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Fish, Lettuce and Bacteria: Modeling a Greenhouse Aquaponics Loop worksheet preview

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Fish, Lettuce and Bacteria: Modeling a Greenhouse Aquaponics Loop

Grade 7 life science: use a school greenhouse aquaponics system, startup water tests and a plants-or-no-plants trial to model matter cycling and energy flow.

Grade 7ScienceInteractive · Printable

Aligned toMS-LS2-3

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 12 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 7
Subject
Science
Question types
Fill in the blank, Multiple choice, Matching, Short answer

About this worksheet

What students practice

  • Students use a model of an aquaponics system to trace how matter cycles among fish, decomposers and plants.
  • Students analyze water test data to explain where nitrogen from fish waste goes.
  • Students explain why matter can cycle in a system while energy must keep flowing in.

How to use

Read the passage together and have students sketch the loop with arrows for paragraph 2 before they start; let them work through the two tables on their own.

Curriculum

NGSS standard covered

MS-LS2-3

Model how matter cycles and energy flows among producers, consumers and decomposers in an ecosystem.

Preview

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Fish, Lettuce and Bacteria: Modeling a Greenhouse Aquaponics Loop

Use water test data from a school aquaponics system to model how matter cycles and energy flows.

The greenhouse loop

Read the passage. Then use it and Table 1 to answer the questions.

Fish Under the Lettuce

1The Greenhouse Crew at Alder Ridge Middle School runs an aquaponics system: a way of raising fish and plants together in one loop of water. A 400 L tank holds six young tilapia. A small pump lifts tank water into two shallow beds of gravel where lettuce grows, and the water trickles through the gravel and back down into the tank. Once a month, the crew harvests the lettuce for the cafeteria salad bar.

2Club advisor Mr. Ignacio Ferraro asked seventh grader Tomasz Kowal to model the loop. The lettuce uses light energy to make sugars from carbon dioxide and water, and its roots take up nitrate and other minerals from the water flowing past them. The tilapia eat food pellets made from soybeans and fish meal. The fish give off a waste called ammonia through their gills and in their droppings, and too much ammonia can harm fish. Red worms, fungi and many kinds of bacteria in the gravel break down droppings, uneaten pellets and dead roots, giving off carbon dioxide and more ammonia. Other bacteria, most of them living on the gravel, change ammonia into nitrate.

3When the crew built a second, brand-new system, Tomasz tested its water once a week (Table 1). The gravel was freshly washed, the six fish were fed the same amount each day, and no plants were added until week 6.

4The next term, the crew ran the two systems side by side for 4 weeks (Table 2). Each tank had six tilapia, water at 26 °C and 25 g of pellets a day. System A had 24 lettuce seedlings in its gravel. System B had gravel only. Both sat under the same greenhouse glass, with grow lights on cloudy days.

5Mr. Ferraro pointed out two things that leave the loop. Each harvest carries lettuce out of the greenhouse, and heat from the fish, the plants and the busy decomposers escapes through the glass into the winter air.

1.
Use paragraph 2. Which pair are both decomposers in Tomasz's model?
  • A. Tilapia and red worms
  • B. Lettuce and fungi in the gravel
  • C. Red worms and fungi in the gravel
  • D. Tilapia and lettuce roots
2.
Use paragraph 2. Match each living thing to what it does with nitrogen in the loop.
  1. Tilapia
  2. Bacteria living on the gravel
  3. Lettuce
  4. Red worms
  1. A. Changes ammonia into nitrate
  2. B. Breaks down dead roots and releases ammonia
  3. C. Takes up nitrate and builds it into new leaves
  4. D. Gives off ammonia through its gills

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