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fabricating Transparent Bio-Fabric Pots for monitoring plant Systems
fabricating Transparent Bio-Fabric Pots for monitoring plant Systems
Product Testing
Second Attempt
Third Attempt
Final Choice
One of the most important parts about starting a new model STEM lesson for preservice teachers is to try it out - and this is what I claim to my future teachers. If you don't try it out, you first of all, wont know if it works, if the phenomena you intend to be observed and investigated exist in the way you want to in be interacted with, and emphasize that the design process applies to the lesson planning process.
Summary!
Standards & Learning Objectives
K-LS1-1 From Molecules to Organisms: Structures and Processes
Use observations to describe patterns of what plants and animals (including humans) need to survive.
1-LS1-1 From Molecules to Organisms: Structures and Processes
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*
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.
Materials List
Materials List
For Plant Observations:
Bean seeds (e.g., lima beans, bush beans)
Soil or potting mix
Watering cans or spray bottles
Traditional planting containers (plastic pots, paper cups, etc.)
Light source (sunlight or grow lights)
Rulers (for measuring plant growth)
Observation journals or worksheets
Magnifying glasses (optional, for closer observation)
For Planting and Testing:
Soil (extra for planting in the bioplastic pots)
Labels or markers (to differentiate between bioplastic and traditional pots)
Scales (optional, to weigh bioplastic pots if comparing durability)
Comparison chart templates (for recording growth data)
For Making Bioplastic Pots:
Water
Glycerin (available at pharmacies or craft stores)
Vinegar
Saucepan and stovetop or hot plate
Spoons and measuring cups
Wax paper or silicone mats (for shaping and drying bioplastic)
Molds or forms (small bowls or cups to shape pots)
Cooking gloves (optional for handling warm bioplastic)
Mixing bowls
General Classroom Supplies:
Aprons or smocks (to protect clothing during bioplastic making)
Paper towels or cleaning cloths
Safety goggles (optional, if working with heated materials)
Engage Stage
Engage Stage
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.
Explore Stage
Explore Stage
Students investigate 4 different isolated phenomena:
The revised Explore stage activities more effectively support the learning objectives by creating a direct, hands-on connection between plant needs and structures and the variables students investigate, such as water, light, soil, and container material. This not only strengthens students’ understanding of how plants grow (Objective 1) but also provides the foundational knowledge needed to design and create bioplastic planting pots with intention (Objective 2). By examining how different materials affect growth, students are better prepared to analyze how bioplastics function in supporting plant health (Objective 3) and to compare their performance with traditional materials, setting the stage for collaborative redesign (Objective 4). These activities also promote early thinking around sustainability and design processes, ensuring students are equipped to reflect on the environmental impact and purpose of their fabricated teaching aids (Objective 5).
Explain Stage
Explain Stage
Plant-Related Terms:
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:
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.
elaborate Stage
elaborate Stage
Design Challenge: Creating an Innovative Series of Plant Containers for Bean Growth
Design Challenge: Creating an Innovative Series of Plant Containers for Bean Growth
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
Design Requirements:
Design Requirements:
Container Variety:
Create at least three different plant containers, each made from different materials or fabrication methods. One must be biofabricated using sustainable materials like mycelium, algae-based bioplastics, or plant fiber composites.
The other two can be made from traditional or fabricated materials such as cast molds, recycled plastics, wood, or 3D-printed biodegradable polymers.
Structural Considerations:
Ensure each container has proper drainage to prevent overwatering.
Test different levels of flexibility and rigidity to see how container structure affects root growth and plant stability.
Consider the size and depth needed for bean plant root systems to develop properly.
Sustainability & Functionality:
Use eco-friendly or upcycled materials whenever possible.
Think about how the container will hold moisture, allow airflow, and withstand environmental conditions.
If biofabricating, explore natural reinforcement strategies such as binding with organic resins or layering materials for strength.
Testing & Data Collection:
Observation Period: 4 weeks
Plant identical bean seeds in each container using the same soil and watering schedule.
Track and record observations on a calendar and in a science biology notebook to collect data systematically.
Measure growth indicators, including:
Plant height (cm)
Number of leaves
Root health (at the end of the experiment)
Soil moisture retention
Any visible effects of the container on plant health
Process & Steps:
Process & Steps:
Step 1: Research & Planning (Week 1)
Investigate different biofabrication techniques and how natural materials can be shaped into functional plant containers.
Sketch out at least three container designs, considering their shape, size, material, and fabrication method.
Select materials based on sustainability, durability, and how well they support plant growth.
Step 2: Fabrication & Assembly (Week 1-2)
Biofabricated Container:
Grow or form a plant-based or fungal-based material into a container shape (e.g., mycelium mold, algae polymer).
Cast Mold Container:
Create a mold and pour a biodegradable material like plaster, concrete, or cornstarch-based bioplastic.
Traditional/3D-Printed Container:
Use wood, upcycled plastic, or 3D-print a container with specific root-supporting features.
Step 3: Planting & Experimentation (Week 2-3)
Fill each container with the same soil mixture.
Plant one bean seed in each container at the same depth.
Water each container equally and place them in identical growing conditions (same light, temperature, etc.).
Record data in a science biology notebook and track plant growth using a weekly calendar.
Step 4: Observation & Analysis (Week 3-4)
Track plant growth weekly, measuring:
Height of the plant
Number of leaves
Root development (after the challenge ends)
Soil moisture retention
Any visible effects of the container on plant health
Compare results to determine which container design is most effective for growing healthy bean plants.
evaluate Stage
evaluate Stage
Final Presentation & Reflection (End of Week 4)
Final Presentation & Reflection (End of Week 4)
Create a visual display or report summarizing your findings.
Discuss which container worked best and why, including insights on biofabrication, material properties, and plant health.
Suggest potential improvements or future designs for eco-friendly plant containers.
Bonus Challenge:
Bonus Challenge:
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!
Modeling of STEM Lesson Plan Design
"Students" in this lesson refers to future elementary teachers (teacher candidates in a teacher credentialing program) who participate in my science methods course. This semester, while I was taking the Fab Learning course I was also working on planning a Fabrication STEM Camp for kids. For this lesson on: Fabricating Transparent Bio-Fabric Pots for monitoring plant Systems, I was modeling with a small subset (two teacher candidates) who were extra eager to learn more about the lesson plan design process. In a way, I was modeling how to design and organize new STEM lessons while also learning a new content or technology - which is a common struggle for new and beginning elementary teachers. Part of what we were testing was the variations of the bioplastic in both making changes to the flexibility and rigidity of the cups for the liquid plastic to be set in the mold. Part of the engineering behind it was considering different covers for plastic, 3-D printed casting because the bio-plastic was very sticky and mostly feel a part. We used foil as a cover, tested the use of a surface lubricant, and also tested pouring the bioplastic liquid on flat surface (e.g, flat foil and on stone countertop). Retrospectively, I think rather than making the lesson about the plants and growth using the bioplastic containers - I think it would be cool to make the invention of the contain the lesson in and of itself - I'd like to follow an engineering and/or invention process for developing the containers because there was so much science, technology, social sciences, etc. built into the lesson in addition to the science of the plants - I think NGSS needs to catch up with the needs of learning and new technologies because 'invention' really isnt addressed under these standards.
Lesson Reflection: Digital Fabrication and Plant Container Design
Lesson Reflection: Digital Fabrication and Plant Container Design
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.
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