Growing Connections: The Science and Future of Farming

6th Grade

Project
9 weeks

Growing Connections: The Science and Future of Farming

Emily Margetta

Purpose

The purpose of this project is to engage students in exploring the evolution of agricultural methods from historical to modern times, with a focus on understanding how innovations like hydroponics and aquaponics address contemporary agricultural challenges. Through hands-on labs and data collection, students will investigate plant biology, including plant cells and photosynthesis, while examining the impact of agricultural practices on biogeochemical cycles and their connection to global warming. By integrating NGSS and 6th-grade math standards, students will develop a comprehensive understanding of how advancements in agriculture have shaped our environment and society, fostering critical thinking about their role and impact within their community.

Learning goals

In this project, students will explore the evolution of agricultural methods from historical to modern times, understanding the role of technologies like hydroponics and aquaponics in addressing agricultural challenges. They will investigate plant biology through labs focused on plant cells and light, applying the scientific method to collect and analyze data. Students will delve into the biogeochemical cycles and their connection to global warming, examining how these cycles impact agriculture and the environment. Through this inquiry, students will reflect on their personal connection to agriculture and the broader implications of their actions on the community and the environment. The project will integrate 6th grade math standards by analyzing data collected during lab activities, aligning with NGSS standards in life sciences and earth sciences.

Standards

NGSS - MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
NGSS - MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Common Core - CCSS.MATH.CONTENT.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Products

Throughout this project, students will engage in a series of hands-on activities and research tasks that culminate in several key deliverables. First, students will conduct plant cell and plant light labs, collecting and analyzing data to understand plant growth and adaptation. They will then design and construct a small-scale hydroponic or aquaponic system, applying their knowledge of modern agricultural technologies. As a final product, students will create a multimedia presentation that traces the evolution of agricultural methods from ancient to modern times, highlighting the role of biogeochemical cycles and their impact on global warming. This presentation will be shared with peers and potentially a broader audience, allowing students to reflect on their learning and its implications for their community. Additionally, students will maintain a reflective journal throughout the project, documenting their learning journey and personal connections to the content.

Launch

To launch the project, students will participate in an engaging plant lab activity. They will begin by examining various plant samples under microscopes to identify plant cell structures and understand their functions. Following this, students will set up a simple hydroponics system using recycled materials to grow a small plant. This hands-on experience will introduce them to modern agricultural techniques and stimulate curiosity about how these methods compare to traditional farming. The activity will also serve as a practical application of the scientific method, as students will make predictions, record observations, and analyze data on plant growth. This immersive experience will set the stage for exploring the essential questions and core content throughout the project.

