Teaching Hydroponics for Kids – Plants Need Air and Water

Teaching hydroponics for kids? To teach them that plants chiefly need air and water, try these projects. First, grow seeds in baggies. Second, give them a STEM, or engineering design, challenge. Third, grow kitchen scraps in water. Learning and fun are guaranteed!

Mr. Grow Plans for Teaching Hydroponics

Each week, our favorite fifth grade teacher planned with his co-teacher. This week, they met to discuss teaching hydroponics.

“So,” said Mr. Grow, “let’s go over our activities for hydroponics for kids. But first, let’s review the life science standard:

NGSS 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.”

Mrs. Washington turned to her laptop. “Actually, we have some great experiments this year,” she said.

Teaching Hydroponics with Baggie Gardens

Now she turned her laptop so Mr. Grow could see. “To begin teaching hydroponics,” she said, “our kids will explore with baggie gardens. Earlier, we talked about beefing this up. After all, our students grew seeds in baggies in primary grades. Therefore, we will emphasize that all plants need air and water. To accomplish this, they will germinate both monocots and dicots.”

Mr. Grow nodded. “By the way,” he said, ” I picked up the corn and bean seeds over the weekend. Additionally, I bought some baggies with flaps, masking tape, and absorbent paper towels.”

“Have you decided whether you’ll create a germination bulletin board?” Mrs. Washington asked.

Again, Mr. Grow nodded. “Definitely, it will illustrate that plants can not only germinate, but also grow to adulthood, without soil.”

When teaching hydroponics for kids, have them set up baggie gardens first. They can grow bean and corn seeds to show that plants chiefly need air and water to grow.
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“As the seeds germinate, we’ll dive into photosynthesis. Kids in fifth grade need to understand the basic chemical change. However, they don’t need to explore it at the cellular level.”

Engineering Design Hydroponics for Kids

Mrs. Washington continued. “Next, we will present a hydroponics STEM challenge. In lab groups, our students will use the engineering design process to grow basil seeds without soil.”

“Right. As I remember, they’ll use recycled materials. Already, I’ve gathered egg cartons, plastic soda bottles, jars, and a variety of plastic containers. Do you think we should let them bring containers from home?”

“I guess so. Just so they stick to basic recyclables.”

When teaching hydroponics for kids, include an engineering design challenge. Using recycled materials, they will create the best environment for germinating seeds.

Mrs. Washington looked back at their hydroponics unit. “In addition to the life science standard, we’ll also hit all of the NGSS engineering design standards.” She read them aloud:

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

“For this one, kids will review definitions of criteria and constraints, do a worksheet, and define them for this challenge.

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

“After researching and brainstorming, our kids will determine which solution best meets the criteria.

3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

“Yep, as they continue the project, they will determine what went wrong. Then they will control only one variable to redesign. That ensures a fair test.”

Mrs. Washington sighed. “This year,” she said, “I am bound and determined to use appropriate vocabulary all the time.” She picked up a pencil and jotted down a list:

  • criterion
  • constraint
  • prototype
  • failure point
  • fair test

Supporting the Argument That Plants Need Air and Water

“As our kids begin to understand hydroponics,” Mrs. Washington continued, “we’ll ask them to write about it. When we deconstruct the standard, we see that kids need to ‘support an argument.’ Therefore, they will write an essay that does just that.”

She looked up and smiled. “You know how I love double duty lesson plans! Interdisciplinary teaching is the best.”

For a moment, she paused in thought. “Hey,” she said, “I just though of another connection. As they work on these projects, we should discuss interactions between Earth’s spheres. That will reinforce NGSS 5-ESS2-1. Specifically, water from the hydrosphere is pulled into roots. Additionally, carbon dioxide from the atmosphere moves into leaves. Then – bam! Through the process of photosynthesis, glucose is formed. And that fuels the entire biosphere.”

Now her smile was a grin, and the other teachers nodded in approval.

Teaching Hydroponics with Kitchen Scraps

Mr. Grow stopped nodding and wrinkled his brow. “These activities will take a long time,” he said.

“Um-hm. You got that right. At least half a year. But I’d still like to try one more thing. Actually, it can occur at the same time as the STEM activity.”

“What’s that?”

Growing kitchen scraps. You know, potatoes, carrots, celery…”

When teaching hydroponics for kids, try growing plants from kitchen scraps. Here you see old potatoes that have sprouted, as well as celery growing from the end.

Mr. Grow looked puzzled, so his co-teacher continued. “Although I have lots of ideas for this, I’m considering reinforcement of the fair test. This time, however, it would be a science experiment, not an engineering design activity. I’d like to give each student one potato, and cut it in half. Then they could see if it grows better right side up or upside down.”

Now Mr. Grow began to understand. “Maybe I’ll just let them bring in kitchen scraps and see what grows.” Then he laughed. “Hey, this is going to be a lot of fun!”

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