Lesson Template
Course/ Subject: Science, Grade 8
Essential Student Outcome: Students will devise a way to positively impact their local environment.
Materials/Resources: Computers/ iPads, Large sheets of paper, markers
Learning Standards: Human activities can deliberately or inadvertently alter ecosystems and
their resiliency
Time
Needed
in
Minutes
Student Work
Expected
(What are you
expecting them to
do?)
Description of Activity (Specific. Assume someone else will carry these
activities out. Not you.)
DAY
ONE:
25 minutes
Students will explore
how their actions
and the actions of
their community
impacts the
environment, both
positively and
negatively.
Ask: “How have you impacted the environment, positively or negatively, in the
past 24 hours?” Record responses on the board. Discuss briefly how individuals
significantly impact the environment every day.
Have students discuss with lab partner how their community impacts the
environment. Record responses on board.
Ask, “Can we, as Middle School students, make a significant change in our
local/community environmental impact?” Pass out Project Overview and explain
that they will be exploring that issue through this semester-long project.
Go over Project Overview and answer any questions.
30 minutes
Students will explore
the most pressing
environmental issues
facing us today.
Research: Students will explore several different websites that discuss some of
the major environmental issues facing us all. Websites to use include
1. Natural Resource Defense Council (NRDC)
www.nrdc.org/reference/kids.asp
2. National Geographic
www.nationalgeographic.com/topics/category/environmental-issues/
3. Environmental Protection Agency (EPA)
www.epa.gov/students/
4. Love To Know Green Living
Assessment(s)
(What evidence will
you use to know
that they learned?)
greenliving.lovetoknow.com/Top_30_Environmental_Concerns
30 minutes
Students will
research an
environmental issue
of interest and fill
out Initial
Information Sheet.
Students will choose one issue that interests them the most. They will do a brief
web search and fill out the Initial Information Sheet about their chosen issue.
DAY
TWO
Students will share
their information
Students will share their information with the class.
DAY
THREE
Students will choose
their topic of interest
PREPARATION: Go through the Initial Information Sheets and divide the
issues chosen into broad categories (ie, Water, Deforestation, Wildlife
Conservation, etc.) Make a sign for each category and tape these around the
room.
25 minutes
Students will be
teamed up according
to their topic of
interest. Students
will create a team
Google Docs folder
and individual
Journals
Have students move to the sign for the issue that most closely represents their
chosen environmental problem. Explain to students that they will be working in
groups of 4 to explore their environmental issue and come up with a workable
solution for positive community impact for that issue. Divide the students into
groups of 4. Have students set up a Google Docs folder for keeping and sharing
their project. Have each student set up a Journal Doc. They will put at least one
entry per week in their Journal that reflects what they’re learning, their thoughts
and their ideas.
Students share their
Initial Information
Sheet with teacher
Weekly Journal
entries (each student)
20 minutes
30 minutes
Students will explore
website credibility.
Students will find
three credible web
sources for their
research.
Discuss with students the necessity for assessing the value of a website when
researching a topic. Hand out / share copy of Rubric to Determine Credibility of
a Website. Model using the rubric to assess two different websites: a credible
and a less-than-credible. Suggested websites might include
http://animals.about.com/od/molluscs/a/octopus-facts.htm (credible) and
http://zapatopi.net/treeoctopus/ (not credible). Inform students that they will be
researching their topic and must include three sources for their research. Each
source must include a completed Credibility Rubric.
Students will share
their research with
team members.
Have student groups discuss what they know about their topic, including the
information they obtained when filling out their Initial Information Sheets.
Explain to the teams that their goal is to come to a deep understanding of the
issue and then come up with a workable solution that they themselves could
carry out. The solution should be economically viable, feasible, and effective in
creating community change.
Credibility Rubric
Have student teams divide up the research evenly among the group. Students
will do their part of the research and come to class with significant information
about their topic. Remind students that the goal of their research is to come to a
deep understanding of the issue, the problems inherent in solving the problem,
solutions that have been tried, and the success of those solutions. All research
will be written in Google Docs and shared with the group and the teacher through
the group folder.
If time allows, students can begin their research
HOME
ASSIGNMENT
Students will complete
their research
Students will research their issue
DAY
FOUR
20
minutes)
Students will share
their research with
their team members
Students will take turns sharing their research with their team
members. Student teams will make notes about the most important
and interesting facts they have discovered, as well as questions that
arise.
Research will be
shared with the group
& teacher, and
assessed according to
the Research Rubric
20
minutes
20
minutes
Students will explore
youth blog sites that
deal with
environmental issues
Student teams will set
up their own blog using
StVrainBLOGS
http://blogs.svvsd.org
Have students log into and explore TakingITGlobal and Young Voices
for Climate Change, paying particular interest towards how young
people across the globe are involving themselves in finding viable
solutions for environmental issues.
Pass out Team Blog Log, one per team. Have students count off, 1-4.
Explain that each week, one team member will be in charge of
blogging about the team’s progress, including what they’ve learned,
what they’re planning, and their project progress. Instruct student
teams to fill in the names of their team members … #1 will be the first
blogger, #2 will be second and so on until the chart is filled.
Have students set up a blog on StVrainBLOGS. Make sure they share
it with the teacher as administrator.
20
minutes
Student teams will
create their first blog.
