Colin McCusker trims plants.
When Colin McCusker’s middle school students watched a TEDx Talk about indoor gardening in New York City, their imaginations took root.
“They were inspired and excited to try something like that here,” Colin recalls. “And I thought, why not? Big ideas are fun to consider, even if we may not always have the time, funds, or means to do it.”
Thanks to a $1,000 SELCO Community Credit Union SPARK! Creative Learning Grant, that big idea has come to life. The grant fully funded a new hydroponics system in Cascades Academy’s Middle School IDEA Lab, transforming a classroom window into a vibrant, living wall of herbs and greens.
Designed, built, and now maintained by students, the system reflects a deeper goal: empowering young learners to take meaningful action around sustainability.
Sixth grader Roxy transfers seeds.
Learning by Doing
Students used the United Nations’ 17 Sustainable Development Goals to explore how people can act and make a difference.
“We wanted something tangible,” Colin says, “something meaningful in a climate with seasonal changes and that students could care for over time.”
A dozen middle school students signed up for a six-week Hydroponics Expedition in fall 2024. With guidance from Colin — and help from ChatGPT, which they used to co-develop the unit’s curriculum — the students tackled every step of the process: research, system design, budgeting, sourcing materials, construction, and transplanting seedlings.
The result? A fully operational nutrient film technique (NFT) system that now requires weekly trimming and nutrient refreshes. The students eagerly take on that responsibility, often during recess or lunch.
“More and more students, even outside the Expedition, have started contributing,” Colin says. “They ask what needs to be done and just jump in.”
The project was an eye-opener for sixth grader Roxy, who loves caring for indoor plants at home. “I didn’t know what a hydroponics system was,” she says. “It was really cool to plant the tiny seeds and watch them grow into full plants.”
Students cut pipe with a miter saw.
Challenges, Tools, and Ownership
As with any real-world project, the build came with its share of challenges. Some parts had to be sourced from multiple stores or ordered online, requiring the students to rethink their original build plan to accommodate delays.
Students measured and cut PVC pipe using a miter saw and drill press — an exciting milestone for the sixth graders who typically aren’t cleared to use power tools until eighth grade.
“Measure twice, cut once,” Colin smiles. “They took that seriously.”
Each student found a niche within the project. Some gravitated toward tech and engineering, others toward plant science or systems design. That sense of ownership led to deep engagement and pride.
Roxy enjoyed collaborating with classmates and watching their shared effort pay off. “I help measure and add the nutrients that cycle through the system,” she says. “I never thought the plants would be this big, happy, and healthy.”
A System That Gives Back
The hydroponics garden grows a variety of herbs and leafy greens chosen for their similar pH needs and suitability to the setup. While tomatoes proved too tricky, most of the selections have thrived. Every week, the plants are trimmed and harvested. The bounty? Shared with teachers, sent home with students, and even included in the school’s annual fundraising auction as a CSA-style subscription.
Future plans include integrating the greens into cooking expeditions, afterschool programs, and the school lunch program.
Students install lighting.
The IDEA Lab in Action
For Colin, the project perfectly captures the spirit of the IDEA Lab: experimentation, cross-disciplinary learning, and the courage to try something new.
“It’s easy for both kids and adults to stick to what’s comfortable. But none of us had experience with this. And that was part of the point.”
That spirit of mutual learning was woven into every step of the journey.
“As educators, it’s important to be vulnerable with our students,” he says. “It’s okay to admit we don’t know what the next step is. That’s when we get to brainstorm together.”
“It took a while from start to finish,” Roxy reflects. “We had to have patience, watching and waiting for the plants to grow and adapt. It was awesome learning with Mr. McCusker the whole way through.”
As the garden flourishes, so does the idea of expanding it — maybe even trying out different systems in other parts of the school.
“There’s so much potential,” Colin says. “And we’re just getting started.”