. The final product will be a functioning aquaponics system.

Establishing the ChallengeIdentify a ProblemAccording to the USDA “food insecurity” is defined as a household’s consistent access to adequate food being limited by a lack of money and other resources at times during the year. Often, we think of this as being a problem affecting only third world countries. However, Feeding America shares that 42.2 million Americans live in food insecure households, including 32.8 million adults and 13.1 million children. Often, we think of individuals that are living with food insecurity to be homeless or easy to identify, but they could be your neighbor or even a classmate. What can we do to help solve this problem? The best way to start solving this problem of food insecurity is to create sustainable local food systems.

Response to ProblemWith the challenge of feeding 9 billion people by 2050, your team has been selected to design a prototype and construct a life-size model of a system that will integrate the use of waste from an aquatic animal growth system as a beneficial nutrient for a plant growth system.

This system must address the following needs: • Produce a plant-based food source • Produce an aquatic animal-based food source • Hold, at maximum, 20 gallons of water • Produce weekly documentation of water quality by pH

Success will be determined by • Harvest an edible food product within 90 days or show progress of plant and animal

growth within the timeframe allotted for your specific situation• Create, construct, and maintain an environment that is suitable for aquatic animal life

within 90 days • Produce a presentation and post to social media

Standards Addressed


Next Generation Science Standards

http://www.nextgenscience.org/sites/default/files/NGSS%20DCI%20Combined%2011.6.13.pdf

MSLS11. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MSLS15. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MSLS16. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

• Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MSLS15), (MSLS16)

• Within a natural system, the transfer of energy drives the motion and/or cycling of matter. (MSLS16)

MSLS17. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

• Develop a model to describe unobservable mechanisms. (MSLS17)

MSLS21. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

• Analyze and interpret data to provide evidence for phenomena. (MSLS21) • Organisms, and populations of organisms, are dependent on their environmental

interactions both with other living things and with nonliving factors. (MSLS21) • In any ecosystem, organisms and populations with similar requirements for food, water,

oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MSLS2 1)

• Growth of organisms and population increases are limited by access to resources. (MSLS21) Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MSLS21)


MSLS22. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

• Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MSLS22)

• Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MSLS22)

MSLS23. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

• Develop a model to describe phenomena. (MSLS23) • Food webs are models that demonstrate how matter and energy is transferred between

producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MSLS23)

• The transfer of energy can be tracked as energy flows through a natural system. (MSLS23) • Science assumes that objects and events in natural systems occur in consistent patterns that

are understandable through measurement and observation. (MSLS23)

MSLS24. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations

• Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MSLS24)

• Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MSLS24) MSLS25. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*

• Evaluate competing design solutions based on jointly developed and agreed upon design criteria. (MSLS25)

• Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a


measure of its health. (MSLS25) • There are systematic processes for evaluating solutions with respect to how well they meet

the criteria and constraints of a problem. (secondary to MSLS25) • Small changes in one part of a system might cause large changes in another part.

(MSLS24), (MSLS25)

MSETS11. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

• Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. (MSETS11)

• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MSETS11)

• All human activity draws on natural resources and has both short and long term consequences, positive as well as negative, for the health of people and the natural environment. (MSETS11)

• The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MSETS11)

MSETS12. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• Evaluate competing design solutions based on jointly developed and agreed upon design criteria. (MSETS12)

MSETS14. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

• Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. (MSETS14)

• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MSETS14)

• Models of all kinds are important for testing solutions. (MSETS14) • The iterative process of testing the most promising solutions and modifying what is

proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MSETS14)


Common Core Mathematics Standards

http://www.corestandards.org/Math/

Geometry 6.G Solve real-world and mathematical problems involving area, surface area, and volume.

1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

3. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Geometry 7.G Draw, construct, and describe geometrical figures and describe the relationships between them.

1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Suggested Pacing Guides


Middle-School School-Year Program

This sample pacing guide is created for a 90-day calendar with a 45-minute class. This is only a recommendation. The facilitator can modify it to meet their needs based on scope of project and time available.

Design Process Step TimelineIdentify 5 daysImagine 8 daysDesign 5 daysCreate 6 daysTest & Improve 61 daysShare 5 days

Middle-School Summer-School Program

This pacing guide is created for a 20-day calendar with a 3-hour block. This is only a recommendation. The facilitator can modify it to meet their needs based on scope of project and time available.



After School-School Year Program

This sample pacing guide is created for 2 days a week for an 18-week semester. All days are calculated with a 90-minute timeframe. This is only a recommendation. The facilitator can modify it to meet their needs based on scope of project and time available.


After School-Summer School Year Program

This pacing guide is created for a 20-day calendar with a 3-hour block. This is only a recommendation. The facilitator can modify it to meet their needs based on scope of project and time available.



NOTE:

To fulfill the requirements of the challenge, you will need time beyond the allotted program time above. Possible options for competing include:

• Sending the constructed growing structure and related materials home with students wishing to compete (participating in regular progress monitoring of project with facilitator)

• Developing continuation options in an after-school or extra-curricular club with facilitator• Including parents in the process of continuing the investigation (with option of providing

space at school to keep project)

Materials List


H2grOw Suggested Materials List

The items listed below are suggested materials needed to conduct the challenge. Facilitators and students are encouraged to be creative and inventive in acquiring the materials needed to complete the challenge (e.g., purchased, recycled, donated, etc.).

