Creative Climate Solutions: Byproducts to Benefits
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Creative Climate Solutions: Byproducts to Benefits

Grade 6EnglishScienceArt1 days
The 'Creative Climate Solutions: Byproducts to Benefits' project for 6th-grade students integrates English, science, and art to address environmental challenges by transforming pollution byproducts into useful products. Guided by a driving question, students explore pollution sources and impacts, learn historical contexts, collaborate across disciplines, and communicate solutions creatively through multimedia presentations. The project aims to develop students' problem-solving skills and raise awareness of climate change impacts, while aligning with NGSS and Common Core standards to foster interdisciplinary learning and communication skills.
PollutionInterdisciplinaryCreative SolutionsEnvironmental ImpactArtistic CommunicationIndustrial Byproducts
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.What creative and interdisciplinary solutions can we design to transform the pollution byproducts of our daily lives into useful products, while effectively communicating these innovations through art and language?

Essential Questions

Supporting questions that break down major concepts.
  • What are the major sources of pollution in our daily lives, and how do they impact the environment?
  • How did the industrial revolution contribute to environmental change and pollution?
  • What are the ways different academic disciplines can intersect to solve environmental problems?
  • What creative solutions can be designed to repurpose or mitigate the effects of pollution byproducts?
  • How can art and design be used to communicate solutions to environmental challenges?
  • How can students use their knowledge of science to identify and minimize industrial byproducts?
  • What role does language and communication play in spreading awareness about climate change and environmental issues?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will identify major sources of pollution in daily lives and analyze their environmental impact.
  • Students will research the history of the industrial revolution and its contribution to current environmental challenges.
  • Students will explore interdisciplinary approaches to solving environmental problems using knowledge from science, art, and language.
  • Students will design and propose innovative solutions to repurpose industrial byproducts into useful materials or products.
  • Students will effectively communicate environmental solutions through artistic and linguistic expression.
  • Students will understand the role of scientific knowledge in identifying and reducing industrial byproducts.
  • Students will reflect on how language can be used to raise awareness and educate others about climate issues.

NGSS

6-ESS3-3
Primary
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Reason: The project aligns with designing creative solutions to minimize environmental impact using interdisciplinary approaches.
6-8-ETS1-2
Secondary
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Reason: The project involves students developing and evaluating design solutions to environmental problems.
MS-PS1-3
Supporting
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.Reason: Students will investigate the creation of pollutants from industrial activities and their societal impact.

Common Core Standards

CCSS.ELA-LITERACY.W.6.1
Primary
Write arguments to support claims with clear reasons and relevant evidence.Reason: Students will need to support their innovative solutions with evidence and clearly communicate their ideas.
CCSS.ELA-LITERACY.SL.6.5
Primary
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.Reason: The project encourages students to use art and design to enhance their presentations.
CCSS.ELA-LITERACY.RI.6.7
Secondary
Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.Reason: Students will gather and synthesize information from various sources and media formats to understand and present environmental issues.

Entry Events

Events that will be used to introduce the project to students

The Great Carbon Capture Challenge

Kick off by presenting a mysterious locked box emitting steam in the classroom, labeled 'Planet Earth's Secrets'. Inside could be components to build a model of a carbon capture device. Students will need to brainstorm and unlock the secrets by solving cross-disciplinary puzzles related to climate science, art installations related to the environment, and language arts interpretations of how these byproducts affect communities.

Pollution Predator Quest

Start with a virtual reality experience where students explore different polluted environments. Each environment introduces a narrative where they must identify specific pollutants and engage in creative thinking to devise ways they could be removed or repurposed. The experience would culminate in students designing a superhero, 'Pollution Predator,' that embodies their proposed solutions using art and storytelling.

From Waste to Wonder Workshop

Present real-world case studies, such as entrepreneurs who have turned waste products into new, useful items, through video documentaries. Following this, invite students to a hands-on workshop where they are given a 'mystery bag' of assorted recyclable materials. Their challenge is to create something entirely new that addresses an aspect of climate change.

Climate Detective Day

Set the classroom as a live-action detective game where students receive different 'evidence' pieces linked to byproducts of climate change. They must work in teams to analyze this evidence using science experiments, artistic sketches, and creative writing to develop innovative solutions and present their findings as a crime-solving case report.

Future of Food Festival

Host a classroom festival showcasing futuristic, environmentally sustainable food products, with each student group responsible for designing a food item package that minimizes waste and has a reduced carbon footprint. They will research the historical impact of current agriculture practices, propose changes, and creatively present their futuristic food concept through art and science.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Pollution Sources Investigator

Students begin their journey by identifying major pollution sources in their daily lives and analyzing their impact on the environment. This activity will help students build a foundation of understanding regarding the current environmental issues influenced by industrial and personal pollution.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students brainstorm and list potential pollution sources in their daily lives, such as cars, single-use plastics, etc.
2. Conduct a survey or use research online to identify which of these sources are most prevalent or impactful.
3. Create a pie chart or infographic displaying the types of pollution sources and their contributions to environmental challenges.

