Creative Solutions for Climate Change Byproducts
Created byRoberta Villarreal
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Creative Solutions for Climate Change Byproducts

Grade 7EnglishScienceArt1 days
Seventh-grade students will embark on an interdisciplinary project aiming to repurpose byproducts of human activities that contribute to climate change. Through this inquiry-based learning experience, students will integrate knowledge from science, English, and art to develop creative solutions, leveraging artistic expression to communicate their findings. Activities include creating art from waste, developing prototypes, and researching microbial pollution mitigation, all culminating in presentations that promote environmental awareness and interdisciplinary collaboration. The project encourages students to consider the roles of different academic disciplines and organisms in addressing climate change issues.
InterdisciplinaryClimate ChangeCreative SolutionsRepurposing ByproductsArtistic ExpressionPrototypingEnvironmental Awareness
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we creatively design, implement, and communicate interdisciplinary solutions to repurpose the byproducts of human activities that contribute to climate change, and what role can different academic disciplines and organisms play in this process?

Essential Questions

Supporting questions that break down major concepts.
  • How do daily human activities contribute to climate change and its byproducts?
  • What are some ways different academic disciplines can intersect to address environmental problems?
  • How might the industrial revolution have contributed to the creation of new pollutants?
  • What creative methods can be explored to remove or repurpose byproducts of human activity?
  • How can we design and test prototype solutions to address climate change issues?
  • What role do microbes and organisms play in mitigating pollution?
  • In what ways can we communicate solutions to climate change through art and media?
  • Why is it important to consider the life cycle of products and their environmental impact?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the impact of daily human activities on climate change.
  • Students will identify how different academic disciplines intersect to address environmental issues.
  • Students will explore the role of the industrial revolution in creating new pollutants.
  • Students will develop creative methods to remove or repurpose byproducts of human activity.
  • Students will design and test prototype solutions to address climate change issues.
  • Students will understand the role of microbes and organisms in mitigating pollution.
  • Students will communicate solutions to climate change using art and media.
  • Students will analyze the life cycle of products and their environmental impact.

Common Core Standards

CCSS.ELA-LITERACY.W.7.1
Primary
Write arguments to support claims with clear reasons and relevant evidence.Reason: Students will communicate their proposed solutions to climate change, which involves formulating arguments supported by evidence.
CCSS.ELA-LITERACY.SL.7.4
Primary
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.Reason: Students will present their project findings, which involves clear communication and presentation skills.

Next Generation Science Standards

NGSS.MS-ESS3-3
Primary
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Reason: The project focuses on designing creative solutions to minimize human impact, aligning well with this standard.
NGSS.MS-ESS3-4
Secondary
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.Reason: Understanding the impact of human activities on Earth's systems is a key component of the project.

National Core Arts Standards

Visual Arts Anchor Standard 1
Supporting
Generate and conceptualize artistic ideas and work.Reason: Students can use art and media to communicate solutions, so generating artistic ideas is essential.

Entry Events

Events that will be used to introduce the project to students

Plastic to Possibilities

Kick off with a captivating guest video chat with an artist who creates installations from plastic waste and a scientist developing biodegradable materials. Let students handle samples of common plastic items and brainstorm uses for them as a segue into their own innovative ideas.

Exhausting Design Lab

Begin with an interactive simulation showing real-time car exhaust emissions. Invite a local engineer to discuss catalytic converters and challenge students to design their versions using basic materials, sparking a cross-disciplinary inquiry into chemistry and engineering.

Planet in a Lunchbox

Initiate a school-wide audit exploring how much lunch waste is created daily. Students survey and analyze waste types, laying the groundwork for them to consider inventive reuse or recycling strategies tied to a tangible example from their student life.

Virtual Field Trip to Trash Island

Launch with an immersive virtual reality tour of the Great Pacific Garbage Patch. Pair this with data analysis exercises using current environmental impact statistics, urging students to conceptualize novel solutions that could apply locally or globally.

Art with Impact

Start by examining provocative art pieces that highlight industrial pollution. Hold a gallery walk with descriptions and personal reactions, followed by a challenge for students to create their art that highlights the unseen impact of daily pollution, fostering an intersection of arts and sciences.
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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

From Waste to Art Wonders

Students will transform everyday plastic waste into an art installation. This activity promotes creative thinking and brings awareness to the abundance and impact of plastic waste.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Collect various plastic waste items from home or school.
2. Research and discuss the ecological impact of plastic waste with peers.
3. Sketch a design for an art piece using the collected plastic.
4. Assemble the plastic items into an artistic design according to the sketch.
5. Prepare a short presentation on the meaning behind the art piece and its environmental message.

