I started my hydroponic garden in early December and decided it was time for an update. The garden is 96 days old and just starting to provide cherry tomatoes. We have been eating the lettuce for some time now and I decided it was time to replant the side of the garden dedicated to lettuce. I am preparing my own lettuce “plugs” this time as I continue to experiment with modifying various components of the stock system. I decided I will keep a tally of the number of cherry tomatoes I harvest and I added a meter to measure the amount of power consumed. I am not under an impression that growing your own vegetables indoors is cost-effective, but some estimate of the on-going cost would be interesting.
The following images show the lettuce/herb side of the garden before replacement, the new setup, and the first cherry tomatoes.
Educators may want to assign a collection of YouTube videos to students for a project or study assignment. This tutorial will explain how this is done and relies mostly on a series of images.
I see this process in three stages – create a playlist, add videos to the playlist, share the playlist with a specific audience. The process works a little differently depending on whether you want to use videos you have created or videos created by others.
Stages 1 and 2 using videos created by others.
Beneath a video from another source, you will find this save icon. The save icon brings up the option of adding to an existing playlist or creating a new playlist. You would first create a new playlist with a video you wanted to use and then continue to add additional videos. The order of selection can be modified at a later stage so you don’t have to worry about the order when first creating the list.
Working with your own videos or a mix of content from your own creations and existing videos seems to work a little differently. To create the list and add your own creations, work through the YouTube Studio.
Within the Studio, you can then identify a video you have created to be added, open the video as if to edit, and then use the playlist feature to add to an existing playlist.
The final step is to share the list with students. Note in this image the share button (left) and the list of selected videos on the right. A key feature of this list of videos is the opportunity to reorder the videos. You drag the video with the small parallel lines icon to change the position. The share icon offers the opportunity to share to various outlets or allows the copying of the URL for sharing with specific individuals.
A sample playlist focused on my own efforts to explain Layering services was created using this process.
This has been a very different winter for us. Since retirement, we have traveled during the worst months of the Minnesota winter and that is not possible this year. Temperatures that have reached -20+ this past week have eliminated most of our outdoor activity and being confined to the house gets old very quickly. I have decided to think warm even if I can’t experience warm.
In the summer of 2019, we were able to travel to southern Africa and among all of our opportunities to travel this had to be the most unique. We were familiar with the political history of South Africa because we have a good friend from there we have known for years. I have long been a fan of the music and incorporate the unique sounds into my regular playlists. Being there was all that we had imagined and more.
One of the things we did for ourselves and for others was to share some of the stories and pictures. On this cold day in Minnesota, I decided I would offer access to my annotated collection of African wildlife. I created a free to use collection of images as a Flickr album. The images are identified and a link to Wikipedia or some other source is provided for each image should you or a student additional information.
I am not a gamer although I have tried. At first, the notion of school to school competitive gaming seemed strange. Things have certainly changed. But, I understand there are schools that fish for bass as a competitive activity, and of course there are chess, robotics, debate, and music competitions. North Dakota (the western part) had rodeo competitions.
The question about any school-related activity is what purpose does it serve. What purpose is there for football given all of the injuries that can result? Whatever reason comes to your mind, you can make the same argument for eSports. You learn life-long skills such as the value of teamwork, commitment, and winning or losing gracefully. Students find a way to connect with the school culture they may not find in the classroom or in traditional sports or art. Professional opportunities, scholarships, and career opportunities are there for the very best. Gaming can be a life-long recreational activity. The arguments used to justify any school activity seem to apply. I played the tuba probably because I am not pitch-perfect limiting my future as a trombonist and the band needed someone who would. This was not glamorous and there are featured notes rather than solos, but you are a necessary part of the group.
So, while not a participant, I am trying to understand new initiatives of this type. I recommend the eSports Playbook as a resource for any educator, school board member, or parent trying to understand the role eSports can play. The book does a nice job of addressing misconceptions about gaming (gaming leads to violence, screen time), identifying the skill set developed by gaming and the multiple roles students can take on related to an eSports team, coaching techniques, and sources for organizations promoting and supporting eSports. The one section of the book I admit I find pushing things a bit far promotes gaming across the curriculum. I see eSports as a meaningful extracurricular activity. You can probably take many academic or traditional extracurricular activities and expand the activity as the focus for broad topics of instruction, but that seems more a magnet school concept (e.g., schools for the arts, science) and not a practical direction for most schools.