Final Product

What students will submit as the final product of the activityAn infographic or pie chart categorizing daily life pollution sources and their environmental impact.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS 6-ESS3-3 and assists students in understanding and identifying sources of pollution.
Activity 2

Industrial Revolution Historians

In this activity, students delve into the history of the industrial revolution, gaining insight into the origins of many pollutants. They'll assess how historical industrial advancements contributed to today's environmental issues.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the industrial revolution's role in environmental change and pollution through documentaries, books, and articles.
2. Identify key pollutants introduced during the industrial revolution era.
3. Write a short report or create a visual timeline that highlights these historical pollutants and their lasting impact.

Final Product

What students will submit as the final product of the activityA short report or timeline detailing the industrial revolution's contribution to environmental pollution.

Alignment

How this activity aligns with the learning objectives & standardsSupports MS-PS1-3 by providing context about synthetic material creation and NGSS 6-ESS3-3 for understanding human environmental impact.
Activity 3

Cross-discipline Collaborators

This activity encourages students to break out of the silo of individual subjects, exploring how different academic disciplines can intersect to solve modern environmental challenges creatively and practically.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Form groups where each consists of students representing different subjects like science, art, and language arts.
2. Engage in a brainstorming session to identify how each discipline offers unique solutions to an environmental problem.
3. Develop an interdisciplinary approach or mini-project proposal that combines insights from their subjects.

Final Product

What students will submit as the final product of the activityA written proposal of an interdisciplinary project idea that addresses pollution byproduct issues.

Alignment

How this activity aligns with the learning objectives & standardsSupports the NGSS 6-8-ETS1-2 for collaborative problem-solving and enhances cross-disciplinary understanding.
Activity 4

Creative Solution Designers

Students will brainstorm innovative ideas for repurposing industrial byproducts into new, useful products. This activity will encourage creative thinking and practical application using scientific knowledge and interdisciplinary learning.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm as a class or in groups about possible uses for common industrial byproducts.
2. Select one idea and research its feasibility through scientific articles and case studies.
3. Sketch a design or mock-up of the proposed product, ensuring it addresses some aspect of pollution reduction or repurposing.

Final Product

What students will submit as the final product of the activityA design sketch and feasibility report for repurposing an industrial byproduct.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the NGSS 6-ESS3-3 and cross-cutting practices in creating solutions to minimize human environmental impact.
Activity 5

Artistic Communicators

This activity lets students harness their creative and artistic skills to communicate their proposed environmental solutions, integrating various media formats to strengthen their message.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a medium, such as posters, a digital presentation, or a short video to express the environmental solutions developed.
2. Incorporate language arts skills by writing an engaging narrative or script to accompany the visual elements.
3. Utilize design and art techniques to enhance the communication and clarity of the message.

Final Product

What students will submit as the final product of the activityA multimedia presentation that creatively conveys their environmental solution and its importance.

Alignment

How this activity aligns with the learning objectives & standardsMeets CCSS.ELA-LITERACY.SL.6.5 for using multimedia in presentations and CCSS.ELA-LITERACY.W.6.1 for supporting arguments with clear communication.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Interdisciplinary Environmental Solutions

Category 1

Understanding Pollution Sources

Assesses students' ability to identify and analyze major pollution sources and their environmental impacts.
Criterion 1

Identification of Pollution Sources

Accuracy and thoroughness in identifying major pollution sources in daily life.

Exemplary
4 Points

Accurately identifies a comprehensive range of pollution sources, demonstrating an insightful understanding of their impact.

Proficient
3 Points

Correctly identifies several major pollution sources with a clear understanding of their environmental impact.

Developing
2 Points

Identifies some pollution sources with basic understanding; may lack depth in analysis.

Beginning
1 Points

Struggles to identify pollution sources and shows minimal understanding of their impact.

Criterion 2

Use of Data in Analysis

Effectively using data, such as surveys or research, to analyze pollution source impact.

Exemplary
4 Points

Skillfully uses a variety of data sources to analyze pollution impacts, showing strong analytical skills and understanding.

Proficient
3 Points

Effectively uses available data to analyze pollution impacts, showing clear comprehension.

Developing
2 Points

Uses limited data to analyze impacts, with some gaps in clarity and analysis.

Beginning
1 Points

Uses little to no data for analysis, with inadequate grasp of impact analysis.

Criterion 3

Communication of Findings

Clarity and creativity in presenting findings about pollution sources and their consequences.

Exemplary
4 Points

Presents findings with exceptional clarity and creativity, effectively using visual aids to enhance understanding.

Proficient
3 Points

Communicates findings clearly, using visual aids appropriately for effective understanding.

Developing
2 Points

Presents findings with some clarity but lacks creative or effective use of visuals.

Beginning
1 Points

Struggles to communicate findings clearly, with ineffective or missing visuals.