Exhibition

At the end of the project, students will host a "Sustainable Agriculture Expo" where they will present their findings and projects to classmates, teachers, and community members. Each student or group will create a display that showcases their research on the evolution of agricultural methods, including a comparison of historical and modern techniques like hydroponics and aquaponics. The displays will include data from their plant cell and plant light labs, highlighting the scientific method and their understanding of plant biology. Students will also present models or diagrams that illustrate the biogeochemical cycles and their connection to global warming, emphasizing the environmental impact of agricultural practices. This expo will not only demonstrate their learning but also engage the community in discussions about sustainable agriculture and its role in addressing global challenges.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Introduction to the Project - Overview of the project objectives and essential questions. Discuss the importance of understanding agricultural evolution and modern techniques.	Activity 2: Exploration of Plant Cells - Students will examine various plant samples under microscopes to identify plant cell structures and understand their functions.	Activity 3: Introduction to Hydroponics - Set up a simple hydroponics system using recycled materials to grow a small plant. Discuss the scientific method and make predictions about plant growth.	Activity 4: Data Collection - Begin recording observations and data on plant growth in the hydroponics system, focusing on plant health and adaptation.	Activity 5: Reflection and Journaling - Students will reflect on their experiences and document their learning journey in a reflective journal.
Deliverables	1. Deliverable 1: Completed plant cell identification worksheet detailing cell structures and functions. 2. Deliverable 2: Initial setup and documentation of hydroponics system, including predictions and plans for data collection. 3. Deliverable 3: First entry in the reflective journal, capturing initial thoughts and observations about plant cells and hydroponics.
Preparation	1. Teacher Preparation Task 1: Prepare an engaging presentation to introduce the project objectives, essential questions, and timeline. 2. Teacher Preparation Task 2: Gather plant samples and microscopes for the plant cell exploration activity. 3. Teacher Preparation Task 3: Collect recycled materials and supplies needed for the hydroponics setup, ensuring each student or group has access to necessary resources. 4. Teacher Preparation Task 4: Create a worksheet for plant cell identification, including diagrams and questions to guide student observations. 5. Teacher Preparation Task 5: Develop a template for the reflective journal to help students organize their thoughts and observations throughout the project.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Review and Discussion - Review observations and data collected from the hydroponics system. Engage students in a discussion about their findings and the scientific method.	Activity 2: Light and Photosynthesis Lab - Conduct a lab exploring the effects of different light conditions on plant photosynthesis. Experiment with various light sources and record data.	Activity 3: Data Analysis - Analyze the data collected from the light and photosynthesis lab. Use 6th-grade math standards to plot data on graphs and interpret results.	Activity 4: Biogeochemical Cycles Introduction - Introduce students to biogeochemical cycles, focusing on the carbon and nitrogen cycles. Discuss their relevance to agriculture and global warming.	Activity 5: Reflection and Journaling - Reflect on the week's activities and learning in the reflective journal. Encourage students to connect their lab experiences with the broader concepts of the project.
Deliverables	1. Deliverable 1: Data analysis report from the light and photosynthesis lab, including graphs and interpretations. 2. Deliverable 2: Journal entry reflecting on the light and photosynthesis lab and initial understanding of biogeochemical cycles.
Preparation	1. Teacher Preparation Task 1: Prepare materials and guidelines for the light and photosynthesis lab, ensuring a variety of light sources are available. 2. Teacher Preparation Task 2: Develop data analysis templates to guide students in plotting their lab data and interpreting results. 3. Teacher Preparation Task 3: Create an introductory presentation on biogeochemical cycles, with a focus on their impact on agriculture and climate. 4. Teacher Preparation Task 4: Review and provide feedback on Week 1 journal entries to ensure students are on track with their reflective practice.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Examination of Aquaponics - Introduce students to the concept of aquaponics and compare it to hydroponics. Discuss the benefits and challenges of each system in modern agriculture.	Activity 2: Design and Planning - Students will work in groups to design their small-scale aquaponic system. They will plan the materials needed, the setup process, and the types of plants and fish they will use.	Activity 3: Construction and Setup - Students will begin constructing their aquaponic systems using the designs they created. They will focus on the setup and initial testing of their system's functionality.	Activity 4: Data Collection and Observation - Begin initial data collection on the aquaponic systems. Students will record observations on plant growth, water quality, and system efficiency.	Activity 5: Reflection and Journaling - Reflect on the aquaponics experience and the comparison with hydroponics. Students will document their learning process and insights in their reflective journals.
Deliverables	1. Deliverable 1: Design plan for the aquaponic system, including materials list and setup steps. 2. Deliverable 2: Initial observation report from the aquaponic system, focusing on plant and fish health, as well as system operation. 3. Deliverable 3: Journal entry reflecting on the aquaponic construction process and insights gained.
Preparation	1. Teacher Preparation Task 1: Prepare an informative presentation on aquaponics, highlighting its principles, benefits, and challenges in agricultural practices. 2. Teacher Preparation Task 2: Gather and organize materials required for constructing aquaponic systems, ensuring each group has access to necessary supplies such as fish tanks, water pumps, and plant trays. 3. Teacher Preparation Task 3: Develop a template for the aquaponic system design plan to guide students in their planning process. 4. Teacher Preparation Task 4: Review Week 2 journal entries to provide constructive feedback and support students' reflective practices. 5. Teacher Preparation Task 5: Arrange for ongoing monitoring of aquaponic systems to ensure they are functioning correctly and safely.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Introduction to Data Visualization - Teach students the basics of data visualization, focusing on how to effectively present scientific data.	Activity 2: Data Analysis Continuation - Students will continue collecting and analyzing data from their hydroponic and aquaponic systems. They will focus on comparing the growth rates and health of plants in the two systems.	Activity 3: Graph Creation - Using the data collected, students will create graphs and charts to represent their findings. They will apply 6th-grade math standards to display data accurately.	Activity 4: Research on Agricultural Innovations - Students will research various modern agricultural innovations and their impacts on sustainability and efficiency.	Activity 5: Reflection and Journaling - Reflect on the week's activities and document findings and insights about data visualization and agricultural innovations in their journals.
Deliverables	1. Deliverable 1: Completed set of graphs and charts representing data from hydroponic and aquaponic systems. 2. Deliverable 2: Research report on a selected agricultural innovation, including its benefits and potential challenges. 3. Deliverable 3: Journal entry reflecting on data visualization techniques and the role of innovations in modern agriculture.
Preparation	1. Teacher Preparation Task 1: Develop a lesson plan on data visualization, including examples of effective scientific data presentation. 2. Teacher Preparation Task 2: Provide resources and tools for students to create graphs and charts, such as graph paper or software. 3. Teacher Preparation Task 3: Compile a list of modern agricultural innovations for students to research, along with guidelines for the research report. 4. Teacher Preparation Task 4: Review and provide feedback on Week 3 journal entries to ensure students are engaging with the content. 5. Teacher Preparation Task 5: Set up a schedule for students to present their data visualizations and research findings at the end of the week.

