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In this lesson, students will explore the basic needs of plants and how their external structures—roots, stems, and leaves—support their survival and growth. Students will identify the environmental factors necessary for plant health, including water, sunlight, and nutrients. Building on this understanding, they will design and create bioplastic planting pots using renewable, plant-based materials. Students will plant bean seeds in their bioplastic pots and observe how the material supports plant needs, paying special attention to how it interacts with soil, water, and nutrients. Through collaborative investigation, students will compare plant growth in their bioplastic pots to growth in traditional containers, evaluating the sustainability and effectiveness of their designs. They will then revise their pots using the engineering design process to enhance plant growth and promote environmental responsibility.
Learning Objectives
Students will observe and describe the basic needs of plants, specifically bean plants, and how their external structures (such as roots, stems, and leaves) support their survival and growth. They will document the different environmental factors that plants need to thrive, such as water, sunlight, and nutrients.
Students will design and create bioplastic planting pots learning how bioplastics are made from renewable sources like plants. They will apply their understanding of plant needs to create an environmentally sustainable solution that supports the growth of their bean plants.
Students will investigate how bioplastics can support plant growth by planting bean seeds in their self-made bioplastic pots. They will observe how the bioplastic materials interact with the soil and help meet the plant’s needs for water and nutrients, discussing the role of materials in supporting plant growth and sustainability.
Students will collaborate to evaluate the effectiveness of their bioplastic pots by comparing the growth of their bean plants in bioplastic containers versus traditional plastic or other materials. They will revise their designs based on observations, using the engineering design process to improve sustainability and functionality for better plant growth outcomes.
1. Student Engagement:
Students were highly engaged throughout the project, particularly during the fabrication process. The ability to design and create plant containers using biofabrication, mold casting, and 3D printing sparked curiosity and motivation. Many students were excited to experiment with unconventional materials like bio plastics and it was extra fun for them to learn the recipes how to make it, which made the learning experience feel innovative and project-based. The challenge of testing which container best supported plant growth added an element of competition and scientific investigation and layers of iterative-design that kept them invested.
2. Student Learning Outcomes:
Engage:
Students were immediately drawn into the lesson through the innovative approach of using biofabrication and digital tools to design plant containers. The challenge to create something functional and sustainable sparked their curiosity about materials science, and they were excited to explore different fabrication techniques. This initial engagement set the stage for deeper learning, as students were eager to see how their designs would impact plant growth.
Explore:
During this phase, students had the opportunity to experiment with different materials and techniques. By testing biofabricated, cast-mold, and 3D-printed containers, students gained firsthand experience with flexibility and rigidity in materials, seeing how these properties affected root health and plant growth. Through this trial and error, they developed a deeper understanding of the engineering design process and the impact of different variables on plant growth.
Explain:
In this phase, students were encouraged to articulate their findings, explaining how different materials and fabrication methods affected their plant containers’ ability to support healthy growth. They also reflected on how the digital fabrication tools and biofabrication techniques allowed them to create customized solutions for plant growth. This step reinforced their understanding of material properties and sustainability as they connected the technology with plant biology and environmental science.
Elaborate:
Students expanded on their learning by analyzing the data they collected over the four-week period. They made connections between the design choices they made in the containers and how those choices influenced plant development. Some students went further by exploring the concept of sustainable materials and how they could improve their designs, based on their observations. They also started brainstorming how they could apply digital fabrication techniques to other real-world problems outside of the classroom.
Evaluate:
The students evaluated the success of their designs through data collection (height, root health, etc.), peer reviews, and self-assessments of their learning progress. They critiqued their final products and reflected on the effectiveness of the fabrication process in meeting the needs of their plant designs. In this phase, they were able to see how their engagement with the technology translated into real, observable results—both in terms of plant growth and in developing technical fabrication skills.
Extending Technology-Based Learning:
Although the Fab Lab was central to the hands-on component, students who couldn’t come to the lab still participated through virtual workshops, videos, and online resources. This allowed them to engage in remote learning and have access to pre-recorded tutorials on design software or fabrication techniques. Future adaptations will include in-class fabrication alternatives (e.g., 3D-printed designs or simple casting methods), making it easier for all students to participate, regardless of their ability to visit the lab.
By using these strategies, students were able to meet the standards for technology integration while also ensuring that all students had the opportunity to participate, regardless of access limitations. This approach helped me realize how vital it is to provide alternative ways for students to engage with technology in the classroom, especially in a maker-centered learning environment.
