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Data-driven Smart Farming

Difficulty: Grade 6-8
Time: 45-60 mins
Categories: Smart Farming

In this lesson, students will explore how indoor farming solutions use data and technology to help us grow food in a sustainable way. In the ‘Take Action’ section of this lesson, students will build an automated hydroponic farming system that responds to soil moisture levels and tracks data on watering times.

Get Started
What this lesson includes
Lesson Content
Indoor Farming Technologies
Real-World Example

Coding Tutorial
Block-based
Assessment
Triangulated Assessment Options
Educator Resources
Finished Code Link
Quickstart Guide

Looking for more resources? Look  here.

Learning Goals

  • Define hydroponics
  • Explain at least one benefit of using indoor hydroponic farming systems
  • Build an automated hydroponic farming system that uses:
    • the moisture sensor, water pump and LED ring from the Climate Action Kit
    • nested loops to automate watering based on moisture level
    • events and variables to track and provide data on pump activity

Materials

  • Climate Action Kit or Smart Farming Kit
  • micro:bit V2
  • Computer with access to Microsoft MakeCode
  • Two containers for water
  • Optional: Plant

Get to Know the Content

  1. Make sure you've completed our ['Getting Started with the Climate Action Kit' course] (https://learn.forwardedu.com/educator-courses/)
  2. If it has been awhile, review the kit components featured in this lesson:
  3. Review the lesson, particularly the following thinking routines from Project Zero (Harvard Graduate School of Education):

Big Idea (15 minutes)

Learn about the different features of smart hydroponic farming systems.

Take Action (43 minutes)

Students will build their own farming system with the Climate Action Kit.

We've provided 3 ways students may build the project to support scaffolding and differentiation in your classroom: 'Use', 'Modify', and 'Create'.*

Activity Description
Use

Students will follow a step-by-step tutorial to build & use their farming system. The goal is to help them develop a better understanding of its features without requiring actual coding.

Success Criteria

I can:

  • build a smart farming system with the Climate Action Kit
  • explain how the hardware and software of my project work together
  • explain how to trigger the pump in my farming system
  • explain how my farming system calculates data on pump run time

Resources

Tutorial
Final Code
Modify

Students will follow a step-by-step tutorial to build their farming system. After this, they will modify the code and complete a few challenges to improve the device.

Success Criteria

I can:

  • build a smart farming system with the Climate Action Kit
  • make changes to my code to learn how it works
  • combine loops and moisture sensors to automate the pump in my farming system
  • add visual and audio output to improve the user experience of my farming system

Resources

Tutorial
Final Code
Create

Students will work in small groups to research different smart farming solutions. They will then design and build their own prototype with the Climate Action Kit.

Success Criteria

I can build a smart farming system with the Climate Action Kit that uses at least:

  • one sensor to measure environmental data
  • one control structure to automate farming steps

Resources

Blank Project

*Irene Lee, Fred Martin, Jill Denner, Bob Coulter, Walter Allan, Jeri Erickson, Joyce Malyn-Smith, and Linda Werner. 2011. Computational thinking for youth in practice. Acm Inroads 2, 1 (2011), 32–37.

Use the following criteria to assess student learning. Students can:

Conversations

  • Articulate the benefits and drawbacks of indoor hydroponic farming systems
  • Explain the purpose of each smart component and building block in the main build (Use, Modify, Create)
  • Explain the purpose of the different control structures (loops, conditionals) and variables in the smart farming project (Use, Modify, Create)

Observations

  • Add comments to the code to demonstrate their understanding of each block (Use, Modify, Create)

Products

  • Add comments to the code to demonstrate their understanding of each block (Use, Modify, Create)
  • Add at least two visual or audio cues to the farming system that represent the different stages of watering and improve the user experience of the prototype (Modify, Create)
  • Design their own prototype that satisfies provided criteria (Create)

Next Generation Science Standards

Grade 6-8

MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

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.

Computer Science Teachers Association Standards

Grade 6-8

2-CS-01 Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.

2-CS-02 Design projects that combine hardware and software components to collect and exchange data.

2-CS-03 Systematically identify and fix problems with computing devices and their components.

