River Recovery: Prototyping Solutions for Sustainable Trade and Environments
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River Recovery: Prototyping Solutions for Sustainable Trade and Environments

Grade 6Social Studies5 days
★★★★★
5.0 (1 rating)
In this interdisciplinary project, sixth-grade students act as global innovators to tackle plastic pollution in major Eastern Hemisphere river systems. Students analyze the geographic and human factors contributing to environmental degradation, then design and test functional prototypes for plastic extraction tailored to specific river conditions. By developing circular economy models, they transform collected waste into tradeable goods, ultimately pitching a comprehensive proposal that balances economic growth with environmental sustainability.
Human-Environment InteractionCircular EconomyEastern HemisphereSustainable DevelopmentPrototypingRiver GeographyEnvironmental Restoration
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as global innovators, design technologies to restore Eastern Hemisphere rivers and transform plastic waste into sustainable economic opportunities for local communities?

Essential Questions

Supporting questions that break down major concepts.
  • How have human activities in the Eastern Hemisphere modified river ecosystems, and what are the long-term consequences for those regions?
  • In what ways does the physical geography of a river (such as current and location) influence the way people live, work, and manage waste?
  • How can we redefine "waste" as a resource to create sustainable trade and economic opportunities in developing communities?
  • How do different cultures and societies in the Eastern Hemisphere balance the need for economic growth with the necessity of environmental preservation?
  • How can innovative technology be used to restore the balance between human activity and the natural environment?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze and map the environmental impact of human activity on specific river systems within the Eastern Hemisphere.
  • Design and build a functional prototype of a plastic extraction device tailored to the physical geography of a chosen river.
  • Develop a sustainable economic business model that demonstrates how recycled plastic can be transformed into tradeable goods for local communities.
  • Evaluate the ethical and economic balance between industrial growth and environmental preservation in developing nations.
  • Communicate a persuasive proposal for a community-based 'circular economy' that addresses both environmental restoration and local trade.

State Social Studies Standards (6th Grade)

SS.6.G.2.1
Primary
The variety of physical environments within the Eastern Hemisphere influences human activities. Likewise, human activities modify the physical environment.Reason: This is the core standard provided by the teacher and directly aligns with the project's focus on how humans have modified rivers and how the environment dictates the design of the extraction tools.

C3 Framework for Social Studies State Standards

C3.D2.Eco.1.6-8
Secondary
Explain how the consumption of goods and services and technological choices which people make are prompted by their priorities and values.Reason: The project requires students to rethink 'waste' as a resource and make technological choices (prototypes) based on the value of environmental restoration and economic sustainability.
C3.D2.Eco.14.6-8
Secondary
Explain how changes in transportation and communication lower the cost of producing and exchanging goods and services.Reason: Students are exploring how local trade based on recycled materials creates new economic opportunities and modifies traditional production/exchange systems in the Eastern Hemisphere.

Next Generation Science Standards (NGSS)

NGSS.MS-ETS1-1
Supporting
Apply design criteria and constraints to solve a problem, taking into account societal needs and wants.Reason: While primarily a science standard, the project's focus on 'prototyping devices' to solve a social/environmental problem necessitates an engineering design approach that supports the social studies objectives.

Common Core State Standards (ELA/Literacy)

CCSS.ELA-LITERACY.WHST.6-8.2
Supporting
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 need to document their design process and explain the socio-economic impact of their solutions in a formal proposal or presentation.

