Water Ops for Growing

Lesson Plan

Water Ops for Growing

Grade Level

6 - 8

Purpose

Through project-based learning, students design and create a smart watering system for a small herb garden. Grades 6-8

Estimated Time

Ten 45-minute class periods

Materials Needed

Milestone 1: Entry Event

Milestone 2: Computational Thinking

Computer
Internet access
Micro:bit (1 per group)
Poster paper
Colored markers
Stickers
Paper

Milestone 3: Product Design and Development

1 micro:bit with battery pack and batteries
2 long nails or silver
2 crocodile clips
1 micro servo + 3 male-to-croc clips
1 ice cream wooden stick
2 elastics
1 clear tape roll
1 straw
1 pair of scissors
Sticky notes

Milestone 4: Final Presentation

Cameras, photo and/or video recording equipment
Presentation Rubric

Vocabulary

computational thinking: considering a problem in a way that a computer can help us to solve it

innovation: a new method, idea, or product

microcontroller : a tiny computer that makes coding tangible and promotes digital creativity

prototype: an original model on which something is patterned

Background Agricultural Connections

Water Ops for Growing is a Project-Based Learning (PBL) plan. PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.¹

A quality PBL experience requires seven essential elements.

Challenging Problem or Question: The project is framed by a meaningful problem to be solved or a question to answer, at the appropriate level of challenge.
Sustained Inquiry: Students engage in a rigorous, extended process of posing questions, finding resources, and applying information.
Authenticity: The project involves real-world context, tasks and tools, quality standards, or impact, or the project speaks to personal concerns, interests, and issues in the students' lives.
Voice and Choice: Students make some decisions about the project, including how they work and what they create.
Reflection: Students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them.
Critique and Revision: Students give, receive, and apply feedback to improve their process and products.
Public Product: Students make their project work public by explaining, displaying, and/or presenting it to audiences beyond the classroom.²

Microcontrollers

In this project, students will learn about microcontrollers (micro:bit), explore the basics of programming, participate in design challenges, build a moisture sensor and water pump, and make a video about their product.

Microcontrollers (micro:bit) are tuny computers that make coding tangible and promote digital creativity. The user creates a program to tell it what to do using one of the online code editors and then downloads it to a computer as a .hex file—a version of the program that the micro:bit can read.

Micro:bit is the microcontroller used for this plan. There are many other microcontrollers used in classrooms and prototyping such as Arduino and Raspberry Pi. The micro:bit is inexpensive, easy to use, and a great gateway into the world of computer science.

Micro:bit can be programmed in a variety of ways but most easily using micro:bit makecode. It is easy to get started with micro:bit using these tutorials or videos on YouTube such as the Micro:bit Tutorial Series.

The following resources provide information about microcontrollers (micro:bit):

Introduction to Micro:bit
How Microcontrollers Work

Micro:bit website

Career Highlights

This PBL plan introduces students to the following career opportunities: greenhouse operator, industrial designer, video editor, marketing specialist, coding/programmer, mechanical engineer. Explore the career profiles to discover job outlooks, education requirements, and average salaries.

Engage

At the beginning of the project, students are introduced to key content using a compelling situation that provides context and serves as a catalyst for an authentic problem or challenge. In Project-Based Learning (PBL), this authentic problem/challenge is referred to as an "Entry Event." Students use the Entry Event to initiate inquiry by reflecting on their prior knowledge of the key content, generating questions that they need to know the answers to in order to successfully complete the project or process that will solve the problem, and identifying what their next steps might be to answer their questions. These questions are used in an ongoing way throughout the project to track learning and guide inquiry.³ While students may have several questions, one driving question needs to be agreed upon that, when answered, should address the initial situation. Refer to Milestone 1 for Entry Event procedures.

Explore and Explain

In PBL, projects are organized into milestones. Each milestone represents a significant stage of the project. Click on each milestone below to access instructional procedures.

Milestone 1: Entry Event (approximately 1 day)

Milestone 2: Computational Thinking (approximately 2 days)

Milestone 3: Product Design and Development (approximately 4 days)

Milestone 4: Final Presentation (approximately 3 days)

Evaluate

As a final wrap-up, review and summarize the following key points:

A microcontroller is a tiny computer that makes coding tangible and promotes digital creativity.
A microcontroller can be used to automate agricultural tasks such as watering plants.

Sources

Moisture Sensor and Watering Mechanism Photo Credit: https://makecode.microbit.org/projects/plant-watering

Recommended Companion Resources

Author

John Teuscher

Organization

CCA PBL Team

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State Standards for Texas

Principles of Agriculture, Food, and Natural Resources: 130.2.c.1

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.B - apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources.

