Scott

Carson Scott
Doctor Gayle
Elementary Methods
24 April 2016
Science Circus Unit Plan

C Protecting our ecosystems E

Unit Planner
Week
1

Standards

Essential
Questions

3.1.1.A2. Investigate the

dependence of living
things on the suns
energy water,
food/nutrients, air, living
space, and shelter.

What is an ecosystem?
How are living things
and non-living
environments
interconnected in an
ecosystem?

4.1.1.A Identify and

describe the basic needs
of living things in a
terrestrial habitat.

4.2.1.A Explain the path

water takes as it moves
through the water cycle.
4.5.1.C Describe how
pollution affects the

What is the water

cycle?
Why is the water cycle
important for
ecosystems?

Learning
Target
I can describe
an ecosystem.

Investigation
Creating our
own ecosystem

I can describe
how the
different parts of
my ecosystem
are related to
each other.

I can state and

describe what
happens at each
part of the water
cycle.

Assessment

Observations
See
connecting
questions in
other lesson
assessments
Journal Page
3

Materials

Water Cycle

Does the
pollution stay
with the water
throughout the
whole cycle?

6 liter bottles
scissors
12 coffee
filters
6 goldfish
6 plants
1 bag of
extra soil
rope

8 clear
plastic cups
water
shaving
cream
blue food

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health of a habitat.
What happens when
our water gets
polluted?

I can describe
how pollution
effects the
environment.

What would
happen if the
water of our
ecosystem
became
polluted?

dye
brown food
dye
ice cubes
sharpie
marker

(See page 4 of
science journal)

3.1.1.A2. Investigate the

dependence of living
things on the suns
energy water,
food/nutrients, air, living
space, and shelter.
4.1.1.A Identify and
describe the basic needs
of living things in a
terrestrial habitat.

How do plants get

nutrients?

I can label the

parts of a flower.

What are the parts of a

flower?

I can identify the

needs of a plant.

What parts of a flower

give nutrients to the
flower?

I can explain the

importance of
roots and stems
on a flower.

How do plants
get nutrients?

After completing
a minimum of
three days of
observation,
students
complete the
reflection
portion of their
science journal
section on how
plants get
nutrients.
Students will be
asked to
compare and
contrast this
flower to the
planted flowers
on their mini
ecosystem. How
do the flowers in
your ecosystem
get water? How
does the water
get to the
leaves? The
flower petals?
See page 5 of
journal

6 carnations
Food coloring
(red, green,
blue, etc.)
6 tall clear
cups or
recycled
plastic water
bottles
water

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4

4.5.1.C Describe how

pollution affects the
health of a habitat.

How does change in an

ecosystem effect the
ecosystem?

4.1.1.D Identify living

things that are
threatened, endangered
or extinct.

I can describe
the effect oil
spills have on an
ecosystem.

Oil Spills and

Wild Life

I can identify
how a living
thing might be
threatened or
endangered
from an oil spill.

8.3.1.C Identify
examples of change.

What is the
problem with
birds getting oil
on their
feathers? How
does this effect
their ability to
live?

I can identify
how change to
an ecosystem
can unbalance
the system.

4.3.1.C Recognize the

difference between
renewable and

What is a carbon foot

print?

nonrenewable resources.

How do rivers change

places?

4.5.1.A Identify

How does pollution

effect our world?

resources humans use

from the environment.
4.5.1.C Describe how
pollution affects the
health of a habitat.

What are renewable

resources?

I can calculate my
carbon footprint,
describe how rivers
affect physical
characteristics of
places, and how
pollution effects our
earth.

Did you feather

go back to
normal after
washing it with
soap and water?

Feather
Corn oil or
vegetable oil
Water
Soap
12 Small
paper bowls
(2 per group)
water
small plastic
container for
soap
toothbrush

What would
happen if oil
spilled in your
ecosystem?
Visit to the
Franklin Institute

See visit
handout

Science
Journal
Pencil
Ticket to the
Franklin
Institute

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7.4.1.A Describe how
lakes, rivers, and
streams impact people
7.2.1.B Identify the
basic physical processes
that affect the physical
characteristics of places

Lesson Plans:
Week 1 Exploration: Creating our own Ecosystem
Lesson Steps
Learning Target/Objectives

Description
I can describe an ecosystem.

What should my students learn from

this experiment?

I can describe the needs of the living parts of my ecosystem.

Science Ideas (Standards)

What scientific concepts are involved
in this experiment?

