Using Jamboard, the attendees reflect upon, and then share with a shoulder
partner, their prior knowledge with hydroponics. Next, we define hydroponics,
provide a brief history of the method, and discuss its relevance in industry and
economics. Following, we detail our challenge-based learning experience. In it,
we asked students to grow basil cheaper than store-based brands and presented
the lesson’s constraints and criteria to them. Students, then, iteratively
engaged in basil/hydroponics research, brainstormed variables to test, planted
and maintained their basil, collected and interpreted data, and conceptualized
their findings. As an outcome, students organized posters, which identified and
argued the conditions to complete the challenge. We also reflect about how the
experience elevated students’ engineering practices and other NGSS outcomes. To
conclude the session, attendees will brainstorm strategies to integrate
hydroponics into their classroom. All resources will be shared.
Attendees will examine a challenge-based learning experience using hydroponics and conceptualize hydroponics as a classroom activity to help students apply engineering practices.
Andrew Kipp (Texas A&M)