Lesson 3.2 Hydroponics

Transcription

1 Lesson 3.2 Hydroponics Preface Hydroponic is a Greek word meaning water labor. Indeed that is what hydroponic systems do; they let the water do the work without soil or media. In order to grow, reproduce, and stay healthy, plants require basic requirements, such as nutrients, water, light, and suitable temperature. Soil is primarily used to support plant roots and keep the plant vertical, and anchored to the earth. However, with man-made systems and environments, soil can be replaced with artificial support mechanisms and plants will grow just fine if all requirements are met. Hydroponics is becoming an ever increasingly big business in plant production. Growing plants hydroponically in a greenhouse requires less space than traditional growing practices using soil. Production can be yearlong rather than limited to a growing season. Simple hydroponic systems can be designed and built to suit any home gardener s needs. In this lesson, the basics of hydroponic plant production are explored. Students will take a close look at the various types of systems used and how plant production is managed in a soilless environment. Concepts 1. Growing crops with a hydroponic method relies on using water with or without potting media instead of mineral soil to provide the necessary growth requirements. 2. Hydroponic crop production has advantages over traditional cropping systems, such as efficient use of space and resources. 3. There are many considerations to examine when choosing between hydroponic production and traditional crop production, such as the spread of disease and increased equipment costs. 4. Hydroponic crop production in a greenhouse provides the potential for yearlong crop production regardless of environmental conditions. 5. Careful management and monitoring of water quality in a hydroponic system are necessary to ensure plant health. ASP Unit 3 Lesson 3.2 Hydroponics Page 1

2 Performance Objectives It is expected that students will Compare the use of fertilizers, water, and media in hydroponic and traditional plant production systems. Recognize the different types of hydroponic systems available. Design a hydroponic system incorporating the design principles of a specific type of system, such as nutrient flow, aggregate, water culture, or aeroponics. Monitor hydroponic system water quality for electrical conductivity, ph, dissolved oxygen, and nutrient levels. Determine the impact water quality has on plant growth in a hydroponic system. Standards and Benchmarks Addressed AFNR Career Cluster LifeKnowledge and Cluster Skills Content Standards Lesson 3.2 will address parts of the following performance elements: CS.03. Performance Element: Career Success: Demonstrate those qualities, attributes and skills necessary to succeed in, or further prepare for, a chosen career while effectively contributing to society. CS.05. Performance Element: Systems: Identify how key organizational structures and processes affect organizational performance and the quality of products and services. CS.08. Performance Element: Technical Skills: Use tools, equipment, machinery and technology appropriate to work within areas related to AFNR. CS.09. Performance Element: Technical Skills: Compare and contrast issues affecting the AFNR industry. AFNR Career Cluster Plant Systems Career Pathway Content Standards Lesson 3.2 will address parts of the following performance elements: PS.02. Performance Element: Prepare a plant management plan that addresses the influence of environmental factors, nutrients, and soil on plant growth. PS.03. Performance Element: Propagate, culture, and harvest plants. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes: Systems, order, and organization ASP Unit 3 Lesson 3.2 Hydroponics Page 2

3 Constancy, change, and measurement Science and Technology Content Standard E: As a result of their activities in grades 9-12, all students should develop understanding of Abilities of technological design Science in Personal and Social Perspectives Content Standard F: As a result of their activities in grades 9-12, all students should develop understanding of Science and technology in local, national, and global challenges Common Core State Standards for High School Mathematics Modeling standards are indicated by the star symbol (*) throughout other conceptual categories. Conceptual Category Number and Quantity Quantities *Reason quantitatively and use units to solve problems. Conceptual Category Statistics and Probability Interpreting Categorical and Quantitative Data Making Inferences and Justifying Conclusions Using Probability to Make Decisions *Summarize, represent, and interpret data on a single count or measurement variable. *Make inferences and justify conclusions from sample surveys, experiments, and observational studies. *Calculate expected values and use them to solve problems. Common Core State Standards for English Language Arts College and Career Readiness Anchor Standards for Reading Key Ideas and Details Key Ideas and Details Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas Essential Questions 1. What is hydroponics? Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 2. What advantages and disadvantages do hydroponic systems have compared to traditional cropping practices? 3. What equipment is needed to raise plants using hydroponic methods? 4. What are the management issues with the production of plants using hydroponics? ASP Unit 3 Lesson 3.2 Hydroponics Page 3