Materials Required Suggested Material OptionsSpace for plants to grow Grow bed or shallow containerMedia for plant grow in Gravel, lava rock, packing foam,

sponges, perlite, vermiculiteTank for fishFish or other aquatic animalPlantsWater PumpPlastic tubing to fit the water pumpAquarium air pumpAir StonepH testing kitScale for measuring end goods producedDuct Tape

Tools Required Suggested Material OptionsDrillScissors

NOTE: For additional information on supplies to build an aquaponics system, visit: http://aquaponics.com/build-a-mini-aquaponic-system/

Facilitating The Challenge


Facilitating The Challenge Each Purple Plow Challenge can be implemented in a variety of methods, timeframes, and programs. Follow the steps below to help determine how this challenge will best fit the current situation and educational environment.

1. Review the Purple Plow “Design Process” and “Tips for Success” documents.2. Examine the suggested pacing guides to determine ways to integrate the challenge into

your specific program.3. With the timeframe in mind, use the guidance provided in this section to help students

progress through the challenge. This guidance includes suggested student prompts, guiding questions for students, signs of step completion, and journaling opportunities. The student prompts, guiding questions, and journal prompts are found in the “H2gr0w Student Guide.” Facilitators or students may determine the method by which they record their research and discoveries found for these prompts and journal reflection questions.


1. IdentifyPURPOSE OF STEP

Define the problem and how it is affecting life globally, nationally, and locally. Research and consider how others have approached solving the program. Describe why this problem needs a solution. Determine constraints (e.g., time, space, resources, etc.).

SIGNS OF STEP COMPLETIONPresent a description of the problem to the facilitator. Be sure to include how this problem affects communities globally, nationally, and locally. The description should also include ways in which others have addressed finding a solution and constraints to be considered (e.g., time, space, resources, etc.).

At the completion of this step, direct students to the reflection questions in the “H2gr0w Student Guide.”

STUDENT PROMPTS AND GUIDING QUESTIONS• Why do people go hungry?• What are different ways to grow or raise food?• What is needed to grow food?• What kinds of foods grow in the local community?• What are solutions to the problem of world hunger?• What is food insecurity?• What is the level of food insecurity in the United States?• What are some ways Americans help fight food insecurity?• What resources are available locally to help with food insecurity issues?


2: ImaginePURPOSE OF STEP

Brainstorm solutions to the problem. List all of your ideas – don’t hold back! Discuss and select the best possible solution.

SIGNS OF STEP COMPLETIONPresent a list of possible solutions to your identified problem to the facilitator.


STUDENT PROMPTS AND GUIDING QUESTIONS• How do inputs of photosynthesis affect plant growth?• What nutrients does a plant need to grow?• How do nutrients affect plant growth?• How do the outputs of plant photosynthesis affect animal growth in aquatic systems?• How do nutrients affect animal growth in aquatic systems?• How do water quality factors affect animal growth in aquatic systems?• What is the benefit of water flow in an aquatic system?• How does the movement of water affect nutrients?• What are the components of an integrated aquatic and plant growing system?


3: DesignPURPOSE OF STEP

Diagram the prototype. Identify the materials needed to build the prototype. Write out the steps to take. Describe the expected outcomes.

SIGNS OF STEP COMPLETIONPresent a detailed diagram of the prototype as well as a written plan of how it will be built. Be sure to include a materials list with budget, detailed directions, and expected outcomes.


STUDENT PROMPTS AND GUIDING QUESTIONS• Design a structure that meets the demands set forth in the challenge.• Determine what specific materials would be used in the construction.• Justify why particular design choices have been made.• Justify why particular materials have been chosen.• What plants and animals will successfully grow in the structure?• Create a supply list and budget.

o What specific materials will be used to build the growing structure?o How will materials be obtained?o What is the cost of these materials?

• In what ways will the production of the growing structure be measured?o What will need to be observed (qualitative data)?o What information can be put into a chart of graph (quantitative data)?


4: CreatePURPOSE OF STEP

Follow the design plan and build the prototype.

SIGNS OF STEP COMPLETIONBuild the prototype and share with the facilitator.


STUDENT PROMPTS AND GUIDING QUESTIONS• Use all research, knowledge gained, and the design plan to create the growing

structure.

• Repeat any of the previous steps should issues arise during the building process.

• Consider the parameters of the challenge and what needs to be accomplished for a successful challenge.


5: Test & ImprovePURPOSE OF STEP

Test the design and collect quantitative and qualitative data. Discuss results and compare with the expected outcomes. Seek areas of improvement and make changes where needed.

SIGNS OF STEP COMPLETIONKeep record of all test trials and share data with the facilitator. Entries should include both qualitative and quantitative data. Record any improvements made to your design prototype and the effect they had on outcomes.


STUDENT PROMPTS AND GUIDING QUESTIONS• Analyze the production of the structure created.• Create data tables, graphs, photographs showcasing production, etc.• How does pH affect aquatic animal and plant growth?• Test the pH of the system regularly. • Calculate growth efficiency.• Based on the data, what predictions can be made about the sustainability of the

growing structure?• What other factors are affecting the systems and what observations can be collected?


6: SharePURPOSE OF STEP

Communicate what was learned. Share the design, data, and conclusions. Present results.

SIGNS OF STEP COMPLETIONPresent what was learned through the design process. Share how the prototype addresses the problem, key aspects of design, data from test trials, and end results.

STUDENT PROMPTS AND GUIDING QUESTIONS• Develop a presentation including knowledge gained, design plans, materials used to

create the structure, testing completed during challenge, and data analysis.


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