Exploring Aquaponics

Lesson Overview

This Year 7 Technology lesson focuses on introducing students to aquaponics based on the Australian Curriculum: Technologies – Design and Technologies (Level 7-8). Students will learn the foundational science, design, and environmental benefits of aquaponics systems, aligning with the content descriptor:

• ACTDEK032: Investigate how and why food and fibre are produced in managed environments and how these can become more sustainable.

Students will actively engage through discussion, a simulation, and a creative worksheet activity to enhance their understanding of the closed-loop system used in aquaponics.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Explain the concept of aquaponics and its sustainability benefits.
2. Identify the key components of an aquaponics system.
3. Demonstrate understanding of how aquaponics works by completing a practical worksheet-based activity.

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Materials Needed

• "How Aquaponics Works" Worksheet (provided below).
• Whiteboard and markers.
• Visual aids: printed diagrams or posters of aquaponics systems.
• A simple "classroom aquaponics simulation" setup (e.g., a clear jar with water, pebbles, plants, and goldfish for demonstration).
• Student notebooks/pens.
• Google Slides or printouts for visually explaining aquaponics (optional).

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Lesson Structure (45 Minutes)

1. Introduction and Hook (5 Minutes)

• Begin with a quick discussion: "What do plants and fish need to survive?" Write student responses on the whiteboard.
• Show the simple aquaponics simulation setup (if available) or a printed diagram. Ask: "What do you think happens here? How might these plants and fish depend on each other?"
• Briefly introduce aquaponics as a sustainable farming practice.

Teacher Prompt: "Today we'll learn about aquaponics – a system that uses fish, plants, and water to feed each other in a way that's great for the environment!"

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2. Interactive Explanation (10 Minutes)

• Use visual aids (e.g., diagrams or Google Slides) to explain the basic process of aquaponics:
  1. Fish produce waste (ammonia).
  2. Bacteria in the water convert ammonia into nitrates.
  3. Plants use the nitrates as nutrients to grow.
  4. The plants clean the water, which is circulated back to the fish.

Engagement Tip: Encourage students to ask questions or provide examples of where they’ve seen aquaponics (e.g., an aquarium or urban farm projects).

Teacher Prompt: "Aquaponics can reduce the use of soil and fresh water compared to traditional farming. Why might this be important here in Australia?"

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3. Group Activity – Identifying Components (10 Minutes)

• Divide the class into small groups (4 students per group). Hand out printed copies of a basic aquaponics system diagram (without labels).
• Ask groups to label the components:
  • Tank (for fish).
  • Pump.
  • Grow bed (for plants).
  • Bacteria.
  • Water (cycling through).

Teacher Prompt: "Work together to name the different components of an aquaponics system. Then, discuss your ideas about how these parts might work together."

• After 5 minutes, go through the correct labels as a class.

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4. "How Aquaponics Works" Worksheet (15 Minutes)

Students will complete a hands-on worksheet to consolidate their understanding.

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5. Wrap-Up and Reflection (5 Minutes)

• Facilitate a brief reflection:
  "Name one thing you learned about aquaponics today."
  "How could aquaponics systems help Australia, especially in farming?"

• Thank students for their participation and creativity!

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Worksheet: How Aquaponics Works

Instructions: Read each question carefully and answer in the spaces provided. Use the class discussion and diagram to help you!

1. Match the Terms: Draw lines to match the aquaponics components to their roles.

   • Fish tank → Produces nutrients in waste water.
   • Plants → Absorb nutrients for growth.
   • Water pump → Moves water between the tank and plants.
   • Bacteria → Breaks down fish waste into nutrients.

2. Sequence the Steps: Write the following steps in the correct order:
   a) Plants clean the water.
   b) Fish produce ammonia.
   c) Water circulates back to the fish tank.
   d) Beneficial bacteria convert ammonia into nutrients.

3. Draw and Label: On the diagram below, draw an aquaponics system. Add labels to each part: fish, plants, water pump, and grow bed.

4. Critical Thinking: In 3-4 sentences, explain why aquaponics is considered a sustainable way to grow food, especially in areas affected by drought (like parts of Australia).

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Differentiation Strategies

• Advanced Students: Ask them to design an aquaponics system that could work in a school setting.
• Struggling Students: Provide completed labels to use for matching activities or work with a partner during the diagram activity.

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Assessment

• Informal: Observations during group and class activities.
• Formal: Review completed worksheets for understanding key concepts.

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Extension Idea

If time allows or for homework, provide students with photos of Australian aquaponics farms (e.g., urban farming initiatives) and ask them to research a specific benefit aquaponics brings to our country.

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This detailed and engaging lesson aligns with the Australian Curriculum while making aquaponics accessible and exciting for Year 7 students. Perfect for fostering curiosity while grounding learning in real-world applications!