Le jardin des jeunes génies Design Challenge Workshop ...€¦ · 8h00 Refresh their memory. Show...

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Le jardin des jeunes génies Design Challenge

Workshop Guidelines

Avril-Mai 2015 École Martin Bélanger

Classe de 5em et 6em année (30 élèves)

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Table of Contents

Pre Design Challenge Workshops Workshop 1: Plant life. Learn where food comes and how it grows.

p.3-4 Workshop 2: Learn about different types of indoor garden systems.

p.5-6 Workshop 3: Identify strengths, explore capillary systems and make teams for the Design Challenge.

p.7 Workshop 4: Build team cohesion and develop a collective indoor garden design.

p.8-9 Workshop 5: Divide tasks amongst group and learn new skills.

p.10-11 Post Design Challenge Workshop Workshop 6: Make changes to the prototype and wrap up for the year.

p.12-13

Appendices Appendix A: Self watering container steps.

p.14-18 Appendix B: Plant needs worksheet.

p.19 Appendix C: Food system image.

p.20 Appendix D: Plant parts name tags.

p.21 Appendix E: Group name sheet.

p.22 Appendix F: Greenhouse effect experiment

p.23 Appendix G: Abilities worksheet.

p.24 Appendix H: Model Evaluation Criteria.

p. 25 Appendix I: Brainstorming Questions p.26

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Workshop 1 (8 April 2015): Plant life. Learn where food comes and how it grows.

Time Purpose Activity Description Materials

1 9h00 Introduce ourselves and the topic.

Each participant says their name and their favorite fruit or vegetable. Discussion. Questions to get the discussion going:

● Where do you get your fruits and vegetable from?

● How does a carrot get to your dinner plate?

Visual cut out of food journey (Appendix C). Toy truck, plane, plate, field, grocery basket, money. Fruit and vegetables with stickers.

2 9h10 Identify what parts of the plants we eat.

Plant Banquet! Serve the following edible plant parts and have them labeled what part of the plant it comes from.

● Seeds: corn, various nuts, sunflower seeds, pumpkin seeds

● Stems: celery, asparagus ● Leaves: lettuces, spinach ● Flowers: broccoli, cauliflower, rose

petals ● Roots: carrots, beets, radishes, ginger

root

corn, sunflower seeds, celery, lettuce, broccoli, carrots and name tags (appendix D)

3 9h25 Plant a seedling.

1. Show them numerous seeds of a variety of vegetables but also seeds different varieties of the same plant.

2. Explain why we choose this vegetable.

3. Plant the seedlings and water.

Jiffy pots, tray, water, a variety of seeds, selected seeds.

4 9h45 Get an idea of students understanding.

1. Give each student a folder and explain the basics of the project

2. Give the students a sheet with a small plant drawn (See Appendix B) and ask the students to draw what the plant needs. What about the winter months when there is no sun.

folder, worksheet (appendix B), crayons,

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Recommendations for next time :

· Plan out which elements you will leave out if there is lack of time. (We did not have time to look at the food cycle process or do the worksheet.)

· Having them choose which two seed types they want to plant as a team while they eat the vegetables worked very well.

· Having the group sitting in five groups of six worked well. · Have them say their name and their favorite vegetable because choosing a vegetable that

starts with the same letter as your name proved to be difficult.

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Workshop 2 (15 April 2015): Learn about different types of indoor garden systems.

9h00 Review of last week.

How are the seedlings doing? Stage of growth they are at. Advantages of a greenhouse.

Seedlings from previous week

5 9h05 Start designing our indoor garden.

1. Introduce the project. 2. Ask the students to individually

draw what an indoor garden might look like?

blank sheet, crayons, folder

6 9h10 Explore other indoor gardening ideas. Work on listening skills.

Set up two stations (15 minutes each). At each station the students get to explore how we can use different materials to build vertical gardening projects.

1. How can we use plastic bottles, plastic bins, pots and pipes? The students are asked to choose two pieces from a pile of supplies and explain how they would make an indoor garden with them.

2. What are some existing indoor gardening models? The students are asked to choose amongst numerous photos of indoor gardens. Each student is asked to describe how they thing the garden functions and describe one good thing about the system.

At each station the students are given 2 minutes to choose. They are then given 3 minutes to share with a partner. After they have shared everyone is to present the ideas of their partner to the group. Before they move on to the next station they are given 3 minutes to sketch or write down ideas for their personal

Random supplies (Styrofoam, containers, cardboard, pots, pipes), Photos of indoor gardening systems, Paper, pencils

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indoor garden plan.

7 9h45 Develop their plan further.

Return to the drawing board. Develop further their own plan. Have they considered all the requirements they drew last time?

previous worksheet and previous plans

Recommendations for next time:

· Have more options that are not drawing. Some students really enjoyed drawing while others appreciated working with materials or verbally sharing.

