Initial ideas
PBL Project 1:
Proposed Activities to incorporate:
Unit Introduction: Pollution, Ecosystems, and Environmental Stewardship
Activity: Water Pollution – “Freddie the Fish” Demonstration
To introduce water pollution, students engage in a hands-on simulation with Freddie the Fish. Each group receives a reusable plastic bowl filled with water and a sponge fish attached to fishing line. As students read about Freddie’s journey downstream (from task cards), different “pollutants” are added to his water:
Fertilizer runoff: green-colored water
Litter: hole-punched paper collected from a park
Acid rain: a few drops of dish soap
As the activity progresses, Freddie’s water becomes increasingly dirty. Students observe and discuss how Freddie might be feeling, then brainstorm real solutions beyond “just don’t pollute,” considering actions like green infrastructure, education, and proper disposal.
Activity: Air Pollution – “Air Pollution Jelly” Investigation
Students investigate local air pollution using DIY particle collectors:
Glue or staple a petroleum jelly-coated index card to a piece of construction paper.
Write group members’ names and sampling location above, and write:
“Investigation in progress. Please do not disturb.”
Secure the card with the jelly side facing out in a test area.
After a few days, students observe changes:
Did particles collect?
What colors or materials are visible?
What might be the source?
After watching a video about air pollution, students reflect on its impacts and discuss their findings.
Activity: Mind Map of Pollution and Solid Waste
Students create a mind map identifying different types of pollution (air, water, soil, noise, etc.) and solid waste. The map includes:
Causes
Effects on humans and ecosystems
Possible solutions and prevention strategies
Activity: Water Filtration Investigation
Students explore how vegetation affects water quality by testing three types of soil environments:
Bare potting soil
Soil with a layer of woodchips
Soil planted with grass or flowers
They predict which system will filter water best, then pour water through each and observe. Concepts explored include erosion, filtration, and the role of plants in ecosystem health.
Activity: Create an Ecosystem in a Bottle
In teams, students design an ecosystem inside a clear container. This leads into conversations about:
The greenhouse effect
Deforestation, agriculture, and consumer behavior
Natural contributors to greenhouse gases (volcanoes, respiration, decomposition)
BIOTIC AND ABIOTIC FACTORS AND RELATIONSHIP
DIVERSITY OF FAUNA
Students reflect on how daily choices, like buying imported food, influence the environment.
Activity: Opinion Writing – “From Farm to Table”
Students read a text about how food gets from farms to our tables. They write persuasive letters to a fictional aunt who prefers packaged food from faraway places, encouraging her to choose local and sustainable options that are healthier and reduce energy use.
Activity: Final Project – Regrow Your Food
Each team selects one food to regrow (lettuce, tomato, garlic, or onion). They plant it in nutrient-rich soil and test variables such as:
Sunlight exposure (sun vs. shade)
Water amount
Students observe growth over time and draw conclusions about sustainable food practices. They reflect on the benefits of growing food at home—for health, family, and the environment.
Activity: Nutrition Awareness – “My Healthy Plate”
Students create posters to investigate:
Nutrients and their benefits
Side effects of too much sugar, salt, and fat
They act as "positive influencers," explaining how better food choices can support both personal health and local economies. Students are encouraged to advocate for home gardening and local markets.
Activity: Birth Rocks Unit & Natural Hazards Connection
Using the Mystery Science “Birth of Rocks” unit (https://mysteryscience.com/rocks/earth-s-features-processes), students explore how Earth's surface changes over time. This connects to:
Natural hazards like volcanoes and landslides
CONNECT TO LA AND MATH
Unit: Natural Resources and Human Impact
NGSS Standards:
- 4-ESS3-1
SEP Concepts:
Impact of human activities on nature: Pollution: air, water, and soil. Responsible consumption.
Responsible consumption and well-being: Balanced Eating Plate, Responsible Consumption, Environmental Care
Summary:
Students evaluate the use of Earth’s resources and propose ways to reduce their environmental footprint. Projects include creating sustainable living campaigns and designing eco-friendly products.
Unit: Erosion and Earth’s Processes
NGSS Standards:
- 4-ESS1-1
- 4-ESS2-1
- 4-ESS2-2
SEP Concepts:
Relationships between physical and biological factors: Explain interactions between biotic and abiotic factors. DIVERSITY
Explore and understand the ecosystems of Mexico.
Promote commitment to the conservation and care of ecosystems.
Changes in the environment
Summary:
Students analyze how Earth changes through processes like erosion and sedimentation. They conduct erosion tests and propose local conservation solutions.
Language Arts:
Natural disasters such as volcanoes, earthquakes, hurricanes, and wildfires happen all over the world. Understanding how natural disasters happen and why helps children feel less anxious and more prepared. Therefore, this unit focuses on teaching students the science behind each natural disaster while also explaining what to do if they live in an area prone to a particular natural disaster. Over the course of the unit, students hear about many famous natural disasters, but the unit places more of an emphasis on how the disasters happen rather than exploring the devastation or destruction caused by previous natural disasters. The unit provides many opportunities for students to learn more about recent natural disasters, including a culminating research project.
The texts in this unit were chosen because of their wide variety of text features, content, and accessibility. Over the course of the unit, students will read texts that are very technical and rely heavily on text features, diagrams, and illustrations, as well as texts that are written as informational narratives. Students will be challenged to think about the structures the authors use to help the reader interact with and learn the content, noticing the author's use of cause-and-effect and chronology. Additionally, students will learn the importance of referring to specific details from the text and using those details to explain and teach back the newly learned material.
Students build their writing fluency by writing daily in response to the Target Task question. Throughout the unit, students also learn to craft strong informational paragraphs, focusing on introducing a topic, providing details and reasons, and elaborating on details. Students also have an opportunity to write a short narrative, using what they learned about a particular natural disaster and the features of a narrative to retell an experience. The unit culminates with students conducting research and writing a report on a recent natural disaster.
Essential Questions
Where and how do earthquakes occur? What hazards do earthquakes create? How can the hazards be reduced?
Where and how do volcanoes occur? What hazards do volcanoes create? How can the hazards be reduced?
Where and how do hurricanes occur? What hazards do hurricanes create? How can the hazards be reduced?
Where and how do wildfires occur? What hazards do wildfires create? How can the hazards be reduced?
Reading Focus Areas
To describe events and the scientific reasons they occur, readers need to be able to identify and describe the cause-and-effect connection between ideas.
To explain scientific concepts, readers need to be able to identify and explain details that describe the sequence or chronology of events.
Writing Focus Areas
Informational Writing
Introduce a topic clearly using a topic sentence.
Group related information into paragraphs and sections.
Develop the topic with facts, definitions, and concrete details.
Order details strategically.
Provide a concluding statement or section.
Add headings, illustrations, and graphics.
Narrative Writing
Brainstorm and draft a story with a logical sequence of events that unfolds naturally.
Use details to orient the reader to the setting.
Use dialogue, concrete words and phrases, and sensory details to develop experiences.
Use transitional words and phrases to show a sequence of events.
Write an ending that provides a sense of closure.
Speaking and Listening Focus Areas
Prepare for discussion.
Elaborate to support ideas. Provide evidence or examples to justify and defend a point clearly.
Use specific vocabulary. Use vocabulary that is specific to the subject and task to clarify and share their thoughts.
Vocabulary
Text-based
absorbatmospherecatastrophiccarelessnessdestructivedroughtepicenterextinctexcessfaultfamineflammableforecasthavocimmenseimminentinactivemagnitudemoderatenatural disaster
Math:
Arrays
Area
Hours to minutes
Introduction to fractions
Prime and composite numbers