2-AP-11 Create clearly named variables that represent different data types and perform operations on their values.

2-AP-12 Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.

2-AP-19 Document programs in order to make them easier to follow, test, and debug.

United Nation’s Sustainable Development Goals

2: Zero Hunger

6: Clean Water Sanitation

11: Sustainable Cities and Communities

Common Career Technical Core Standards

STEM Cluster: Engineering & Technology Career Pathway

ST-ET 1.3 Use computer applications to solve problems by creating and using algorithms, and through simulation and modeling techniques.

ST-ET 2.1 Select and use information technology tools to collect, analyze, synthesize and display data to solve problems.

ST-ET 3.1 Use knowledge, techniques, skills and modern tools necessary for engineering practice.

ST-ET 3.2 Describe the elements of good engineering practice (e.g., understanding customer needs, planning requirements analysis, using appropriate engineering tools, prototyping, testing, evaluating and verifying).

ST-ET 3.4 Illustrate the ability to characterize a plan and identify the necessary engineering tools that will produce a technical solution when given a problem statement.

ST-ET 4.1 Explain why and how the contributions of great innovators are important to society.

ST-ET 4.2 Explain the elements and steps of the design process and tools or techniques that can be used for each step.

ST-ET 4.3 Describe design constraints, criteria, and trade-offs in regard to variety of conditions (e.g., technology, cost, safety, society, environment, time, human resources, manufacturability).

ST-ET 5.1 Apply the design process using appropriate modeling and prototyping, testing, verification and implementation techniques.

ST-ET 5.2 Demonstrate the ability to evaluate a design or product and improve the design using testing, modeling and research.

ST-ET 5.3 Demonstrate the ability to record and organize information and test data during design evaluation.

ST-ET 6.1 Apply the use of algebraic, geometric, and trigonometric relationships, characteristics and properties to solve problems.

STEM Cluster: Science and Math Career Pathway

ST-SM 1.1 Apply science and mathematics concepts and principles to resolve plans, projects, processes, issues or problems through methods of inquiry.

ST-SM 1.2 Use the skills and abilities in science and mathematics to access, share, and use data to develop plans, processes, projects and solutions.

ST-SM 1.3 Use the skills and abilities in science and mathematics to integrate solutions related to technical or engineering activities using the content and concepts related to the situations.

ST-SM 1.4 Explain the role of modeling in science and engineering.

ST-SM 1.5 Explain the use of models and simulation in hypothesis testing (i.e., the scientific method).

ST-SM 1.6 Communicate with others on inquiry or resolution of issues/problems in the global community.

ST-SM 2.1 Demonstrate the ability to recognize cause and effect when faced with assigned projects or issues.

ST-SM 2.9 Analyze change as a result of data differences and changing environmental values.

ST-SM 3.1 Evaluate the impact of science on society based on products and processes used in the real world.

ST-SM 3.2 Evaluate the impact of mathematics on society based on products and processes used in the real world.

ST-SM 3.3 Research how science and mathematics influence the professions and occupations supported by the STEM Career Cluster.

Information Technology Cluster: Programming & Software Development Career Pathway

IT-PRG 4.1 Employ tools in developing software applications.

IT-PRG 6.1 Explain programming language concepts.

IT-PRG 6.3 Demonstrate proficiency in developing an application using an appropriate programming language.

IT-PRG 6.4 Explain basic software systems implementation.

IT-PRG 7.1 Develop a software test plan.

IT-PRG 7.2 Perform testing and validation.

Agriculture, Food & Natural Resources Cluster: Plant Systems Career Pathway

AG-PL 1.3 Determine the influence of environmental factors on plants.

AG-PL 1.4 Manage water conditions for plant growth.

AG-PL 3.8 Apply principles and practices of sustainable agriculture to plant production.

Agriculture, Food & Natural Resources Cluster: Power, Structural & Technical Systems Career Pathway

AG-PST 1.3 Investigate solutions to AFNR power, structural, and technical systems.

AG-PST 1.4 Design or modify equipment, structures, or biological systems to improve performance of an AFNR enterprise or business unit.

AG-PST 4.1 Create sketches and plans of agricultural structures.