Needs Assessment Report:

Aquaponics
System at NSE

September 17, 2023

EDET 650-J50
Amber Curry
Dr. Michael Grant
Introduction

This needs assessment is to inform users of the need for a self-paced module based on aquaponics at

North Springs Elementary School (NSE). The modules will be made for grades 1st through 5th in their

school community. This needs assessment will provide information about the knowledge that the

students throughout 1st and 5th grade have when it comes to an aquaponics system. In this report, we

examine the assessment process, the assessment results, and the recommended action plan.

Needs Assessment Purpose

Aquaponics in this school district follows the following standards:

First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Standards Standards Standards Standards Standards

1-LS1-1. Use materials to 3-LS4-2: Use evidence to 4-LS1-1. Construct an

design a solution to a construct an explanation argument that plants 5-ESS3-1. Evaluate
human problem by for how the variations in and animals have potential solutions to
mimicking how plants traits among individuals internal and external problems that
and/or animals use their 2-LS2-1. Plan and of the same species may structures that function individual
external parts to help investigate to determine provide advantages in together in a system to communities face in
them survive, grow, and what plants need to grow. surviving and producing support survival, protecting the Earth’s
meet their needs. offspring. growth, behavior, and resources and
reproduction. environment.

1-LS1-2. Obtain 2-LS4-1. Make 4-LS1-2. Use a model to 5-PS3-1. Use models
information from observations of plants 3-LS3-1. Analyze and describe that animals to describe that
multiple sources to and animals to compare interpret data to provide receive different types of energy in animals’
determine patterns in patterns of diversity evidence that plants and information through food (used for body
parent and offspring within different habitats. animals have inherited their senses, process the repair, growth,
behavior that help traits that vary within a information in their motion, and to
offspring survive. group of similar brain, and respond to maintain body
organisms. the information in warmth) was once
different ways. energy from the sun.

1-LS3-1. Make 2-LS2-2. Develop a 3-LS3-2. Use evidence to

observations to support
an evidence-based claim
that most young are like,
but not exactly like, their
parents.
simple model that support the explanation
mimics the function of an
animal in dispersing
seeds or pollinating
plants.
5-LS1-1. Support an
4-PS4-2. Develop a
that traits can be argument with
model to describe that
influenced by the evidence that plants
light reflecting from
environment. obtain materials they
objects and entering
need for growth
the eye allows objects
mainly from air and
to be seen.
water.

1.W.3 Write narratives to 2-ESS3-1. Design 3-LS4-4. Make a claim 5-LS2-1. Develop a
develop real or imagined solutions to address about the effectiveness of model to describe the
experiences or events.} human impacts on a solution to a problem movement of matter
natural resources in the caused when the among plants,
local environment. environment changes and animals,
affects organisms living decomposers, and the

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 there. environment.

1-W-MCC-2 Write 2-ESS2-3. Obtain

informative/explanatory information to identify
texts to examine and where water is found on
convey ideas and Earth and that it can be
information.} solid or liquid.

Each year, students working with an aquaponics system are expected to gain knowledge according to

their grade level range. At each grade level, the students are expected to learn about aquaponics. If

some deficiencies are happening, then this may cause knowledge gaps within their knowledge at

higher grade levels. By creating this self-paced module, students will be able to gain the knowledge

needed for their grade level standards as well as be prepared for the next grade level. The stakeholders

in this assessment would be the 1st, 2nd, 3rd, 4th, or 5th-grade students who are in the school

community. The goal is to extend the use of the self-paced modules to the 1st through 5th graders in the

school.

Needs Assessment Process

The survey was taken on ten students throughout North Springs Elementary's 1st, 2nd, 3rd,

4th, and 5th grades. The students in the survey range from 6 years old to 11 years old. The students

will be complete during a free time that is decided by their teachers. During the science period in their

day, the students were gathered in small groups to complete the assessment. Because each of the

grade levels follows a different schedule, this was the easiest way to assess. The students who

completed the survey were chosen based on their ability levels,

The survey was designed through Google using Google Forms. Likert scale and multiple-choice

questions were used throughout the survey. The participants were asked to include their names and

grade levels at the top of the form. The survey then went on to first ask Likert scale questions about

their comfortability in aquaponics. I also asked about their familiarity with the system that they have

at North Springs. By starting to ask about their comfort in the system I can see how they feel about the

aquaponics system first as well as their interest in it. The following section of the survey asks basic

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questions about the aquaponics systems and the use of the system. There is a total of 8 questions on

the survey.

Needs Addressed in the Survey

When the survey was produced, the goal was to address the felt and anticipated needs. The needs

survey was created to assist students around the North Springs community so that everyone could

learn more about their aquaponics system within the school.

Felt: This need was addressed at the beginning of the survey. The students were asked about their

comfort levels in the aquaponics system. Asking these questions allowed the students to express their

ability level and then it was compared to the comfortability that they should be at. If the students

indicated that their comprehension was low, this would tell us that the module was more likely

needed.

Anticipated: The need was addressed in the concluding numbers in the assessment. The following

questions will ask questions that are directly related to the aquaponics system based on its uses of

different sections, the cycle of the system, and the livestock that is included in the system. Based on

the provided standards, the students will need to know how to grow and maintain a variety of life

cycles. By including these types of questions in the survey, students can begin building their

background knowledge.

