Sustaining Earth's Resources: A 7th Grade Exploration
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Sustaining Earth's Resources: A 7th Grade Exploration

Grade 7ScienceEnglish10 days
In the 'Sustaining Earth's Resources: A 7th Grade Exploration' project, students engage in an experiential learning journey to understand and address the sustainable use of Earth's natural resources. Through hands-on activities like a schoolyard waste audit and a community scavenger inquiry, students apply scientific principles and collaboration to develop innovative solutions for sustainability. They also utilize persuasive communication techniques to raise awareness about sustainable practices, culminating in the creation of a sustainability awareness campaign. This project aims to foster critical thinking, teamwork, and a deeper understanding of ecological, economic, and cultural aspects of resource management.
SustainabilityNatural ResourcesCollaborationInnovationPersuasive CommunicationEcological ImpactResource Management
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we collaborate to develop and implement innovative strategies that ensure the sustainable use of Earth's natural resources while balancing ecological, economic, and cultural needs?

Essential Questions

Supporting questions that break down major concepts.
  • What are Earth's natural resources, and why are they important?
  • How do human activities impact the availability and quality of Earth's natural resources?
  • What sustainable practices can be adopted to preserve natural resources for future generations?
  • How does the use of natural resources differ across various regions and cultures worldwide?
  • In what ways can individuals contribute to the sustainability of Earth's natural resources?
  • How do scientific principles guide the sustainable use of natural resources?
  • What role do governments and organizations play in managing natural resources sustainably?
  • How can we assess the impact of a community or country's consumption of natural resources?
  • What are the potential consequences of not adopting sustainable practices for natural resources?
  • How can persuasive language and communication effectively promote sustainability awareness?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Investigate and understand the significance of Earth's natural resources and their uses.
  • Evaluate the impact of human activities on the availability and quality of natural resources.
  • Develop innovative strategies for the sustainable use of natural resources balancing ecological, economic, and cultural needs.
  • Collaborate effectively to design and implement solutions for sustainability challenges.
  • Communicate persuasively about the importance of sustainable practices through various media.
  • Analyze regional differences in resource use and cultural perspectives on sustainability.
  • Examine the roles of governments and organizations in managing natural resources.
  • Assess the consequences of unsustainable practices on natural resources and propose solutions.
  • Apply scientific principles to guide the sustainable management of resources.

NGSS

MS-ESS3-3
Primary
Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.Reason: This standard aligns with the project's focus on developing strategies for sustainable use of Earth's resources and assessing the impact of human activities.
MS-ESS3-4
Primary
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.Reason: The project requires understanding human impact on natural resources, directly aligning with this standard.
MS-ETS1-1
Secondary
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: The project involves designing innovative strategies for sustainability, requiring understanding of constraints and scientific principles.
MS-ESS3-1
Secondary
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.Reason: Understanding resource distribution is crucial for the project, aligning with this standard.
MS-ESS3-2
Supporting
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.Reason: Understanding the effects of natural hazards can enhance the development of sustainable practices, although not the primary focus.

Common Core Standards

CCSS.ELA-LITERACY.W.7.1
Primary
Write arguments to support claims with clear reasons and relevant evidence.Reason: The project emphasizes communication strategies for advocating sustainability, aligning with writing persuasive arguments.
CCSS.ELA-LITERACY.SL.7.1
Primary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and expressing their own clearly.Reason: Collaboration is a key component when developing strategies for sustainability, as emphasized in the project.
CCSS.ELA-LITERACY.RI.7.3
Secondary
Analyze the interactions between individuals, events, and ideas in a text.Reason: The project requires analysis of how human actions impact the environment and resources, reflected in this standard.
CCSS.ELA-LITERACY.W.7.7
Supporting
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.Reason: The inquiry-based nature of the project aligns with standards for conducting research and generating questions.

Entry Events

Events that will be used to introduce the project to students

VR Journey to a Future Earth

Students will be introduced to a virtual reality experience that projects them into a future where Earth's natural resources are severely depleted. The goal is to evoke strong emotional responses and curiosity about how the future depends on sustainable practices.

