The Hooked on Ponics Curriculum is a 4-week program that can be adapted to any school in a variety of ways. It was originally designed to be a 4-week middle school summer curriculum with a 2-week option, but it can also be used as an after-school program. This curriculum contains 4 “focus” topics that incorporate 5 three-part lessons that build upon one another. It is important to start at Focus 1 to build students’ knowledge of aquaponics systems, and then move through the remaining focus topics.
The program was designed in collaboration with 100 Gardens and funded by an NC ACCESS Program grant.
| Grade Level | Content | Author |
| 6 | Reading & Writing, Speaking & Listening, Math, Social Studies, Science, Health | Jennifer Keeler |
About the Curriculum
The Hooked on Ponics Curriculum is a 4-week program that can be adapted to any school in a variety of ways. It was originally designed to be a 4-week middle school summer curriculum with a 2-week option, but it can also be used as an after-school program. This curriculum contains 4 “focus” topics that incorporate 5 three-part lessons that build upon one another. It is important to start at Focus 1 to build students’ knowledge of aquaponics systems, and then move through the remaining focus topics.
Throughout Focus 2 you will see two different options during each Discovery Lesson. Teachers who opt to follow option 1 have planned to continue student learning through Focus 4 (following a 4-week summer program or an extended after-school program). Focus 3 and Focus 4 center upon creating and designing a business design, an extension to the topics learned in Focus 1 and Focus 2. Teachers who opt to follow option 2 will be completing their program after Focus 2 (following a 2-week summer program or a shorter after-school program such as separate fall and spring sessions).
Each lesson involves three parts: an exploration lesson, a discovery lesson, and a nutrition lesson. The exploration lesson takes place using the aquaponics system, where students are going through the procedures, tracking data, and running the system. Running the system should happen during each session that you meet with students. The discovery lesson builds upon the conversation topic during the exploration lesson in which students will further explore a topic related to the focus for the week through interactive standards-aligned lessons and blogging. The nutrition lesson will involve a discussion around good habits and allow students to make and taste a healthy recipe.
In order to adapt these lessons to your school, teachers may decide to omit lessons and pick-and-choose activities that best suit their students. Be mindful of your student population and what works best for your students when choosing and modifying the activities. Before beginning the program at your school, it is important to have some sort of aquaponics or gardening system set-up. See page 14 of the PDF for information on partnering with 100 Gardens and setting up different types of systems at your school.
Standards
All standards in this section are 6th grade North Carolina standards. However, you will see that each standard is expanded in each lesson and can be scaffolded to align to the 7th or 8th grade standards for each particular topic. Please feel free to differentiate, depending on your group of students.
Reading & Writing
RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
RI.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
RI.4 Determine the meaning of words and phrases as they are used in a text including technical meanings.
RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
W.1 Write arguments to support claims with clear reasons and relevant evidence.
W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6 Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.
W.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Speaking & Listening
SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Math
NS.B.3 Compute fluently with multi-digit numbers and find common factors and multiples.
NC.c.8 Solve real-world and mathematical problems.
Social Studies
H.2.3 Explain how innovation and/or technology transformed civilizations, societies, and regions over time (e.g., agricultural technology, transportation, and communication).
Science
L.1.1 & L.1.2 Understand the structures, processes, and behaviors of plants that enable them to survive and reproduce.
L.2.1-L.2.3 Understand the flow of energy through ecosystems and the response of populations to the different factors in their environment.
E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship.
Health
NPA.1 Analyze tools such as Dietary Guidelines and Food Facts Label as they relate to the planning of healthy nutrition and fitness.
NPA.2 Apply strategies to consume a variety of nutrient dense foods and beverages in moderation.
NPA. 3 Apply lifelong nutrition and health-related fitness concepts to enhance quality of life.
Curriculum Outline
Program Overview: This program can be used as a summer or after-school curriculum for rising students in grades 6-8. There is an option of a 2-week or 4-week program with extension activities to bring home each day.
Program Takeaways:
- Students will develop innovative blog posts.
- Students will have experience creating different nutritious recipes and foods to try at home.
- Students will gain knowledge of growing and maintaining different types of edible plants in different environments.
- Students will produce and perform an engaging speech through a mock “Ted Talk.”
- Students will receive a certificate of completion at the end of the 2-week or 4-week program.
Curriculum Download
Download a PDF of the complete guide.