Principles of Agriculture, Food, and Natural Resources: 130.2.c.4

The student explains the historical, current, and future significance of the agriculture, food, and natural resources industry. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.E - describe how emerging technologies and globalization impacts agriculture, food, and natural resources.

Principles of Agriculture, Food, and Natural Resources: 130.2.c.6

The student demonstrates appropriate personal and communication skills. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.A - demonstrate written and oral communication skills appropriate for formal and informal situations such as prepared and extemporaneous presentations.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.B - demonstrate effective listening skills appropriate for formal and informal situations.

Principles of Agriculture, Food, and Natural Resources: 130.2.c.7

The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.B - use a variety of resources for research and development.
Principles of Agricultures, Food, and Natural Resources: 130.2.c.7.A - discuss major research and developments in the fields of agriculture, food, and natural resources.

Principles of Agriculture, Food, and Natural Resources: 130.2.c.9

The student uses information technology tools to access, manage, integrate, and create information related to agriculture, food, and natural resources. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.9.A - apply technology applications such as industry-relevant software and Internet applications.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.9.C - analyze the benefits and limitations of emerging technology such as online mapping systems, drones, and robotics.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.9.D - explain the benefits of computer-based and mobile application equipment in agriculture, food, and natural resources.

ELA: 7.110.23.b.5

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

ELA: 7.110.23.b.5.H - synthesize information to create new understanding

Social Studies: 6.113.18.c.21

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 6.113.18.c.21.C - express ideas orally based on research and experiences

Science: 6.112.26.b.1

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

Science: 6.112.26.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 6.112.26.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
Science: 6.112.26.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
Science: 6.112.26.b.1.F - construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
Science: 6.112.26.b.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

Social Studies: 6.113.18.c.22

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 6.113.18.c.22.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Science: 6.112.26.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 6.112.26.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
Science: 6.112.26.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

Science: 6.112.26.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

Science: 6.112.26.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.

Science: 6.112.26.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 6.112.26.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
Science: 6.112.26.b.5.C - analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
Science: 6.112.26.b.5.D - examine and model the parts of a system and their interdependence in the function of the system;
Science: 6.112.26.b.5.G - analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

Social Studies: 7.113.19.c.20

Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

Social Studies: 7.113.19.c.20.E - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic

Social Studies: 7.113.19.c.23

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 7.113.19.c.23.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Science: 6.112.26.b.10

Earth and space. The student understands the rock cycle and the structure of Earth. The student is expected to:

Science: 6.112.26.b.10.A - differentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system;

Science: 6.112.26.b.11

Earth and space. The student understands how resources are managed. The student is expected to:

Science: 6.112.26.b.11.A - research and describe why resource management is important in reducing global energy poverty, malnutrition, and air and water pollution; and

Social Studies: 8.113.20.c.29

Social Studies: 8.113.20.c.29.E - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic

Social Studies: 8.113.20.c.31

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 8.113.20.c.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Science: 7.112.27.b.1

Science: 7.112.27.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
Science: 7.112.27.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
Science: 7.112.27.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
Science: 7.112.27.b.1.F - construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data
Science: 7.112.27.b.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

Science: 7.112.27.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 7.112.27.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
Science: 7.112.27.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
Science: 7.112.27.b.3.C - engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

Science: 7.112.27.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

Science: 7.112.27.b.4.A - relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
Science: 7.112.27.b.4.B - make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and

Science: 7.112.27.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 7.112.27.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
Science: 7.112.27.b.5.C - analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
Science: 7.112.27.b.5.D - examine and model the parts of a system and their interdependence in the function of the system;
Science: 7.112.27.b.5.G - analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

Science: 7.112.27.b.10

Earth and space. The student understands the causes and effects of plate tectonics. The student is expected to:

Science: 7.112.27.b.10.A - describe the evidence that supports that Earth has changed over time, including fossil evidence, plate tectonics, and superposition; and

Science: 8.112.28.b.1

Science: 8.112.28.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
Science: 8.112.28.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
Science: 8.112.28.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
Science: 8.112.28.b.1.F - construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
Science: 8.112.28.b.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

Science: 8.112.28.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 8.112.28.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
Science: 8.112.28.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

Science: 8.112.28.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to

Science: 8.112.28.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.

