Agricultural Literacy Curriculum Matrix
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Exploring Aquaponics (Grades 3-5)
3 - 5
The students will identify the basic needs of plants and fish and engineer, assemble, maintain, and observe a small-scale aquaponics system that meets plant and fish needs.
Interest Approach – Engagement
- Needs of a Plant PowerPoint
- What Do Plants Need to Grow? Grid, 1 per student
- What Do Plants Need to Grow? Cards, 1 per student copied front to back
- Clear tape
- Go Fishing Cards, 1 set per group copied front to back with the picture on one side and the words on the other
- Pencils, 1 per group
- String, 1 piece per group
- Paper clips, 24 per group
- Magnets, 1 per group
- What is Aquaponics? video
- The Aquaponics Cycle diagram
- Meeting Needs Activity Sheet
- Classroom Aquaponics System Assembly and Maintenance Guide
- Materials listed on page 3 of the Classroom Aquaponics System Assembly and Maintenance Guide
- Science journals
Essential Files (maps, charts, pictures, or documents)
- Classroom Aquaponics System Assembly and Maintenance Guide
- The Aquaponics Cycle Diagram
- Meeting Needs Activity Sheet
- What Do Plants Need to Grow? Cards
- What Do Plants Need to Grow? Grid
- Needs of a Plant PowerPoint
- Go Fishing Cards
aquaculture: the cultivation of aquatic organisms (such as fish or shellfish) especially for food
aquaponics: a system of aquaculture in which the waste produced by farmed fish or other aquatic animals supplies nutrients for plants grown hydroponically, which in turn purify the water
decomposition: the process of breaking down or being broken down into simpler parts or substances especially by the action of living things (as bacteria or fungi)
fertilizer: any material of natural or synthetic origin that is applied to soils or plant tissues to supply one or more nutrients essential to plant growth
gills: the paired respiratory organ found in many aquatic organisms that extracts dissolved oxygen from water and excretes carbon dioxide
hydroponics: the method of cultivating plants using a mineral nutrient solution in a water solvent without the use of soil
nutrient: a substance that provides nourishment essential for growth and the maintenance of life
photosynthesis: the process through which the plant exchanges oxygen and carbon dioxide into food when the plant is exposed to light
respiration: the process through which the plant exchanges oxygen and carbon dioxide with its environment
spawn: release or deposit eggs
stomata: tiny openings or pores, mostly found on the under-surface of plant leaves, that are used for gas exchange
symbiotic relationship: close, prolonged association between two or more different organisms of different species that may, but does not necessarily, benefit each member
Did you know? (Ag Facts)
- A wide variety of foods—lettuce, beans, broccoli, cucumbers, peas, herbs, strawberries, melons, and tomatoes, for example—all flourish through aquaponics farming.1
- The most commonly cultured fish in commercial aquaponics are tilapia species. Channel catfish, largemouth bass, crappies, rainbow trout, pacu, carp, goldfish, perch, Arctic char, Barramundi, and Murray cod are also successfully raised in aquaponics systems.2
- Aquaponics is featured in the Epcot Living with the Land attraction at Disney World's Epcot Center in Florida. The attraction doubles as a working lab for USDA and NASA, and the food grown there is served at the resort.3
Background Agricultural Connections
Interest Approach – Engagement
- Ask the students, "Where is the food you eat grown?" After discussing the student responses, ask them if they think food can be grown in the middle of a big city.
- Show the video Aquaponics – Pass the Plate.
- Ask the students why it might be beneficial to raise fish and plants together in one system. Use the following points to guide the discussion:
- The fish waste is not released into the environment.
- The waste produced by the fish is used as fertilizer for the plants.
- The plants purify the water for the fish.
- Food can be produced using less water than traditional growing methods. This allows food to be produced during droughts or in areas with little water.
- Fish and vegetables can be raised at the same time.
- Food can be produced in a small space and does not require fertile soil.
- Food can be grown in highly populated urban areas where fertile soil is scarce.
- Food can be produced indoors where weather and pests are less of a problem.
- No weeding is required.
- Explain to the students that they are going to learn about the basic needs of plants and fish so that they will be prepared to care for them in a classroom aquaponics system that they will assemble, maintain, and observe.
Activity 1: Needs of a Plant
- Ask the students if they have ever taken care of a plant. If they have, ask them to describe what they did to care for their plant.
- Ask the students, "What are the basic needs of plants?" (nutrients, water, air, and light) Use the Needs of a Plant PowerPoint to introduce the four basic needs of a plant.
- Distribute the What Do Plants Need to Grow? grid and cards to each student.
- Instruct the students to cut out the cards and place them on the grid in the column under the plant necessity described and the row number indicated on the card.
- After the students have arranged all of their cards, review the PowerPoint to check that the cards have been properly placed on the grid.
- Once the students are satisfied with the arrangement of their cards, instruct them to tape the cards together exactly how they are placed on the grid, being careful not to tape them to the grid below.
- When all of the card pieces have been taped together, ask the students to turn the cards over to reveal the diagram of the needs of a plant. Using the information from the PowerPoint and the cards, discuss the basic needs of a plant.
Activity 2: Needs of a Fish
- Ask the students, "What do you need to survive?" (food, water, air, and shelter) Ask the students if they think fish have the same or different needs. Discuss their responses and guide them to the understanding that fish have the same basic needs as humans.
- Organize the students into small groups to play the game "Go Fishing." This game is played like the game "Memory," but instead of trying to find exact matches, the teams will match questions about the basic needs of fish with the correct answers. Provide each group with a set of Go Fishing Cards, paper clips, a pencil, a piece of string, and a magnet. The cards should be printed with the fish picture on one side and the words on the other.