Procedures
What steps are needed for this

I can describe how the different parts of my ecosystem are related

to each other.
3.1.1.A2. Investigate the dependence of living things on the suns
energy water, food/nutrients, air, living space, and shelter.
4.1.1.A Identify and describe the basic needs of living things in a
terrestrial habitat.

1. Cut liter bottle top off about 1/3 of the way down.
2. Add aquarium rocks, water, and a goldfish to the bottom of
the litter bottle. Make sure a small whole above the water

Time

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experiment?
What does the demonstration look
like?

Engage (I do)
How will I hook my students into the
topic?
How does this connect to previously
learned content?

line is made so students can feed the fish.

3. Next cut a whole in the center of your two coffee filters and
line the top of the bottle with the coffee filters so that the
whole matches up with the spout of the bottle.
4. Take your string and create a knot on one end. Feed the
unknotted end through the whole and spout of the bottle
and place the top of the bottle inside the bottom with the
spout towards the water and gold fish. Your string should be
submerged in the water.
5. Place your plant and soil into the inverted liter bottle top.
Add extra soil to fill any extra space.
6. Find space for groups to put their ecosystems on the
window sill where the plant can get some sunlight.
Friends! Today we are starting our brand new science unit! This
unit is called Protecting our Ecosystems! Ecosystem is a big word!
Can you guys say ecosystems? Raise your hand if you dont know
what that means? Thats ok! We are going to learn all about what
an ecosystem is and we are going to create our own ecosystem
inside this classroom! But first we need to learn what an
ecosystem is! I want you guys to watch this video and listen for
two important things!
1. What is a habitat?
2. What is an ecosystem?
When we are done watching, we will answer these questions on
our anchor chart!
Play video on Freshwater Habitats from Brain Pop Jr.
https://jr.brainpop.com/science/habitats/freshwaterhabitats/
Once video is done call on student volunteers to explain what a
habitat is and what an ecosystem is. Students fill out information in
their Science Journal. (see attached document for Unit Science
Journal)
Habitat: a place where plants and animals live
Ecosystem: a community of living and nonliving things that need
each other to survive.
*students have prior knowledge of the difference between living
things and non living things.

10 min.

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Exploration (We do)

Student collaborative work time to
explore science experiment.

So we have learned that an ecosystem is a community of living

and nonliving things that need each other to survive. Today we are
going to work in groups to make a fresh water ecosystem in our
rooms that we will be observing over the next FIVE weeks! You
guys are going to be responsible for taking care of it and making
sure everything stays healthy!
Materials:
6 liter bottles
scissors
12 coffee filters
6 goldfish
6 plants
1 bag of extra soil
rope
Teacher guides students through how to make the basic structure
of the ecosystem. (4 min.)
Students get into their groups of 4-5 students and decide on jobs.
Bottle cutter
Coffee filter and string
Placing water into the bottom part of liter bottle and
inverting bottle top
Planter and extra soil (2 students for groups of 5)
Students record their job in their Science Journal and start building
their habitat.
Once students have completed constructing their habitat, they will
receive their gold fish with the assistance of the instructor and
place their ecosystem on the window sill.

Explain (I do)
What guiding questions will assist
students in reaching the learning
target?

Students will be engaged in questions regarding their ecosystem

throughout the three weeks of observation. Throughout the unit,
students will be expected to connect the weeks demonstration to
the ecosystem they have created and express how pollution

20 min.

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changes environments in a harmful way.
How is the fish connected to the plant?
How can you describe what an ecosystem is?
What did you observe in your ecosystem?
How does the string in your ecosystem work?
What would happen if the water in our ecosystem became
polluted?

Check for Understanding (I do)

Assessment
Students Elaborate and evaluate
what they have learned as a result of
this lesson and how it connects to
previously learned content in the
unit.
SPED and ELL Accommodations and
Modifications

Students complete their three-week observation sheet, plus the

connecting questions throughout the unit during each
demonstrations assessment. At the end of the unit, each
ecosystem group will be required to have a discussion with the
teacher regarding how living and nonliving parts are all important
and interconnected in an ecosystem.
See page 3 of journal
All procedures will be posted on an anchor chart with
visuals to accompany the steps
Science Groups will be created with at least one strong
reader in each group.
Students will be allowed to draw or write depending on
ability. Some may orally take the assessment.
All assessments will be read out loud.
Sentence starters will be provided.
All materials will be labeled and displayed for students to
see.

