Ebony Jackson

Engaged Learning Project

Title of Project: Pollution and Conservation in Our Community

Subject(s): Science, Language Arts, Math, Social Studies
Grade Level(s): 3rd Grade
Abstract:
In this unit students will investigate how people and their actions effect the environment and how
conservation can be used to improve the world around us. Because the Environmental Protection
Agency writes and enforces regulations, as well as helps others understand these regulations put into
place by congress, an EPA representative will visit the class as a guest speaker. Students will pretend
that they have been hired by the EPA as student representatives. Students are expected to complete four
products: (1) a written piece (individually)-- persuasive letters or reports, (2) a multimedia presentation
(collectively)-- design glogster posters, develop prezis, create power point presentations, or flip charts,
(3) an environmental poster/ flyer (collectively), (4) a quizlet (collectively). The multimedia
presentations and environmental posters/ flyer will be presented to administration, parents, and students
in their school to teach children how to protect the environment. Students will record the initial
presentation of an EPA representative and the final student presentations and upload the video to the
schools website. Through the completion of these products students will show evidence that they
understand conservation, recycling, reusing and reducing waste.
Learner Description/Context:
This elementary school is a Title 1 school grades pre-k through 5th grade in Atlanta, Georgia. Majority
of the schools student population is comprised of African American students with 50% of the students
reading at or above grade level. The student population within this class is mixed level with 15%
exceptional students (10% gifted and 5% special needs), and 85% general education students. The third
graders at this school are from different socio economic backgrounds with age ranges between 7-9 years
old grade. All of the students in this class have had an introduction as well as opportunities to practice
emailing material to the teacher, creating power point presentations, designing glogster posters,
developing prezi, constructing quizlets, and creating flip charts. Because this unit covers several
concepts in multiple subject areas this project will be ongoing throughout the school day during the
specified times for the different subject areas. Students will demonstrate what they have learned about
pollution and conservation by looking around their school, home, or neighborhood for ways to help
conserve resources and recycle products. Students will then make posters, write persuasive letters and
reports, design glogster pages, develop quizlets, and/ or create multimedia presentations to present to
administration, parents, and students in their school to teach children how to protect the environment..

Time Frame:

3 weeks
Because this project will require students to build background knowledge on pollution and conservation
as well as complete several task from different subject areas the time frame of this project will be 3
weeks.

Standards Assessed:
Technology Standards
Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Engaged Learning Project

Communication and collaboration

Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
c. Contribute to project teams to produce original works or solve problems
Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
c. Plan and manage activities to develop a solution
d. Collect and analyze data to identify solutions and/or make informed decisions
Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Transfer current knowledge to learning of new technologies

Georgia Performance Standards

Science
S3L2. Students will recognize the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and
animals.
b. Identify ways to protect the environment.
Conservation of resources
Recycling of materials

Social Studies
SS3E1 The student will describe the four types of productive resources:
a. Natural (land)
b. Human (labor)
c. Capital (capital goods)
d. Entrepreneurship (used to create goods and services)

Common Core Standards

Language Arts
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or book they are writing about, state an opinion, and create an organizational
structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion
and reasons.
d. Provide a concluding statement or section.
Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson
Engaged Learning Project
ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
d. Provide a concluding statement or section.

Math
Solving Problems involving estimation and measurement
MCC3MDA2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms
(kg), and liters (l).
Represent and interpret data
MCC3MDB3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

Learner Objectives:
Students will know:
The meaning of pollution, conservation, recycling, and acid rain.
Pollution comes from many sources.
How to recognize the kinds of pollution found on land, air, and water.
The effects that pollution has on the habitats of plants and animals.
Some objects are not recyclable and therefore not all trash can be recycled.
There are many ways we can help protect our environment (recycle, reuse, reduce, and
conserve).
Students will be able to:
Identify the differences between renewable, reusable, and non-renewable resources
Identify types of pollution
Observe and investigate the effect of pollution in their community
Identify ways conservation can be used to improve their environment
Compare and contrast the effects of pollution on plants and animals
Analyze information collected on pollution and conservation to produce a persuasive letter using
the writing process and appropriate conventions that establishes a clear position with supporting
details
Evaluate and synthesize collected information to produce a report on pollution and conservation
using the writing process and appropriate conventions
Create multimedia presentations (using flip charts, power point presentations, glogster, and
prezi) to demonstrate their understanding of pollution and conservation
Work collaboratively with their peers to produce a finished product
Create and successfully complete their own assessments using quizlet
Measure and weigh collected recyclable trash in grams
Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Engaged Learning Project

