6th Grade
Project
10 weeks
San Diego's Eco Adventure: Trash to Treasure!
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Purpose
Students will engage in a hands-on, interdisciplinary exploration of waste management, focusing on its local and global impacts. Through collaboration with community partners like High Tech High Eats, students will develop action plans and advocate for change by writing letters to representatives. This project will foster critical thinking, effective communication, and self-directed learning as students conduct fieldwork, analyze data, and create meaningful solutions to real-world environmental challenges. By integrating science, humanities, and arts, students will deepen their understanding of resource sustainability and social justice, culminating in a public exhibition to share their insights and proposals.
Learning goals
Students will develop an understanding of the impact of waste on local and global ecosystems, exploring renewable and nonrenewable resources through scientific investigation and community engagement. They will create and implement an action plan addressing waste issues in their community, culminating in a presentation at a community exhibition. Through collaboration with peers and community partners, students will enhance their critical thinking, problem-solving, and communication skills, while also engaging in self-directed learning and reflection to foster a sense of identity and belonging.
Standards
- [Next Generation Science Standards] 6-8.AF.6.3 - Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
- [Next Generation Science Standards] MS-ESS1-1 - Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
- [Next Generation Science Standards] 6-8.AG.2.1 - Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
- [Next Generation Science Standards] MS-PS2-4 - Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
- [National Core Arts Standards] MU:Cr3.2.8 - Present the final version of their documented composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
- [Common Core] CCSS.ELA-Literacy.RST.6-8.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
- [Computer Science Teachers Association] 2-AP-19 - Document programs in order to make them easier to follow, test, and debug.
- [Common Core] CCSS.ELA-Literacy.CCRA.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- [Common Core] CCSS.ELA-Literacy.CCRA.L.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- [National Core Arts Standards] VA:Cr3.1.6a - Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
- Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
- Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
- Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
Products
Students will collaboratively create an action plan addressing waste issues in their community, which they will present at a community fair. They will also write persuasive letters to local representatives advocating for sustainable waste management practices. Additionally, students will design protest posters using recycled paper, incorporating hidden watermark messages to raise awareness about social and environmental justice. Throughout the project, students will document their findings and reflections in a digital portfolio, showcasing their learning journey and proposed solutions.
Launch
Kick off the project with a visit to High Tech High Eats, where students will engage with experts on sustainable practices and explore innovative solutions to waste management. This hands-on experience will be complemented by a field trip to a local zoo, focusing on how waste impacts ecosystems and animal habitats. Students will then participate in a community clean-up walk in Ocean Beach, collecting data on waste types and quantities to inform their upcoming projects.
Exhibition
Students will host a "Waste Awareness Fair" where they present their action plans and protest posters to community members, including local representatives. They will use recycled paper for their displays, showcasing innovative solutions to waste management issues. The fair will feature interactive exhibits, such as a demonstration of watermarking messages on recycled paper and a presentation of data collected from their fieldwork. This event will also include a performance of original songs or compositions related to environmental themes, allowing students to express their learning creatively.
Plan
| Week 1 |
Day 1
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Day 2
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Day 3
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Day 4
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Day 5
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| Activities |
Project Kick-off at High Tech High Eats - Visit High Tech High Eats to engage with experts on sustainable waste management practices and explore innovative solutions. Students will participate in a guided tour and interactive sessions to understand the impact of waste. (120 min)
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Waste Investigation at the Zoo - Take a field trip to a local zoo to observe how waste impacts animal habitats and ecosystems. Students will take notes and photographs to document their observations. (90 min)
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Community Clean-up Planning - In small groups, plan a community clean-up walk in Ocean Beach. Decide on roles, materials needed, and safety protocols. (40 min)
Understanding Types of Waste - Analyze collected data from the zoo trip and discuss different waste types and their origins. Begin categorizing waste into renewable and nonrenewable resources. (80 min)
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Community Clean-up and Data Collection - Conduct the planned community clean-up walk in Ocean Beach. Collect data on the types and quantities of waste found, using a provided data collection sheet. (90 min)
Reflective Journaling - Students write reflections on their clean-up experience, focusing on surprises and insights gained about waste in their community. (30 min)
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Data Analysis and Discussion - Analyze the data collected during the clean-up. Discuss patterns, correlations, and potential causes of waste in the community. (60 min)
Introduction to Action Plan - Begin brainstorming ideas for an action plan to address waste issues identified during the week. Discuss potential community partners and resources needed. (60 min)