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Week 2 Exploration: The Water Cycle

Lesson Steps
Learning Target/Objectives

Description
I can state and describe what happens at each part of the water cycle.

What should my students learn from

this experiment?

I can describe how pollution effects the environment.

Science Ideas
What scientific concepts are involved in
this experiment?
Procedures
What steps are needed for this
experiment?
What does the demonstration look like?

Time

I can describe how pollution would effect my class ecosystem.

4.2.1.A Explain the path water takes as it moves through the water cycle.
4.5.1.C Describe how pollution affects the health of a habitat.

1. Tape one cup of water on the window and mark the water line
with the sharpie and leave it there for the experiment.
2. Place hot water into one cup and cover the cup with another
cup on top. Place an ice cube on top of the put and allow
students to observe and record what happens.
3. Take a third cup of water and place shaving cream on top. This
represents the cloud formed in the second part of the
demonstration.
4. Drop the blue food coloring into the shaving cream. This
represents the water that is evaporating and accumulating in
the cloud
5. As the cloud gets heavy with the food coloring, the blue
coloring will start to rain. Allow students to observe and
record what is happening.

Engage (I do)

Repeat procedure, this time adding brown food coloring to steps two
and three to represent water pollution. For step four, drop the same
brown color food dye, again to represent the polluted rain water.
https://newsela.com/articles/colorado-mining/id/11723/

10 min.

How will I hook my students into the

topic?
How does this connect to previously

Do Now:
Read News ELA article on mining in Colorado out loud to students and
elaborate on what has happened.

-3 min.
article
read

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learned content?
Students write and/or draw a response to the following question in
their science journals:
What would happen if the pollution from the mine was pouring
into your ecosystem?
What could happen to the living parts of your ecosystem?

-4 min.
reflection
time
-3 min
review of
Lorax and
intro

So last week we created our very own ecosystem to take care of and
so far we have been so responsible about taking care of our little
communities and keeping them healthy. We have also been learning
about how humans can change ecosystems and sometimes we really
hurt ecosystems with the things we change. Who remembers what
happened in Dr. Suesss story The Lorax? (students should mention
deforestation, how the barbaloots, Swamee swans, and Humming Fish
had to leave) Exactly, because all the trees were cut down and his
factory was letting out so much pollution, the ecosystem was out of
balance and those living animals were no longer able to survive! And
how were the nonliving things affected? Like the air? (students should
mention smoke from factory)
Exploration (We do)
Student collaborative work time to
explore science experiment.

Today we are going to look at how pollution affects another non-living

thing of ecosystems. Just like the smoke in the air made it difficult for
the animals in the Lorax to survive, water pollution also makes it
difficult for ecosystems to stay healthy. In this experiment, we are
going to be recreating the water cycle right here inside class! One
version is going to be with clean water, and one version will be with
polluted water. Ready?
When I came in this morning, I taped this cup of water to the window
and I put a little black line to measure where the water was. And you
know its now after lunch and I noticed that the water line does not
match my black line anymore. Can someone tell me? Whats the first
part of the water cycle boogie? Youre right its evaporation! Some of
the water in my cup must have evaporated! Lets move on to the next
part of our experiment!
Teacher models how to do the experiment with the clean. Students
follow along with their guided notes inside their Science Journals.

25 min.
10 min.teacher
demo
15 min.students
turn

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Once water cycle with clean water is completed, reflect on the

following question:
What would the result be if you used dirty water in this
experiment? Would only pure water evaporate? Or does the
pollution go with it?
So now you guys are going to recreate this experiment on your own,
but this time we are going to try it with polluted water! I have already
placed a polluted cup of water on the window for the evaporation part,
its up to you guys to create condensation and precipitation in your
groups, following the steps I just showed you. I have brown food dye
and the brown color is going to represent unhealthy water. You need to
record each step of the process inside your science journal and answer
the questions before moving on to the next part of the experiment.
Any Questions?
Students try making a cloud and rain in groups on their own, this time
with polluted water. Students follow experiment steps and answer
questions on what impacts could having polluted water in our water
cycle have on the earth and on our mini class ecosystems. (see
science journal for recording sheet, page 4)

Procedure:
1. Tape one cup of water on the window and mark the water line
with the sharpie and leave it there for the experiment.
2. Place hot water into one cup and cover the cup with another
cup on top. Place an ice cube on top of the put and allow
students to observe and record what happens.
3. Take a third cup of water and place shaving cream on top. This
represents the cloud formed in the second part of the
demonstration.
4. Drop the blue food coloring into the shaving cream. This
represents the water that is evaporating and accumulating in
the cloud

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5. As the cloud gets heavy with the food coloring, the blue
coloring will start to rain. Allow students to observe and
record what is happening.
Repeat procedure, this time adding brown food coloring to steps two
and three to represent water pollution. For step four, drop the same
brown color food dye, again to represent the polluted rain water.
While you are completing the experiment, I want you to draw your
observations in the correct bubbles in your Science Journal. Draw what
the condensation part of the experiment looks like, the evaporation,
and the precipitation. Make sure you use lots of color and detail.