Construct and analyze graphs to display the amount of recyclable trash collected

How it will be measured:

Rubric for Multimedia Presentations:

Multimedia Presentation Rubric

Components

Beginning
Does not Meet Standards

Developing

Accomplished

Achieving Standards

Meets Standards

3 points
Oral presentation provides
little detail. Student requires
some assistance from teacher.
Information presented
provides some details and is
accurate. However, it may not
clear how to help improve the
pollution and conservation in
the community.
Contains 3-5 graphics or
pictures that are related to
topic and help audience
understand issues about
pollution and conservation

5 points
Student is knowledgeable of
topic and requires no assistance
from teacher.
Information presented is
detailed, accurate, clearly
explains how to help improve
the pollution and conservation
in the community. .

Points
Awarded

1 point
Oral
Presentation
Information

Graphics
(Pictures)

Links

Creativity and
Neatness

Oral presentation shows a

poor understanding of the
topic.
Informational presented
provides few details and
inaccurate or irrelevant
facts.
The graphics or pictures
are not related to topic
and do not help audience
understand issues about
pollution and
conservation
There are no links to
websites embedded in
presentation and
discussed that will help
the audience learn more
about pollution and
conservation.
Presentation is not neat
and shows minimal
creativity.

There are 2-3 links to websites

embedded in presentation and
discussed that will help the
audience learn more about
pollution and conservation.
Presentation is neat and
demonstrates some creativity.

Contains 5 or more graphics or

pictures that are related to topic
and help audience understand
issues about pollution and
conservation. Visuals correlate
with content in presentation.
There are 4 or more links to
websites embedded in
presentation and discussed that
will help the audience learn
more about pollution and
conservation.
Presentation is neatly done. The
use of color and other material
are included to display
thoughtfulness and creativity.

Rubric for Writing:

Persuasive Writing Rubric

Component Does Not Meet
Meets
s
1 point
5 points
Evaluated
little or no evidence, states a clear position;
Ideas

Organizati
on

of focus, purpose, or
point of view;
insufficient
information to
address the issue
little or no evidence
of an organizational

Exceeds
7 points

includes some
relevant examples,
facts, anecdotes,
and/or details

establishes and develops

a clear position; uses
relevant examples, facts,
and details throughout
the paper

contains an
introduction, body,

clear and appropriate

persuasive organizational

Points
Awarde
d

Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Style

Engaged Learning Project

pattern; ideas are
not arranged in a
meaningful order

and conclusion;
related ideas are
generally grouped
together

language is simple,
repetitive, or
imprecise; little or
no awareness of
audience

some strong verbs and

adjectives are used;
some attention to the
audience

Convention more incorrect and

unclear sentences
s

than correct, clear

sentences; frequent
errors in
capitalization and
punctuation;
frequent and severe
spelling errors that
may distract the
reader, including
misspellings of
common words

some variation in
sentence structure;
spelling errors do not
distract the reader

pattern with a strong

introduction, body, and
conclusion; varied
transitional elements link
parts of the paper
consistent use of strong
verbs and adjectives to
enhance the persuasive
purpose; sustained tone
appropriate to the
persuasive purpose
consistently clear and
correct sentences with
some complex or
compound sentences;
few, if any, agreement
mistakes; consistently
correct spelling with few
errors

Informational Writing Rubric

Component Does Not Meet
Meets
s
1 point
5 points
Evaluated
little or no evidence, includes some relevant
Ideas

Organizati
on

Style

of focus, purpose, or
point of view;
examples and
details are limited
and may be
irrelevant
ideas are not
arranged in a
meaningful order;
little or no evidence
of transitions

examples, facts,
anecdotes, and/or
details; sufficient
information to explain
the topic

language is simple,
repetitive, or
imprecise; little or
no awareness of
audience

some sensory details

are used

Convention more incorrect and

unclear sentences
s

than clear, correct

sentences; frequent
and severe
agreement
mistakes; frequent

contains an
introduction, body, and
conclusion; related
ideas are generally
grouped together

some variation in
sentence structure;
generally correct
spelling; spelling errors
do not distract the
reader

