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Taking Action

Learning Experience 4

Big Idea

We are all responsible for the difference we make.

Summary

We can play a role to make a difference.  Even the smallest action makes a difference. It all adds up.

Engage

Students will be prompted to reflect on all that they have investigated and explored during the first three learning experiences and to consider the information from their interviews. 

They will then choose a medium, such as words, images, or art to respond to the following questions:

What future do I envision for my community? What role do I see myself playing in this future?

Explore and Explain

During this activity, the teacher will lead students to come up with a shared vision for their community and write it out on chart paper.

The students will then brainstorm actions that they can take to make this vision a reality.

Elaborate

The students will consider ways they can share their vision with their community.

Teacher Support

Essential Question:
What actions can we do to protect our land and water ?

Guiding Questions:

How will we measure our success?

Students will be able to:

describe potential impacts of human-made processes (e.g., manufacturing, agriculture, transportation, mining) on Earth’s resources, both nonliving (i.e., air, water, or earth materials) and living (i.e., plants and animals).

collect the primary and secondary documentation (maps, stories, interviews, images) you have been gathering on the heritage and current character of the place in which they live.

present their research and a vision for the future of that place to an authentic audience.

Clipboards

Pencils

Paper

Chart paper

Markers

Vision Statement Form

Visioning (noun) a tool for identifying common values, building consensus and developing a comprehensive statement of what you hope to achieve.

Vision Statement (noun) describes what the community or project site (such as a park, neighborhood or street area) will be like in the future — what it will look like, who will live there, what types of activities will take place there, etc.

Students will communicate to others a vision for the future of the school community

PA STEELS

Environmental Literacy and Sustainability

3.4.3-5.D Environmental Literacy Skills: Develop a model to demonstrate how local environmtal issues are connected to larger local environment and human systems.

Related Standards

NGSS

ESS3.C Human Impacts on Earth Systems: Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Eartth’s resources and environments.

Education for Sustainabilty

EfS.I.7 | Strong Sense of Place – Indicator 7 Document the heritage and current character of the place in which they live and present their research and a vision for the future of that place to an authentic audience.

Student Materials

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