Science Learning Goal SCALE PLUS CLASS
Project PLUS Engineering Long-Term Project #1
UNIT: AQUAPONICS ENGINEERING DESIGN
DESIGN PROBLEM: CREATE A FUNCTIONING AQUAPONICS SYSTEM TO
GROW SUSTAINABLE CROPS FOR SCHOOL USE.
4
I worked as a team player at ALL times to brainstorm, discuss, plan, and build an
aquaponics system to grow sustainable plants in my science classroom. I understand all
components of the aquaponics system and how nitrogen flows through the system and
can draw the diagram and explain all parts. I can explain the symbiotic relationship of
the plants and fish and the importance of water chemistry. My group was able to
document and explain the engineering design process, including all research and create a
mid and final presentation of our work. Our group had a successful system that produced a healthy crop,
healthy fish and informative mid and final presentations.
3
I worked as a team player to brainstorm, discuss, plan, and build an aquaponics system to grow
sustainable plants in my science classroom. I understand all components of the aquaponics system
and how nitrogen flows through the system. I can explain the symbiotic relationship of the plants
and fish and the importance of water chemistry. My group was able to document and explain the
engineering design process, including all research and create a mid and final presentation of our
work.
2
I am still struggling with how to work in groups to help brainstorm and design an
aquaponics system but I am making progress. I understand the components of the
aquaponics system, but I am still confused as how nitrogen flows through the system. I
may also be confused about the symbiotic relationship between our plants and fish and
the water chemistry. My group is working towards documenting and explaining how we
implemented the engineering design process, and may not have included all research in the completed mid and/
or final presentation.
1
I am not really able to contribute to my group because I am still struggling to understand how
to brainstorm and work together to implement the engineering design process. I do NOT
understand how nitrogen flows through our system, why we chose our system design, the
symbiotic relationships, and/ or the water chemistry. I do not feel like my group or I am
working toward documenting and/ or explaining how we implemented the engineering design
process.
Next Generation Science Standards:
MS-LS2-5.
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
[Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and
prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social
considerations.]
MS-LS2-2.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
[Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in
terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of
types of interactions could include competitive, predatory, and mutually beneficial.]
MS-LS2-3.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an
ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into
and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment
does not include the use of chemical reactions to describe the processes.]
Constructing Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include
Explanations constructing explanations and designing solutions supported by multiple sources of evidence consistent with
and
scientific ideas, principles, and theories.
Designing
• Construct an explanation that includes qualitative or quantitative relationships between variables that predict
Solutions
phenomena. (MS-LS2-2)
MS-ETS1-1
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.
MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and
constraints of the problem.
MS-ETS1-3.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best
characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4.
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.
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. [Clarification Statement: Examples of evidence include gradeappropriate databases on human populations and the rates of consumption of food and natural resources (such as
freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and
structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human
populations and consumption of natural resources are described by science, but science does not make the
decisions for the actions society takes.]
Common Core
AQUAPONICS ENGINEERING DESIGN CHALLENGE
DEAR PROJECT PLUS CLASS:
You have been chosen to compete in a challenge that will change the
future of agriculture as we know it! Your class will be split into two teams to
design classroom aquaponics systems that will grow sustainable crops.
THE PROBLEM: CREATE A FUNCTIONING AQUAPONICS SYSTEM TO
GROW SUSTAINABLE CROPS FOR SCHOOL USE.
As part of our ECO-SCHOOL focus for the year, we will explore the EcoSchool Pathways of sustainable foods, increasing biodiversity, and
developing “green” school grounds through this challenge. Your design
must meet specific system requirements outlined below. You will present
your final design later this year, as well as a presentation that explains your
group’s research, data collection, how the engineering design process was
utilized, and final outcomes. A leading expert in the field of engineering
design and agriculture will judge your final aquaponics design.
Your first challenge is to form two classroom teams and decide on a
SYSTEMS ENGINEER to be the team leader for the duration of the project.
This person will report to the teacher with updates, is responsible for
keeping the group on task, and coordinating all group work.
Sincerely,
Mrs. Gianelos
MID PROJECT GROUP PRESENTATIONS
This is due FRIDAY FEBRUARY 13, 2015.
RUBRIC
1
Many topics
overlooked or
information
incorrect
2
Overview given
but no depth
3
Covers mostly all
aquaponics topics, but may
be lacking depth in areas
Presentation
Media
Not interactive
or interesting to
audience
Media chosen is
one dimensional
and not
interactive
Variety of media used;
interactive
Participation:
Individual
Off task, not
cooperative, and
very little
contribution to
total group effort
Off task and not
cooperative at
times, but still
contributed to
group effort
You completed your portion
of project and were on task
most of time.
Content
Knowledge of
Aquaponics
TOTAL _______out of 12
12=100
11=93
10=84
9=75
8=67
7=59
6=50
5=42
4
Complete
and thorough
overview of
aquaponics
is presented
Must include:
Nitrogen
Cycle, Why
aquaponics?,
and system
diagram
explained
with labels
Creative,
interactive
and
appropriate
use of media
that engages
audience
Must include:
2-4 minute
video
showing
progress so
far and look
at website
created by
team
You were
cooperative,
positive, and
on task.
Your group
couldn’t have
completed
this task
without you!
It should be
clear what
your
contribution
was based
on the
presentation