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Content knowledge
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Students will be able to investigate local environmental issues and explain how caring for habitats, water, and natural spaces affects people, plants, and animals. - investigate
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- I can identify a local environmental issue I learned about (such as litter, dirty water, or habitat damage) and describe how it can affect people, plants, and animals using details from photos or stories.
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- I can explain how caring for habitats, water, and natural spaces helps people, plants, and animals, using evidence from my group’s research notes and the nature center or wildlife rehabilitation source.
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- I can investigate a specific local environmental issue and connect it to multiple cause-and-effect impacts on habitats, water, and natural spaces (including both short- and long-term effects) with clear examples.
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- I can investigate local environmental issues deeply and synthesize evidence to create a well-organized explanation showing how caring for habitats, water, and natural spaces benefits people, plants, and animals, using accurate information and references to my sources.
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Content knowledge
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Students will be able to identify and describe ways school community actions can help protect the environment and conserve natural resources. - identify
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- I can name simple ways my school community can protect the environment, such as saving water, reducing litter, or keeping habitats clean
- I can describe how these actions help keep plants and animals safe in our community.
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- I can identify several school actions that protect the environment and conserve natural resources, and I can explain how each action supports people, plants, and animals
- I can use details from our research photos or partner materials to describe why these actions matter.
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- I can identify specific school community actions and connect them to environmental outcomes, such as cleaner habitats, healthier wildlife, and less wasted water or materials
- I can explain these connections clearly using evidence from my group’s notes and what we learned from the nature center or wildlife rehabilitation partner.
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- I can identify and describe a set of school community actions that work together to protect local habitats and conserve natural resources, using clear, evidence-based reasoning
- I can explain how my recommended actions would likely affect both living things and people, referencing multiple sources from our project.
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Skill
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Students will be able to gather and record evidence from a nature center, wildlife rehabilitation source, photos, stories, and local observations to support a design problem. - gather
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- I can gather basic evidence from a nature center or wildlife rehabilitation source and local photos or stories, using a simple note sheet to record the main idea and where it came from.
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- I can gather and record evidence from multiple sources (partner materials, photos/stories, and local observations), and I can write clear notes that include key details, dates, and a simple source label.
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- I can gather evidence that directly matches our campaign question by choosing relevant quotes/facts, describing what I observed in my own words, and organizing notes into categories we can use for our design problem.
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- I can gather, record, and evaluate strong evidence from partner sources and local observations, and I can clearly connect each piece of evidence to a specific claim or action in my group’s campaign plan.
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Skill
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Students will be able to evaluate feedback from peers during gallery walks and revise a public awareness campaign based on what others need to understand and do. - evaluate and revise
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- I can listen to feedback during a gallery walk and identify at least one specific idea others noticed (for example, what to clarify or what action needs to be easier to understand)
- I can make one simple revision to my campaign using that feedback and explain what I changed.
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- I can use feedback from gallery walks to decide what is most important for my audience to understand and do
- I can revise my campaign by adding or improving clear steps, definitions, or evidence, and I can point to which feedback led to each change.
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- I can evaluate multiple pieces of peer feedback and choose revisions that strengthen my message, evidence, and action plan
- I can explain how my revisions address audience needs (what might confuse them and how my updated campaign helps), and I can update my podcast/presentation materials to match.
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- I can independently analyze peer feedback across gallery walks to improve the clarity, accuracy, and impact of my entire public awareness campaign
- I can justify my revisions with evidence from my research and feedback notes, track changes in a clear revision plan, and show how the final version is more persuasive and easier for others to act on.
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Skill
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Students will be able to synthesize research into a clear problem statement about one environmental action the school community can take. - synthesize
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- I can write a simple problem statement about one school environmental action using key facts from my notes and what we learned in the Change Circle
- My statement tells who is affected and what habitat, water, or natural space is involved.
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- I can write a clear problem statement that combines 2–3 research details into one focused idea about how an environmental issue shows up at our school
- I can include a specific effect on people, plants, or animals and match it to the action our group will promote.
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- I can synthesize research to write a problem statement that connects causes and effects in a logical way
- I can support each main part (issue, impact, and why action matters) with evidence from our source materials and group research notes.
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- I can synthesize multiple sources to write a strong, evidence-based problem statement for one environmental action
- I can clearly explain the relationship between the problem and the action (how the action helps), using specific details and accurate wording that would make sense to an authentic audience.
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Skill
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Students will be able to create and justify a podcast message that explains a realistic environmental action and why it matters to people, plants, and animals. - create and justify
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- I can create a simple podcast message that names one realistic environmental action we can take at school and explains it using clear, mostly complete sentences
- I can point to one fact from a provided source or class notes to show why the action matters to people, plants, or animals.
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- I can create a clear podcast message for a realistic school action and explain how it helps people, plants, and/or animals
- I can justify my message by using at least two details from research or a partner source (like a story, photo, or fact) and connect them to my action using words like because and so.
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- I can craft a persuasive podcast message that explains the action and gives a cause-and-effect reason it matters for habitats, water, and natural spaces
- I can justify my message with multiple relevant pieces of evidence from sources, quote or summarize them accurately, and revise my wording to make the “why it matters” part easy to understand.
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- I can create and justify a strong podcast message that clearly explains a realistic action, why it matters, and who it helps (people, plants, and animals) with accurate, well-chosen evidence
- I can strengthen my justification by adding specific connections from research, anticipating a question or concern, and using precise language and an organized structure (hook, action, evidence/why, closing).
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Disposition
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Students will be able to reflect on how their thinking and actions changed while working to care for the environment. - reflect
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- I can describe at least one way my thinking about caring for the environment changed during this project by sharing a specific moment, question, or idea I had before and after
- I can name one action I chose to help people, plants, or animals and tell how that action connected to what I learned.
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- I can explain how my thinking and actions changed across the project by comparing my early ideas from the launch or idea wall to what I learned during research and feedback
- I can describe how I adjusted my campaign plan or script because of new evidence from our sources and the gallery-walk feedback.
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- I can reflect in detail on how my thinking changed by identifying the reasons behind my new choices and connecting them to evidence from interviews, photos/stories, and local examples
- I can describe how my group’s revisions improved our message and actions so they were clearer and more helpful for people, plants, and animals.
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- I can thoughtfully reflect on how my thinking and actions changed by using specific evidence, showing cause-and-effect from what we learned to what we changed in our campaign and podcast
- I can explain how I will carry these new habits forward at school or home, and I can connect my reflection to our project goal of caring for habitats, water, and natural spaces.
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