Entry Events

Events that will be used to introduce the project to students

The River Chokehold Simulation

A giant floor map of the Eastern Hemisphere is 'flooded' with thousands of pieces of single-use plastic, physically blocking the trade routes of the Rhine and Yangtze rivers. Students are tasked as 'Global Trade Analysts' to calculate the economic loss when the environment is too modified to support transit, sparking a need for immediate extraction solutions.
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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

River Autopsy: Mapping the Plastic Pulse

In this foundational activity, students act as environmental detectives. They will choose one major river in the Eastern Hemisphere (e.g., the Yangtze, Ganges, or Rhine) and investigate how human industrialization and urbanization have modified its physical state. Students will identify 'hotspots' of plastic accumulation and trace them back to specific human activities like manufacturing, lack of waste infrastructure, or high-density shipping routes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one major river in the Eastern Hemisphere to research.
2. Identify at least three specific human activities (e.g., textile factories, urban runoff, shipping ports) that have introduced plastic waste into the water.
3. Create a digital or hand-drawn map showing the river's path and marking 'Modification Zones' where the environment has been significantly changed.
4. Write a 'Modification Brief' for each zone explaining the cause-and-effect relationship between the activity and the river's health.

Final Product

What students will submit as the final product of the activityAn 'Environmental Impact Pulse Map' featuring annotations that link specific human activities to physical changes in the river ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsDirectly aligns with SS.6.G.2.1 (Human activities modify the physical environment) by requiring students to identify specific industrial and urban activities that have altered the river's natural state.
Activity 2

The Geography Blueprint: Designing for the Flow

Now that students understand how humans have modified the river, they must learn how the river's physical geography dictates the solution. Students will analyze the physical characteristics of their chosen river (depth, current speed, bank structure) to determine the 'constraints' for their extraction device. This activity bridges geography and engineering, showing that human technology must adapt to the natural environment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the physical geography of your chosen river: How fast is the current? How deep is the water? Are the banks rocky or muddy?
2. Identify 'Environmental Constraints'—list three physical features of the river that your device must be able to handle (e.g., 'must float in shallow water' or 'must withstand high-velocity currents').
3. Sketch a prototype design that specifically addresses these physical constraints.
4. Annotate the sketch to explain how the device's shape or function is influenced by the river's geography.

Final Product

What students will submit as the final product of the activityA 'Technical Constraint Blueprint' that includes a detailed sketch of the proposed device and a justification of how its features respond to the river's physical geography.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS.6.G.2.1 (Physical environments influence human activities) and NGSS.MS-ETS1-1 (Design criteria and constraints). It emphasizes how the river's physical traits—like current speed and depth—force humans to adapt their technology.
Activity 3

Trash-to-Trade: The Circular Economy Workshop

In this activity, students transition from environmental restoration to economic innovation. They will research how plastic waste can be processed into new materials (like 3D printer filament, bricks, or textiles). Students will design a 'Trade Model' for a local community along their river, explaining how the extracted plastic can be turned into a product that lowers the cost of goods or creates new jobs, thereby fostering a 'circular economy.'

Steps

Here is some basic scaffolding to help students complete the activity.
1. Investigate three types of products that can be manufactured from recycled HDPE or PET plastics.
2. Identify a specific need in a local community along your chosen river (e.g., building materials, school supplies, or clothing).
3. Create a product catalog entry for a 'Recycled River Good' that includes its cost, utility, and how it helps the local economy.
4. Draw a flowchart showing the movement of plastic from the river, through the extraction device, to the workshop, and finally to the local trader.

Final Product

What students will submit as the final product of the activityA 'Recycled Resource Catalog' and a 'Community Trade Flowchart' showing how waste becomes wealth.

Alignment

How this activity aligns with the learning objectives & standardsAligns with C3.D2.Eco.1.6-8 and C3.D2.Eco.14.6-8 by asking students to redefine 'waste' as a valuable resource and create a model for local trade and economic exchange.
Activity 4

Prototype Pilot: Building for the Basin

Students will now build a low-fidelity physical prototype of their extraction device using recycled materials. They must test their device in a simulated river environment (a trough or stream) to see if it can successfully capture 'plastic' (beads or scraps) without being destroyed by the 'current' (water flow). This activity tests the students' ability to solve the environmental modification they identified in Activity 1.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather recycled materials (bottles, mesh, sticks, rubber bands) to build your prototype based on your Blueprint from Activity 2.
2. Set up a testing station using a bin of water or a simulated stream to represent your river's physical environment.
3. Conduct three 'Extraction Trials,' timing how long it takes to collect debris and noting if the device stays stable in the water.
4. Record observations in a Testing Log, noting how the physical environment (water movement) impacted the device's performance.

