Engaged Learning Project Draft Template

Title of Project: It’s Easy Being Green!

Subject(s): Science, ELA, STEM
Grade Level(s): 4th Grade
Abstract:
Fourth grade students will initiate and maintain the composting program at Calhoun Primary and Elementary School in order
to reduce the amount of waste that is being thrown away. Students will research elements of composting (including hearing
from a “green” expert from the community) in order to gain an understanding of the process. Students will then create a
series of videos instructing the other students (K-3 and 5th) and teachers on what composting is, how to separate their
breakfast, lunch, and snack trash for compostable items, and how the compost will be used for the school garden. Students
will also produce articles about the composting program (before and during) that will be published on the school’s website
and social media. The articles will include persuasive articles on why everyone should compost. (Articles may be written
during STEM or ELA class.) After the composting process gets started at CES, students will maintain data (qualitative
observations of the compost and quantitative data from the amount of trash) which they will analyze throughout the year.

Learner Description/Context:
Calhoun Elementary School is located in Calhoun, GA and is the only elementary school in the Calhoun City School District.
CES has approximately 970 students enrolled which is made up of 53% Caucasian, 37% Hispanic, 6% African American, and
2% Asian. Twenty-two percent of students are English Language Learners, and there is a high economically-disadvantaged
population. This project will take place primarily in the elementary STEM lab (part of the specials/activity rotation). Students
will use the video production studio and equipment to create the video series. We have many partners in education with our
local businesses, as well as many parents who are experts in their fields who help with various projects.

Time Frame:
This project will take place once every seven days when students go to the STEM lab for their activity rotation. The research
and initial videos will take 4 class periods (45 minutes each). The articles for the school’s website and social media will be
done periodically through the year as the composting program continues. Articles may be written during STEM, science
class, or ELA class. Data collection will also be done throughout the year.

Standards Assessed:
Science:
S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an
ecosystem.
a. Develop a model to describe the roles of producers, consumers, and decomposers in a community.
b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and
including producers, consumers, and decomposers

Mathematical Practice Standards:

4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.

English Language Arts:

ELAGSE4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELAGSE4W8 Recall relevant information from experiences or gather relevant information from print and digital sources;
take notes and categorize information, and provide a list of sources.
ELAGSE4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELAGSE4SL4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
ELAGSE4SL5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of
main ideas or themes.
ELAGSE4L6 Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including
words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and
phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text
clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Draft Template
purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g.,
for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and
events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the
sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e.
Provide a conclusion that follows from the narrated experiences or events.

ISTE NETS-S
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original
works as a means of personal or group expression c. Use models and simulations to explore complex systems and
issues d. Identify trends and forecast possibilities
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with
peers, experts, or others employing a variety of digital environments and media b. Communicate information and
ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and
global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original
works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate,
organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c.
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process
data and report results

Learner Objectives:
Students will maintain an electronic portfolio to keep all work associated with this project; the portfolio will include a
checklist of all required components. Students will explain the composting process and importance of composting by creating
videos based on their research which will be evaluated with a rubric. Students will collect and analyze data about the amount
of trash at CPES in order to justify the need for composting. The data collection notes and charts will be kept in their
electronic portfolio. Students will write articles that will be shared through the website and social media documenting the
composting process as CPES in order to communicate the project to the community; the articles will be assessed by a rubric.
Once the composting program is up and running, students will extend their knowledge of composting and “going green” by
choosing a related activity on which they will reflect and share on the STEM blog; activities and reflections will be graded
with a rubric.

The “hook” or Introduction:

The teacher will show the “Math of Trash” video on Youtube. The teacher will then take students to see how much trash is in
the school’s dumpsters. Students should be interested in this project because they will be in charge of an important project for
the school, but also an important project for Earth and will be trying to inform and convince everyone to compost.

Process:
Part 1 – Students will collect data on the amount of trash created by CPES. Individual classes will be responsible for data
collection in different areas of the school (cafeteria, grade level hallways, offices, etc.). Quantitative data will be collected for
amount of trash, and qualitative data will be collected for specific things students notice (e.g., a lot of paper being thrown
away in classrooms, unopened packages of apple slices, etc.). The teacher will lead into a discussion of how this amount can
be reduced. The classroom teacher will be responsible for allowing students to collect this data periodically at the end of the
day. The information will be inserted into a Google Sheet in order to create graphs and tables. The classes will incorporate
their information into a shared Google Doc so that each class can see all of the data from around the school. The teacher will
guide discussions on trends and patterns or things that stand out as well as look at the long term amounts if this is produced
daily. The data will be checked off the student’s checklist. (Two class periods plus data collection in between class periods)