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| Deliverables |
1. Students will submit a detailed observation report from the zoo field trip.
2. Collect data sheets from the community clean-up walk, summarizing types and quantities of waste. 3. Compile a list of initial research findings on local and global waste management issues. 4. Draft a preliminary action plan outline, based on the week's activities and findings. 5. Reflective journal entries on personal insights and learning from the week's activities. |
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| Preparation |
1. Coordinate the visit to High Tech High Eats, including arranging transportation and permissions.
2. Arrange the zoo field trip, including transportation and necessary permissions. 3. Organize the community clean-up walk in Ocean Beach, including safety measures and waste collection materials. 4. Prepare resources for students to research waste management issues, including access to library and online databases. 5. Set up a classroom space for brainstorming and collaborative discussions about waste management solutions. |
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| Week 2 |
Day 6
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Day 7
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Day 8
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Day 9
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Day 10
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| Activities |
Project Introduction - Begin the week by reviewing the project overview, objectives, and timeline. Discuss the importance of waste management and its impact on ecosystems. (30 min)
Field Trip Preparation - Plan for the upcoming visit to the local zoo by discussing the purpose of the trip and preparing questions related to waste impact on animal habitats. (30 min)
High Tech High Eats Presentation - Learn about local sustainable practices from High Tech High Eats representatives and explore innovative solutions to waste management. (60 min)
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Research on Waste Impact - Conduct research on how waste affects ecosystems both locally and globally, focusing on food, water, and plastic waste. (40 min)
Community Waste Mapping - Collaboratively map waste hotspots in the community using data collected from the Ocean Beach clean-up walk. (40 min)
Discussion and Analysis - Analyze the data collected during the community walk and discuss its implications for local waste management. (40 min)
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Zoo Field Trip - Visit the local zoo to learn about the impact of waste on animal habitats and ecosystems. Engage in discussions with zoo educators and observe real-world examples. (120 min)
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Reflection on Zoo Visit - Reflect on insights gained from the zoo trip and discuss how waste impacts animal habitats. Use observations to inform upcoming project work. (30 min)
Upcycling Workshop - Participate in a hands-on workshop to learn about upcycling techniques and create sample protest posters using recycled materials. (60 min)
Letter Writing Introduction - Begin drafting persuasive letters to local representatives advocating for sustainable waste management practices. (30 min)
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Protest Poster Design - Design protest posters using recycled paper, incorporating hidden watermark messages about social and environmental justice. (60 min)
Peer Feedback Session - Share poster designs with peers for feedback and suggestions for improvement. (30 min)
Finalization of Letters - Continue drafting letters to representatives, refining arguments and integrating feedback from peers and teachers. (30 min)
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| Deliverables |
1. Completed research notes on local and global waste management practices.
2. An outline of the persuasive letter, highlighting key points and supporting evidence. 3. At least one upcycled product created during the workshop. 4. A draft version of the protest poster with initial designs and messages. 5. The first draft of the persuasive letter, incorporating peer feedback. |