- Instruct the groups to make their fishing pole by tying one end of the string to a pencil and the other end to a magnet. They should attach a paper clip to each card and spread them out with the fish images facing up.
- Split the groups into two teams. The teams should take turns "catching" two fish cards with the fishing pole. If their fish cards match, they keep the cards and take an extra turn. The cards match if one card correctly answers the other card's question. After all of the cards have been correctly matched, the team with the most matches wins.
- After the game, review the basic needs of a fish by discussing the questions from the cards with the class.
Activity 3: Design a Classroom Aquaponics System
- View the video What is Aquaponics? to explore an urban aquaponics farm. Explain to the students that this farm uses a large-scale aquaponics system to produce fish and vegetables. As a class, they will be assembling a small-scale system that meets the needs of fish and plants.
- Project The Aquaponics Cycle diagram onto a large screen. Use the following information to discuss the cycle with the students:
- Fish produce waste. The fish waste contains ammonia, which will poison the fish unless it is filtered out. In an aquaponics system, the water from the fish tank, including the fish waste, is pulled up to the plant trays through a pump.
- Microbes convert waste into nutrients. The ammonia in the fish waste that is present in the water being pumped into the plant trays is quickly converted into nitrite and nitrate by the bacteria naturally present in the trays.
- Plants filter the water that returns to the fish. Nitrates and nitrites are beneficial nutrients that are absorbed by the plants. This process filters the water. The clean water is drained back into the tank, providing a fresh source of water for the fish.
- Show the class the basic materials needed to assemble the classroom aquaponics system—two clear plastic containers, expanded clay pellets, water pump, tubing, grow light, fish cave, water, fish, and plants. Ask the students how they think the materials can be used to create an aquaponics system.
- Arrange the students in small groups. Incorporating the materials shown, ask each group to design an aquaponics system that meets the needs of the fish and plants. Have the groups sketch their design and share their ideas with the class.
- After the students share their ideas, use the Classroom Aquaponics System Assembly and Maintenance Guide instructions to assemble the system as a class. Compare the system from the guide with the class designs.
- Pass out the Meeting Needs Activity Sheets to each student. Ask the students, "What are the basic needs of plants?" (Plants need nutrients, water, air, and light.) Instruct the students to fill in the "Plants Needs" columns of the activity sheet with one of the basic needs of a plant in each row.
- Ask students if plants need water to come from rain, light to come from the sun, and nutrients to come from the soil. Discuss the concept that water, light, and nutrients can come from other sources.
- Discuss and record in the "Meeting Plant Needs" column how plant needs are met in an aquaponics system. Nutrients come from the fish waste, water comes from the fish tank, air comes from the classroom, and light comes from the grow light.
- Ask the students, "What are the basic needs of a fish?" (Fish need food, water, air, and shelter.) Instruct the students to fill in the "Fish Needs" column with one of the basic needs of a fish in each row.
- Discuss and record in the "Meeting Fish Needs" column how fish needs are met in an aquaponics system. Clean water comes from water that is filtered by the plants and drained into the fish tank, air is present in the water, and shelter is provided by the rock cave in the fish tank. Point out that food for the fish is not provided within the aquaponics system and must be provided for the fish each day. All of the fish and plant needs are taken care of within the system with the exception of food for the fish.
- Allow time each school day for students to feed the fish and gather, record, and interpret data in their science journals about the system's water quality, water temperature, fish behavior, and plant growth. Using the data gathered, make adjustments as necessary to maintain a balanced system.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Nutrients, water, air, and light are the basic needs of plants.
- Food, water, air, and shelter are the basic needs of fish.
- Aquaponics is the combination of aquaculture and hydroponics. The waste produced by fish provides nutrients for the plants, which in turn purify the water.
- An aquaponics system meets all of the needs of fish and plants with the exception of food for the fish.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Have the students work in groups to research the pros and cons of aquaponics for food production. Have the groups share their findings with the class.
Have the students make a gyotaku fish print and label the print with the parts of a fish. Follow the instructions in the activity Gyotaku: The Japanese Art of Printing Fish.
Use the plants grown in the classroom aquaponics system in a simple recipe the students can make and taste, like the Garden Fresh Dill Dip Recipe using fresh dill and parsley.
Suggested Companion Resources
- Gyotaku: The Japanese Art of Printing Fish (Activity)
- SpaceLite (Plant Light) (Kit)
- How Do You Grow a Fish Sandwich? Video (Multimedia)
State Standards for Utah
Grade 3: Science Standard 2Students will understand that organisms depend on living and nonliving things within their environment.
Objective 2Describe the interactions between living and nonliving things in a small environment. Meeting one or more of the following indicators: a) Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things. b) Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism. c) Observe and record the effect of changes (e.g., temperature, amount of water, light) upon the living organisms and nonliving things in a small–scale environment. d) Compare a small–scale environment to a larger environment (e.g., aquarium to a pond, terrarium to a forest). e) Pose a question about the interaction between living and nonliving things in the environment that could be investigated by observation.
Agricultural Literacy Outcomes
Science, Technology, Engineering & Math
- Describe how technology helps farmers/ranchers increase their outputs (crop and livestock yields) with fewer inputs (less water, fertilizer, and land) while using the same amount of space (T4.3-5.b)
- Provide examples of science being applied in farming for food, clothing, and shelter products (T4.3-5.d)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read 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.
CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
3-5-ETS1: Engineering Design
3-5-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-LS4: Biological Evolution: Unity and Diversity
3-LS4-3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
4-LS1: From Molecules to Organisms: Structures and Processes
4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5-LS1: From Molecules to Organisms: Structures and Processes
5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2: Ecosystems: Interactions, Energy, and Dynamics
5-LS2-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.