ASSIGNMENT
Student will continue
their research
DAY FIVE
Brainstorm action
ideas
20
minutes
20
minutes
Brainstorm, part two
20
minutes
20
minutes
DAY SIX
Choose a solution
Have student teams work together to create their first blog. In the
blog, they should share a bit about who they are, what their topic is,
and what they’ve discovered so far.
Have students go back to their notes and research some more in an
effort to answer the questions that have arisen. Share new research
on GoogleDocs
Student teams do the following exercises in order to identify a feasible
solution to their problem. Give each team a large piece of paper and
markers.
1. Reduce the problem … for example, imagine the problem was only
one water bottle, instead of a million. What could you do? (5 minutes)
2. Imagine you are a superhero. How would you solve the problem?
(5 minutes)
3. Travel forward in time … how would people solve this problem 200
years from now? (5 minutes)
Prototype
Students will now brainstorm ideas for solutions that are feasible and
effective. Hand out another large piece of paper. Explain to students
that they will now be creating a list of 25 solutions to their problem.
Students will discuss the ideas and develop a workable solution.
Remind teams that the solution may involve a combination of ideas.
They will create a “prototype” of their solution.
Present Prototype
Student teams present their ideas in class and receive feedback.
Weekly Team Blog
Log
30
minutes
20
minutes
20
minutes
DAY
SEVEN
30
minutes
45
minutes
WEEKLY
CHECKIN, every
Monday
FINAL
PRESENT
ATION
Redesign
List materials and
estimate cost
Develop plan of action
Begin implementation
Students present their
project to the class
Student teams make modifications to their ideas based on class
feedback.
Students will make a list of materials they will need and research the
cost of the different components
Students will develop a step-by-step plan for implementing their
solution. Student teams will fill out their Action Plan, including who
does what, key dates, and specific actions.
Students begin implementation of their plan. This could be making
their posters, researching key individuals in the community that will be
instrumental in their solution, writing letters to the city, etc.
Students will check – in with the teacher on a weekly basis, showing
their progress in implementing their solution, any problems they have
encountered, and any modifications they have made. This check –in
will be done online, using the Team Check-In sheet.
Presentation will include their project, how they’re implementing it
Prototype
Action Plan
Weekly Check-In,
Final Presentation
Rubric
STUDENTS FOR CHANGE
PROJECT OVERVIEW
DESCRIPTION: Over the course of this semester, you are going to become an agent for change! Students around the
globe are taking a stand on issues that affect them, their families, and their communities. They are using their amazing
curiosity and creativity to come up with viable solutions to pressing environmental problems. And you can too!!
Here’s the project: You and a team of three other students will learn everything you can about a chosen issue facing your
community. Then, you will formulate a solution for the issue and actually implement the solution!! You will make a
difference!!
The in-class part of this project will be limited to the first couple of weeks, The bulk of the project will be done outside of
school, using Google Docs to communicate with your teammates. You will be expected to keep a journal of your project
and blog weekly about what you’ve learned.
GRADING: This project will take the place of your Semester Final Exam. The grade will be broken down according to the
rubric on the following page.
DUE DATE: DECEMBER
TASK
INITIAL
INFORMATION
SHEET
JOURNAL ENTRIES
SOURCE
CREDIBILITY SHEET
RESEARCH #1
TEAM BLOG LOG
RESEARCH #2
PROTOTYPE #1
REVISED
PROTOTYPE
MATERIALS LIST
ACTION PLAN
WEEKLY TEAM
CHECK-IN
FINAL SOLUTION
IMPLEMENTATION
FINAL
PRESENTATION
INDIVIDUAL
PARTICIPATION:
1.
2.
3.
5 POINTS
4 POINTS
3 POINTS
2 POINTS
1 POINT
4.
PROJECT TOTALS
FINAL SCORE: ___________________
150
www.kidsnetsoft.com/internet/rubric.doc
Criteria
Author
Identification.
Sponsoring
organization.
Last updated
Author contact
Factuality
Source of
information and
ethics
Purpose
3
2
1
The author's name is
easy to find and it
appears as though s/he
would be an authority
on the subject.
A well-known
respectable
organization is clearly
identified as a sponsor of
the site.
Current Event: updated
within the last month.
Historical Topic:
updated within the last
year.
The author’s name can be
found, but s/he may or may
not be an authority on the
subject.
The author is unknown.
A sponsoring organization
can be identified, but its
reputation in relation to the
topic is questionable.
No sponsoring
organization can be
identified.
Current Event: updated one
to six months ago.
Historical Topic: updated
one to two years ago.
The author’s contact is
easy to find and is
available through a
direct link.
The website gives just
the facts and seems to
be free from opinions or
bias.
The author explains
where most information
came from and provides
direct links to original
information.
The purpose of the site is
to inform and educate
its audience.
The author’s contact
information may be difficult
to find/is not available
through a direct link.
The website appears to be
factual, but the author's
opinions are frequently
revealed.
The author occasionally
explains where information
came from but does not
provide direct links to original
information.
The purpose of the site is
mainly to persuade the
audience to think a certain
No date is shown or
information is
outdated:
Current Event: more
than six months old.
Historical Topic: more
than two years old.
No author contact can
be found.
Facts are questionable,
based mostly on the
author's opinions.
The author never
explains or identifies the
source of information.
The main purpose of
the site is to sell a
product or idea for the
Rating
way.
creator's personal gain.