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| Preparation |
1. Gather articles, videos, and other resources on waste management practices specific to San Diego and global impacts.
2. Arrange guest speakers or virtual sessions with local waste management experts or environmental activists. 3. Prepare materials for the upcycling workshop, including recycled paper, art supplies, and watermarking tools. 4. Set up a collaborative platform for students to draft, share, and peer review their persuasive letters. 5. Organize materials for poster-making, ensuring access to a variety of recycled materials and art tools. |
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| Week 3 |
Day 11
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Day 12
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Day 13
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Day 14
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Day 15
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| Activities |
Drafting the Action Plan - Students work in groups to outline the main components of their action plan, focusing on addressing waste issues identified in Week 1. (60 min)
Feedback and Iteration - Groups exchange their drafts with peers for feedback, then refine their action plans based on the suggestions received. (60 min)
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Researching Community Resources - Students research potential community partners and resources that could support their action plans. They document findings and discuss feasibility. (60 min)
Developing Persuasive Communication - Practice writing persuasive letters to community stakeholders, emphasizing the importance of sustainable waste management. (60 min)
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Designing Protest Posters - Introduction to using recycled materials for creating protest posters. Students brainstorm messages and begin designing their posters. (60 min)
Watermarking Techniques Workshop - Learn and experiment with watermarking messages on recycled paper, incorporating hidden messages related to waste awareness. (60 min)
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Fieldwork Data Integration - Integrate fieldwork data from the community clean-up into action plans and presentations. Analyze data for patterns and insights. (60 min)
Reflective Group Discussion - Reflect on the process so far, discussing challenges and successes. Students update their digital portfolios with current progress. (60 min)
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Rehearsing Exhibition Presentations - Practice presenting action plans and protest posters to peers, focusing on clear communication and engaging storytelling. (60 min)
Peer Review and Refinement - Provide and receive peer feedback on presentations. Make final refinements to both the action plan and presentation materials. (60 min)
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| Deliverables |
1. A summary report of the data collected during the community clean-up walk, highlighting key findings and insights.
2. Research notes and summaries from group investigations into waste management practices. 3. Preliminary sketches and concepts for protest posters, incorporating both visible and hidden messages. 4. Drafts of persuasive letters to local representatives, demonstrating understanding of effective advocacy techniques. 5. Initial action plan outlines, incorporating peer feedback and reflection on their feasibility and impact. |
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| Preparation |
1. Gather materials for the brainstorming and poster creation sessions, including recycled paper, markers, and other art supplies.
2. Compile a list of local and global waste management resources and articles for students to research. 3. Prepare examples of persuasive letters and a checklist of persuasive writing techniques for the letter-writing workshop. 4. Arrange for community partners or guest speakers who can provide insights into effective advocacy and waste management practices. 5. Set up digital platforms for students to document their progress and reflections, ensuring they can easily share feedback with peers. |
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| Week 4 |
Day 16
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Day 17
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Day 18
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Day 19
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Day 20
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| Activities |
Analyzing Waste Impact - Students analyze their fieldwork data to identify the most pressing waste issues in their community. They will consider the local and global implications of these issues. (60 min)
Developing Solutions Brainstorm - In groups, students brainstorm potential solutions to the identified waste issues, focusing on innovative and sustainable practices. (60 min)
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Solution Feasibility Study - Students conduct research to assess the feasibility of their proposed solutions, considering factors such as cost, resources, and community support. (60 min)
Drafting Solution Proposals - Begin drafting a detailed proposal for their chosen solution, outlining the steps needed for implementation and anticipated impact. (60 min)
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Peer Review of Proposals - Groups exchange proposals for peer review, providing constructive feedback based on clarity, feasibility, and potential impact. (60 min)
Revising Proposals - Incorporate feedback received to refine and strengthen their solution proposals. (60 min)
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Prototyping Solutions - Start creating prototypes or models of their proposed solutions using available materials, focusing on demonstrating key components and functions. (60 min)
Reflective Journaling - Reflect on the prototyping process, noting challenges encountered and insights gained about the practicality of their solutions. (60 min)
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Prototype Testing and Feedback - Test prototypes with classmates and community members to gather feedback on effectiveness and areas for improvement. (60 min)
Finalizing Prototypes and Proposals - Use feedback to make final adjustments to both the prototypes and written proposals, preparing them for presentation. (60 min)
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| Deliverables |
1. Students will participate in a session with High Tech High Eats, taking notes on sustainable practices discussed.
2. Each student group will create a draft of a protest poster using recycled paper, incorporating initial ideas for hidden watermark messages. 3. Students will conduct research and document their findings on waste impact in their digital portfolios, including reflections on local and global waste issues. 4. Collect data during the Ocean Beach clean-up walk, categorizing and analyzing waste types and quantities. 5. Draft initial ideas for an action plan addressing specific waste issues identified during the clean-up, to be refined in subsequent weeks. |
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| Preparation |
1. Coordinate with High Tech High Eats to arrange a virtual session or guest speaker for students to learn about innovative waste management solutions.