Exceeds
7 points

Points
Awarde
d

sustained focus, purpose,

and point of view; the
topic is well developed

clear and appropriate

organizational pattern
with a strong
introduction body, and
conclusion; related ideas
are consistently grouped
together
sustained use of
interesting, descriptive
language; attention to
the audience in the
introduction, body, and
conclusion
consistently clear and
correct sentences with
some complex or
compound sentences;
consistently correct
singular, plural, and
possessive nouns;

Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Engaged Learning Project

errors in
capitalization and
punctuation;
frequent and severe
spelling errors that
may distract the
reader

consistently correct
spelling with few errors

Rubric for Poster:

Environmental Poster/ Flyer

Components
Oral
Presentation

Informatio
n

Visuals
(Pictures/
Graphics)
Creativity
and
Neatness

Beginning

Developing

Does not Meet

Standards

Meet Standards

Accomplished
Exceeds Standards

Oral presentation shows a

poor understanding of the
topic.

Oral presentation provides little

detail. Student requires some
assistance from teacher.

Student is knowledgeable of
topic and requires no
assistance from teacher.

Information displayed
provides few details and
includes irrelevant
information.
Does not convince the
audience to use
conservation.
The drawing or graphic
does not relate to how to
improve the community

Information displayed provides

some details and is convincing on
ways to use conservation.
However, it may not be written in
age appropriate language.

Poster/Flyer is not neat and

shows minimal creativity.

Poster/Flyer is neat and

demonstrates some creativity.

Information displayed
provides some details and is
convincing on ways to use
conservation. Information
clearly explains topic, is
written in students language
and/or handwriting.
The drawing or graphic does
relate to how to improve the
community through
conservation and includes
logo, slogan, or theme.
Poster/Flyer is neatly done.
The use of color and other
material are included to
display thoughtfulness and
creativity.

The drawing or graphic does

relate to how to improve the
community through conservation

Points
Awarded

The hook or Introduction:

The teacher will pretend that she had an opportunity to walk a student home after school yesterday.
During the course of her walk this is what she saw--The teacher will present an animoto presentation
with actual pictures illustrating the pollution that is evident in their neighborhood around the school
along with statistical data stating how pollution effects our world. At the end of the animoto
presentation students will be presented with the questionHow can we help improve our
neighborhood so that it will be a safe and healthy environment for us to live?
After the animoto presentations I will introduce to the class the representative visiting our class today
from the Environmental Protection Agency here in Georgia with a brief description of their job. The
representative will speak briefly with the students. He /She will tell students that conservation is
important to the state of Georgia because it saves energy and natural resources, helps produce jobs for
many adults, produces raw materials that can be used by industries, reduces pollution, and helps keep
the environment clean. He /She will tell the students that they want to help make their community a
better place for everyone to live, work, and play but they need their help. Because they work with
several other schools and sometimes it may be difficult for him/ her to be present in their neighborhood
as much as they would like to this task is going to require the assistance of the 3rd graders at this school.
Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson
Engaged Learning Project
The representative will tell them that he/she selected the 3rd graders because he/she knows that in science
students are learning about pollution and conservation. So today he/ she is officially hiring each of the
students in this class to be EPA student representatives. The representative will tell students that their
job is to help inform their fellow classmates and student body about ways they can help make your
neighborhood and community better place for everyone through conservation. He/ she will tell students
that they will start by setting up recycling bins around the school that have been provided to them by the
Keep Georgia Beautiful program and informing their peers of ways to conserve resources in the school.
Each week the trash accumulated in each bin will be collected by a trash collection serve associated with
Keep Georgia Beautiful. This is important to your community because your friends in your school can
take the information they have learned home and in your neighborhood to help make where you all live
a better, safer, and healthier place to live.

Process:
Week OneBuild Background

Process of Learning
Students will...

Da Teacher will
y
1 Introduce to students the Big Idea, and essential questions

of Pollution and Conservation.

