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Green Tech School

Grade 7Technology5 days

Students investigate their school's environmental impact, focusing on areas like energy, waste, and resource use. They then design and implement a technology-based solution to address a chosen challenge, developing prototypes, testing their effectiveness, and communicating their findings to the school community. This project encourages critical thinking, problem-solving, and collaboration while promoting environmental awareness and technology integration.

Environmental SustainabilityTechnology IntegrationProject-Based LearningGreen TechInnovationProblem-SolvingCollaboration

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as Green Tech Innovators, develop and implement a technology-based solution to effectively address our school's most significant environmental challenges, minimize waste, promote sustainable practices, and transparently communicate our project's impact to the school community?

Essential Questions

Supporting questions that break down major concepts.

How can technology be used to monitor and reduce our school's energy consumption?
What are the most significant sources of waste in our school, and how can technology help us minimize them?
How can we use technology to promote sustainable practices within our school community?
What are the potential benefits and drawbacks of implementing our chosen technology solution?
How can we effectively communicate the impact of our project to the school community?

Standards & Learning Goals

Learning Goals

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

Students will identify and analyze the school's major environmental challenges.
Students will design and develop a technology-based solution to address a chosen environmental challenge.
Students will collaborate effectively in teams to implement their proposed solution.
Students will evaluate the impact of their project and communicate their findings to the school community.
Students will apply critical thinking skills to analyze, evaluate, and propose solutions.

Common Core State Standards (CCSS)

CCSS.ELA-LITERACY.RST.6-8.1

Primary

CCSS.ELA-LITERACY.RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.Reason: Students will cite evidence from research to support their chosen solution and communicate their findings.

CCSS.ELA-LITERACY.RST.6-8.7

Primary

CCSS.ELA-LITERACY.RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Reason: Students will likely use visuals to present data related to their project and its impact.

CCSS.ELA-LITERACY.W.6-8.2

Supporting

CCSS.ELA-LITERACY.W.6-8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: Students will write to explain their project, its implementation, and its impact.

CCSS.ELA-LITERACY.SL.6-8.5

Supporting

CCSS.ELA-LITERACY.SL.6-8.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information, strengthen claims and evidence, and add interest.Reason: Students may incorporate multimedia components into their presentations to the school community.

Next Generation Science Standards (NGSS)

MS-ETS1-1

Primary

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.Reason: Students define the problem related to their school's environmental challenges and develop solutions considering constraints and potential impacts.

MS-ETS1-2

Primary

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Reason: Students will evaluate their proposed solution and compare them with other alternatives relative to their impact.

MS-ETS1-4

Supporting

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.Reason: Students may develop models or prototypes to test their design solutions.

Entry Events

Events that will be used to introduce the project to students

Green Tech Fails: Learning from Mistakes

A visiting "expert panel" (composed of older students or community members) presents students with real-world case studies of failed green initiatives, challenging them to identify the flaws and brainstorm improvements. This encourages critical thinking and iterative design.

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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

Eco-Auditors: Investigating Our Impact

Students will investigate and document the school's environmental impact, focusing on specific areas like energy consumption, waste generation, and resource usage. They'll gather data and evidence to understand the scope of the problem.

Steps

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

1. Identify key areas of environmental impact within the school (e.g., energy, water, waste).

2. Gather data and evidence related to each identified area, using surveys, observations, utility bills, etc.

3. Research existing solutions and best practices for addressing similar environmental challenges in other schools or communities.

4. Organize findings into a well-structured report, citing all sources.

Final Product

What students will submit as the final product of the activityA comprehensive report detailing the school's environmental footprint, supported by collected data and evidence, including citations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.RST.6-8.1 by requiring students to cite evidence supporting their problem analysis.

Activity 2

Tech Solution Architects: Designing for Sustainability

Based on their audit findings, students define a specific environmental challenge to address and propose a technology-based solution. They'll outline the problem, the proposed solution, and the resources required.

