Climate Change Heroes Thinking Competencies Lesson
Design and Build an Aquaculture Garden for Harvest in the Classroom
Lesson 3: Thinking Competency—Develop and Design
Grade 7-9
Time required
 Design time: 4x 90minute block during first two weeks of the semester
 Optimum exposure: 5 blocks of science/week.
 Assign the project early in the semester to be completed by students in groups of eight, with
the challenge to choose or adapt sets of materials to add to each aquarium supplied.
Learning objectives
 Student groups design an aquaculture system that will run on less outside energy supply than
another group, to thrive in the classroom for 3 months without adding extra water or
nutrients.
 Design and build a closed food production system using least carbon footprint possible
Block 1
1. Show the 18 minute YouTube video www.youtube.com/watch?v=6C8tCXIf6BY
2. Discuss the need to increase Food Sovereignty and the 100 Mile Diet to reduce transportation,
labour, and wage disparity inefficiencies. Relate this to changes triggered by climate change.
3. Break into investment groups of eight to plan an aquarium-sized aquaculture exhibit and
sustainable micro-farm gate. Use template provided by teacher based on resources already
available locally.
4. List essential materials, where to locate them, and assign group member to complete
collection.
5. Create a budget and fundraising proposal, so that the end product can pay back the investment
team, to break even. Plan to Participate in short-term fundraising activity to raise class funds for
items for start up.
6. Draw the design on grid paper. Place on desk beside blank sheet and pencil.
7. Have student groups rotate to scan through, discuss, and critique group designs. Give 2 good
ideas, and one potential way to improve the design. Use a gallery walk circular system.
Block 2
1. Following a period of resource collection, which suits your particular class situation, and
based on the acquisition of materials listed by each group, transform your learning space to
accommodate the equipment setup, tool use and ongoing observation, supervision and
monitoring of each aquaculture system. This may need to be shared between several rooms and
require collaboration with other teachers. Ensure parental consent for harvesting techniques.
2. Put together elements of closed system that are in-organic.
3. Fill aquarium with water, aquatic pumps and a monitor. Demonstrate and design a tool to
detect leakage that monitors the system for at least 48 hours (weekends when class is closed).
4. Write up procedure and predict outcome. Share with another group. Self-edit and then each
group shares with large group.
Block 3
1. Place organic components into system. Seal.
2. Begin observation data collection. Notice changes in water colour, condition of plant and
animal exterior and behaviour. Each group designs own criteria sheet with ten points and
completes a sketch book.
Block 4 (at least two months later following previous Blocks 1-3)
1. Harvest material which can be consumed and create a sample dinner-plate from harvest
2. Photo and document the evidence to add to a power point summary of group experience
3. Students assess success of the design of their own system. Report learning and celebrate.
Credit: northeastern.edu/seattle/wp-content/uploads/2016/06/IMG_9825-1024x683.jpg
Additional lesson plan suggestions and resources for enrichment
Week one
Prepare the students with a series of lessons from Our Changing Climate from Climate
Generation: A Will Steger Legacy
climategen.org/what-we-do/education/climate-change-and-energy-curricula/curriculumguides/our-changing-climate-for-grades-6-12/
These six interdisciplinary lesson plans help students master the requisite background
information on global climate change processes, the importance of the Arctic to global climate,
the potential effects of global warming in the Arctic, and to consider what could/should be done
in response.
Week two
Prepare debates on the future of oil and gas exploration in the Arctic, current international legal
environmental protection and the role of Canada in sustaining life in the Arctic.
climatechangelive.org/index.php?pid=180
c2906723
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