Protect the Environment

(NOTE: This lesson contains a Part A and a Part B. Both are important to access the full learning of the curriculum. If time is limited, review both parts to choose elements that meet your pupils’ needs.)

In this lesson, the important learning occurs through researching different ways communities can protect the environment. The example model/program shows one way – with a community recycling centre that can detect yellow-coloured plastics and make a cheering sound. Encourage pupils to use the examples for inspiration and then design and build the community actions they researched.

• Build Prior Knowledge - Protect the Environment: Using your core science materials, share information, images and definitions.
  • Review what pupils know or do to protect the environment, e.g., recycling, planting trees and using solar power. They will learn more about such actions through this research activity.
  • Key vocabulary: environment, recycling
• Building and Programming Experience: Review the suggestions in the Unit Plan. For this lesson, you may also want to:
  • Reinforce with the Colour Sensor tutorial in the SPIKE App Start menu.
  • Use the Event and Sensor Blocks sections of the Help>Word Blocks menu in the SPIKE App to provide more support.
• Materials: Locate suitable research resources about actions to protect the environment, such as by searching government agencies or local preservation organisations. Consider how to integrate resources in the lesson. Collect craft materials if desired.

PART A (45 Minutes)

• Introduce the story’s main character(s) and the first challenge: Leo takes good care of Spike Town. How can you care for the environment in your community?

• THINK – Facilitate a brief discussion about the lesson topic(s), using the story picture if you wish:

  • What are some actions that people take that harm Earth’s environment – its land, air, water, plant life? (Build cities, pave roads, cut down trees, pollute the air and water through factory emissions, etc.)
  • What are some ways that people use science to care for the environment in their communities? (Recycling, installing solar panels and wind turbines, planting trees, pollution controls, etc.)
  • Choose one of these ways, or another that interests you, to investigate. You’ll show that learning through a model. (Review classroom best practices for research.)

• Distribute a SPIKE Essential Set and device to each group.

• Consider sharing the examples below, clarifying that they show a model/program of a community recycling centre that can detect yellow-coloured plastics and make a cheering sound. Pupils’ models should show the community actions they researched.

• Have pupils:

  • Use at least two resources to research one way that people use science to protect the environment in their communities.
  • Begin to BUILD and PROGRAM a model of their chosen community action, using the provided base model for inspiration if they wish.

• Facilitate brainstorming about ways to PROGRAM pupils’ models, such as how to run a motor, use a sensor and/or activate lights or sounds.

Example Ideas

• Gather pupils for sharing. 

• Have each group use their progress model to demonstrate and explain how it will show their community action.

• Elicit sharing about pupils progress work and encourage pupils to use inspiration from shared ideas.

• If you wish to continue in Part B – Explain, have pupils keep their models intact or allow time for rebuilding.

PART B (45 minutes)

• Repeat the steps from Part A – Explain to support additional sharing, brainstorming and inspiration for continued model building.

• Have pupils:

  • (15 min) Continue to BUILD and PROGRAM their model of a community action.
  • (10 min) Use their completed models to share their learning about the community action.

• (5 min) Invite pupils to share knowledge, ideas or skills that

  • Helped them complete the challenge.
  • They learned while researching or when designing their models.

• Have pupils clean up the sets and work areas.

• Ask guiding questions to elicit pupils’ thinking and their decisions while developing ideas, building and programming.

Observation Checklist

• Review the learning objectives (Teacher Support box).
• Use the checklist to observe pupils’ progress:
  • They identify at least two sources for research.
  • They use research information to describe one way that individual communities use science ideas to protect the environment.
  • They build and program a model of their chosen community action.

Self-Assessment

Have each pupil choose the brick that they feel best represents their performance。

• Blue brick: I think I can follow instructions to create a program.
• Yellow brick: I can follow instructions to create a program.
• Green brick: I can follow instructions to create a program, and I can help a friend do it too.

Peer Feedback

In their small groups, have your pupils discuss their experiences working together.
Encourage them to use statements like these:

• I liked it when you…
• I’d like to hear more about how you…

Simplify this lesson by:

• Reducing the research task to a limited list of community actions to protect the environment.

Increase the difficulty by:

• Requiring that programs respond to user input in some way, for example the recycling model makes a sound when it detects a recyclable material. If pupils have built that model, require them to add a second user input response.

• Have pupils research another way in which individual communities use science to protect Earth’s resources and environment. Have them share their findings through a short oral presentation or poster.

If facilitated, this will extend beyond the 45-minute lesson.