Explain

What is the water cycle?

What guiding questions will assist

students in reaching the learning
target?

Why is the water cycle important for ecosystems?

What would happen if the water of our ecosystem became polluted?
What is the problem with pollution?

Check for Understanding (I do)

Assessment
Students Elaborate and evaluate what
they have learned as a result of this
lesson and how it connects to
previously learned content in the unit.

Students should be able to respond to the following questions after

observing and reflecting over the experiment and their own
ecosystem.
Does the pollution stay with the water throughout the whole cycle?
What would happen if the water of our ecosystem became polluted?
(See page 4 of science journal)

SPED and ELL Accommodations and

Modifications

All procedures will be posted on an anchor chart with visuals to

accompany the steps
Science Groups will be created with at least one strong reader
in each group.
Students will be allowed to draw or write depending on ability.

5 min.exit ticket

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Some may orally take the assessment.

All assessments will be read out loud.
Sentence starters will be provided.
All materials will be labeled and displayed for students to see.

Week 3 Exploration: How do Plants Get Nutrients?

Lesson Steps
Learning Target/Objectives

Description
I can label the parts of a flower.

What should my students learn from

this experiment?

I can identify the needs of a plant.

Science Ideas
What scientific concepts are involved in
this experiment?

Procedures
What steps are needed for this
experiment?
What does the demonstration look like?
Engage (I do)
How will I hook my students into the
topic?
How does this connect to previously
learned content?

Time

I can explain the importance of roots and stems on a flower.

3.1.1.A2. Investigate the dependence of living things on the suns energy water,
food/nutrients, air, living space, and shelter.
4.1.1.A Identify and describe the basic needs of living things in a terrestrial habitat.

1. Fill the water bottles about 2/3 with water.

2. Place 5 drops of one color of food coloring into a single bottle.
Use a different color for each bottle of water.
3. Place one freshly trimmed carnation inside each bottle of water.
4. Observe changes over three to four days (depending on how
fast flowers need to absorb color.
Today we are going to keep learning about the different parts of our
mini ecosystems. Last week we learned about the importance of water
within an ecosystem and why it is important to have clean water.
Water is a non living part of our mini communities. We learned about
how if our nonliving things like water are not healthy, it can affect
living things like our lovely goldfish. Today we are going to learn how
we keep one of the living parts of our community healthy and strong!
Just like we need to eat healthy foods and drink lots of water to get
nutrients, plants need nutrients too! For our experiment this week, we
are going to see how our flowers are getting the food and water they
need to survive! But first we need to learn the different parts of a

10 min.
3 min.
hook
7 minlabel the
flower

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flower! Open up your science journal to today and get ready to begin!
Teacher creates anchor chart and draw and labels different parts of a
flower. Students follow along and record in their science journals (page
5)
Today we are going to set up an experiment that is going to show us
how water reaches all parts of a flower! This experiment is going to
take some patience because it is going to take a few days to see it
happening so we are going to observe our flowers over three days and
each day we are going to record what we see is different about our
flower! The changes we notice are going to show us how the different
parts of a flower get their nutrients!
Exploration (We do)
Student collaborative work time to
explore science experiment.

Monday:
Students get into their science group and the material monitor comes
to collect the materials needed for their group. Each group gets a
different color food dye to put into their water.
Procedure:
1. Fill the water bottles about 2/3 with water.
2. Place 5 drops of one color of food coloring into a single bottle.
Use a different color for each bottle of water.
3. Place one freshly trimmed carnation inside each bottle of water.
Observe changes over three to four days (depending on how fast
flowers need to absorb color). See guided notes in science journal for
daily recording sheet.
Now that we are all set up for our experiment its time to write a
hypothesis! I want you and your group members to think about how
you think plants get nutrients! Now that youve learned the different
parts of a flower, I want you guys to gather around your mini
ecosystem and think about how your potted flowers are getting
nutrients! We know that all living things need food and water. How do
you think your flowers in your community are getting those things?
What parts of the flower are important for food and water? You will
need to write a beautiful hypothesis! How do plants get nutrients?
What do you think will happen to the flowers in colored water?