4 5. What are the different types of hydroponic systems available? 6. How do hydroponic systems lessen the impact on the environment and natural resources? 7. What role will hydroponics play in the future of sustainable crop production? 8. Why is water ph important for plant growth in hydroponic systems? 9. What requirements are needed to grow plants in a hydroponic system? 10. How are nutrient and dissolved oxygen levels monitored in a hydroponic system? Key Terms Acidity Aeroponics Aggregate Culture Alkaline Conductivity Tester. Dissolved Oxygen Electrical Conductivity Hydroponics Media Neutral Nutrient Nutrient Flow Technique ph Perlite. Rockwool Soil Vermiculite. Water Culture Day-to-Day Plans Time: 11 days NOTE: Plant material must be prepared two weeks prior to beginning this lesson. The teacher should refer to the Teacher Resources section for specific information on teaching this lesson, in particular, Lesson 3.2 Teacher Notes, Lesson 3.2 Glossary, Lesson 3.2 Materials List, and other support materials. Day 1: The teacher will provide students a copy of Activity Hydroponically Thinking. Students will complete Part 1 of Activity Hydroponically Thinking and prepare for a class discussion. The teacher will lead students in a class discussion about previous knowledge of hydroponics using a variation of the Descartes Moment. The teacher will present Concepts, Performance Objectives, Key Terms, and Essential Questions in order to provide a lesson overview. The teacher will provide students Presentation Notes pages to be used throughout the presentation to record notes and reflections. These pages are to be added to the Agriscience Notebook. The teacher will present PowerPoint Water Works and discuss key questions throughout. Students will take notes using the Presentation Notes pages provided by the teacher. The teacher will provide students with a copy of Activity Getting the Dirt on Hydroponics and a copy of the reading Hydroponics in Developing Countries (Bradley & Tabares, 2000). ASP Unit 3 Lesson 3.2 Hydroponics Page 4

5 Day 2: Day 3 4: Day 5 7: Day 8: Students will read Hydroponics in Developing Countries, Part 1 as homework for preparation of Part 2 of Activity Getting the Dirt on Hydroponics. The teacher will explain Part 1 of Activity Getting the Dirt on Hydroponics. Students will complete Part 1 of Activity Getting the Dirt on Hydroponics. Students will work in pairs to complete Part 2 of Activity Getting the Dirt on Hydroponics by reading the directions provided and getting necessary equipment. The teacher will lead students through Part 2 of Activity Getting the Dirt on Hydroponics and allow time for students to complete the Conclusion questions. The teacher will provide students Presentation Notes pages to be used throughout the presentation to record notes and reflections. The teacher will present PowerPoint Methods and Monitoring of Hydroponics. Students will take notes using the Presentation Notes pages provided by the teacher. The teacher will provide copies of Project If You Build It They will Grow and Project System Design Template and Project Design Rubric. Students will work in teams of four to complete Part 1 of Project If You Build It They will Grow by researching designs for their group s system. Students will present a sketch and other design considerations to the teacher using Project System Design Template. The teacher will approve the design or provide guidance for revisions using Project Design Rubric. Students will construct their hydroponic systems meeting the requirements outlined in Part 2 of Project If You Build It they will Grow. The teacher will provide guidance and suggestions for the completion of student projects. The teacher will provide students Lesson 3.2 Check for Understanding. Students will complete Lesson 3.2 Check for Understanding and submit for grading. The teacher will assess student work using Lesson 3.2 Check for Understanding Key. Students will review instructions for Part 3 of Project If You Build It They will Grow and become familiar with LabQuest equipment. ASP Unit 3 Lesson 3.2 Hydroponics Page 5