2. Gather materials for paper recycling and watermarking activities, including recycled paper, watermarking tools, and templates for protest posters. 3. Prepare resources for a classroom discussion on the impact of waste on ecosystems, including articles, videos, and case studies related to San Diego and global contexts. 4. Set up a digital platform for students to document their findings and reflections throughout the week. 5. Organize logistics for a community clean-up walk in Ocean Beach, including obtaining necessary permissions and safety equipment. |
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| Week 5 |
Day 21
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Day 22
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Day 23
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Day 24
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Day 25
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| Activities |
Introduction to Community Action Plans - Review the components of an effective community action plan and analyze examples to understand best practices. Discuss how these plans can address local waste issues. (40 min)
Drafting Community Action Plans - Begin drafting individual or group action plans that address specific waste issues identified in previous weeks, integrating peer feedback and research findings. (80 min)
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Peer Review and Feedback - Share drafted action plans with peers for constructive feedback. Encourage students to provide specific suggestions for improvement. (60 min)
Plan Refinement - Incorporate feedback into action plans, refining strategies and ensuring alignment with project goals and standards. (60 min)
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Research and Resource Identification - Identify community resources and partners that can support the implementation of action plans. Document potential collaborators and their roles. (60 min)
Communicating with Stakeholders - Develop communication strategies for engaging with community stakeholders, focusing on persuasive techniques and clarity of message. (60 min)
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Finalizing Action Plans - Finalize the action plans, ensuring they are realistic, achievable, and clearly articulated. Students prepare to present their plans in the upcoming exhibition. (60 min)
Presentation Workshop - Practice delivering presentations, focusing on clear communication, engagement, and the use of visual aids to enhance understanding. (60 min)
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Rehearsing for Exhibition - Conduct a full rehearsal of presentations, simulating the exhibition environment. Encourage peer feedback to refine delivery and content. (60 min)
Reflection and Portfolio Update - Reflect on the learning journey so far and update digital portfolios with the final action plans and reflections on the project process. (60 min)
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| Deliverables |
1. Drafts of persuasive letters to local representatives advocating for sustainable waste practices.
2. Prototypes of protest posters using recycled paper with hidden watermark messages. 3. Data analysis reports from Ocean Beach community clean-up walk. 4. Digital portfolio updates highlighting reflections and insights from fieldwork. 5. Models illustrating renewable and nonrenewable resources and their impacts on waste. 6. A collaborative presentation outline for the upcoming community fair. |
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| Preparation |
1. Gather recycled paper and watermarking supplies for poster design activity.
2. Coordinate with local representatives for guest speaking and feedback sessions. 3. Prepare digital devices for data analysis and presentations. 4. Arrange materials for constructing models of renewable and nonrenewable resources. 5. Set up online platforms for students to document their findings and reflections. 6. Create a schedule for small group meetings to refine action plans. |
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| Week 6 |
Day 26
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Day 27
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Day 28
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Day 29
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Day 30
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| Activities |
Analyzing Community Feedback - Review feedback from community members and peers from prior presentations. Discuss insights and identify areas for improvement in action plans and presentations. (60 min)
Refinement Workshop - In groups, refine action plans and presentation materials based on the feedback received. Focus on clarity, impact, and effectiveness of proposed solutions. (60 min)
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Designing Interactive Exhibit Elements - Develop interactive elements for the Waste Awareness Fair exhibition, such as models, digital presentations, or interactive demonstrations. Focus on engaging the audience and effectively communicating solutions. (60 min)
Peer Review and Iteration - Share interactive exhibit designs with peers for feedback, and make necessary adjustments to enhance audience engagement. (60 min)
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Rehearsing Presentations - Practice delivering presentations for the Waste Awareness Fair. Focus on clear communication, conveying key messages, and engaging storytelling. (60 min)
Feedback and Refinement - Provide and receive feedback on presentation delivery. Make final revisions to enhance clarity and effectiveness. (60 min)
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Finalizing Exhibition Materials - Complete all materials and setups for the Waste Awareness Fair. Ensure that all visual displays, interactive elements, and presentation materials are ready and organized. (60 min)
Reflective Journaling and Self-assessment - Reflect on personal learning growth throughout the project. Assess progress towards learning targets and set goals for the exhibition. (60 min)
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Exhibition Setup and Dry Run - Set up exhibition space for the Waste Awareness Fair and conduct a full dress rehearsal, ensuring all elements are functioning and prepared for public viewing. (60 min)
Team Coordination and Final Touches - Coordinate with team members to address any last-minute adjustments. Finalize logistics and roles for the exhibition day. (60 min)