20 min.set up
and
hypothesi
s
completio
n
10 min.Tuesday,
Wednesd
ay, and
Thursday
for
observati
on

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Tuesday:
Ok friends! So our carnations have been in colored water for one full
day now! What we are going to do today is get into our groups and
observe how your carnation has changed or not changed. You are
going to draw in your science journal a detailed picture of your
carnation today, then we will all discuss the results!
Wednesday:
Students follow same steps from Tuesday. Then whole group discusses
changes and how they think water is traveling to the leaves and petals
of their flower. The flowers should have started to show more color by
now.

Explain
What guiding questions will assist
students in reaching the learning
target?

Thursday:
Again students follow same observation steps from Tuesday. Flowers
should have even more color now. Has your hypothesis changed? Or is
it the same?
How do plants get nutrients?
What are the parts of a flower?
What parts of a flower give nutrients to the flower?
Why do you think flowers need roots?
What would happen if our plants didnt have water?
How is soil and water connected to the health of plants?

Check for Understanding (I do)

Assessment
Students Elaborate and evaluate what
they have learned as a result of this
lesson and how it connects to previously
learned content in the unit.

Friday:
After completing a minimum of three days of observation, students
complete the reflection portion of their science journal section on how
plants get nutrients. Students will be asked to compare and contrast
this flower to the planted flowers on their mini ecosystem. How do the
flowers in your ecosystem get water? How does the water get to the
leaves? The flower petals?

SPED and ELL Accommodations and

(See page 5 of Science Journal)

All procedures will be posted on an anchor chart with visuals to

10 min.

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Modifications

accompany the steps

Science Groups will be created with at least one strong reader
in each group.
Students will be allowed to draw or write depending on ability.
Some may orally take the assessment.
All assessments will be read out loud.
Sentence starters will be provided.
All materials will be labeled and displayed for students to see.

Week 4 Exploration: Oil Spills and Wildlife

Lesson Steps
Learning Target/Objectives

Description
I can describe the effect oil spills have on an ecosystem.

What should my students learn from

this experiment?

I can identify how a living thing might be threatened or endangered

from an oil spill.
I can identify how change to an ecosystem can unbalance the system.

Science Ideas

4.5.1.C Describe how pollution affects the health of a habitat.

What scientific concepts are involved

in this experiment?

4.1.1.D Identify living things that are threatened, endangered or extinct.

8.3.1.C Identify examples of change.

Procedures
What steps are needed for this
experiment?
What does the demonstration look like?

1. Observe your feather. Draw a detailed picture of your feather

in your journal.
2. Dip your feather in water. Draw what your feather looks like
now. Record whether or not your feather absorbed or repelled
the water. Write some words that describe your feather.
3. Dip your feather in the oil. Draw what your feather looks like
now. Record whether or not your feather absorbed or repelled
the oil. Write some words that describe your feather.
4. Try putting a little water on your oiled feather. Does the feather

Time

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Engage (I do)
How will I hook my students into the
topic?
How does this connect to previously
learned content?

Exploration (We do)

Student collaborative work time to
explore science experiment.

absorb or repel the water? Describe and draw what happened

when you put water on the oily feather.
5. Put liquid soap on your feather, place it in the bowl with water
and try scrubbing the oil off with the toothbrush to clean off
your feather. Take the feather out. How is your feather different
now? Were you able to get the oil off?
Good morning Friends! So we are almost done with our Unit on
Protecting our Ecosystems! We have learned so much so far about
how to keep ecosystems healthy and how living and nonliving parts of
ecosystems rely on each other to survive and stay healthy! Today we
are going to learn a little more about how a change in an animals
habitat can be not so good to the living things in that habitat. Give
mem a thumbs up if you remember when we talked about how that
mine in Colorado was spilling chemicals into water? And remember
how we made a connection to our own ecosystems and how if those
chemicals got into our ecosystem, our poor fish might not survive? At
this point you guys are pros at learning about how water pollution is
terrible for plants and our earth. Today we are going to learn how oil
spills have really hurt some beautiful animals on our planet.
For our experiment this week, every group is going to get the
following materials:
Feather
Oil
Water
Soap
2 paper bowls
Water
Toothbrush
You are going to open up your science journal and follow along with
me!
First, I want you to observe your feather. Draw a detailed
picture of your feather in your journal in the space
provided (wait for students to complete before moving on)
Next we are going to start filling in our chart. We are going
to dip our feather in water, oil, and then soap and water.
You are going to draw what your feather looks like after
dipping it in each liquid. You will also record two things.

