Global Game Changers: Solving a Shared Problem

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Global Game Changers: Solving a Shared Problem

Grade 3Social StudiesScience10 days

In this project, third-grade students act as global citizens to address environmental challenges faced by communities in Africa and South America. Through research and hands-on activities, they compare the continents, investigate environmental impacts on people and animals, and explore the properties of natural materials. The students then design sustainable solutions using these materials, connecting their projects to personal actions promoting sustainability and global citizenship. The project culminates in a design proposal and a sustainability action plan.

Global CitizenshipSustainabilityEnvironmental ChallengesNatural MaterialsAfricaSouth America

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as global citizens, design and implement a sustainable solution using natural materials to address a shared environmental challenge faced by a community in Africa and a community in South America, improving the lives of both people and animals?

Essential Questions

Supporting questions that break down major concepts.

How do the environments of Africa and South America impact the lives of people and animals?
What are the main challenges faced by communities in Africa and South America?
How can we use our understanding of natural materials to develop sustainable solutions for these challenges?
How can individuals contribute to creating positive change in communities around the world?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to identify and compare the main characteristics of African and South American continents, including the location of major countries.
Students will be able to describe the importance of environments, including natural vegetation, to animals and people in Africa and South America.
Students will be able to explain how natural and processed materials have different properties that influence their use in creating sustainable solutions.
Students will be able to design and propose a sustainable solution using natural materials to address a shared environmental challenge in both an African and a South American community.
Students will be able to connect their project to opportunities for personal involvement in sustainability and global citizenship.

Science

4MP101

Primary

Natural and processed materials have different properties.Reason: This standard relates to understanding the properties of materials for the sustainable solution.

4MP102

Primary

Natural and processed materials have a range of physical properties that influence their use.Reason: This standard directly supports the selection and application of materials for the project's solution.

Entry Events

Events that will be used to introduce the project to students

'Dear Changemaker' Letter

Students receive a heartfelt letter from children in both an African and South American community, detailing their daily struggles with a shared problem. This emotional connection motivates students to empathize, investigate, and develop sustainable solutions, fostering a sense of global citizenship.

Mystery Package Challenge

A package arrives containing artifacts from two communities—one in Africa, one in South America—facing a common challenge (e.g., water scarcity, pollution). Students must analyze the objects, research the communities, and propose initial solutions, sparking curiosity and setting the stage for collaborative problem-solving.

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Portfolio Activities

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

Activity 1

'Continent Comparison Chart'

Students will create a comparison chart detailing the main characteristics of Africa and South America. This activity sets the foundation for understanding the different contexts in which the environmental challenge is experienced.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research and gather information on the geography, climate, and major countries of Africa.

2. Research and gather information on the geography, climate, and major countries of South America.

3. Create a comparison chart with headings such as 'Geography', 'Climate', 'Major Countries', and 'Natural Resources'.

4. Fill in the chart with specific details for each continent.

Final Product

What students will submit as the final product of the activityA completed comparison chart highlighting the key characteristics of Africa and South America.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: 'Students will be able to identify and compare the main characteristics of African and South American continents, including the location of major countries.'

Activity 2

'Environmental Impact Report: Africa & South America'

Students will investigate the environmental challenges faced by specific communities in Africa and South America, focusing on how these challenges impact both people and animals.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select one specific community in Africa and one in South America facing a shared environmental challenge (identified in the project overview).

2. Research the environment of each community, including its natural vegetation and animal life.

3. Investigate how the environmental challenge affects the daily lives of people in the community.

4. Investigate how the environmental challenge affects the animals and their habitats in the community.

5. Write a short report summarizing the findings for each community, including evidence from research.

Final Product

What students will submit as the final product of the activityTwo short reports (one for Africa, one for South America) detailing the environmental challenges and their impact on people and animals.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: 'Students will be able to describe the importance of environments, including natural vegetation, to animals and people in Africa and South America.'

Activity 3

'Material Properties Lab'

Students will conduct simple experiments to explore the different properties of natural and processed materials. This hands-on activity will inform their later decisions about which materials to use in their sustainable solution.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather a collection of natural materials (e.g., wood, cotton, sand, clay) and processed materials (e.g., paper, plastic, glass).

2. Conduct simple tests to observe the properties of each material, such as flexibility, absorbency, strength, and texture.

3. Record the observations in a table, noting the different properties of each material.

4. Discuss which materials might be suitable for building a sustainable solution and why.

Final Product

What students will submit as the final product of the activityA table documenting the properties of various natural and processed materials, along with a reflection on their potential uses.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: 'Students will be able to explain how natural and processed materials have different properties that influence their use in creating sustainable solutions.' and aligns with Science Standards 4MP101 and 4MP102.

Activity 4

'Sustainability Action Plan'

Students will create an action plan outlining how they can personally contribute to sustainability and global citizenship, both locally and globally.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Reflect on what they have learned about the environmental challenges faced by communities in Africa and South America.

2. Research opportunities for personal involvement in sustainability, such as reducing waste, conserving water, or supporting environmental organizations.

3. Identify specific actions they can take in their own lives to promote sustainability and global citizenship.

4. Create a written action plan with concrete steps and timelines.

Final Product

What students will submit as the final product of the activityA personalized action plan outlining steps to contribute to sustainability and global citizenship.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: 'Students will be able to connect their project to opportunities for personal involvement in sustainability and global citizenship.'