Final Product

What students will submit as the final product of the activityA functional physical prototype and a 'Testing Log' documenting successes, failures, and necessary iterations.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS.6.G.2.1 and NGSS.MS-ETS1-1. This activity represents the culmination of 'human activity' (engineering) attempting to restore the 'physical environment' while being limited by its traits.
Activity 5

The Global Recovery Pitch: Restoring the Balance

For the final portfolio piece, students will combine their research, designs, and economic models into a formal 'River Recovery Proposal.' This proposal is addressed to a mock 'Global Trade and Environment Council.' It must explain how their device restores the balance between human activity and the natural environment, and why their trade model is a sustainable choice for the region's future.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review your Pulse Map, Blueprint, and Trade Model to gather your key evidence.
2. Write an introductory 'Statement of Need' explaining how human activity has modified the river and why action is required.
3. Include a 'Technology & Geography' section that explains how your device is perfectly suited for the physical environment of the river.
4. Develop an 'Economic Impact' section that argues for the benefits of the new recycled trade route for local citizens.
5. Present your final proposal to the class, defending your design and economic choices.

Final Product

What students will submit as the final product of the activityA 'Great River Recovery Proposal' (Digital Slide Deck or Written Report) that synthesizes environmental science, geography, and economics.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.WHST.6-8.2 (Informative/explanatory writing) and synthesizes all previous standards by requiring a comprehensive explanation of the environmental and economic impact of the project.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The Great River Recovery: Portfolio Rubric

Category 1

Geographic Thinking & Analysis

Assesses the student's ability to analyze the reciprocal relationship between humans and the physical environment in the Eastern Hemisphere (SS.6.G.2.1).
Criterion 1

Human-Environment Interaction (Mapping)

Analyzes the cause-and-effect relationship between human industrial/urban activities and the physical degradation of Eastern Hemisphere river systems.

Exemplary
4 Points

Provides a sophisticated analysis of multiple human activities, tracing complex socio-economic drivers to specific environmental modifications with precision. Map is highly detailed and annotated with expert-level insight.

Proficient
3 Points

Clearly identifies three specific human activities and explains how they have modified the river's physical state. Pulse map includes accurate annotations and clear cause-effect links.

Developing
2 Points

Identifies basic human activities and general modifications, but links between the two are inconsistent or lack specific detail. Pulse map is partially complete.

Beginning
1 Points

Lists general pollutants or activities without establishing a clear cause-and-effect relationship to the river's physical geography. Pulse map is incomplete.

Criterion 2

Geographic Influence on Design

Evaluates how the physical geography (current, depth, terrain) of a specific river dictates the design requirements and constraints for human technology.

Exemplary
4 Points

Demonstrates advanced understanding of fluid dynamics or river morphology; design features show innovative adaptation to complex physical constraints.

Proficient
3 Points

Identifies three specific environmental constraints and justifies how the device design features respond directly to the river's physical geography.

Developing
2 Points

Mentions physical features of the river, but the design adaptations are only vaguely connected to those specific environmental constraints.

Beginning
1 Points

Fails to connect the device design to the river's geography, or constraints listed are not relevant to the chosen river's physical traits.

Category 2

Engineering & Innovation

Evaluates the application of engineering design principles and the ability to solve environmental problems through technology (NGSS.MS-ETS1-1).
Criterion 1

Functional Prototyping

Builds a physical prototype that addresses societal needs (plastic removal) while functioning within the simulated physical environment.

Exemplary
4 Points

Prototype is exceptionally durable and efficient, capturing debris effectively while maintaining stability; shows high-level craftsmanship and creative use of materials.

Proficient
3 Points

Prototype is functional and successfully captures debris in a simulated environment; design choices align with the constraints identified in the blueprint.

Developing
2 Points

Prototype is partially functional but struggles with stability or debris capture in the simulated environment; materials used show limited effectiveness.