Steps

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

1. Select one specific environmental challenge identified in the Eco-Audit to focus on.

2. Brainstorm potential technology-based solutions to address the chosen challenge.

3. Research the feasibility and potential impact of each solution, considering available resources and constraints.

4. Develop a detailed proposal outlining the chosen solution, its implementation steps, and anticipated outcomes.

Final Product

What students will submit as the final product of the activityA detailed proposal outlining the chosen environmental challenge, the proposed technology-based solution, required resources, and potential constraints.

Alignment

How this activity aligns with the learning objectives & standardsAddresses MS-ETS1-1 by having students define the problem and consider constraints. Aligns with CCSS.ELA-LITERACY.W.6-8.2 as students explain their chosen challenge and proposed solution.

Activity 3

Solution Evaluators: Weighing the Options

Students will analyze the potential benefits and drawbacks of their chosen technology solution by comparing it with alternative approaches. This analysis will consider factors like cost, effectiveness, and feasibility.

Steps

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

1. Identify alternative solutions to the chosen environmental challenge.

2. Research the pros and cons of each alternative solution, considering factors like cost, effectiveness, and environmental impact.

3. Create a visual representation (e.g., chart, graph) comparing the chosen solution with alternatives.

4. Write a report summarizing the comparative analysis and justifying the chosen solution.

Final Product

What students will submit as the final product of the activityA comparative analysis report evaluating the chosen solution against alternatives, using visuals to represent the comparison.

Alignment

How this activity aligns with the learning objectives & standardsAddresses MS-ETS1-2 by having students evaluate and compare solutions. Reinforces CCSS.ELA-LITERACY.RST.6-8.7 through the use of visuals like charts and graphs for comparison.

Activity 4

Green Tech Engineers: Building and Testing

Students develop a prototype or model of their technology solution. They will test their design, gather data, and make revisions based on their findings.

Steps

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

1. Develop a prototype or model of the chosen technology solution.

2. Design and conduct tests to evaluate the performance and effectiveness of the prototype.

3. Analyze the test results and identify areas for improvement.

4. Refine the prototype based on testing feedback and prepare a presentation to showcase the final design.

Final Product

What students will submit as the final product of the activityA functional prototype or model of the technology solution, along with a presentation summarizing the design, testing process, and results.

Alignment

How this activity aligns with the learning objectives & standardsAddresses MS-ETS1-4 through model development and testing. Aligns with CCSS.ELA-LITERACY.SL.6-8.5 if multimedia components are used in the presentation.

Activity 5

Impact Communicators: Sharing Our Success

Students implement their solution and measure its impact on the school's environmental footprint. They then communicate their findings to the school community through a presentation or report.

Steps

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

1. Implement the chosen technology solution in the school environment.

2. Monitor and measure the impact of the solution on the targeted environmental challenge.

3. Compile the project findings, including data analysis and lessons learned.

4. Create a compelling presentation to share the project's impact with the school community.

Final Product

What students will submit as the final product of the activityA final report and presentation summarizing the project, its implementation, measured impact, and lessons learned, incorporating multimedia components.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.RST.6-8.1 as students present the impact of their project. Aligns with CCSS.ELA-LITERACY.SL.6-8.5 by incorporating multimedia components into their presentation.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Green Tech Innovators Project Rubric

Category 1

Problem Identification and Analysis

Evaluation of students' ability to accurately identify and analyze the school's environmental challenges.

Criterion 1

Environmental Impact Analysis

Assessment of students' ability to investigate and document key areas of environmental impact within the school.

Exemplary

4 Points

Conducts in-depth investigation using a variety of resources; provides comprehensive analysis supported by substantial evidence.

Proficient

3 Points

Conducts thorough investigation using multiple resources; provides detailed analysis supported by clear evidence.

Developing

2 Points

Conducts basic investigation using limited resources; provides partial analysis with some supporting evidence.

Beginning

1 Points

Conducts incomplete investigation; analysis lacks depth and evidence is insufficient.

Criterion 2

Data Collection and Citation

Assessment of how well students gather data and cite evidence supporting their problem analysis.

Exemplary

4 Points

Collects and organizes comprehensive data; consistently cites sources accurately and appropriately.

Proficient

3 Points

Collects relevant data; cites sources clearly and consistently.

Developing

2 Points

Collects some relevant data; inconsistently cites sources.

Beginning

1 Points

Collects insufficient or irrelevant data; lacks proper citation.

