We can find a way to use and manage resources so that current and future generations of people, plants and animals can thrive over time.

All the “stuff” that we use everyday starts somewhere. Even though many of our objects are made by people, discover how the materials sourced for our everyday objects all come from nature originally.

As they watch the videos, ask students to think about these questions:

• How can we keep using our natural resources forever?
• Is everything recyclable?

Ask them to take notes and follow up with time to share ideas:

• What is Cradle to Cradle?
• Can Everything be Recycled?
• World’s Water Crisis (can be disturbing for some children so preview before sharing)

Socratic Seminar Discussion topic:

• How can we keep using our natural resources forever? Is everything recyclable?

Choose your Content Resources for the Socratic Seminar from the following:

• Biomimickry One-Pager: Velcro and Seed Pods
• Biomimickry One-Pager: Shinkansen (Bullet Train) and the Kingfisher
• Biomimickry One-Pager: Adhesive and Oysters
• Biomimickry One-Pager: Water Collection and the Darkling Beetle
• Materials Cycling
• Biomimicry Introduction
• Additional Biomimicry Ideas
• Cradle to Cradle YouTube Video
• Case Studies of Cradle to Cradle Products
• Water Quality Video
• Resource: Can everything be Recycled? (Terracycle)
• Circular Economy Animation

Explain that before engaging in the Socratic Seminar about sustainability, students will first gather specific evidence that supports their individual topic statements. They may use any notes from the science unit or from the texts, notes and discussion from the previous science period and must have two pieces of evidence to support their claim.

• The resources are divided between several groups with each student being responsible for part of the reading/viewing the source material.
• Students go to “expert” groups to discuss the portion of the source they read/viewed and complete a portion of a graphic organizer for claims/evidence/elaboration.
• Students return to home groups and present their conclusions and responses.
• While each student is presenting to the home group, those students fill out their own graphic organizers (take notes) for the presenters section.
• Concluding instructions for Step 1: Go over expectations using Socratic Seminar Speaking and Listening Tracker and Rubric – and ask students to bring to the next class a topic statement stating their opinion about the guiding question with two pieces of evidence to support their claim.

Throughout this Unit, we have explored, discovered and questioned. Let’s ponder the Unit’s Essential question:

• What can we do to contribute to a healthy and just Philadelphia for all Philadelphians?

By reviewing what we learned about STUFF, what it is made from, where it goes when we no longer need or want it, and how we envision a community environment that is litter free and where our waterways, which provide drinking water, are fishable, swimmable, safe, and accessible for all to enjoy, now and into the future.

Ask your students to take the pledge below and decide on an action they would like to take. Encourage them to develop their own original and authentic ideas: “I would like to play my part in making my community a more healthy, sustainable place to live, go to school and play by doing the following action… “

Example:

• Encourage every student in my class to use only reusable plastic water bottles for drinking water.