Final Product

What students will submit as the final product of the activityAn art installation made from plastic waste, accompanied by a presentation about its environmental implications.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Visual Arts Anchor Standard 1 and NGSS.MS-ESS3-4 by promoting creativity in art to communicate environmental issues.
Activity 2

Eco-Solution Brainstorm

Engage students in identifying potential interdisciplinary solutions for reducing human impact on the climate through group discussions and innovative thinking.

Steps

Here is some basic scaffolding to help students complete the activity.
1. List daily activities with potential environmental impact.
2. Group activities and discuss how each contributes to climate change.
3. Explore how various academic disciplines could contribute solutions.
4. Brainstorm possible solutions to mitigate the identified impacts.

Final Product

What students will submit as the final product of the activityA comprehensive list of potential innovative solutions that can be investigated for feasibility.

Alignment

How this activity aligns with the learning objectives & standardsAddresses NGSS.MS-ESS3-3 by applying scientific principles to the brainstorming of methods to reduce human impact.
Activity 3

Pollution Problem Posters

Create informative visual posters that highlight pollutants introduced during the industrial revolution and their impact on the environment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research key pollutants from the industrial revolution and their modern-day effects.
2. Select one pollutant for the focus of your poster.
3. Design a poster with facts, data, and images showing the pollutant and its impacts.
4. Present the poster to the class, explaining its significance.

Final Product

What students will submit as the final product of the activityAn informative poster presenting the impact of industrial pollutants and a class presentation of the findings.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS.MS-ESS3-4 and CCSS.ELA-LITERACY.SL.7.4 by developing students' ability to research, synthesize information, and present findings clearly.
Activity 4

Microbe Magic Investigators

Discover the role of microbes in mitigating pollution by investigating microbial solutions to break down pollutants.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research various microbes known for consuming or breaking down pollutants.
2. Select a microbe and document its pollutant-breaking properties.
3. Create a model or diagram illustrating the microbe's process in breaking down a chosen pollutant.
4. Write a brief report discussing your findings and the potential of microbes in pollution control.

Final Product

What students will submit as the final product of the activityA model or diagram portraying microbial activity and a report on how microbes contribute to pollution mitigation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS.MS-ESS3-3 by focusing on natural solutions to environmental problems through scientific study.
Activity 5

Prototype Pioneers

Design, develop, and test a small-scale prototype aimed at reusing or reducing an industrial byproduct.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify a common byproduct from industrial processes.
2. Research ways this byproduct could be repurposed or reduced.
3. Design a prototype using everyday materials illustrating your concept.
4. Test the prototype and record its effectiveness.
5. Present your prototype and test results to the class, discussing potential scalability and real-world implications.

Final Product

What students will submit as the final product of the activityA working prototype and a presentation discussing its potential impact and scalability.

Alignment

How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-LITERACY.W.7.1 and NGSS.MS-ESS3-3 by supporting claims with evidence through real-world testing and scientific design.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Interdisciplinary Climate Impact Solutions Rubric

Category 1

Interdisciplinary Integration

Evaluation of student's ability to intersect and apply knowledge of different academic disciplines to solve environmental problems.
Criterion 1

Disciplinary Knowledge

Measures the application of knowledge from multiple disciplines to address environmental challenges.

Exemplary
4 Points

Demonstrates a deep and insightful integration of multiple disciplinary knowledge, showcasing advanced understanding and application to complex environmental issues.

Proficient
3 Points

Applies knowledge from several disciplines effectively, demonstrating a solid understanding and connection of relevant principles to solve environmental issues.

Developing
2 Points

Shows an emerging ability to connect concepts from various disciplines, but the integration may lack depth or consistency across different areas.

Beginning
1 Points

Struggles to apply knowledge from multiple disciplines, with limited connections made to solve environmental problems.

Criterion 2

Innovative Thinking

Assesses creativity and innovation in proposing interdisciplinary solutions.

Exemplary
4 Points

Exhibits exceptional originality and creativity in developing innovative solutions, with clearly defined and thoughtful interdisciplinary approaches.

Proficient
3 Points

Develops creative solutions and demonstrates sound interdisciplinary thinking, contributing thoughtful and viable ideas.

