Rubric for Meeting/Exceeding the Standards

"Independent Explorations in Hydroponic Gardening"

Hawaii Content and Performance Standards (HCPS)

Habits of Mind: Intellectual Honesty

Present data as they are observed, not as the investigator thinks they should be.

Students keep data and a a journal of their gardens.

Students keep data on their garden. Data should include dates, pH readings once a week, measurements, daily detailed observations, and drawings once a week.

Students keep detailed data on their garden. Besides the required data, observations should reflect the development, growth, problems, maintenance tasks, and significant environmental changes of the garden and plants.

Living Organisms: Life cycles of plants and animals

Identify changes over time as evidenced through growth patterns and successions.

Students keep a journal of their plants.

Students keep observations of their plants in their journals at least every class session (twice a week). Written and graphic observations should reflect plant growth and development.

Students include written summaries along with graphics to account for all developmental changes in the plant's life cycle.

Illustrate that living things have definite life cycles, growth patterns, and behaviors.

Students keep a journal of their plants.

In their journals, students keep a record of the development of their plants in writing and drawings/pictures at least twice a week.

Students summarize the life cycle of their plants along with annotated graphic organizers. annotated graphics need to illustrate growth patterns and behaviors of the plants.

The Nature of Technology: Microcomputers

Use a word processor, data base and spreadsheet.

Keeping a journal and keeping data on a computer.

Students keep data on data base and/or spreadsheet. They analyze/interpret the data and create summarized graphs and charts.

Technology and Society: The Designed World: Agriculture

Identify climate, soil, irrigation and fertilizers as factors that contribute to the success of crops.

Students research, design and maintain their own hydroponic systems.

In their independent explorations in hydroponic gardening, students research the needs of their plants. They decide on what their plants need and they care for and maintain the plants through their hydroponic systems. They write a summary reflecting the needs of their plants and how they set up the system to meet these needs.

At the end of their Explorations unit of study, the students write a summary, identifying and describing the climate, soil, watering needs and nutrients needed for a successful hydroponic garden.

National Educational Technology Standards (NETS)

Technology Productivity Tools

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students participate in the course through the use of the computer.

Students communicate in this course entirely through the computer. All graphics and texts are processed through the use computers.

Students go beyond the use of just the computer and a word processor to participate in the activities.

Students use productivity tools to collaborate in constructing technology enhanced models, preparing publications, and producing other creative works.

Students participation in the course is entirely through the use of the computer and other.

Students use mulitmedia software to share their hydroponic projects on the web. They use multimedia equipment to contribute to the making of the "Hydroponics Gallery". They email concerns and problems with the instructors.

Students collaborate with others in comparing hydroponic projects. They use multimedia equipment and software to collaborate and use data and experiences from each other's projects to support/enhance their own findings.

Technology Communication Tools

Students use telecommunications to collaborate, publish and interact with peers, experts and other audiences.

Participation in E-School assignments and chats.

Students use the computer and telecommunication capabilities to post their assignments to their website for all projects. They participate in on-line chats with other students and experts.

Students email and chat with other peers, experts and hobbyists about their projects.

Students use a variety of media and formats to communicate information and ides effectively to mulitple audiences.

Participation in E-School projects and assignments.

Students communicate their findings and their ideas through email, chatlines and postings to their website. Postings may include pictures, drawings, charts, graphs, and student writings.

Students postings to their website include pictures, drawings, charts, graphs and writings. They use the telephone, internetting and chatting on line with the experts and peers to gather research information for their projects.

Technology Research Tools

Students use technology to locate, evaluate and collect information from a variety of sources.

Research through internet and library research.

Students search through the web to gather information they need on hydroponics. They create a resource page to reflect all resources used.

Students include On-line Students to do their research through the web and through the on-line library system (OPAC) to gather information they need for their projects. They create an annotated resource page to reflect all resources used. Annotation needs to reflect degree of usefulness.

Students use technology tools to process data and report results.

Participation in E School.

Students process all information and ideas through the computer and post to their website.

Students use a varity of tools to prepare and post their assignments to their website.

Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

Research through internet and the library system.

Students search and decide on web sites to retrieve information from. They also use the on-line library system (OPAC) to search for appropriate resources for their projects.

Students create an annoted bibiography of all resources, technology software and equipment used for their projects. They indicate degree of usefulness in their annotations.

Information Literacy Students

The student who is information literate accesses information efficiently and effectively.

Students recognize the need for information.

Participation in Explorations in Hydroponic Gardening.

Students determine what and how they will research information needed for their independent hydroponic projects.

Students summarizes their plan of action for designing and carrying out the project. Plan may be in text or graphics. Plan includes how and what of their research.

Students recognize that accurate and comprehensive information is the basis for intelligent decision making.

Participation in Explorations in Hydroponic Gardening

Based on their experiences and research, students make decisions and set their own limitations for their independent project. Decisions relating to the care and maintenance of their gardens are based on accurate data keeping and observations.

Plan of action reflects decisions based on prior information and experiences. In the end of the project, students summarizes their plan of action, reflecting the cause and effect in their decision making.


Learner Outcomes
Student Template

Unit 1

What is Hydroponics?

Unit 2

History of Hydroponics

Unit 3

Starting a Simple Hydroponic Garden

Unit 4

Care and Maintenance

Unit 5

Pest and Diseases

Unit 6

Explorations into Plant Research

Unit 7

Independent Study:

Explorations in Hydroponic Gardening

Assessment Rubric


T3 Participants

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