· Let the children create. Probes were helpful but some freedom to explore helped achieve higher creativity.

· Have a list of questions to stimulate thinking without giving the answer. · Have more supplies for them to experiment with and allow them to take more than one object

and work in teams. · Have more stations and smaller groups, so they can feed off each other and develop ideas

together. (If there is not enough facilitators a possibility could be to have the instructions laid out on the table.)

· Have an exercise to get them thinking about the elements needed in an indoor garden.

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Workshop 3 (22 April 2015): Make teams for the Design Challenge, build team cohesion and begin working on a collective indoor garden design.

9h00 Asses skills. Have the students asses their personal skills using the checklist.

Checklist (see appendix G)

9h05 Learn about the life cycle of a plant and what plants need to grow.

Make a Pepsi bottle self watering container. (See appendix A for details)

4. Build system. 5. Plant the seeds. 6. Explain what maintenance needs to

be done.

2 liter bottle, wick, water, dirt, seeds, sharpie, scissors, aluminum foil, nutrients (fertilizer)

9h30 Divide teams.

Make the teams based on already made list (10 teams of 3 or 4 students). They must show each other their indoor garden drawings. They are also given the task to find a team name before the end of the workshop.

List with teams. Their individual folders.(appendix E)

9h40 Start drawing the collective plan.

Integrate ideas from all group members to come up with a design model for their indoor greenhouse.

Their folders, pencils, photos or existing ideas

Recommendation for next time:

● Time constraint. The pepsi bottle plant holder requires the whole period. ● Having teachers make team was efficient and it was great that the children got to have

input. ● Have them come up with a team name. ● Possibly have a short game to help the teams integrate together.

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Workshop 4 (29 April 2015): Make teams for the Design Challenge, build team cohesion and develop a collective indoor garden design.

9h00 Divide teams.

Ask the groups to get into their teams. They must show each other their indoor garden drawings.

List with teams. Their individual folders.(appendix E)

9h10 Basics of plants

Give the students a sheet with a small plant drawn (See Appendix B) and ask the students to draw what the plant needs.

folder, worksheet (appendix B), crayons,

9h20 Present the evaluation criteria.

Evaluation of the models will be based on: 1. Creativity. 2. Production capacity. 3. Plant consideration. (Light system,

Water system.) 4. Feasibility of model. 5. Size of the model. 6. Durability of model.

Sheet with list (Appendix H)

9h30 Start drawing the collective plan.

Integrate ideas from all group members to come up with a design model for their indoor greenhouse. Question to help them further develop:

● How can you produce more? ● Did you consider

lighting/water/air/soil? ● Will this work in the classroom? ● How can you make it easier to care for

the plants? ● How can you improve it?

Their folders, pencils, photos or existing ideas


● The examples of existing indoor gardening systems should be available for them to refer to, but it was better if they did not use them.

● Some of the individual in the group had nothing to do while one person drew.

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● For this one it is important that the facilitators go around and try and get everyone involved.

Encourage them to draw various angles of their model.

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Workshop 5 (6 Mai): Divide tasks amongst group and learn some entrepreneurship skills.

9h00 Review their model.

Revisit their model and make any desired changes.

Their folders, pencils

12 9h10 Divide tasks amongst group.

Ask each team to divide tasks. 1. The designer: The designer is to

draw a detailed outline of their model.

2. The sales pitch: This individual should be a good public speaker as they will have to explain their design to the engineers.

3. The researcher: This individual is to gather information about plant types and plant requirements for their specific model.

9h15 Attend relevant workshop for role.

Each team member will then be assigned to learn these skills depending on their role:

1. Making a blueprint (Sherwin): Show them how to draw 3D models (angles, curves, perspective) and then had them draw their models. Explained and had kids take measurements for their models (cm) and had them add it to their drawing.

2. Presenting your ideas (Stefanie): Have each presenter write their pitch outline (Team name, 3 word description of their product, main goal of their system, detailed description of how it function and 3 advantages of their system). Explain how to use cuecards effectively and other presentation tips.

3. Plant types and requirments (Laurence): Talk about a variety of vegetables and some of the

Visual aids, point form list of how to present your ideas, youtube video, example of eye catching poster, graph paper, cue cards, posters, decorating material

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general categories and needs. Provide the kids with documentation (websites, printouts, books) about vegetable (size, growth, requirements). Have kids write 3 vegetables they want to grow, where they will go in the system and what adaptations the system will require.

The first few minutes will just be discussing what their role is. The second part will be teaching them a few new skills and tricks they can use. And the last part will be having them work on their own group project with the help of the facilitator.

9h40 Regather as a group.

Regather as a group show each other what they have been working on and tweak any last minute things.