Create K W L chart with students on natural resources.
Introduce lesson vocabulary words
Place students in 5 groups of 4
Show students the podcast for science lab Mining
Resources.
Create an observation chart on Mining a cookie.
Guide students through the completion of science.
Use graphic organizer to review lessons main points
Review findings from previous day lab.
Read text from chapter 8Lesson 1: Natural Resource
with students
Discuss the types of resources with students and create
chart with examples on each type
Use graphic organizer to review lessons main points

Create K W L chart with students on How do people

affect the environment.
Introduce lessons vocabulary words.
Show students the podcast for science lab Pollution and
Plants.
Create an observation chart for students to record
observation of plant grow.
Assign a student
Guide students through the completion of science.

Review findings from previous day lab.

Read text from chapter 8Lesson 2: Ways People
Effect the Environment with students
Discuss effects peoples actions have on the land and
types of pollution.
Create chart displaying how certain actions create

Record vocabulary words in science journals.

Investigate how mining resources effect our environment
using an oatmeal cookies and tooth picks.
Record information on lab sheets for science lab.
Share responses about what they have learned from this lesson

Complete reflection activity on labMining Cookies in

their science journals
Complete lesson review of chapter 8--Lesson 1: Natural
Resources activity sheet
Provide example of different resources
Share and record responses about what they have learned from
this lesson on K W L chart
Record vocabulary words in science journals.
Share responses on how people affect the environment.
Investigate how pollution effects plants in science lab
Pollution and Plants.
Record information on lab sheets for science lab.
Plant grass seeds in 3 different cups
Label cup 1--clean, cup 2salty, and cup 3oily
Water each group of seeds with the type of water that matches
their cups
Observe and record information about their plants growth.
Complete lesson review of chapter 8--Lesson 2: Ways
People Effect the Environment activity sheet
Provide examples of different ways peoples action harm the
environment
Share and record responses about what they have learned from

Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Engaged Learning Project

different types of pollution.

Use graphic organizer to review lessons main points
Create K W L chart with students on Ways People Can
Use Resources Wisely.
Introduce lessons vocabulary words.
Provide recyclable bins for each third grade class to place
their recyclable trash.
Assign students to be responsible for gathering recyclable
trash from each class and weighing amount collected.
Show students the podcast for science lab How Can
Resources Be Used Wisely.
Create a data tablet for students to record the amount of
recyclable trash collected in grams.
Guide students through the completion of science.

this lesson on K W L chart

Observe and record information about their plants growth.
Record vocabulary words in science journals.
Share responses on ways people can use resources wisely.
Investigate how resources can be used wisely through science
lab Taking a Look at Trash.
Collect recyclable trash from each of the third grade classes.
Record information gathered on trash collection on data table
is science journals.
Weigh and record the amount of recyclable trash collected.

Guiding Questions: (to be used during student reflections)

Lab: Mining Resources
1. How is mining raisins from a cookie like mining resources from Earth?
2. Scientists use their observation to infer how similar this work. Use your observations to infer
how mining could affect the land around you.
3. How is inferring different from drawing a conclusion?
Lab:
1.
2.
3.

Pollution and Plants

What did you observe? In which cup did the seeds grow best?
Did it matter if the water was polluted? How can you tell?
Compare your results to your predictions. Which seed did you predict would grow best? Were
you correct? Why?

Lab: Taking a Look at Trash

1. Suppose that 1 pound of paper takes up 2 cubic feet of space. How much landfill space will
your class save by recycling the paper you saved this week?
2. How does recycling paper help the environment?
3. In this investigation you used numbers to describe the weight of the paper collected. How does
using numbers help you tell others what you have learned or discovered?
Week TwoExploration and Development

Da
y
6

Process of Learning
Teacher will
Students will
Review findings from previous day lab.
Read text from chapter 8Lesson 3: Ways People Use
Resources a Wisely with students
Discuss conservation and ways people can conserve
resources.
Create chart displaying recycle, reuse, and reduce with
example of each.
Use graphic organizer to review lessons main points

Observe and record information about their plants growth.

Collect recyclable trash from each of the third grade classes.
Record information gathered on trash collection on data table
is science journals.
Weigh and record the amount of recyclable trash collected.
Complete lesson review of chapter 8--Lesson 3: Ways People
Use Resources a Wisely activity sheet
Provide examples of ways people can recycle, reuse, and
reduce resources.
Share and record responses about what they have learned from

Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Engaged Learning Project

Introduce project using animoto presentation.