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| Deliverables |
1. Complete field trip reflections, focusing on waste impacts observed at the zoo.
2. Collect and categorize waste data from the community clean-up in Ocean Beach. 3. Develop a draft version of persuasive letters to local representatives advocating for sustainable waste management. 4. Create initial designs for protest posters using recycled paper and incorporate hidden watermark messages. 5. Compile findings and reflections in a digital portfolio, including insights from fieldwork and project activities. 6. Complete peer and self-assessment reflections on collaboration and learning progress. |
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| Preparation |
1. Coordinate with High Tech High Eats for the project launch and schedule the visit.
2. Arrange transportation and permissions for the zoo field trip focusing on waste impacts on ecosystems. 3. Organize materials for community clean-up, including gloves, bags, and waste classification guides. 4. Prepare recycled paper and watermarking supplies for protest poster creation. 5. Set up digital portfolios for students to document findings and reflections. 6. Ensure access to data analysis software or tools for students to compile and interpret collected data. |
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| Week 7 |
Day 31
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Day 32
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Day 33
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Day 34
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Day 35
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| Activities |
Community Partner Engagement - Reach out to community partners identified in previous weeks to discuss potential collaboration and support for action plans. Prepare a list of questions and talking points for the meetings. (60 min)
Team Collaboration Session - Work in groups to refine action plans based on input from community partners, ensuring plans align with available resources and support. Update the plans accordingly. (60 min)
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Effective Communication Workshop - Participate in a workshop focused on enhancing communication skills for presenting action plans to various audiences, including community members and local representatives. (60 min)
Presentation Refinement - Continue refining presentation materials, integrating feedback from the communication workshop to ensure clarity and impact. Practice delivery in small groups. (60 min)
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Stakeholder Meeting Simulation - Conduct mock meetings with peers acting as stakeholders, presenting action plans and receiving feedback on communication and content. Adapt plans based on received suggestions. (60 min)
Reflection and Strategy Adjustment - Reflect on the feedback from simulated meetings and adjust strategies as necessary. Document reflections and updates in digital portfolios. (60 min)
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Public Speaking Skills Session - Focus on developing public speaking skills through exercises that emphasize confidence, clarity, and audience engagement. (60 min)
Finalization of Presentation Materials - Finalize all presentation materials, ensuring they are polished and ready for the upcoming exhibition. Collaborate with peers to make final adjustments. (60 min)
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Exhibition Rehearsal - Conduct a full rehearsal of the exhibition presentation, simulating the environment and audience interactions. Incorporate peer feedback to improve delivery and content. (60 min)
Portfolio Reflection and Update - Reflect on the learning journey, documenting progress and insights gained throughout the project. Update digital portfolios with final reflections and action plans. (60 min)
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| Deliverables |
1. Draft of community action plan, incorporating scientific evidence and community insights.
2. Peer-reviewed and revised action plan, ready for presentation and sharing. 3. Initial drafts of protest posters using creative watermark techniques. 4. Draft of persuasive letters to local representatives, outlining proposed waste solutions. |