Beginning
1 Points

Prototype fails to function in the simulated environment or does not reflect the design sketches provided in the blueprint.

Criterion 2

Scientific Testing & Iteration

Uses evidence from testing trials to document performance, identify failures, and suggest evidence-based improvements.

Exemplary
4 Points

Testing log provides comprehensive data across multiple trials with a sophisticated plan for iterative improvement based on specific physical observations.

Proficient
3 Points

Records clear observations from three trials in a testing log, noting successes and failures and identifying necessary design iterations.

Developing
2 Points

Testing log is completed but lacks specific data or fails to clearly identify why certain aspects of the design succeeded or failed.

Beginning
1 Points

Testing log is minimal or missing; no clear evidence that the student used the simulation to inform their design.

Category 3

Economic & Global Literacy

Assesses the ability to explain how technological choices and economic systems are prompted by human priorities and values (C3 Framework).
Criterion 1

Circular Economy Modeling

Redefines waste as a resource by designing a trade model that provides economic value to a local community in the Eastern Hemisphere.

Exemplary
4 Points

Develops a highly innovative trade model that creates a true 'closed-loop' system, addressing multiple community needs and showing deep economic insight.

Proficient
3 Points

Creates a clear and logical product catalog and trade flowchart that demonstrates how recycled plastic becomes a valuable good for local trade.

Developing
2 Points

Provides a basic idea for a recycled product, but the trade flowchart or the economic link to the local community's needs is weak or unclear.

Beginning
1 Points

The trade model is illogical or fails to explain how the recycled material benefits the local community's economy.

Category 4

Communication & Advocacy

Evaluates the student's ability to communicate complex information and advocate for a sustainable future (CCSS.ELA-LITERACY.WHST.6-8.2).
Criterion 1

Argumentation & Evidence Integration

Synthesizes research, design, and economic modeling into a coherent, persuasive proposal for environmental and social recovery.

Exemplary
4 Points

Delivers a compelling, professional-grade proposal that seamlessly integrates environmental science, geography, and economics with persuasive authority.

Proficient
3 Points

Writes a clear informative/explanatory text that addresses the statement of need, technology/geography link, and economic impact with relevant evidence.

Developing
2 Points

Produces a proposal that covers the required sections but lacks detail, cohesive transitions, or a strong connection between the three main areas of focus.

Beginning
1 Points

The proposal is incomplete, disorganized, or fails to communicate a clear argument for how the project addresses the river's recovery.

Criterion 2

Strategic Communication

Communicates ideas clearly and professionally, using appropriate vocabulary and visual aids to support the 'Global Recovery Pitch.'

Exemplary
4 Points

Presentation is highly engaging, uses vocabulary with precision, and features professional-level visual aids (slides, charts, or models).

Proficient
3 Points

Presentation is well-organized and clearly delivered, using subject-specific vocabulary and effective visuals to support the main points.

Developing
2 Points

Presentation is somewhat disorganized or delivery is unclear; visuals are present but do not significantly enhance the understanding of the proposal.

Beginning
1 Points

Presentation is difficult to follow, lacks visual support, or shows little preparation in communicating the project's goals.

Reflection Prompts

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

How did this project change your perspective on the relationship between human activity and the physical environment in the Eastern Hemisphere?

Text
Required
Question 2

On a scale of 1-5, how challenging was it to adapt your human-made technology to the physical constraints (like current and depth) of your chosen river?

Scale
Required
Question 3

Based on your 'Circular Economy' model, which statement best reflects your new understanding of 'waste'?

Multiple choice
Required
Options
A problem that can only be solved by stopping all trade and industry.
A valuable resource that can create economic opportunities while helping the environment.
Something that should be moved to a landfill far away from the riverbanks.
An unavoidable consequence of living in a modern society.
Question 4

Of all the roles you played (Environmental Detective, Engineer, or Economic Strategist), which one do you think is most important for restoring the balance of our planet's rivers, and why?

Text
Required