Schoolyard Challenge: Waste Audit

Students are tasked with conducting a waste audit in their schoolyard, challenging them to investigate how waste is managed and explore ways to reduce and recycle effectively. This hands-on experience is linked directly to real-world actions in sustainability.

Sustainability Scavenger Hunt

Students engage in a scavenger hunt to find items or ideas representing sustainable and non-sustainable practices within their community, sparking discussions and inquiries about local impacts on global issues.
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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

Schoolyard Waste Audit Report

Students will compile data from the Schoolyard Waste Audit, analyzing waste management and proposing actionable strategies for reduction and recycling.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct a waste audit in the schoolyard in teams, cataloging the types and amounts of waste found.
2. Analyze the compiled data to identify patterns and key issues in waste management.
3. Based on data analysis, draft a report recommending actionable strategies for waste reduction and improved recycling.
4. Discuss the potential impacts of these strategies on the school and wider community.

Final Product

What students will submit as the final product of the activityA comprehensive report with data analysis and sustainability recommendations.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS MS-ESS3-3 (Apply scientific principles to design a method for monitoring and minimizing human impact on the environment) and CCSS.ELA-LITERACY.W.7.1 (Write arguments to support claims).
Activity 2

Community Scavenger Inquiry

Students will take part in a scavenger hunt within their community to identify examples of sustainable and non-sustainable practices, sparking inquiry into local impacts and practices.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize a community scavenger hunt to find examples of sustainable and non-sustainable practices.
2. Document findings through photographs or notes, identifying whether each example contributes to or deters from sustainability.
3. Research the local impact of the unsustainable practices found.
4. Compile findings into a presentation to share with classmates, making connections to global sustainability issues.

Final Product

What students will submit as the final product of the activityA visual and verbal presentation analyzing local sustainability practices and their global implications.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.7.1 (Engage effectively in a range of collaborative discussions) and NGSS MS-ESS3-1 (Constructing scientific explanations based on evidence).
Activity 3

Innovative Sustainability Design Challenge

Students will collaborate to design an innovative solution for sustainable resource use, taking into account scientific principles and potential impacts.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify an issue from the project inquiry that requires an innovative solution.
2. Research previous solutions and the scientific principles applicable to the problem.
3. Design a prototype or model of a proposed solution, factoring in ecological, economic, and cultural needs.
4. Present the design to peers and critique based on feasibility, sustainability, and creativity.

Final Product

What students will submit as the final product of the activityA prototype or model for a sustainable resource-use solution, accompanied by a presentation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS MS-ETS1-1 (Define the criteria and constraints of a design problem), MS-ESS3-4 (Construct an argument supported by evidence) and CCSS.ELA-LITERACY.W.7.1 (Write arguments to support claims).
Activity 4

Sustainability Awareness Campaign

Students will use persuasive techniques to create a campaign that promotes sustainability awareness within the school or community.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Study effective communication strategies for persuasion and public awareness.
2. Develop campaign materials (e.g., posters, brochures, digital content) using persuasive language and relevant evidence.
3. Plan and execute a campaign rollout, targeting the school or local community audience.
4. Reflect on campaign effectiveness through peer and community feedback.

Final Product

What students will submit as the final product of the activityA school or community-centered campaign raising awareness on sustainability issues.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.7.1 (Write arguments to support claims) and CCSS.ELA-LITERACY.W.7.7 (Conduct short research projects).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainability Project Portfolio Rubric

Category 1

Scientific Understanding & Application

Assesses students' ability to understand and apply scientific principles to sustainability issues.
Criterion 1

Data Analysis & Interpretation

Evaluate the student's skill in analyzing and interpreting environmental data to identify patterns or problems.

Exemplary
4 Points

Demonstrates comprehensive data analysis with insightful connections to sustainability issues, supported by robust evidence and clear reasoning.

Proficient
3 Points

Completes thorough data analysis with clear, logical connections to identified sustainability issues.

Developing
2 Points

Shows basic data analysis with some logical connections to sustainability issues, though with limited depth.

