Created byJenni Laing
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Protecting Our Green Friends: Building Shelters for Plants
KindergartenSocial StudiesScienceBiologyEnvironmental Science1 days
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5.0 (1 rating)Air PollutionPlant NeedsAnimal NeedsProtective StructuresKindergartenCollaborationEnvironmental Protection
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we design and build a structure to protect plants and animals from the harmful effects of air pollution, while considering their essential needs?Essential Questions
Supporting questions that break down major concepts.- How does air pollution affect living things?
- What materials can we use to protect plants and animals from air pollution?
- How can we build a structure to protect plants and animals from air pollution?
- What are the needs of plants and animals?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify the needs of plants and animals.
- Students will be able to describe the effects of air pollution on living things.
- Students will be able to design and build a structure to protect plants and animals from air pollution.
- Students will be able to select appropriate materials for building a protective structure.
- Students will be able to collaborate with peers to design and build a structure.
- Students will be able to test and refine their designs based on observations.
- Students will be able to explain how their structure protects plants and animals from air pollution.
- Students will be able to describe the importance of protecting the environment.
- Students will be able to represent their ideas through drawings and models.
- Students will be able to use observation skills to learn about plants and animals in their environment
Entry Events
Events that will be used to introduce the project to studentsAir Pollution SOS
A local environmental expert visits the classroom to discuss the impact of air pollution on living things in our community. They present real-time data and images of affected plants and animals, prompting a discussion about what actions we can take to help. Students then get to ask the expert questions about their concerns and ideas.Plant Emergency!
The teacher stages a 'plant emergency' in the classroom, where some of the plants are visibly affected by simulated pollution (e.g., covered in a light layer of dust). Students are presented with the challenge of diagnosing the problem and developing solutions to protect the plants. This can be paired with a dramatic enactment of the plants 'struggling' to breathe.Storybook Rescue
Read aloud a storybook about animals or plants struggling to survive in a polluted environment. After the story, facilitate a discussion about the characters' challenges and brainstorm ways the students can create a better environment for living things. Students can then act out scenes from the book, focusing on problem-solving.Pollution Detectives
Take students on a 'detective walk' around the schoolyard to observe and document potential sources of pollution and their effects on plants and animals. Equip them with magnifying glasses and notebooks to record their findings. Back in the classroom, they can create a 'pollution map' and brainstorm solutions for each problem area.Global Guardians
Show a short video clip of children in another part of the world working to protect their local environment from pollution. Discuss the similarities and differences between their efforts and the students' own situation. This can inspire them to think globally and consider how their actions can have a wider impact.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Prototype Construction and Testing
Students will work in small groups to build a prototype of their protective structure using the materials available. They will test the structure to see how well it protects plants and animals from simulated air pollution (e.g., spraying a light mist of water).Steps
Here is some basic scaffolding to help students complete the activity.1. Form small groups of 3-4 students.
2. Gather the materials needed to build the prototype.
3. Collaborate to build the prototype based on the design sketches.
4. Test the structure using simulated air pollution (e.g., spraying a light mist of water).
5. Observe how well the structure protects plants and animals from the simulated pollution.
6. Make any necessary modifications to the design based on the testing results.
Final Product
What students will submit as the final product of the activityA physical prototype of the protective structure built by the group, along with notes on the testing process and any modifications made to the design.Alignment
How this activity aligns with the learning objectives & standardsAligns with learning goals: Students will be able to collaborate with peers to design and build a structure; Students will be able to test and refine their designs based on observations; NGSS K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioAir Pollution Protection Prototype Rubric
Category 1
Prototype Design and Collaboration
Focuses on evaluating the prototype's protective capabilities, consideration of plant and animal needs, and collaborative teamwork.Criterion 1
Protection Effectiveness
Effectiveness of the prototype in protecting plants and animals from simulated air pollution (e.g., light mist of water).
Proficient
4 PointsThe structure really helps keep the plants and animals safe from the pretend pollution.
Developing
3 PointsThe structure mostly keeps the plants and animals safe from the pretend pollution.
Emerging
2 PointsThe structure doesn't keep the plants and animals safe from the pretend pollution.
Criterion 2
Consideration of Needs
The extent to which the prototype design reflects the identified needs of plants and animals (e.g., sunlight, water, air).
Proficient
4 PointsThe design shows they know what plants and animals need to be happy and healthy.
Developing
3 PointsThe design shows they know some of what plants and animals need.
Emerging
2 PointsThe design doesn't show they know what plants and animals need.
Criterion 3
Collaborative Process
The degree to which students effectively worked together, shared ideas, and supported each other during the construction and testing process.
Proficient
4 PointsThe students worked together like a team, sharing ideas and helping each other.
Developing
3 PointsThe students worked together, sharing some ideas and helping a little.
Emerging
2 PointsThe students didn't really work together or share ideas.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
What was tricky about building our plant house, and how did you fix it?
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Question 2
Do you think our house will keep the plants safe from yucky air?
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Question 3
If we could add something to our plant house, what would it be? Why?
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Question 4
What did you learn about yucky air and plants?
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Question 5
How did working with your friend help you build the plant house?
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