Week 5	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Deep Dive into Biogeochemical Cycles - Students will engage in a detailed exploration of the carbon and nitrogen cycles. They will investigate how these cycles are interconnected with agriculture and global warming.	Activity 2: Interactive Simulation - Participate in a simulation that models the impact of agricultural practices on biogeochemical cycles. Students will manipulate variables to see the effects on the environment.	Activity 3: Group Discussion and Analysis - Facilitate a group discussion analyzing the results of the simulation. Encourage students to debate and discuss the implications of different agricultural practices on these cycles.	Activity 4: Research and Presentation - Students will research a specific agricultural practice and prepare a short presentation on its impact on biogeochemical cycles.	Activity 5: Reflection and Journaling - Reflect on the week's learning activities and document insights and personal connections in their reflective journals.
Deliverables	1. Deliverable 1: Completed worksheet on biogeochemical cycles, including diagrams and explanations of key processes. 2. Deliverable 2: Group presentation on an agricultural practice and its impact on biogeochemical cycles. 3. Deliverable 3: Journal entry reflecting on the simulation experience, group discussions, and the role of biogeochemical cycles in agriculture.
Preparation	1. Teacher Preparation Task 1: Prepare materials and resources for the biogeochemical cycles deep dive, including informative videos and diagrams. 2. Teacher Preparation Task 2: Set up and test the interactive simulation software to ensure it functions smoothly for student use. 3. Teacher Preparation Task 3: Develop guidelines and an assessment rubric for the group research and presentation activity. 4. Teacher Preparation Task 4: Review Week 4 journal entries and provide feedback to guide students' reflective practices. 5. Teacher Preparation Task 5: Arrange for any necessary technology or classroom setup for the presentations at the end of the week.

Week 6	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Exploring Global Warming Connections - Introduce students to the concept of global warming and its connection to agriculture. Facilitate a discussion about how agricultural practices contribute to climate change.	Activity 2: Case Study Analysis - Students will work in groups to analyze case studies of different countries or regions and their agricultural practices' impact on climate change. They will identify key challenges and solutions being implemented.	Activity 3: Collaborative Research Project - In groups, students will choose a specific region or country and conduct research on how global warming has affected local agriculture. They will consider factors such as changes in crop yield, water availability, and ecosystem health.	Activity 4: Drafting a Proposal - Each group will draft a proposal suggesting sustainable agricultural practices that could mitigate the impact of global warming in their chosen region. They will incorporate data and insights from their research.	Activity 5: Reflection and Journaling - Reflect on the week's learning activities and document insights about the relationship between global warming and agriculture in their reflective journals.
Deliverables	1. Deliverable 1: Group analysis report on the case study, outlining key findings and potential solutions. 2. Deliverable 2: Research report on the impact of global warming on agriculture in a selected region, including data and analysis. 3. Deliverable 3: Draft proposal for sustainable agricultural practices to address climate change in the chosen region. 4. Deliverable 4: Journal entry reflecting on global warming's impact on agriculture and potential solutions.
Preparation	1. Teacher Preparation Task 1: Prepare an introductory presentation on global warming and its connection to agriculture, including visual aids and examples. 2. Teacher Preparation Task 2: Gather a selection of case studies for students to analyze, focusing on different regions and agricultural practices. 3. Teacher Preparation Task 3: Develop guidelines and a rubric for the collaborative research project and proposal draft, ensuring clear expectations. 4. Teacher Preparation Task 4: Review and provide feedback on Week 5 journal entries to support students' reflective practices. 5. Teacher Preparation Task 5: Arrange for any necessary technology or resources to facilitate group research and presentations.