Science: 8.112.28.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 8.112.28.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
Science: 8.112.28.b.5.C - analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
Science: 8.112.28.b.5.D - examine and model the parts of a system and their interdependence in the function of the system;
Science: 8.112.28.b.5.G - analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

Science: 8.112.28.b.11

Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to:

Science: 8.112.28.b.11.A - use scientific evidence to describe how natural events, including volcanic eruptions, meteor impacts, abrupt changes in ocean currents, and the release and absorption of greenhouse gases influence climate;

Science: 7.112.27.b.11

Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to:

Science: 7.112.27.b.11.A - analyze the beneficial and harmful influences of human activity on groundwater and surface water in a watershed; and
Science: 7.112.27.b.11.B - describe human dependence and influence on ocean systems and explain how human activities impact these systems.

ELA: 6.110.22.b.5

ELA: 6.110.22.b.5.H - synthesize information to create new understanding

ELA: 6.110.22.b.12

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

ELA: 6.110.22.b.12.D - identify and gather relevant information from a variety of sources
ELA: 6.110.22.b.12.F - synthesize information from a variety of sources
ELA: 6.110.22.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

ELA: 7.110.23.b.12

ELA: 7.110.23.b.12.D - identify and gather relevant information from a variety of sources
ELA: 7.110.23.b.12.F - synthesize information from a variety of sources
ELA: 7.110.23.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

ELA: 8.110.24.b.5

ELA: 8.110.24.b.5.H - synthesize information to create new understanding

ELA: 8.110.24.b.12

ELA: 8.110.24.b.12.D - identify and gather relevant information from a variety of sources
ELA: 8.110.24.b.12.F - synthesize information from a variety of sources
ELA: 8.110.24.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Technology Applications: 126.17.c.1

Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

Technology Applications: 126.17.c.1.A - decompose real-world problems into structured parts by using visual representation
Technology Applications: 126.17.c.1.B - analyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data
Technology Applications: 126.17.c.1.D - design a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution

Technology Applications: 126.18.c.1

Technology Applications: 126.18.c.1.A - decompose real-world problems into structured parts using flowcharts
Technology Applications: 126.18.c.1.B - analyze the patterns and sequences found in flowcharts

Common Core Connections

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Practice Standards: Mathematics

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS.MATH.PRACTICE.MP4 Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.

CCSS.MATH.PRACTICE.MP6 Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.

Agricultural Literacy Curriculum Matrix

Lesson Plan

Grade Levels

Type of Companion Resource

Content Area Standards

Agricultural Literacy Outcomes

Common Core

Water Ops for Growing

Grade Level

Purpose

Estimated Time

Materials Needed

Vocabulary

Background Agricultural Connections

Career Highlights

Engage

Explore and Explain

Evaluate

Sources

Recommended Companion Resources

Author

Organization

State Standards for Texas

Principles of Agriculture, Food, and Natural Resources: 130.2.c.1

Principles of Agriculture, Food, and Natural Resources: 130.2.c.4

Principles of Agriculture, Food, and Natural Resources: 130.2.c.6

Principles of Agriculture, Food, and Natural Resources: 130.2.c.7

Principles of Agriculture, Food, and Natural Resources: 130.2.c.9

ELA: 7.110.23.b.5

Social Studies: 6.113.18.c.21

Science: 6.112.26.b.1

Social Studies: 6.113.18.c.22

Science: 6.112.26.b.3

Science: 6.112.26.b.4

Science: 6.112.26.b.5

Social Studies: 7.113.19.c.20

Social Studies: 7.113.19.c.23

Science: 6.112.26.b.10

Science: 6.112.26.b.11

Social Studies: 8.113.20.c.29

Social Studies: 8.113.20.c.31

Science: 7.112.27.b.1

Science: 7.112.27.b.3

Science: 7.112.27.b.4

Science: 7.112.27.b.5

Science: 7.112.27.b.10

Science: 8.112.28.b.1

Science: 8.112.28.b.3

Science: 8.112.28.b.4

Science: 8.112.28.b.5

Science: 8.112.28.b.11

Science: 7.112.27.b.11

ELA: 6.110.22.b.5

ELA: 6.110.22.b.12

ELA: 7.110.23.b.12

ELA: 8.110.24.b.5

ELA: 8.110.24.b.12

Technology Applications: 126.17.c.1

Technology Applications: 126.18.c.1

Agricultural Literacy Outcomes

Science, Technology, Engineering & Math

Education Content Standards

Career & Technical Education (CAREER)

Science (SCIENCE)

Common Core Connections

Anchor Standards: Speaking and Listening

Practice Standards: Mathematics