Phase II: Collecting the Data

While developing this survey, Mrs. Dial, the lead STEMS teacher at North Springs Elementary

suggested we use the Google platform. Google is the district-wide platform used for the district

community and this would be the platform that the students are most familiar with. The assessment

survey was created using Google Forms. By using Google Forms, the students can take the survey with

or without me being present. However, I would recommend an adult to always supervise the small

group. The students were assigned the survey individually through a link sent to their Google email

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Needs Assessment Report
accounts. I was able to get a 100% return rate on the survey based on the students to whom it was

sent.

Because the range of students was so large, two students from grades 1st through 5th STEMS

classes were chosen. The students were chosen from each grade level that were on grade level

academically within all the subjects. By choosing student that is on grade level, we were able to test

their abilities more accurately with fewer literacy barriers.

Phase III: Analyzing the Data

Once the survey was complete the data was analyzed to assess the needs of the learners. The

Likert-scaled questions were first taken into consideration. Their confidence level in the material is

important because that will show that they can use the material effectively. Then with the skills

questions following, we can ensure what information they know about aquaponics and the life cycle.

The skill questions will also provide a base point as to where to start the lessons for each grade level.

Needs Assessment Results

After bringing together the small group of 10 students the surveys were completed. Of the

Demographics sections, there were two seven-year-old students, two eight-year-old students, two

nine-year-old students, and two ten-year-old students. All the students who completed the survey

were from the STEMS magnet school program. The aquaponics system was brought into the school

last year, which was the first time over 90% of students had heard of the system.

The average confidence level in the aquaponics system according to the survey was 2.0. 80% of

the students deem themselves uncertain of their confidence in the aquaponics system. 20% of the

students deemed themselves confident in the aquaponics system. The students were then asked

about their confidence in using the aquaponics system which 90% responded with a 1 revealing that

they do not know how to use the aquaponics system. Because the system was developed last year, this

is not alarming. The group was then asked Likert scale questions about how they were taught about

the aquaponics system in the past and operational questions about the system.

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Needs Assessment Report
Survey Results Data Table

Question #1 - Demographics: Age

Number 6 years old 7 years old 8 years old 9 years old 10 years old
of
Surveyors
10 2 (20%) 2 (20%) 2 (20%) 2 (20%) 2 (20%)
Question #2 – How confident are you in the aquaponics system?
Number Strongly Confident Uncertain Somewhat Unconfident
of Confident Unconfident
Surveyors
10 0 3 (30%) 4 (40%) 1 (10%) 2 (20%)
Question #3 – How confident are you in operating the aquaponics system?
Number Strongly Confident Uncertain Somewhat Unconfident
of Confident Unconfident
Surveyors
10 0 1 (10%) 2 (20%) 3 (30%) 4 (40%)
Question #4 – I am familiar with hydroponics.
Number Strongly Confident Uncertain Somewhat Unconfident
of Confident Unconfident
Surveyors
10 2 (20%) 0 4 (40%) 1 (10%) 3 (30%)
Question #5 – I am familiar with aquaponics.
Number Strongly Confident Uncertain Somewhat Unconfident
of Confident Unconfident
Surveyors
10 2 (20%) 0 4 (40%) 1 (10%) 3 (30%)
Question #6 – My STEMS teacher has discussed hydroponics and/or aquaponics with
my class before.
Number Strongly Agree Uncertain Disagree Strongly
of Agree Agree
Surveyors
10 4 (40%) 4 (40%) 2 (20%) 0 0
Question #7 – I have seen the aquaponics system at my school.
Number Strongly Agree Uncertain Disagree Strongly
of Agree Disagree
Surveyors
10 5 (50%) 3 (30%) 2 (20%) 0 0
Question #8 – I know how the aquaponics system works at my school.
Number Strongly Agree Uncertain Disagree Strongly
of agree disagree
Surveyors
10 0 3 (30%) 2 (20%) 2 (20%) 3 (30%)
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 Question #9 – What type of fish are in the tank at North Springs Elementary
Number of Tilapia Catfish Goldfish Unsure
Surveyors
10 4 (40%) 3 (30%) 0 3 (30%)
Question #10 – What must be done every day in the aquaponics system?
Number of Test the water Harvest the Water the Unsure
Surveyors plants plants
10 2 (20%) 2 (20%) 2 (20%) 4 (40%)

Needs Assessment Recommendation

After analyzing the information from the survey suggestions are recommended based on the results.

According to the survey, most of the students do not know much information about the aquaponics

system. Only one of the surveyors was confident in using the aquaponics system. 80% of the group

said that they were either uncertain, somewhat confident, or unconfident with their familiarity with

both hydroponics and aquaponics. That information came as a surprise because 80% strongly agreed

or agreed that their STEMS teacher had talked to them about hydroponics and/or aquaponics. On

question seven, over 80% of the surveyors responded that they had seen the aquaponics system in the

school. On questions nine and ten they were asked about their knowledge about the system. Only 40

percent of surveyors knew the correct fish. Was in the tank which was tilapia. Lastly, when asked what

had to be done to the system 20% knew that the water had to be tested daily.

This shows that the modules would be a good start for the students at North Springs Elementary to

begin teaching aquaponics and hydroponics to their students. Currently, only a small amount of the

school community knows what the system is and its usage. By using the modules, it will introduce the

students to aquaponics and hydroponics more effectively. With most of the focus during the school

day being on core subjects, during independent and small group time the students will be able to learn

about hydroponics and aquaponics within a self-paced online environment.

Appendix
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Google Form Survey

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