Project overview

Throughout this PBL unit students will engage in investigations in order to design a product that promotes environmental awareness and sustainable practices. 

This process will entail an overview of evaluating cause & effect, understanding money, surveying the community, writing a business pitch, creating a product prototype, and facilitating a business fair.

 KEY STANDARDS

Science Integration

• S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms. a. Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly. b. Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time. c. Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants. d. Develop models to illustrate the unique and diverse life cycles of organisms other than humans

• S2E3. Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment. (Clarification statement: Changes should be easily observable and could be seen on school grounds or at home.) a. Ask questions to obtain information about major changes to the environment in your community. b. Construct an explanation of the causes and effects of a change to the environment in your community.

Social Studies Integration

• SS2E1 Explain that because of scarcity, people must make choices that result in opportunity costs.

• SS2E3 Explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter. 

• SS2E4 Describe the costs and benefits of personal saving and spending choices.

Math Integration

• MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Reading/Writing Integration

• ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

• ELAGSE2W6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.

Presenting/Producing

Media Arts

MA2.CN.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

a. Discuss and explore how media artworks and ideas relate to everyday and cultural life.

b. Build digital citizenship skills by interacting safely and appropriately with media arts tools and environments.

Connecting

MA2.PR.1 Select, analyze, and interpret artistic work for presentation.

a. Practice combining varied academic, fine arts, and media content into unified media artworks. 

Computer Science

Knowledge Constructor

CSS.KC.K-2.2

Use digital tools (e.g. computers, tablets, cameras, software, 3D printers, etc.…) to build knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1. Recognize the letters, numbers, and basic functions of a keyboard, touchpad/trackpad,

mouse, and other input devices.

2. Use the letters, numbers, and basic functions of the keyboard effectively (shift, space,tab, enter/return).

3. Identify and use the home row of the keyboard effectively.

4. Build (use, modify and/or create) collections of digital images and words to communicate learning using a variety of media types.

5. Analyze collections of digital images and words for how well each collection

communicates learning.

6. Identify a problem of interest to the learner and create a solution using digital tools.

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