9h50 Information about Hackathon

Briefly explain to them what the role of the Hackathon is and what it will look like.


● Asking team to decide amongst themselves who will take on which role (design, pitch, researcher) worked very well. Only one team chose using rock paper scissors because two of them wanted the same role.

● It was important that each facilitator running their session have a clear outline of what they are doing.

● Have books and catalogues available for the researchers that are adapted to children. ● Perhaps talk about and do plant research before design phase.

Workshop 6 (17th June 2015): Make changes to the prototype and wrap up for the year.

Time Purpose Activity Description Materials

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8h00 Refresh their memory.

Show a slideshow and/or video from the design challenge event

slideshow, videos

8h10 Present the model.

Present the final model (technical drawings and 3D model) 1. Explain how it functions. 2. Point out elements take from the

models created at the design challenge.

prototype drawing and model, list of elements and models

8h30 Learn from our mistakes.

Talk about the plants we planted in the self watering containers. 1. Why did the plants not do well? 2. What should we do differently next

time?

self watering plant,

9h00 Get input from the kids.

Have a brainstorming session. 10 tables will be set up, each containing a sheet with one question. For a list of questions refer to appendix I. The task is for the children to answer these questions in reference to the prototype we have made. Each child will spend 5 minutes at 4 different questions.

sheets with questions (appendix I), timer, bell

9h30 Wrap up the project.

Wrap up message 1. What are you leaving with, name one

learning. (Ask kids to close eyes and then each share their learning in 3 words).

2. Plans for next year a. Grade 5: We will be getting the

materials so that next year it can be set up in your classroom.

b. Grade 6: Talk about existing gardening projects at the surrounding high schools.

3. Summer: Discuss community gardens in the area.

4. Thank you.

Info about community and high school gardens

Recommendations for next time: - Plus de variéte dans les activitées et des activitées plus actif

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- Garder meilleur contact avec les jeunes pour ne pas perdre le fil entre l’évènement et le dernier atelier

- Faire des activitées dehors - Le visuel du prototype étais utile ainsi que l’explication d’une imprimante 3D - Avoir moins de temps a chaque questions, plus de questions et mettre les questions au

mur - Visuel de l’évèment en photo étais bon pour rafraichir la memoire - Show more how their models were used and explain why certain parts were chosen,

why others were not Faire le liens avec les projects dans leurs communauter étais bon, peut être juste avoir un déliant

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- Appendix A

Self Watering Container Steps

Step 1: Prepare 2 Liter Bottle

Draw a Line

Rinse out the bottle to remove any residue of whatever drink was in there before it was empty. Take your 2 liter bottle and draw a line around it right where the curve ends and the bottle transitions to a straight line. It’s important to draw the line below the curved area, so you have

enough space to grow your plant!

Cut The Bottle

Next, cut across the line, making sure to cut as straight as possible. Then flip the top over. Pretty simple, right? Now you’ve got the basic structure of the system built. The top area is where your growing media and seed will go, and the bottom section houses the water and nutrient mixture. A wick will be fed through the hole…but before we get to that, we have to prepare the water…

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Step 2: Prepare The Water

pH Your Tap Water

*Note: pHing your water is optional, but it’s highly recommended not only for helping your kid’s plant grow better, but also for teaching him/her some really cool principles about chemistry and WHY a plant needs water with a lower pH than what we typically drink. Now that we have built our simple 2 Liter Garden, we need to pH the water and add nutrients. Most tap water is in the 7.0-8.0 range. The plants you will be growing need water with a pH in the 6.0-6.5 range, so you will need to use some pH down. The picture to the left shows the forest green color of average tap water in the 7.0-8.0 range. pH down is highly corrosive, so be sure not to get it on any part of your body. You don’t need much to adjust the water – try a drop to start. Mix it into the water thoroughly and then test again. When the color matches the 6.0-6.5 range like the picture on the right, you’re ready to mix the nutrients. It can take a while to get the color just right – try not to get frustrated. This is one of the most important steps in making sure that your plants get all of the nutrients that they require for vigorous growth. If you don’t correctly adjust pH, you will prevent your plants’ roots from absorbing certain nutrients. Educational Resources Click here for more information about how pH interacts with nutrient uptake.

Add Nutrients

Now we need to remember how much water we added to the reservoir. Take a look at the nutrient mixing chart on the back of your bottle of General Hydroponics FloraNova Grow. This will give you the exact amount to mix into your system. If you’re starting from seed or cuttings, use ¼ tsp/gallon and if you’re starting from established plants you’ve bought from a garden store, use 1 tsp/gallon. Educational Resources

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Hydroponic Nutrients Guide – What Plants NEED To Grow After you prepare your water, pour it into your 2 liter bottle until it reaches the point where the cap would touch, then move on to the next step!