If, like me, you are not involved as a gamer and you think eSports is some strange anomaly here is a little exercise I propose. Do a search for a past college you attended or maybe even a K12 school and see if they have an eSports program. I worked at the University of North Dakota and I retired only a few years ago. I had no idea there was an esports program.
I started blogging in 2002 using an early version of Blogger that I hosted on a server I ran myself. You may know that Blogger was purchased by Google and is still available as an outlet for the content creation of individuals.
You are reading this on a WordPress blog. I switched to WordPress because I again could host it on a server I controlled. I switched to use a hosting option provided by BlueHost when I determined that I wanted to add Google ads to my blog and that I should probably not be doing this on a site I could control through the university where I worked. Just to be clear I have always paid far more for leasing part of a server than I ever generated in ad revenue. Running ads is kind of an experiment and a matter of principle. I believe content creators should be compensated for their efforts. Originally, I had to install and update WordPress myself, but BlueHost now offers a way to have the software installed and updated for you.
WordPress emerged in 2003 and has become more and more powerful since. There is still a simplified version of WordPress available at no cost and a more powerful version for $4 a month. If you have no other purpose for paying for space on a server you can use for multiple purposes and want a blog with more options, the $4 level is a good choice.
Blogging platforms have gradually become more and more powerful and can be used in other ways than offering the list of serial content posts familiar to all blog readers. The platforms allow both this familiar format (posts) and also pages that can be interlinked in much the same way as many web sites you may visit. The page approach starts from a home page and the connection among pages is changed by the effort of the content creator and not automatically by the addition of new material.
A blog platform may be your most efficient approach to creating a web site. The flexible page-based blogger sites are also improving providing those wanting to offer content as a web site greater and greater control over appearance and function. The sites generated do not have to resemble cookie-cutter simplistic offerings based on a common theme. WordPress has moved to an approach based on what are called blocks. For old folks like me who remember Hypercard, the multimedia construction kit, you might use Hypercard as a reference. Hypercard allowed the creation of a stack (which might be considered pages) and the addition of elements some of which were preprogrammed. So there were arrows that could take a user to the next card, the previous card, and the first card in the stack, You would add images and text to the surface of the card. You could also make use of the hypertalk coding language to add your own actions to elements (cards, buttons,, etc.).
The block approach in blog platforms is beginning to approach the flexibility of hypercard in the online world, You can use preprogrammed blocks and for those who want the flexibility program your own blocks. Blocks can now be used to shape the appearance of the site in addition to controlling the content added to a page or post.
Just to be clear. I don’t spend a lot of time on design. I consider myself mostly a writer.
Blogging platforms have evolved to meet the requirements of a “low floor and high ceiling” environments encouraged by edtech visionaries. The platforms can serve as a basic outlet for student writing or a creative environment for students interested in multimedia design options. There is now little need for expensive computer-based multimedia design software. Allow students who want to do more than write to become proficient with the advanced features of modern blogging (web design) platforms.
This post was motivated by a State of the Word online presentation from Matt Mullenweg the founder of WordPress. The presentation has been archived on YouTube and offers an extended description of the present version of WordPress.
I am considering this to be the third contribution to my series on Classroom Gardens. It is related to the other two posts which concern indoor hydroponic gardening only in that time-lapse video is an interesting way to demonstrate plant growth and variations of such a project would be easy to implement
This is my setup for capturing the video of plant growth. The equipment toward the back of the image is the hydroponic garden and you can also see some young plants. Positioned in front and to the right of this garden is an iPad.
Time-lapse video requires a fixed location for the camera and steady control of the focus of the camera. This device (I wish I knew the name) holds an iPad. The video I provide was taken over a couple of weeks so you need to consider how you will create an environment allowing careful positioning of the camera. As long as no one bumps the iPad, this holder does the trick. A traditional tripod serves a similar purpose when time-lapse video is taken with a camera. It is also necessary to plug the iPad into a power source as the iPad remains active during this entire process so it would have run down the battery without being plugged in.
