Unit Project Planning Workbook
Project title: Let’s Nurture Nature
Teacher(s): Mary Dyson Hughey
School: Augusta Circle Elementary
Grade level(s): 1st grade
Subjects: Environmental Science (specifically pollution)
A. Begin with the End in Mind
Summarize the theme for this project. Why do this project?
For this project, I will use a real-life, hands-on project to teach my students about pollution. I am doing this project because it is a problem that the world is having that even my 1st graders can make a difference in. I also think that they will be interested in this project because it can be very hands-on.
Identify the content standard that students will learn in this project (two to three per subject).
1.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem, and (6) communicate the results.
Identify key skills students will learn in this project.
List only those skills you plan to assess (two to four per person).
Students will have an understanding of what pollution is.
Students will be able to acknowledge the problems going on around them and they will be able to design solutions for the problem, in this lesson pollution.
Students will be able to help end the problem by using their solutions (ex; picking up trash when they pass it, etc.)
Identify the habits of mind that students will practice in this project (one to two per project).
The habits that this project will hopefully help students with is not littering, and picking up trash when they see it.
In class, we made transferred our ideas for our lessons onto a poster board. We then went on a "gallery walk" where we wrote comments about everyone's work on a sticky note and attached it to their poster. This was very helpful to me because I was able to make some adjustments to my lesson to make it better, and see what people liked and things I should have changes in order to have the most effective and impactful lesson for my students.
B. Craft the Driving Question
Brainstorm possible driving questions. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. For guidance on writing driving questions review this page or this webinar.
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What is pollution? What are its effects? How can we help reduce pollution?
State the essential question or problem statement for the project.
On Earth, pollution is a problem that has affected many different things. It has affected animal environments, living environments for humans, and many other things. Why is pollution bad and what can we do to help stop it?
Define the products for the project. What will you assess?
C. Plan the Assessment
Early in the Project: Students will learn about pollution (ie; what it is, why it is harmful, etc). At the end of the lesson, they will be able to tell me what pollution is and provide one example of a possible solution to help reduce the amount of it.
During the Project: I will take students on a “pollution in the park” walk, where they are to bring their notebooks and record at least 5 pieces of pollution that they see. We will bring trash bags and the children will wear gloves and throw the things they see away. This will assess whether they understand the concept and can use real-world examples to show and explain what it is.
End of the Project: After we return to the classroom, students will pick one piece of pollution that they saw and do a project on it. They will make a poster board on it’s harmful effects, and a solution to help reduce pollution of this specific item. This will assess the student’s knowledge of the lesson, and their direction following.
D. Criteria for the Assessment
State the criteria for exemplary performance for each product:
Product: Pollution guided notes
Criteria: Students will have all of their guided notes filled in
Product: “Pollution in the park” walk
Criteria: Students will pick up 5 or more items that are examples of pollution and throw them in our trash bags, along with having them listed in their journal.
Product: Pollution poster board
Criteria: Students will have a poster board that includes a title, at least 1 graphic, and at least 7 sentences about a student's item.
E. Map the Project
What do students need to know and be able to do to complete the tasks successfully?
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How and when will they learn the necessary knowledge and skills?
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Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.
Major Product: Pollution poster board
Knowledge & Skills Needed
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1. Students will be able to know what pollution is. - taught during lesson
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2. Students will be able to know what they can do when they see pollution. - taught during lesson
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3. Students will be able to fill in guided notes. - already have learned
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4. Students will be able to research a topic through books, internet, etc. - already have learned
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5. Students will mbe able to make a final poster board presentation. - already have learned
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6. Students will be able to draw real world examples. - already will have learned & taught during the project
What project tools will you use?
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Journals
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Task lists
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Guided notes
F. Plan the Project Timeline
List the key dates and important milestones for this project. You can include a map or flowchart of the project timeline.
(Monday) Introduce lesson through a book- Ask leading/guiding questions
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(Tuesday) Have a science + math lesson that incorporates pollution- go on “pollution in the park” walk where students will write down items and then choose one to do a project on. - introduce project
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(Wednesday) Have time in class to work on projects, provide resources.
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(Thursday) Have time in class to work on projects, provide resources.
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(Friday) Have 15 minutes to finalize projects, then present in class and hang up posters in the hallway.
Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?
I think it would be beneficial to give students time in class to work on it, as some students may not have all of the appropriate resources at home.