Step 3: Add Wick and Growing Media

Add The Wick

Take your wick and thread it through the cap hold in the 2 liter bottle. Pull it through to around 2/3 of the height of the smaller growing area. You want it to be high enough so that when your seeds sprout, the roots won’t have to travel far to get to the wick area (where your growing media is moist and filled with nutrients.

Prepare Your Growing Media

If you decided to use coconut coir, this step is simple: all you need to do is add some water to your coco coir brick, which will hydrate it and expand it to around 5 times its original size. Drop a few handfuls into your bottle, making sure the wick is in the center of the media. If you are using another type of media, repeat the process, but don’t add extra water! The cube in the middle is a Rockwool Cube, used to start seeds outside of the system

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Step 4: Plant Your Seeds! Now comes the fun part – planting your seeds. Grab your packet of seeds and pour a small amount out in your hand. Pick three or four seeds and clump them together on the tip of your finger. Now, you might be thinking: “Why am I planting 3-4 seeds if I’m only growing one plant?” It’s a good question! The reason we do this is because of germination rates. A seed does not have a 100% chance of sprouting…usually it’s anywhere from 80-95% for fresh seeds for most

common varieties. We plant 3-4 seeds in one hole to increase the odds that we get at least one that sprouts – it’d be a shame to wait 5-7 days only to have your seed not sprout – so avoid that problem altogether by planting a few! Follow the directions on the seed packet to figure out how deep to plant your seeds – usually it’s 1/4thto 1/8th inches below the growing media. Make sure to cover them up with a little coconut

coir so they’re in a dark environment. Using a Different Growing Media? If you’re using a larger growing media (pebbles, lava rock, expanded clay pellets), then you’ll need a seed starter like a Rapid Rooter or Rockwool Cube to get the seed started. See the materials section for more information.

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Finished Product

Congratulations, you’re now the proud owner of a really awesome 2 Liter Hydroponic Garden that will produce a head of lettuce, spinach, or some tasty basil within a few weeks! Read on for some important details on taking care of your garden. Why Is There Aluminum Foil Around The Garden? If you want to be absolutely sure of the health of your garden, you’ll want to encase the 2 Liter Bottle in something opaque – aluminum foil works well. Why? Plants aren’t the only organisms that like water, nutrients, and light – algae does too. If you let too much light hit the nutrient reservoir, you might find that you get some nasty visitors that will make your garden look gross and smell a little weird.

Maintenance

This garden is really easy to take care of. Just follow the guidelines below with your child and you’ll have a healthy plant!

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Appendix B

Dessine les éléments que la plant a besoin pour pousser en santé.

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Appendix C

Appendix D

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TIGE FLEUR

GRAINE RACINE

FEUILLE FRUIT

TIGE FLEUR

GRAINE RACINE

FEUILLE FRUIT

TIGE FLEUR

GRAINE RACINE

FEUILLE FRUIT

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Appendix E

Équipe 1: (Nom d’équipe) _____________________________










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Appendix F

Reasons for a greenhouse A greenhouse protects the plants inside by blocking out some of the more harmful aspects of

the environment like harsh winds, heavy rains, or extreme temperature fluctuations. It also traps the warm air inside and keeps the air around the plants moist and humid, making it the best environment for the plants to flourish. In this activity, your child will get to see firsthand how

greenhouses work by making his own — with a balloon!

Greenhouse Experiment

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Appendix G

J'ai des habiletés en...

(Fait un X là où applicable)

Pas vraiment

Un peu Oui Beaucoup

Recherche

Génération d'idées et créativité

Leadership

Gestion du temps

Présentation orale

Dessin

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Appendix H

Critères d’évaluation

Evaluation Criteria

1. Créativité. Creativity.

2. Capacité de production de légumes Vegetable production capacity.

3. Considération des besoins de la plante (système d’arrosage, lumière). Plant consideration (light system, water system).

4. Faisabilité technique (grandeur, mécanique) Feasibility of model (size, mechanics).

5. Durabilité du modèle. Durability of model.

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Appendix I

Brainstorming Questions

● Comment est-ce qu’on pourrait maximiser la production de légumes. ● Comment est-ce qu’on pourrait faciliter le soin des plantes. ● Comment est-ce qu’on pourrait simplifier le modèle? ● Ajoute un élèment. ● Quel autres matériels pourrait on utiliser? ● Qu’est ce qu’on peut combiner? ● Comment est ce qu’on peut amèliorer le système? ● Comment est ce qu’on peut rendre ce modèle plus «fun»? ● Qu’est ce que tu changerais? ● Qu’est ce que tu peux éliminer? ● Sur quoi devrions on nous mettre de l'emphase? ● Quel est ta partie préfèrer du modèle? ●

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