Category 2

Historical Context Understanding

Evaluates the students' grasp of the industrial revolution's role in environmental pollution.
Criterion 1

Research and Analysis Skills

Effectiveness in researching and analyzing historical pollutant data from the industrial revolution.

Exemplary
4 Points

Conducts thorough and insightful research, analyzing historical data with sophistication and depth.

Proficient
3 Points

Conducts solid research with clear analysis of historical data, showing good understanding.

Developing
2 Points

Shows basic research skills with limited depth in analysis of historical data.

Beginning
1 Points

Shows minimal or superficial research with weak data analysis.

Criterion 2

Report/Timeline Clarity

Clarity and comprehensiveness of the report or timeline detailing industrial era pollutants.

Exemplary
4 Points

Produces a clear, well-organized, and comprehensive report or timeline with in-depth insights.

Proficient
3 Points

Produces a clear and organized report or timeline covering key aspects with good insight.

Developing
2 Points

Produces a basic report or timeline with some clarity issues and limited insights.

Beginning
1 Points

Produces an unclear, disorganized report or timeline with minimal insights.

Category 3

Interdisciplinary Collaboration

Assesses students' ability to synthesize knowledge across disciplines to create innovative solutions.
Criterion 1

Collaboration and Contribution

Engagement and contribution to group work, integrating knowledge from multiple disciplines.

Exemplary
4 Points

Actively leads and contributes to the group, consistently integrating diverse disciplinary insights.

Proficient
3 Points

Contributes effectively to the group, integrating multiple disciplinary perspectives.

Developing
2 Points

Participates in the group with limited integration of disciplinary insights.

Beginning
1 Points

Shows minimal participation and struggles to integrate insights from different disciplines.

Criterion 2

Quality of Interdisciplinary Proposal

Innovation and feasibility of the interdisciplinary project proposal.

Exemplary
4 Points

Presents a highly innovative and feasible interdisciplinary proposal with strong supporting ideas.

Proficient
3 Points

Presents a creative and feasible interdisciplinary proposal with clear supporting ideas.

Developing
2 Points

Presents a basic interdisciplinary proposal with limited innovation and feasibility.

Beginning
1 Points

Presents a weak interdisciplinary proposal lacking clear innovation and feasibility.

Category 4

Creative Solution Design

Evaluates creativity and practicality in designing solutions to repurpose industrial byproducts.
Criterion 1

Creativity and Originality

Originality and creativity in repurposing industrial byproducts into useful products.

Exemplary
4 Points

Displays outstanding originality and creativity in repurposing byproducts into highly feasible products.

Proficient
3 Points

Displays creativity in repurposing byproducts, producing feasible product ideas.

Developing
2 Points

Shows some creativity but with limited feasibility in product ideas.

Beginning
1 Points

Struggles to display creativity and feasibility in product ideas.

Criterion 2

Practical Application and Research

Thoroughness and practicality of research and application in the solution design.

Exemplary
4 Points

Conducts thorough research with practical, detailed application in the solution design.

Proficient
3 Points

Applies solid research to create practical and detailed solution designs.

Developing
2 Points

Applies basic research with limited practical applications in the design.

Beginning
1 Points

Shows minimal research with impractical solution design applications.

Category 5

Artistic Communication

Assesses the effective use of art and media in communicating environmental solutions.
Criterion 1

Use of Multimedia and Art Techniques

Effectively using multimedia and artistic techniques to communicate solutions.

Exemplary
4 Points

Uses multimedia and art techniques masterfully to communicate clear, impactful solutions.

Proficient
3 Points

Uses multimedia and art techniques effectively to communicate solutions.

Developing
2 Points

Attempts to use multimedia and art techniques, but with limited effectiveness.

Beginning
1 Points

Struggles with using multimedia and art techniques to communicate solutions effectively.

Criterion 2

Narrative and Clarity

Clarity and engagement of the narrative or script accompanying the presentation.

Exemplary
4 Points

Crafts a highly engaging and clear narrative or script that enhances the understanding of solutions.

Proficient
3 Points

Crafts a clear and engaging narrative or script that supports understanding of solutions.

Developing
2 Points

Creates a basic narrative or script, with some engagement and clarity issues.

Beginning
1 Points

Struggles to create a clear and engaging narrative or script.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the importance of interdisciplinary collaboration in addressing environmental challenges. How did integrating different subjects like science, art, and language arts impact your project development?

Text
Required
Question 2

On a scale of 1 to 5, how effectively do you think your project communicated solutions to environmental challenges through art and language?

Scale
Required
Question 3

Which pollution source or industrial byproduct did you find most challenging to repurpose in your project, and why?

Text
Required
Question 4

Reflect on how your perception of daily pollution sources and their environmental impact evolved throughout the project.

Text
Required
Question 5

Which entry event did you find most inspiring or influential in guiding your approach to the final project, and how did it contribute to your creative process?

Multiple choice
Optional
Options
The Great Carbon Capture Challenge
Pollution Predator Quest
From Waste to Wonder Workshop
Climate Detective Day
Future of Food Festival