All grades
Project
5 weeks
Eco Warriors: Pollution Solutions Unleashed!
1-pager
Purpose
The purpose of this project-based learning experience is to engage 4th-grade students in understanding the impact of human activities on natural resources and ecosystems through hands-on activities and real-world applications. By exploring concepts like pollution, sustainable agriculture, and natural disasters, students develop critical thinking skills and propose actionable solutions to environmental challenges. This approach fosters a deeper connection to the material, encouraging students to apply their knowledge to promote environmental stewardship and responsible consumption in their communities.
Learning goals
Students will investigate the causes and effects of pollution on ecosystems, developing practical solutions for environmental stewardship. They will explore the impact of human activities on natural resources and propose sustainable practices, such as regrowing food and creating eco-friendly products. Through hands-on activities and community engagement, students will deepen their understanding of ecosystem health, pollution prevention, and responsible consumption. They will enhance their scientific inquiry skills by conducting experiments, analyzing data, and presenting their findings in a community exhibition.
Standards
- NGSS - 4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
- NGSS - 4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
- Common Core - CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Products
Throughout the learning experience, students will create several tangible products that demonstrate their understanding and application of environmental concepts. These include a mind map of pollution and solid waste, an ecosystem-in-a-bottle project, and a persuasive letter advocating for sustainable food choices. By the end of the project, students will showcase their regrown food plants and present their findings at a community exhibition, explaining the environmental benefits and sustainable practices they have learned. Additionally, students will produce "My Healthy Plate" posters to promote nutrition awareness and local food systems.
Launch
Kick off the learning experience with an engaging simulation of Freddie the Fish's journey downstream. In this activity, students work in groups with a reusable plastic bowl and a sponge fish, adding various "pollutants" to Freddie's water as they read task cards detailing his journey. This interactive experience prompts students to observe changes in the water, discuss Freddie's condition, and brainstorm actionable solutions to pollution, setting the tone for their exploration of environmental stewardship.
Exhibition
Organize a community exhibition where students present their ecosystem-in-a-bottle projects, showcasing the environmental concepts they explored. Invite local environmental organizations and community members to engage with the students, providing feedback and insights. Students can also display their air pollution jelly investigation results and regrow-your-food experiments, demonstrating their understanding of sustainable practices. This exhibition allows students to articulate their learning and encourages community involvement in environmental stewardship.
Plan
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Project Launch: Freddie the Fish Simulation - Students engage in a hands-on simulation with Freddie the Fish, observing the effects of pollutants on water and brainstorming solutions for environmental stewardship (45 min)
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Water Pollution Discussion - Students share observations from the Freddie the Fish simulation, discussing the impact of different pollutants on ecosystems and proposing actionable solutions (20 min)
Mind Map Creation - Students create a mind map identifying different types of pollution and solid waste, exploring causes, effects, and prevention strategies (25 min)
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Air Pollution Jelly Investigation Setup - Groups prepare DIY particle collectors to explore local air pollution, learning how pollutants affect air quality (15 min)
Reading and Reflection on Air Pollution - Students watch a video about air pollution and write reflections on its impacts, considering how they can contribute to cleaner air (30 min)
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Water Filtration Investigation - Students test how different soil environments filter water, exploring erosion, filtration, and the role of plants in ecosystem health (25 min)
Community Partnership Introduction - Introduction to community partners such as Parque Fundidora, discussing opportunities for learning about industry and environment (20 min)
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| Deliverables |
1. Mind Map of Pollution and Solid Waste
2. Reflection Journal Entry |
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| Preparation |
1. Gather reusable plastic bowls, sponge fish, and fishing line for 'Freddie the Fish' activity
2. Prepare task cards detailing Freddie's journey and pollutant materials (green-colored water, paper confetti, dish soap) 3. Procure petroleum jelly, index cards, construction paper, and necessary materials for DIY particle collectors 4. Prepare instructional videos or resources on air pollution for student reflection 5. Provide mind map templates and markers for pollution and solid waste activity 6. Organize materials for Reflection Circle setup, including journals or paper for student entries |
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| Week 2 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Water Pollution Simulation with Freddie the Fish - Students engage in a hands-on activity simulating water pollution using task cards, identifying different pollutants, and brainstorming solutions for environmental stewardship (45 min)
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Mind Mapping Pollution and Solutions - Students create a mind map to visualize types of pollution, their causes, effects, and potential solutions, fostering deeper understanding of environmental impacts (45 min)
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Air Pollution Investigation Setup - Students set up DIY air pollution particle collectors using petroleum jelly-coated index cards in chosen locations, predicting particle collection outcomes (45 min)
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Water Filtration Investigation - Students conduct experiments testing water filtration through various soil environments, analyzing how vegetation affects water quality and ecosystem health (45 min)
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| Deliverables |
1. Completed analysis and report on Freddie the Fish's journey and proposed pollution solutions.
2. Documented observations and conclusions from the Air Pollution Jelly investigation. 3. Mind map illustrating types of pollution, causes, effects, and solutions. 4. Water Filtration Investigation report detailing predictions, methods, and findings. |
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| Preparation |
1. Gather reusable plastic bowls, sponge fish, green-colored water, hole-punched paper, dish soap, and fishing line for the Freddie the Fish activity.