Developing
2 Points

Proposes solutions that show some level of creativity and standard interdisciplinary connections, but are not fully developed.

Beginning
1 Points

Struggles to generate creative ideas and interdisciplinary solutions, often relying on traditional approaches.

Category 2

Research and Evidence

Assessment of the student's research skills and ability to support claims with relevant evidence.
Criterion 1

Research Depth

Evaluates the thoroughness and relevance of research conducted in understanding environmental impacts.

Exemplary
4 Points

Presents well-rounded, in-depth research with a wide variety of reputable sources supporting innovative environmental impact solutions.

Proficient
3 Points

Provides solid research evidence using multiple sources to support environmental claims effectively.

Developing
2 Points

Research is basic, with limited sources and details, providing minimal support for environmental claims.

Beginning
1 Points

Research is shallow and insufficient, offering little to no support for the environmental claims being made.

Criterion 2

Evidence Use

Assesses the use of evidence to construct and support arguments and solutions proposed.

Exemplary
4 Points

Outstanding use of evidence that is consistently integrated to substantiate claims, showcasing a mature and critical approach.

Proficient
3 Points

Effectively uses evidence that supports claims and solutions, demonstrating clear and logical connections.

Developing
2 Points

Uses evidence inconsistently, with some attempts to support claims that may lack logical coherence.

Beginning
1 Points

Lacks relevant evidence to support claims, with little to no logical connections presented.

Category 3

Communication and Presentation

Evaluation of how clearly and effectively the student communicates their ideas and findings through various forms of presentation.
Criterion 1

Clarity of Expression

Assesses the student's clarity and coherence in verbal and written communications.

Exemplary
4 Points

Communicates ideas clearly and eloquently, with highly organized and compelling presentations that engage the audience.

Proficient
3 Points

Communicates effectively, with organized presentations and arguments that are easy to follow.

Developing
2 Points

Communicates ideas with some clarity, but parts of the presentation may be disorganized or unclear in places.

Beginning
1 Points

Struggles to communicate ideas clearly, with presentations that are often confusing and disorganized.

Criterion 2

Engagement with Audience

Measures the ability to engage and interact with the audience during presentations.

Exemplary
4 Points

Engages actively with the audience, fostering dialogue and effectively responding to questions and feedback.

Proficient
3 Points

Engages the audience well, providing clear responses to questions and encouraging interaction.

Developing
2 Points

Engages minimally with the audience, with limited responses to questions and interaction.

Beginning
1 Points

Struggles to engage the audience, often failing to respond adequately to questions or encourage discussion.

Category 4

Artistic and Prototyping Skills

Assessment of artistic skills and the practical implementation of prototype designs to address environmental issues.
Criterion 1

Artistic Quality

Evaluates the creativity and quality in artistic endeavors related to presenting environmental solutions.

Exemplary
4 Points

Displays exceptional artistic quality and creativity, effectively conveying complex environmental messages.

Proficient
3 Points

Demonstrates good artistic quality with clear and well-thought-out environmental themes.

Developing
2 Points

Shows basic artistic ability, but the project may lack depth or creativity in portraying themes.

Beginning
1 Points

Presents limited artistic quality with unclear or underdeveloped environmental messages.

Criterion 2

Prototyping Effectiveness

Assesses the practical execution and testing of prototypes designed as solutions.

Exemplary
4 Points

Outstanding execution and testing of prototypes, demonstrating high potential for real-world application.

Proficient
3 Points

Successfully creates and tests prototypes, showcasing the feasibility of solutions.

Developing
2 Points

Creates and tests prototypes with limited effectiveness and real-world application potential.

Beginning
1 Points

Struggles with the creation and testing of prototypes, with minimal real-world application considerations.

Reflection Prompts

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

Reflect on the interdisciplinary approach used in the project. How did combining different academic disciplines enhance your understanding of the problem and solutions related to climate change?

Text
Optional
Question 2

On a scale of 1 to 5, how effectively do you think your project communicated a solution to climate change through art and media?

Scale
Optional
Question 3

What challenges did you encounter while designing solutions to repurpose the byproducts of human activities, and how did you overcome them?

Text
Optional
Question 4

Which academic discipline(s) did you find most valuable when addressing environmental problems in your project, and why?

Multiple choice
Optional
Options
Science
Art
English
Interdisciplinary approach
Question 5

Why is it important to understand the life cycle of products and their environmental impact when developing solutions for climate change?

Text
Optional