Beginning
1 Points

Presents minimal data analysis with unclear connections to sustainability issues, lacking depth and clarity.

Criterion 2

Application of Scientific Principles

Measure the extent to which students apply scientific principles to develop sustainable strategies.

Exemplary
4 Points

Expertly applies scientific principles to innovative and sustainable solutions, demonstrating deep understanding and creativity.

Proficient
3 Points

Effectively applies appropriate scientific principles to sustainable solutions, showing good understanding.

Developing
2 Points

Applies basic scientific principles, though the solutions may lack depth or creativity.

Beginning
1 Points

Struggles to apply scientific principles to solutions, with solutions underdeveloped or impractical.

Category 2

Communication & Argumentation

Evaluates students' ability to effectively communicate and support their ideas and solutions.
Criterion 1

Persuasive Writing

Assesses the student's ability to construct persuasive arguments with supporting evidence.

Exemplary
4 Points

Crafts compelling arguments with substantial evidence and sophisticated use of language, engaging the audience effectively.

Proficient
3 Points

Constructs clear arguments supported by relevant evidence, language effectively used to engage audience.

Developing
2 Points

Forms basic arguments with some evidence, though engagement and clarity are inconsistent.

Beginning
1 Points

Attempts arguments with little evidence, lacking clarity and engagement for the audience.

Criterion 2

Presentation Delivery

Assesses the effectiveness of student presentations in engaging and informing their audience.

Exemplary
4 Points

Delivers presentations with confidence, clarity, and engagement, addressing audience questions insightfully.

Proficient
3 Points

Presents clearly and effectively, partially addressing audience questions.

Developing
2 Points

Presents with basic clarity, though may lack engagement and full responsiveness to questions.

Beginning
1 Points

Struggles with clear presentation, with limited engagement and difficulty responding to questions.

Category 3

Collaboration & Initiative

Measures the ability to work collaboratively and take initiative in project execution.
Criterion 1

Team Collaboration

Evaluates the effectiveness in which students contribute to and lead collaborative efforts.

Exemplary
4 Points

Acts as a proactive leader, promoting a positive team environment, consistently integrates team input.

Proficient
3 Points

Contributes effectively to the team, supporting a positive team dynamic.

Developing
2 Points

Participates in team efforts, though contributions may be inconsistent.

Beginning
1 Points

Limited participation in team efforts, struggles to integrate into team tasks.

Criterion 2

Problem-Solving Initiative

Assesses the student's initiative in identifying problems and proposing solutions.

Exemplary
4 Points

Proactively identifies innovative solutions with a strategic approach to problem-solving.

Proficient
3 Points

Identifies effective solutions with a structured approach to problem-solving.

Developing
2 Points

Identifies basic solutions, though approach may lack structure or innovation.

Beginning
1 Points

Struggles to identify effective solutions, lacking strategy and insight.

Reflection Prompts

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

Reflect on how your understanding of Earth's natural resources has evolved throughout this project. What new insights have you gained about the significance and sustainable use of these resources?

Text
Required
Question 2

On a scale of 1 to 5, how effectively do you feel you collaborated with your peers during the portfolio activities?

Scale
Required
Question 3

Which portfolio activity challenged you the most, and how did you overcome these challenges?

Text
Optional
Question 4

Reflect on the communication strategies you utilized in your Sustainability Awareness Campaign. Which strategies do you think were most effective and why?

Text
Required
Question 5

How confident are you in your ability to propose and implement sustainable practices in your local community following this project?

Scale
Optional
Question 6

What was the most significant takeaway from the Community Scavenger Inquiry, and how has it shaped your perspective on local sustainability practices?

Text
Optional
Question 7

Reflect on your experience designing a prototype or model for the Innovative Sustainability Design Challenge. What did you learn about the process of sustainable design?

Text
Required
Question 8

Which scientific principles did you find most applicable when developing solutions for sustainable resource management?

Multiple choice
Optional
Options
Conservation of Energy
Biodiversity Preservation
Resource Recycling and Reutilization
Pollution Mitigation