Introduce representative from the Environmental
Protection Agency in Georgia.
Introduce and discuss rubrics of the required products
students will produce.
Introduce persuasive and informational writing topics
Review characteristics of a persuasive writing and format
of writing letters.
Review characteristics of an informational writing
Record list of brainstorming ideas and module prewriting.

Module writing the first draft of a persuasive and an

informational writing using previously created pre-writing
organizer.
Provide each group with rubrics based on project plan
activity sheets
Monitor students as they complete construction of their
projects.
Provide students with feedback as needed

Module writing the second draft of a persuasive and an

informational writing using previously created pre-writing
organizer.
Monitor students as they complete construction of their
projects.
Provide students with feedback as needed.
Design spreadsheet for students to record trash collection
data and prepare to send via email.

10

Review using Microsoft excel to input data.

Assign student from each group to record collected data
on trash collection on Microsoft excel spreadsheet.
Module writing revising the second draft of a persuasive
and an informational writing using previously created first
draft.
Monitor students as they complete construction of their
projects.
Provide students with feedback as needed.

this lesson on K W L chart

Observe and record information about their plants growth.
Collect recyclable trash from each of the third grade classes.
Record information gathered on trash collection on data table
is science journals.
Weigh and record the amount of recyclable trash collected.
Choose the type of writing along with the writing topic they
would like to produce
Brainstorm ideas and information to include in writing
Complete pre-writing organizers
Work in groups and collaborative decide the type of
multimedia presentation they will produce
Complete project plan sheets with their group.
Record guest speakers presentation to students.
Observe and record information about their plants growth.
Collect recyclable trash from each of the third grade classes.
Record information gathered on trash collection on data table
is science journals.
Weigh and record the amount of recyclable trash collected.
Begin the first draft of their writing activity
Work in groups to begin/ construct multimedia presentation
Decide collectively what information will be presented in their
projects, types of graphics, links, and/or animations.
Use technology effectively to find information and create
presentations.
Observe and record information about their plants growth.
Record results of plant growth in science journals and
complete reflection response.
Collect recyclable trash from each of the third grade classes.
Record information gathered on trash collection on data table
is science journals.
Weigh and record the amount of recyclable trash collected.
Begin the second draft of their writing activity
Continue working in groups on multimedia presentations
Use technology effectively to find information and create
presentations.
Observe and record information about their plants growth.
Input trash collection data on spreadsheets.
Record results of trash collection in science journals and
complete reflection response.
Begin revising the second draft of their writing activity
Continue working in groups on multimedia presentations
Use technology effectively to find information and create
presentations.

Week ThreePublish and Present

Day
11

Process of Learning
Teacher will
Students will
Module revising the second draft of a persuasive and
an informational writing

Begin revising the second draft of their writing activity

Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Engaged Learning Project

12

Monitor students as they complete construction of

their projects.
Provide students with feedback as needed.
Proofread and provide feedback on student writings.
Monitor students as they complete construction of
their projects.
Provide students with feedback as needed.

Continue working in groups on multimedia presentations

Use technology effectively to find information and create
presentations.
Edit and publish their second drafts using Microsoft word
(additional time will be allotted during ELA)
Complete multimedia presentations
Design a team poster or flyer about how to protect the
environment or conserve resources to be displayed or
distributed during their presentation
Email complete presentations to the teacher

13

Grade presentations according to rubrics

14

Grade presentations according to rubrics

15

Grade presentations according to rubrics

Grade quizlets using rubrics

Develop quizlets for classmates to complete.

Present their multimedia presentations to administration,
students, and parents
Video record classmates presentations.
Present their multimedia presentations to administration,
students, and parents
Video record classmates presentations
Present their multimedia presentations to administration,
students, and parents
Complete and grade responses quizlets created by students.
Upload video of presentation to schools website (with
teachers assistance as needed.

Big Idea: There are many ways to conserve resources and to protect the environment from harmful
material.
Essential Questions:
What are some natural resources?

How can people effect the environment?

How can resources be used wisely?