Week 7	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Introduction to Sustainable Agriculture Practices - Introduce students to the concept of sustainable agriculture and discuss its importance in mitigating environmental impact.	Activity 2: Research and Exploration - Students will research various sustainable agricultural practices, focusing on methods such as permaculture, organic farming, and agroforestry.	Activity 3: Guest Speaker Session - Invite an expert in sustainable agriculture to speak with the students about real-world applications and challenges of implementing sustainable practices.	Activity 4: Group Project Planning - Students will work in groups to plan a project that incorporates sustainable agricultural practices into a local context. They will outline objectives, resources needed, and expected outcomes.	Activity 5: Reflection and Journaling - Reflect on the week's learning activities and document insights and personal connections to sustainable agriculture in their reflective journals.
Deliverables	1. Deliverable 1: Research summary detailing sustainable agricultural practices, including benefits and challenges. 2. Deliverable 2: Group project plan outlining the integration of sustainable practices in a local context. 3. Deliverable 3: Journal entry reflecting on the guest speaker session and personal thoughts on sustainable agriculture.
Preparation	1. Teacher Preparation Task 1: Develop an introductory presentation on sustainable agriculture, highlighting key practices and their environmental benefits. 2. Teacher Preparation Task 2: Compile a list of resources and articles on sustainable agricultural practices for student research. 3. Teacher Preparation Task 3: Arrange for a guest speaker with expertise in sustainable agriculture, coordinating the logistics and ensuring a Q&A session. 4. Teacher Preparation Task 4: Create guidelines and a rubric for the group project plan, ensuring clear expectations for deliverables. 5. Teacher Preparation Task 5: Review Week 6 journal entries and provide feedback to support students' reflective practices.

Week 8	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Finalizing Multimedia Presentations - Students will work on their multimedia presentations, compiling data, research, and insights gathered throughout the project. They will focus on creating a cohesive narrative that traces the evolution of agricultural methods from ancient to modern times.	Activity 2: Peer Review and Feedback - Conduct a peer review session where students present their draft presentations to classmates. Students will provide constructive feedback to each other, focusing on clarity, accuracy, and engagement.	Activity 3: Revising Presentations - Based on peer feedback, students will revise and refine their presentations. They will incorporate suggestions and ensure that the multimedia elements effectively convey their findings and analyses.	Activity 4: Preparing for the Expo - Students will organize their presentation materials and practice delivering their presentations. They will also prepare any supplementary materials or displays needed for the Sustainable Agriculture Expo.	Activity 5: Reflection and Journaling - Reflect on the process of creating the multimedia presentation and the feedback received. Students will document their learning journey and personal growth throughout the project in their reflective journals.
Deliverables	1. Deliverable 1: Draft multimedia presentation submitted for peer review. 2. Deliverable 2: Finalized multimedia presentation ready for the Sustainable Agriculture Expo. 3. Deliverable 3: Journal entry reflecting on the presentation process and personal development throughout the project.
Preparation	1. Teacher Preparation Task 1: Develop guidelines and a rubric for evaluating the multimedia presentations, focusing on content, organization, and creativity. 2. Teacher Preparation Task 2: Arrange logistics for the peer review session, ensuring each student has the opportunity to present and receive feedback. 3. Teacher Preparation Task 3: Coordinate with students to ensure they have access to necessary technology and resources for creating and finalizing their presentations. 4. Teacher Preparation Task 4: Review Week 7 journal entries and provide feedback to encourage reflective practice and personal growth. 5. Teacher Preparation Task 5: Organize the schedule and setup for the Sustainable Agriculture Expo, ensuring students are prepared to present to a broader audience.

Week 9	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Sustainable Agriculture Expo - Students will present their finalized multimedia presentations at the Sustainable Agriculture Expo. They will engage with the audience, answer questions, and discuss their findings.	Activity 2: Feedback and Reflection Session - Facilitate a class discussion where students share their experiences from the expo. Encourage them to reflect on what they learned from presenting and receiving feedback from the audience.	Activity 3: Personal Reflection and Evaluation - Students will individually reflect on their entire project journey, considering their growth in understanding and skills. They will evaluate their contributions and learning outcomes.	Activity 4: Final Journal Entry - Students will complete their final journal entry summarizing their overall learning experience, key takeaways, and personal insights about sustainable agriculture.	Activity 5: Project Closure and Celebration - Host a closing session to celebrate the students' hard work and achievements. Acknowledge their efforts and provide certificates or recognition for their participation.
Deliverables	1. Deliverable 1: Sustainable Agriculture Expo presentation. 2. Deliverable 2: Final personal reflection and evaluation document. 3. Deliverable 3: Completed reflective journal with a final entry.
Preparation	1. Teacher Preparation Task 1: Ensure the expo venue is set up for presentations, with all necessary equipment and materials ready for student use. 2. Teacher Preparation Task 2: Prepare a feedback form for the audience to fill out during the expo, providing insights into the students' presentations. 3. Teacher Preparation Task 3: Develop a reflection and evaluation template to guide students in their personal reflection activity. 4. Teacher Preparation Task 4: Review the students' reflective journals and provide final feedback, highlighting areas of improvement and accomplishments. 5. Teacher Preparation Task 5: Plan and organize a closing celebration, including certificates or awards for students, and coordinate any refreshments or activities.