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| Preparation |
1. Gather feedback from Week 6's community cleanup and data analysis.
2. Provide materials for poster-making, including recycled paper and watermarking supplies. 3. Prepare a peer review checklist to guide students in giving and receiving feedback. 4. Compile a list of local representatives and their contact details for letter writing. 5. Ensure access to reference materials on waste management and sustainability strategies. |
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| Week 8 |
Day 36
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Day 37
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Day 38
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Day 39
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Day 40
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| Activities |
Review and Finalize Action Plans - Review feedback received from the Waste Awareness Fair and make final adjustments to action plans. Ensure all elements are cohesive and actionable. (60 min)
Crafting Persuasive Presentations - Develop a clear and persuasive presentation of the action plan to share with a wider audience, practicing effective communication techniques. (60 min)
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Mock Presentation Sessions - Conduct mock presentations of action plans in small groups. Receive peer feedback on communication style and clarity of message. (60 min)
Integrating Feedback - Refine presentations based on peer feedback. Focus on enhancing engagement and addressing any questions raised during mock sessions. (60 min)
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Exhibition Planning - Collaboratively plan the layout and flow of the exhibition space. Assign roles and responsibilities to ensure smooth execution on exhibition day. (60 min)
Interactive Exhibit Enhancements - Finalize interactive elements for exhibits, ensuring they are engaging and effectively convey key messages. (60 min)
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Rehearsal and Tech Check - Conduct a full rehearsal of presentations and interactive exhibits, checking all technical equipment and materials. Make adjustments as needed. (60 min)
Team Coordination Meeting - Meet with team members to confirm logistics and responsibilities for the exhibition. Discuss strategies to engage the audience effectively. (60 min)
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Final Preparation and Setup - Set up the exhibition space, ensuring all materials are organized and ready for presentation. Perform last-minute checks on technology and displays. (60 min)
Reflection and Goal Setting - Reflect on personal and group progress throughout the project. Set goals for the exhibition day, focusing on personal growth and learning outcomes. (60 min)
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| Deliverables |
1. Draft of a persuasive letter to local representatives advocating for sustainable waste management practices.
2. Completed protest posters using recycled paper with hidden watermarks. 3. Draft of the community action plan addressing specific waste issues in their local area. 4. Documentation of data collected from Ocean Beach clean-up, including analysis and reflections. 5. Student reflections on the process of creating recycled paper and the symbolic meaning of their posters. 6. Peer feedback forms assessing action plans and letters, with revisions based on the feedback. |
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| Preparation |
1. Gather materials for making recycled paper, including waste paper, blenders, screens, and tubs.
2. Coordinate with a local recycling center for a potential visit or guest speaker session. 3. Prepare instructions and templates for students to design protest posters with hidden watermarks. 4. Print resources and guides on writing persuasive letters and structuring action plans. 5. Set up a digital platform for students to document their findings and reflections, such as Google Classroom or a project-specific website. 6. Organize a schedule for peer review sessions and feedback on action plans and letters. |
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| Week 9 |
Day 41
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Day 42
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Day 43
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Day 44
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Day 45
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| Activities |
Exhibition Strategy Session - Collaborate in groups to strategize the layout and flow of the Waste Awareness Fair. Discuss how each presentation will connect with the audience and highlight key messages. (60 min)
Final Touches on Exhibits - Work on adding final touches to exhibits, ensuring that all elements align with the exhibition theme and are engaging for the audience. (60 min)
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Exhibition Role Assignment - Assign specific roles and responsibilities for the exhibition day to ensure smooth operation. Discuss how each role contributes to the success of the fair. (30 min)
Exhibit Rehearsals - Conduct rehearsals for each exhibit, focusing on transitions, timing, and audience interaction. Peer feedback will be used to refine presentations. (90 min)
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Final Exhibition Setup - Complete the setup of the exhibition space, organizing displays, interactive stations, and seating for audience members. Ensure all technical equipment is tested and functioning. (60 min)
Team Coordination Meeting - Meet as a team to discuss last-minute details, coordinate schedules, and ensure everyone is prepared for the exhibition day. Address any remaining issues. (60 min)
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Exhibition Preview - Conduct a preview of the exhibition for select peers and teachers, gathering feedback on clarity, engagement, and flow. Use this feedback for final adjustments. (60 min)
Portfolio Showcase Preparation - Students prepare digital portfolios to showcase their learning journey, including reflections, action plans, and exhibit contributions. (60 min)
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Exhibition Dry Run - Conduct a full dry run of the Waste Awareness Fair, simulating audience interactions and testing all elements in real-time. Adjust based on observations. (60 min)
Team Reflection and Goal Setting - Reflect on the preparation process and set personal and group goals for the exhibition day. Discuss how to effectively engage with the community and representatives. (60 min)