3 min.

25 min.
5 min.
Teacher
demonstrat
es each
step and
shows
journal on
projector
20 min.
Students
conduct
experiment
on their
own

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First did the feather absorb or repel the liquid? Has the
feather changed?
After your feather has been dipped in oil, sprinkle a little
water on it. Does it repel or absorb the water this time?
Last, try cleaning off your feather in the bowl of water by
adding some soap and gently scrubbing it with your
toothbrush. Again, record your findings.

Explain

How does change in an ecosystem effect the ecosystem?

What guiding questions will assist

students in reaching the learning
target?

What is the problem with oil spills?

Why do you think oil spills keep happening even though we know how
bad they are for the environment?
How would you generate a plan to stop pollution?
What would happen if oil spilled into your ecosystem?

Check for Understanding (I do)

Assessment
Students Elaborate and evaluate what
they have learned as a result of this
lesson and how it connects to
previously learned content in the unit.

Students should be able to elaborate on how oil spills effect bird in

their natural environment and think about how an oil spill could affect
their mini ecosystem.
Did you feather go back to normal after washing it with soap and
water?
What is the problem with birds getting oil on their feathers? How does
this effect their ability to live?
What would happen if oil spilled in your ecosystem?

SPED and ELL Accommodations and

Modifications

All procedures will be posted on an anchor chart with visuals to

accompany the steps
Science Groups will be created with at least one strong reader
in each group.

7 min.

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Students will be allowed to draw or write depending on ability.

Some may orally take the assessment.
All assessments will be read out loud.
Sentence starters will be provided.
All materials will be labeled and displayed for students to see.

Week 5 Exploration: Trip to the Franklin Institute

Learning Target: I can calculate my carbon footprint, describe how rivers affect physical characteristics of places, and how pollution
affects our earth.
Standards:
4.3.1.C Recognize the difference between renewable and nonrenewable resources.

4.5.1.A Identify resources humans use from the environment.

4.5.1.C Describe how pollution affects the health of a habitat.

7.4.1.A Describe how lakes, rivers, and streams impact people

7.2.1.B Identify the basic physical processes that affect the physical characteristics of places

Materials:

Guided Notes Scientific Diary

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Clip boards

Pencils

Chaperones

Tickets to Franklin Institute and Theater

Pre-Planning:

Students will be divided into groups of four to five students per chaperone.

Groups 1, 2, and 3 will begin with movie The Last Reef; Groups 4, 5, and 6 will begin with Changing Earth exhibit.

Groups 4, 5, and 6 will see movie second while groups 1, 2, and 3 see the Changing Earth Exhibit.

I Do:
Friends, today at the Franklin Institute we are going to visit the amazing Changing Earth exhibit and we are going to get to see an
awesome short movie called The Last Reef! This is going to connect with everything we have been learning so far in our Sharing
the Planet science unit. So far we have learned about different landforms and bodies of water. We have learned about how plants grow
and why we need them! We have learned about how insects live and all of the special things they do to help our planet! We have talked

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a lot about how to keep our planet healthy and strong, but now we are going to learn about how we have changed the planet in some
not so good ways and what we can do to stop that!
We Do/You Do:
Ok friends! you have 3 sections to fill out! You dont have to do them in order, however you must complete all the parts within one
section before moving on to another. The first section is on your Carbon Footprint! Thats a huge word and its up to you to find out
what it is and what your carbon footprint is! The second section is all about rivers! The third is about soil! What is soil again? Do we
remember? (student should respond) Awesome! I think you guys are ready to explore and fill in those Scientific Diaries.
Post Visit Reflection:

What is your carbon footprint?

What were some things you tried in the stream table? How did the water affect what you created with the materials in the
stream table?

What did you notice about the three different soil samples during the third section?

Students must create a poster with their group suggesting one way they can reduce their carbon footprint. Their method needs to relate
to coming to school or being at school in some way. The add needs to have a slogan and clear images of how the students are
encouraging reducing their carbon footprint. For example, students could draw themselves riding a bike to school. Posters will be
hung up in the stair case for the school to see different ways to be environmental at Pan American.

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