6 Day 9: Day 10 11: Note: Students will set up the system needed to grow plants for Activity Detecting Nutrient Problems at this time. The plants will be grown in a nutrient solution lacking one of the sixteen nutrients. Because plants require days to show visible defects of nutrient deficiency, it is recommended to begin their trial at this time in the course. During Lesson 6.1 Plant Food, students will try to determine which nutrient is lacking in the trial they conducted. The teacher will provide a copy of Activity Detecting Nutrient Problems. Students will complete Part 1 of Activity Detecting Nutrient Problems. NOTE: Day will be four weeks after the completion of Part 3 of Project If You Build It They will Grow. Students will collect data every other day and monitor the growth requirements of their plants. Each student will complete their own data chart and graph for Part 4 of Project If You Build It They will Grow and submit all work for grading. Students will be provided Project Analysis Rubric before charts are made The teacher will assign new groups of four to share data and complete Part 5 of Project If You Build It They will Grow. Students will submit their work from Part 5 for grading. The teacher will use Project Design Rubric and Project Analysis Rubric to assess student work. The teacher will assist students with dismantling their projects for storage and clean up the laboratory. Instructional Resources PowerPoint Presentations Water Works Methods and Monitoring of Hydroponics Student Support Documents Presentation Notes Activity Hydroponically Thinking Activity Getting the Dirt on Hydroponics Project If You Build It They will Grow Project Design Rubric Project Analysis Rubric Activity Detecting Nutrient Problems Lesson 3.2 Glossary ASP Unit 3 Lesson 3.2 Hydroponics Page 6

7 Teacher Resources Hydroponics in Developing Countries Lesson 3.2 Teacher Notes Lesson 3.2 Materials List Lesson 3.2 Check for Understanding Answer Keys and Assessment Rubrics Lesson 3.2 Check for Understanding Key Student Project Development Template Project System Design Template Reference Sources Bradley, P., & Tabares, C. (2000). Building by design. The Growing Edge, 11(5), Burton, D. L., & Cooper, E. L. (2007). Agriscience fundamentals and applications (4 th ed.). Clifton Park, NY: Delmar. Davidson, D. (2008). Hydroponics. Retrieved September 15, 2008, from Herren, R. V., & Donahue, R. L. (2000). Delmar s agriscience dictionary with searchable CD-ROM. Albany, NY: Delmar. HydroponicSearch.com. (2006, March). Hydroponics: Advantages and disadvantages. Retrieved August 3, 2008, from cs/hydroponics_cultivation_methods/hydroponics:_advantages_&_dis advantages/ James, D. (2008). Activity #3 hydroponic systems. Retrieved September 30, 2008, from McBride, D. (2008). Hydroponic systems information. Retrieved October 20, 2008, from Parker, R. (2010). Plant and soil science: Fundamentals and applications. Clifton Park, NY: Delmar. Simply Hydroponics. (2006, April). Basic hydroponic systems and how they work. Retrieved September 30, 2008, from The Growing Edge. (2008). The growing edge of hydroponic basics. Retrieved November 1, 2008, from ASP Unit 3 Lesson 3.2 Hydroponics Page 7

8 Hydroponics is a unique way of growing plants in a completely controlled environment that leads to many possible projects for students to explore as Supervised Agricultural Experiences and Agriscience projects. Grow vegetables, such as lettuce and tomatoes using hydroponics at home, with a local grower, or school greenhouse to sell to the public or donate to a local food shelf. Develop an Agriscience project comparing different medias, nutrient concentrations, oxygen supply, spacing, temperature, and so forth for hydroponic plants. For more information regarding opportunities related to Supervised Agricultural Experience, view the webpage at the following URL: This lesson will provide conceptual and procedural knowledge required for participation in the following FFA activities: Agricultural Proficiency o Emerging Agricultural Technology Agriscience Fair For more information related to the National FFA Organization, review the website found at the following URL: Critical Thinking and Application Extensions Application 1. Students will design an Agriscience experiment testing new hydroponic system designs, the differences in plant species response to hydroponic production methods, the levels of nutrient and other required inputs, and the effect different treatments have on plant growth. 2. Students will design and develop a model for a large-scale, self-sustainable hydroponic system that is capable of producing crops in an urban center minimizing negative impacts on the environment. Self-Knowledge 3. Students will reflect on how they may use hydroponic systems to produce many of the food products they consume in their lives. They will write a one-page essay explaining the benefits and value of a hydroponic system as compared to a traditional production system. ASP Unit 3 Lesson 3.2 Hydroponics Page 8