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| Deliverables |
1. Completed analysis of waste data with identified patterns and correlations.
2. Drafted and revised action plans for community waste management strategies. 3. Persuasive letters to local representatives advocating for policy changes. 4. Designed protest posters with hidden watermark messages. 5. Peer-reviewed and revised materials, including action plans, letters, and posters. 6. Updated digital portfolios documenting the learning journey and project insights. |
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| Preparation |
1. Gather and organize data collected from the Ocean Beach clean-up for analysis.
2. Provide access to resources and materials for researching waste management strategies, including books, articles, and online databases. 3. Ensure students have access to recycled paper and materials needed for poster design and watermarking. 4. Prepare guidelines and templates for drafting persuasive letters to representatives. 5. Set up a schedule for peer review sessions and provide criteria for feedback and revisions. 6. Ensure digital portfolio platforms are ready for students to document their reflections and work. |
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| Week 10 |
Day 46
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Day 47
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Day 48
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Day 49
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Day 50
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| Activities |
Exhibition Setup and Logistics - Organize the exhibition space, ensuring all displays, interactive elements, and seating arrangements are ready for audience engagement. (60 min)
Final Presentation Rehearsal - Conduct a final rehearsal of presentations, focusing on clarity, engagement, and timing. Incorporate last-minute adjustments based on peer feedback. (60 min)
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Community Engagement Strategies - Discuss and practice strategies for effectively engaging with community members and local representatives during the exhibition. Role-play scenarios to enhance communication skills. (60 min)
Reflective Journaling and Goal Setting - Reflect on the project journey and set personal goals for the exhibition day. Document insights gained and strategies for successful community interaction. (60 min)
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Exhibition Day Coordination - Coordinate roles and responsibilities among team members, ensuring smooth operation and effective audience interaction. Finalize logistics and prepare for the exhibition launch. (60 min)
Waste Awareness Fair - Host the Waste Awareness Fair, presenting action plans and protest posters to community members and representatives. Engage with the audience through interactive exhibits and performances. (60 min)
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Exhibition Reflection and Feedback - Reflect on the exhibition experience, discussing successes and areas for improvement. Gather feedback from peers, teachers, and community members to inform future projects. (60 min)
Digital Portfolio Showcase - Update digital portfolios with reflections, action plans, exhibition contributions, and feedback received. Prepare to share portfolios with peers and educators. (60 min)
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Celebration and Reflection Session - Celebrate the completion of the project with classmates and teachers. Reflect on the learning journey, acknowledging personal growth and collective achievements. (60 min)
Final Self-assessment and Goal Setting - Conduct a final self-assessment of learning targets met throughout the project. Set future academic and personal goals based on insights gained. (60 min)
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| Deliverables |
1. Completed and refined action plans addressing community waste issues.
2. Protest posters with hidden watermark messages, ready for display. 3. Digital portfolios showcasing the learning journey, fieldwork data, and proposed solutions. 4. Successful execution of the Waste Awareness Fair with community engagement. 5. Reflection journals with insights from the project and personal growth evaluations. 6. Feedback forms from community members and representatives evaluating presentations and proposed solutions. |
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| Preparation |
1. Gather materials for finalizing posters, including recycled paper, markers, and watermarking tools.
2. Organize space and equipment for the Waste Awareness Fair, including tables, display boards, and audio-visual equipment. 3. Prepare feedback forms and reflection journals for post-fair reflection session. 4. Coordinate with community partners and local representatives to ensure attendance and engagement at the fair. 5. Arrange for transportation and logistics for any resources needed from external partners or locations. |
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