Product:
The end-product of this project will be environmental posters, persuasive letters and reports, and
multimedia presentations (power points, prezi, flip charts, or glogster posters) to display inside the
classroom and around the school informing other students of the need to conserve water and land
resources by careful use and recycling. Each student will be expected to complete four products: (1) a
written product (individually)persuasive writing or informational writing, (2) a multimedia
presentation (collectively)prezi, power point, flip chart, or glogster poster, (3) an environmental poster
or flyer (collectively), and (4) a quizlet (collectively). These products are meaningful to students
because they involve showing others ways to help improve the environment in their neighborhood.
Technology is integrated in the production of these products.
Technology Use:
Internet
Students will use the internet to research ways people effect the environment through pollution,
ways to conserve resources, and the benefits of conservation.
Online Learning Platforms
Students will use the internet to create prezi, glogster posters to show how pollution effects their
neighborhood, the importance of conservation, and ways students can help conserve resources to
make their neighbor a safe and healthy environment.
Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson

Engaged Learning Project

Students will use the internet to create quizlets to assess learning.

Microsoft Word
Students will publish persuasive letters on why people should recycle or why the mayor should
or should not pass laws requiring everyone to recycle in Atlanta.
Microsoft Excel
Students will use spreadsheets to record the amount of recyclable resources they collected
around the school at the end of each day (collected trash will be sorted as paper, plastic, or other
recyclable material and then weighed in grams).
Microsoft Publisher
Students will create flyers or posters to be displayed around the school informing other students
of the need to conserve resources by careful use and recycling in their neighborhood.
Microsoft Power point
Students will create a power point presentation, Prezi, or flip chart showing how pollution effects
their neighborhood, the importance of conservation, and ways students can help conserve
resources to make their neighbor a safe and healthy environment.
Active Inspire
Students will create flip charts showing how pollution effects their neighborhood, the importance
of conservation, and ways students can help conserve resources to make their neighbor a safe and
healthy environment.
Extension:
This project can be extended by having the students work to actually create a recycling program for the
entire school to be fully implemented throughout the entire school year. Students can use this program
to participate and compete in other recycling events and activities designed to help schools participating
in these types of initiatives. They can create a notebook or scrapbook to help document the steps they
followed, all the contacts they used, types of competitions applied for, and the organization that they
may have received assistance from to help strengthen this program each year.
References and Supporting Material:
Materials Used to develop this learning experience:
Bell, Michael J., Frank, Marjorie, McLeod, Joyce C., et al . (2009). HSP Georgia Science Grade 3.
Orlando, FL: Harcourt School Publishers.
Georgia Standards Frameworks. Science FrameworksGrade 3. Retrieved on July 10, 2014, from
https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/3%20Science
%20Framework%20Interdependence%20of%20Man%20Pollution%20and%20Conservation.pdf.
Prezi - Presentation Software. (n.d.). prezi.com. Retrieved July 10, 2014, from http://www.prezi.com
Glogster EDUonline learning platform. (2007). glogster.com. Retrieved July 10, 2014.
http://edu.glogster.com
Supporting Material:
Computer Software
Active Inspire
Microsoft OfficeMicrosoft Word, Microsoft Power point, Microsoft Excel
Equipment
Flip camerafor video
Flip camera tripodto help stabilize motion during recording
Jo Williamson, Ph.D., Kennesaw State University

Ebony Jackson
Engaged Learning Project
Other helpful resources
Third Grade Writing Scoring Assessment Guidelines
www.thinkcentral.com -- to access podcasts to introduce each lesson during build background
lessons
www.keepgeorgiabeautiful.org
Science Experiments
plastic cups
oatmeal cookies
paper plates
toothpicks
grass seeds
large plastic trash bags
calculator
scale
clean water
salt water
oily water
potting soil
measuring cup
Material to be made:
Animoto presentation
Observation charts
KWL Charts
Data Table
Spreadsheets for data collection
Project Plan Sheets
Pre-Writing Organizers
Helpful Links:
EPA
http://www2.epa.gov/laws-regulations
Creation of Power points
https://www.youtube.com/watch?v=0GicdJg-6Kw
Creation of Prezi
https://www.youtube.com/watch?v=CuE0ln8oxYs
Creation of Flipcharts
https://www.youtube.com/watch?v=5KQlgiiBrro
Creation of Glogster Posters
https://www.youtube.com/watch?v=zLo0ElYaVwM
Creation of Quizlets
https://www.youtube.com/watch?v=6Lcowdch9kE

Jo Williamson, Ph.D., Kennesaw State University