2. Prepare petroleum jelly-coated index cards, construction paper, and fasteners for the Air Pollution Jelly Investigation. 3. Provide large sheets of paper, colored markers, and reference materials for students to create mind maps. 4. Acquire potting soil, woodchips, grass seeds or small plants, containers, and water for the Water Filtration Investigation. |
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| Week 3 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Create Ecosystem in a Bottle - Students design ecosystems inside clear containers, considering the greenhouse effect, biotic and abiotic factors, and the impact of human activities on ecosystems (45 min)
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Water Filtration Experiment Analysis - Review previous filtration results, discussing which soil environment best filtered water and why, linking concepts to erosion and plant roles (20 min)
Ecosystem in a Bottle Reflection - Students present their ecosystem designs and reflect on the interactions between elements, the impact of human actions, and biodiversity (25 min)
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Opinion Writing: From Farm to Table - Students write persuasive letters advocating for local and sustainable food choices, using facts to support their arguments (30 min)
Peer Review of Opinion Writing - Students exchange letters for peer feedback focusing on clarity, persuasiveness, and use of evidence (15 min)
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Nutrition Awareness: My Healthy Plate Posters - Create posters that highlight the benefits of nutrients and the importance of balanced diets, advocating for local food systems (25 min)
Community Partner Engagement - Host a discussion with a local farmer on sustainable agriculture and regrowing food, linking classroom learning to real-world practices (20 min)
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| Deliverables |
1. Completed mind map of pollution and solid waste including causes, effects, and solutions.
2. Written persuasive letter encouraging sustainable food choices. 3. Initial setup and observation notes for ecosystem-in-a-bottle project. |
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| Preparation |
1. Gather materials for Freddie the Fish simulation, including reusable plastic bowls, sponge fish, task cards, green-colored water, hole-punched paper, and dish soap.
2. Prepare index cards, petroleum jelly, and construction paper for air pollution jelly investigation. 3. Provide resources for creating mind maps, such as large paper, markers, and reference materials on pollution types and effects. 4. Collect clear containers, soil, woodchips, seeds or small plants for ecosystem-in-a-bottle activity. 5. Print texts about farm-to-table processes for opinion writing activity. 6. Ensure access to educational videos on air pollution and ecosystems. |
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| Week 4 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Ecosystem-in-a-Bottle Design - Students finalize their ecosystem-in-a-bottle designs, ensuring inclusion of both biotic and abiotic factors for a balanced ecosystem (20 min)
Build Ecosystem-in-a-Bottle - Students construct their ecosystems following their designs, planting seeds and adding water to simulate natural processes (25 min)
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Observe Ecosystem-in-a-Bottle - Students observe changes in their ecosystems, recording data on plant growth and water clarity, and hypothesize about ecosystem interactions (20 min)
Farm-to-Table Discussion - Students engage in a discussion about the journey of food from farm to table, considering the environmental impact of food choices (25 min)
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Opinion Writing: Persuasive Letter - Students write letters to a fictional aunt, advocating for local and sustainable food options, using evidence from their farm-to-table discussion (25 min)
Peer Review of Letters - Students exchange letters and provide constructive feedback to peers, focusing on clarity of argument and use of evidence (20 min)
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Regrow Your Food Setup - Students plant their chosen food items and discuss the variables they will test, such as sunlight and water, to observe plant growth (20 min)
Nutrition Awareness Poster Creation - Students create 'My Healthy Plate' posters, highlighting nutrients, healthy food choices, and benefits of local produce (25 min)
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| Deliverables |
1. Water Filtration Investigation results and observations documented in student journals.
2. Completed ecosystem-in-a-bottle with labels identifying biotic and abiotic factors. 3. Persuasive letters advocating for sustainable food choices. 4. Reflection notes highlighting personal insights and environmental stewardship ideas. |
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| Preparation |
1. Gather materials for water filtration activity: potting soil, woodchips, grass or flower seeds, water containers.
2. Provide clear containers for ecosystem-in-a-bottle project and ensure availability of art supplies for labels. 3. Supply copies of 'From Farm to Table' text and provide writing materials for opinion letters. 4. Set up a comfortable space for Reflection Circle with seating arranged to facilitate open discussion. |
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| Week 5 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Ecosystem-in-a-Bottle Finalization - Students finalize their ecosystem-in-a-bottle projects, ensuring all biotic and abiotic factors are included, and prepare to share their findings (25 min)
Reflection Circle Preparation - Students prepare reflections on their learning journey and prepare to share insights with their peers during the reflection circle (20 min)
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Community Exhibition Setup - Students set up their project displays for the community exhibition, arranging their ecosystem-in-a-bottle projects, regrow-your-food experiments, and My Healthy Plate posters (30 min)
Exhibition Practice - Students practice presenting their projects and explaining their environmental concepts to peers, receiving feedback and refining their presentations (15 min)
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Community Exhibition - Students present their projects to visiting community members, sharing their knowledge on sustainable practices, ecosystem health, and pollution prevention (45 min)
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Reflection Circle - Students participate in a reflection circle, sharing their learning experiences, challenges, and personal growth with peers and teachers (20 min)
Final Assessment and Feedback - Students receive feedback on their projects and presentations, reflecting on their achievements and areas for improvement (25 min)
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| Deliverables |
1. A completed ecosystem-in-a-bottle with a detailed explanation of its components and functions.
2. Initial observations and documentation for the regrow-your-food project, including setup conditions and expected outcomes. |
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| Preparation |
1. Prepare materials for the natural disaster simulation, such as baking soda, vinegar, clay, and cardboard.
2. Ensure each group has access to necessary ecosystem-in-a-bottle materials, including clear containers, soil, seeds, and small plants. 3. Provide gardening supplies for the regrow-your-food project, such as pots, soil, seeds or seedlings, and watering cans. 4. Set up a space for the peer review session with seating arrangements that facilitate discussion and feedback. |
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