3. Instructional Challenges:
One major challenge was ensuring that all students became comfortable using fabrication tools like 3D printers and mold-casting techniques. Some struggled with the design software and required additional guidance to refine their container prototypes. To address this, I incorporated mini skill-building workshops at the start of the lesson, allowing students to practice before committing to their final designs. Another challenge was time management—some biofabricated containers needed longer drying or curing times, which required adjusting the timeline slightly.
4. Teacher Growth:
This experience has made me reflect on how to better integrate digital fabrication into my 5E lesson planning model. I am now considering how to scaffold the learning process in ways that allow students to engage with the technology in each phase—Engage, Explore, Explain, Elaborate, and Evaluate—while ensuring that the technology use aligns with the overall learning objectives. Additionally, I’ve been thinking about how to extend the technology-based learning beyond just the Fab Lab, making it more accessible to all students, including those who may not have time to visit the lab. This challenge is prompting me to find creative ways to leverage online resources, remote fabrication tools, or in-class adaptations so that equitable access becomes more feasible, regardless of individual student schedules.
Turlock, CA, is the heart of California’s Central Valley, a region known as one of the most productive agricultural areas in the world. With its fertile soil, Mediterranean climate, and access to vital irrigation from the Tuolumne River, Turlock is a powerhouse for farming and agribusiness. The area is best known for its dairy farms, almond orchards, and vast fields of produce, including sweet corn, melons, and tomatoes. Home to generations of farming families and innovative agricultural practices, Turlock blends tradition with modern sustainability efforts, making it a key player in feeding both the nation and the world. The region’s agricultural industry also fuels the local economy, supporting food processing, research, and farm-to-table initiatives. Whether it’s the sight of almond blossoms in early spring or the hum of harvest in the fall, agriculture is deeply woven into the identity and daily life of Turlock.
Provide video and discussion on local role of agriculture and how to become more involved. Include role of bio-engineering as a way to advance agriculture through innovative science
Allow students to design in multiple investigations to become involved in isolated phenomena.
1- Exploring the role of various shaped/material containers for plants and growth
2- Exploring the role of amounts of water for plants and growth
3- Exploring the role of various amounts of light for plants and growth
4- Exploring the role of various soils for plants and growth
Facilitate through classroom discourse, co-creation of definition, match terms with previous explore investigations
Plant-Related Terms:
Germination – The process of a seed starting to grow into a plant. It happens when the seed gets enough water, warmth, and air.
Photosynthesis – The way plants make their own food using sunlight, water, and air. This helps them grow strong and healthy.
Soil Aggregate – Small clumps of soil that stick together. These clumps help keep the soil healthy by letting air and water move through it, which helps plants grow.
Roots – The part of a plant that grows underground and soaks up water and nutrients from the soil. Roots also help hold the plant in place.
Compost – A mix of old plants, food scraps, and other natural materials that break down into soil, helping plants grow better by giving them important nutrients.
Fabrication-Related Terms:
Biofabrication – A process of growing or creating materials from natural sources like bacteria, fungi, or plants to make eco-friendly products.
Cast Mold – A hollow shape used to pour liquid materials like plastic, metal, or plaster into, which then hardens to create a specific object.
Flexibility/Rigidity – How much a material can bend or stay stiff. Flexible materials can bend easily, while rigid materials stay firm and do not change shape.
Students will design and create three different plant containers—one using biofabricated sustainable materials—to test how materials affect bean plant growth. Over four weeks, they will plant seeds, track growth, and observe how the container structure supports root development, moisture retention, and plant health. By comparing results, students will evaluate which container best promotes strong and healthy bean plants.
Challenge Overview:
Your task is to design and create a series of plant containers that provide the best possible growing conditions for bean plants. These containers should incorporate different materials, including biofabricated materials, to explore their effectiveness in plant growth. Your goal is to test which container design supports strong root development, stability, and healthy plant growth over time.
Time Frame: 4 Weeks
Step 1: Research & Planning (Week 1)
Step 2: Fabrication & Assembly (Week 1-2)
Step 3: Planting & Experimentation (Week 2-3)
Step 4: Observation & Analysis (Week 3-4)
Compare results to determine which container design is most effective for growing healthy bean plants.
Purpose: In the Evaluation Stage, students show what they have learned by analyzing results, communicating findings, and justifying design decisions based on evidence. Evaluation should capture both the science content (plant needs, material properties, sustainability) and the engineering practices (design, testing, redesign)
Can you design a self-watering feature using fabrication techniques to help maintain consistent moisture levels in the best-performing container?
This challenge encourages innovation, sustainability, and hands-on STEM learning, combining biology, material science, and engineering in a meaningful way! Let me know if you’d like any refinements!
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