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Integrating Sustainability Issues into Elementary Science Methods (Elem Ed 316)
Eric Brunsell, in collaboration with Michelle Fleming.
Project 1 – Developing a Sense of Place: A Local Biodiversity Inquiry
Developing a sense of place and a relationship with the local environment is very
important to understanding issues of sustainability. Elementary teachers are responsible
for nurturing this relationship and creating meaningful opportunities for students to learn
about their natural environment. It is also critical that elementary teachers engage
students with authentic science inquiry activities. This project models a guided inquiry
approach to studying biodiversity.
For this assignment, you will study the biodiversity of three local sites – UW Oshkosh,
Sheldon Nature Center, and an additional school-area habitat.
Your Inquiry Question: Which of the three habitats are healthier?
Step 1: In research teams, you will use either a plot to complete a biodiversity study of
the three sites by counting and surveying both plant and animal species. Make a map of
your plot and design a data sheet to record your findings. Your plot should be a square 2
meters on each side.
Specific elements to include on each data sheet (one per site):
 Location of habitat
 Description of habitat
 Data chart with the following categories: A drawing of the organism (one for each
species found), description of the organism (include common or scientific name
if known), and abundance of the organism (how many of this species did you
find in your plot).
 If your location has a lot of a similar species (ie: grass in a school lawn), you may
want to use an appropriate sampling / estimation strategy.
 Calculate the biodiversity index for each location.
Biodiversity Index = (number of unique species) / (total number of organisms)
Step 2: After your team has completed the data collection at the three sites, you will
individually create a tri-folder poster presentation sharing your discoveries, comparing
your results between the three sites, and examining whether plant diversity leads to a
greater degree of animal diversity, which habitat is healthier and factors that may account
for the noted differences.
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Specific elements to include in the tri-folder poster presentation:
 Your definitions of biodiversity and health
 Descriptions of the three local sites
 Data collection methods and process
 Data results at each of the three sites
 Comparison of the results obtained at the three sites
 Explanation of factors that may account for the noted differences
 Explanation of whether plant diversity lead to a greater degree of animal diversity
 Explanation of which habitat is healthier
 Consider:
o The appearance of your poster will communicate as much as the words
o Posters displayed should be very carefully proof-read and free of spelling and
grammatical errors
o The amount of text, graphics, and pictures your audience will want to view
Step 3: Additionally, you will be asked to reflect on key strategies you will use in your
classroom to design inquiry activities that are conducive to meaningful student learning.
Specific elements to include in your reflection:
 Reflect on the research study and your learning experience
 Strategies you will use in your classroom to design inquiry activities
 Consider three or four ways you will:
o Motivate students to learn in your classroom
o Maximize the time available for learning
Project 2 – Model Inquiry Project
Project-based learning is an authentic teaching strategy that engages students in higherorder thinking skills. This project models a large inquiry project appropriate for upper
elementary or middle school students.
The movie Wall-e describes a bleak future resulting from unsustainable living. Are the
themes in this movie realistic based on our current societal practices? In teams of 2-3,
design a Sustainability Issues Project by conducting research on an issue related to
sustainability (food supply, water quality and access, energy, and consumption).
Research will include local and global aspects of the issue, media representation (bonus
points for including international media), and possible action that could be taken related
to the issues. Final project outcomes include a written narrative and brief video
“documentary” (less than 5 minutes). Students will also brainstorm starting points for
other classroom inquiry projects and reflect on their current environmental footprint. Be
prepared to share the documentary and discuss your project with the class. Narratives
and documentary links should be posted on D2L.
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Step One: Either individually or in small groups, view the movie, Wall-E. Write an
individual reflection on the major themes presented in this movie. How do these themes
relate to our current society?
Step Two: Groups of students will be assigned a specific sustainability issue (introduced
in class) for the focus of your sustainability inquiry project.
Sustainability Issues Inquiry Matrix
Environmental
Society
Economic
Food Supply
Group 1a
Group 1b
Group 1c
Water Supply
Group 2a
Group 2b
Group 2c
Energy Use
Group 3a
Group 3b
Group 3c
Consumption
Group 4a
Group 4b
Group 4c
Groups should begin by conducting general research on their issue (ie: Food Supply).
After a basic understanding of the theme is gained, subgroups will identify specific
research questions to help them focus their issue research through a specific lens (ie:
environmental). Each subgroup should create a 2-3 page essay that includes a discussion
on local and global impacts of their issue and action steps that could be taken. For
example, group 2b will write an essay that focuses on the societal impacts of water use at
a local and global scale. They will also include specific action steps that could be taken
to improve sustainability of our water supply.
Starting points for research will be provided.
Step Three: Each subgroup will create a brief (< 5 min) video documentary that can be
used to showcase the issue and actions. These documentaries will be shared in class.
Step Four: This project models one way to construct an inquiry project in your classroom.
As a group, brainstorm other opportunities for inquiry projects. Select two of your
brainstormed ideas and develop a brief description of a potential project.