The app used for this process was iMotion for Schools. In the video tutorial that follows I incorrectly claim iMotion for Schools is the same price as iMotion Pro. I find different prices. I paid $3.99, but the iMotion for Schools page says $5.99
iMotion for Schools Tutorial
Here is the video created with iMotion.
The video you see here has been altered. The original video contained segments of black frames generated during the night when the lights for the hydroponic garden were off. One thing I do not explain in the tutorial which was already getting a little long was the opportunity to edit the video with the app (see tools when the completed video is open). There are tools for adding and removing individual frames. I used the delete frame tool to remove the blank frames. In the video, you see phases of smooth growth and then jumps. The jumps are caused by the growth that occurred during the night when the darkness prevented the recording of these changes.
One hint – you have to do this on the fly so I slowed during the frame rate to 1 frame per second to delete frames and speeded it back up to 16 frames per second before exporting the video. I don’t have an explanation for the flickering you see in the first section of the video. Because the growing lettuce fills the screen toward the end of the video and the flickering is no longer present, I assume the flickering was caused by the exposed lighting.
As I explained in my first post in this series, I first became interested in hydroponics more than fifty years ago. A high school acquaintance and I generated a science fair project based on some recipes I had discovered for growing plants without certain key nutrients and we grew corn (I grew up in Iowa) comparing a control group and three treatment groups each without a key nutrient.
My next experience with school gardens came many years later when I was a young professor interested in how schools might use technology to encourage student interest in science. My undergrad training had focused on biology and high school teaching, but my education also included research experiences focused on learning and eventually this combination led to a career as an educational psychologist. My interests led to some unusual activities for an academic. At one point, I became acquainted with a couple of individuals who were responsible for the educational outreach efforts of North Dakota Game and Fish. They had a program that interested me and I thought I could make a contribution to the program through the use of technology. The program was called OWLS (outdoor wildlife learning sites) and it involved the Game and Fish Department offering small grants to schools to start gardens originally intended to focus on native plants and animals. Most of these projects were small, but in some rural areas where more land might be available could involve several acres. My idea was to create a website participant schools could use to share their experiences in developing these sites. Game and Fish bought me a server and with the dedicated IP the University provided to my office, I started serving web content. I went on to offer other content from Game and Fish online that had potential educational value (e.g., the NDWild clipart collection – https://learningaloud.com/clipart/), but it is the OWLS sites that are relevant here.
I learned a lot from the OWLS project and not all of the experiences were positive. For example, gardens seem like a great idea, but a good part of the growing season does not overlap with the time students are in school and this poses some issues. Too many of the OWLS turned into weed patches (most were botanical learning gardens and not vegetable gardens) over the summers.
As a thought I tried the Wayback Machine to see if anything from this effort had been saved and I did find some content from 1997. It is unfortunate that the photos of the various gardens are no longer available, but some of the text information still remains.
I have written about school gardens on other occasions. In this post from 2013 I question why gardens are so seldom mentioned in the trendy focus on other STEM topics.
School gardens are not necessarily hydroponic. I used classroom gardens purposefully to bring attention to this unique approach. This approach to production allows a year-round opportunity which means students will have better access during the school year. Hydroponic agriculture has some unique advantages to traditional agriculture
University of Minnesota Extension – great general resource explaining options beyond the kit approach which may be of interest in secondary grade projects
School/Community Connections
Students who live in urban areas may have little understanding of where their food comes from or how it is produced. This lack of understanding is even greater in poor, minority communities. Access to good food can also be a justice issue as markets with fresh food move to affluent areas leaving those with low incomes less able to purchase healthy food. Protests after George Floyd’s death closed the only full-service grocery store for a 3-mile radius of North Minneapolis. This challenge is sometimes described as a food desert. Community gardens and school gardens offer a response to this need.
This site from the US Department of Agriculture includes a data explorer allowing interested parties to obtain information about school gardens their state
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