Category 2

Solution Design and Development

Evaluation of students' ability to propose a feasible and innovative solution.

Criterion 1

Solution Proposal

Assessment of the clarity and feasibility of the proposed technology-based solution.

Exemplary

4 Points

Proposes an innovative and highly feasible solution addressing all criteria and constraints.

Proficient

3 Points

Proposes a clear and feasible solution addressing most criteria and constraints.

Developing

2 Points

Proposes a solution with limited feasibility and partial consideration of criteria and constraints.

Beginning

1 Points

Proposes a solution lacking feasibility and insufficient consideration of criteria and constraints.

Criterion 2

Research of Alternatives

Assessment of students' ability to research and compare alternative solutions.

Exemplary

4 Points

Researches and thoroughly compares multiple alternatives using a variety of metrics.

Proficient

3 Points

Researches and compares several alternatives using clear metrics.

Developing

2 Points

Researches and compares few alternatives with limited metrics.

Beginning

1 Points

Researches few alternatives with minimal comparison or criteria.

Category 3

Product Testing and Iteration

Evaluation of students' development, testing, and refinement of their technology prototype or model.

Criterion 1

Prototype Development

Assessment of the design and construction of the prototype or model.

Exemplary

4 Points

Develops a high-quality and well-functioning prototype with sophisticated design elements.

Proficient

3 Points

Develops a functioning prototype with clear design elements.

Developing

2 Points

Develops a basic prototype with some functional elements.

Beginning

1 Points

Develops an incomplete or non-functional prototype.

Criterion 2

Testing and Revision

Assessment of the testing process and iterations made to improve the prototype or model.

Exemplary

4 Points

Conducts thorough testing, significant revisions based on data, and clearly documents the process.

Proficient

3 Points

Conducts clear testing, makes effective revisions, and documents the process.

Developing

2 Points

Conducts basic testing with limited revisions and documentation.

Beginning

1 Points

Conducts minimal testing with few revisions and poor documentation.

Category 4

Communication and Impact Reporting

Evaluation of students' ability to communicate findings and the impact of their project.

Criterion 1

Presentation and Reporting

Assessment of the clarity, structure, and effectiveness of the project's final presentation and report.

Exemplary

4 Points

Delivers a compelling and highly organized presentation with effective multimedia use; report is comprehensive and detailed.

Proficient

3 Points

Delivers a clear and organized presentation with some multimedia use; report is detailed and well-structured.

Developing

2 Points

Delivers a basic presentation with minimal multimedia; report is clear but lacks detail.

Beginning

1 Points

Delivers a disorganized presentation with no multimedia; report lacks clarity and detail.

Criterion 2

Impact Evaluation

Assessment of students' ability to measure and report the impact of their solution on the school's environment.

Exemplary

4 Points

Measures impact comprehensively using appropriate data; provides thorough evaluation in the report.

Proficient

3 Points

Measures impact effectively with relevant data; provides clear evaluation in the report.

Developing

2 Points

Measures impact with limited data; provides basic evaluation in the report.

Beginning

1 Points

Fails to measure impact effectively; provides insufficient evaluation in the report.

Reflection Prompts

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

Question 1

Reflect on the entire "Green Tech Innovators" project. What were your key takeaways regarding the process of identifying an environmental challenge, developing a solution, and implementing it?

Text

Required

Question 2

How effective was your team's technology-based solution in addressing the chosen environmental challenge? Provide specific examples and data to support your assessment.

Text

Required

Question 3

On a scale of 1 to 5, how much did your understanding of the connection between technology and environmental sustainability grow throughout this project?

Scale

Required

Question 4

What are your next steps? How might you continue to apply what you've learned to promote environmental sustainability in your school or community?

Text

Optional

Question 5

Which essential question resonated with you the most during this project, and why?

Multiple choice

Required

Options

How can technology be used to monitor and reduce our school's energy consumption?

What are the most significant sources of waste in our school, and how can technology help us minimize them?

How can we use technology to promote sustainable practices within our school community?

What are the potential benefits and drawbacks of implementing our chosen technology solution?

How can we effectively communicate the impact of our project to the school community?