Activity 5

'Solution Design Proposal'

Students will work in teams to design a sustainable solution that addresses the shared environmental challenge in both the African and South American communities. They will need to use their understanding of material properties to select appropriate materials.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the research on the environmental challenges faced by the communities in Africa and South America.

2. Brainstorm potential solutions that could address the challenge using natural materials.

3. Select one solution and create a detailed design, including a description of the materials needed and how they will be used.

4. Explain how the solution will improve the lives of people and/or animals in both communities.

5. Create a presentation or model to showcase the solution.

Final Product

What students will submit as the final product of the activityA detailed design proposal for a sustainable solution, including a description of the materials, construction, and benefits.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: 'Students will be able to design and propose a sustainable solution using natural materials to address a shared environmental challenge in both an African and a South American community.'

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Global Game Changers: Solving a Shared Problem - Student Portfolio Assessment

Category 1

Geographical Understanding

Assessment of students' ability to identify and compare the main characteristics of African and South American continents.

Criterion 1

Comparison Chart Completeness

Evaluates if the comparison chart includes all required information for both continents.

Exemplary

4 Points

Chart includes comprehensive and accurate details on the geography, climate, major countries, and natural resources for both continents.

Proficient

3 Points

Chart includes accurate details on most aspects including geography, climate, and major countries for both continents.

Developing

2 Points

Chart includes some accurate details but misses one or more important aspects.

Beginning

1 Points

Chart lacks many necessary details and includes some inaccuracies.

Criterion 2

Accuracy and Clarity

Assessment of how clearly and correctly information is presented in the comparison chart.

Exemplary

4 Points

Information is exceptionally clear and free from errors; chart is well-organized and easy to understand.

Proficient

3 Points

Information is mostly clear with few errors; chart is organized and understandable.

Developing

2 Points

Information clarity varies, and some errors are present; chart is somewhat organized.

Beginning

1 Points

Information is unclear and contains several errors; chart lacks organization.

Category 2

Environmental Impact Understanding

Assessment of students' ability to describe the importance of environments to people and animals in Africa and South America.

Criterion 1

Report Completeness

Evaluation of whether the report includes comprehensive information on environmental challenges and their impacts.

Exemplary

4 Points

Reports provide in-depth and accurate descriptions of environmental challenges and their impacts on both communities.

Proficient

3 Points

Reports clearly describe environmental challenges and their impacts, with good accuracy.

Developing

2 Points

Reports provide a basic description of challenges with some inaccuracies or omissions.

Beginning

1 Points

Reports lack detail and accuracy regarding challenges and impacts.

Criterion 2

Evidence Use

Evaluation based on the use and integration of evidence in the reports.

Exemplary

4 Points

Consistently integrates strong evidence supporting descriptions of challenges and impacts.

Proficient

3 Points

Generally uses appropriate evidence to support descriptions.

Developing

2 Points

Uses some evidence, but with inconsistent integration or support.

Beginning

1 Points

Uses minimal or irrelevant evidence with poor integration.

Category 3

Material Properties Application

Assessment of students' investigation and understanding of material properties for sustainable solutions.

Criterion 1

Material Analysis

Evaluation of students' ability to analyze and record observations on material properties.

Exemplary

4 Points

Conducts thorough analysis and accurately records detailed observations for all materials.

Proficient

3 Points

Performs solid analysis with mostly accurate recordings for most materials.

Developing

2 Points

Engages in fundamental analysis with incomplete or partially accurate records.

Beginning

1 Points

Analysis is limited and records are incomplete or incorrect.

Criterion 2

Application of Properties

Evaluation of how well students apply their understanding of material properties to propose solutions.

Exemplary

4 Points

Applies a sophisticated understanding of material properties to propose highly feasible solutions.

Proficient

3 Points

Applies understanding to propose feasible solutions, with clear reasoning.

Developing

2 Points

Applies basic understanding, but solutions lack feasibility or detailed reasoning.

Beginning

1 Points

Struggles to apply understanding effectively in proposed solutions.

Category 4

Sustainability and Citizenship

Assessment of students’ understanding and personal involvement in sustainability.

Criterion 1

Action Plan Development

Evaluation of the comprehensiveness and feasibility of the student's sustainability action plan.

Exemplary

4 Points

Creates a comprehensive, detailed action plan with clear, actionable steps and timelines.

Proficient

3 Points

Develops a feasible action plan with actionable steps and clear timelines.

Developing

2 Points

Creates a basic action plan with some actionable steps, lacks detailed timelines.

Beginning

1 Points

Generates an incomplete or vague action plan with little to no actionable steps.

Reflection Prompts

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

Question 1

Reflecting on the entire project, what was the most surprising thing you learned about the environmental challenges faced by communities in Africa and South America?

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Question 2

On a scale of 1 to 5, how confident do you feel in your ability to identify and explain the properties of natural materials and their potential for sustainable solutions?

Scale

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Question 3

Which aspect of your 'Solution Design Proposal' are you most proud of, and why?

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Question 4

How has this project changed your perspective on your role as a global citizen?

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Question 5

What is one specific action you plan to take, based on your 'Sustainability Action Plan', to contribute to a more sustainable world?

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