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Draft Template
Part 2 – Students will work in groups of 3 to research different elements of composting – definition, benefits, what can be
composted, what cannot be composted, composting problems and solution, worm compost, compost tea. The teacher will
help students determine good quality websites to use and will guide students in their note taking, making sure they have
enough information. Students will record their findings in a Google Doc (including links to websites where they found the
information) which will be incorporated into their electronic portfolio. Each group will incorporate their subtopic into a class
Google Slideshow so that everyone in the class can see all of the subtopics. Students will leave feedback to other groups and
ask clarifying questions. Research and sources will be checked off the student checklist. The slides will be assessed on a
student-created rubric based on the related standards. During this phase, a guest speaker will talk to students (either in person
or through Skype/Google Hangouts) to answer questions about composting. (2 class periods)

Part 3– Each class will choose a topic on which to create an informational video on composting. The teacher will assist
students in choosing the best location for the video (if it needs to be filmed outside of the classroom) and will assist students
with video production software. Each class will produce both English and Spanish versions of their video. Each student will
reflect on his or her part in the production of the video. The videos and student reflections will be assessed using a student-
created rubric for the related standards and will be included in the electronic portfolio. (2 class periods)

Part 4 – Setting up the composting program – Each class (students will work in groups of 4) will create educational posters
using Google Drawings or Canva to place around the school (classrooms, cafeteria, etc.) informing others about what items
can be composted. The teacher will help students figure out where to place the posters that will be most beneficial. Bins will
be set up to collect the compostable items. Each class will be assigned bins to collect and empty periodically. Students will
also help compose an email to the principal asking her to have the lawn maintenance crew save grass clippings and leaves
and explain the reason for this in a letter to the maintenance crew. Each student will reflect on his or her participation in the
process. The reflection and letter will be assessed with a rubric. (At this point, students will begin actually composting.) (2
class periods)

Part 5 (ongoing) – Beginning with part 4, two classes each week will write an article that will be published on the school’s
website and social media; the articles must have a multi-media component (audio, video, pictures, etc.). The articles will be
written in both English and Spanish and will be assessed with a student-created rubric for the related standards before being
published. The teacher will create the schedule for the classes to write articles. The teacher will also give feedback to students
to improve the articles to a “proficient” level before they will be published. The article will be shared with the other classes to
receive feedback.

Part 6 – Students will choose a related activity to complete either at school or at home. They will be given a list of example
activities but may choose their own as long as it is approved by the teacher. The related activity must have pictures or videos
for documentation. Students will document and reflect on their activity; the reflection must include how their activity relates
to composting and/or “going green.” The activities and reflections will be included in their electronic portfolio and will be
assessed on a rubric. These activities and reflections will be posted to a STEM blog which will allow other students/classes to
see the activities and give feedback or comments. (time will vary based on chosen activity – will be due in 4 weeks after part
4)

Part 7 – Each student will create a product to convince others to compost and “go green.” The class will vote on the best
products to be put into a school-wide competition. The top 10(?) will be put on the school’s website and social media to help
encourage the community. The products will be included in the electronic portfolio and will be assessed using a student-
created rubric based on the related standards. (2 class periods to create the product – voting will take approximately one
week)

Product:
Students will produce a series of videos explaining the composting process and instructions on how other students and
teachers can separate their trash to avoid throwing compostable items in the trash. Students will also maintain community
awareness of the project by writing articles (including multimedia elements – video and pictures) that will be published on
the school’s website and social media. Groups of Spanish-speaking students (with assistance from our Family Engagement
Coordinator who speaks Spanish) will translate videos and articles to reach a broader community group. The product will be
meaningful to students because they will be maintaining the composting program, so it is important that other students and
teachers know what can be composted. It will also be important because they will be conducting a study on the amount of
trash that will be reduced by the composting program. They may also want to work harder to change not only the school’s
view on composting but the community’s view as well. Technology is used by researching the composting process, creating
videos to share with other students at the school, collecting and analyzing data, and maintaining publicity to the community
through student-produced articles on the website and social media. The project will be assessed on standards-based rubrics
for each part based on the related standards. Students will help develop the rubric by having a class discussion (with teacher

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Draft Template
guidance) on what each of the standards looks like in the context of each part of this project. Once the composting program is
up and running, students will choose a related topic or activity to complete either at home or at school (recycling, water
conservation, field trip to dump, tracking waste at home, community compost, etc.) and will complete a reflection on what
they did and how it relates to the “going green” initiatives. The reflection can be written or recorded orally and will be
assessed through a rubric. Throughout the project students will follow a timeline and checklist to make sure they stay on
track. They will maintain an electronic portfolio that will include documentation of each part of the project as well as
feedback and rubric assessments. During one STEM night, students will share information with parents about the composting
program and allow parents/family to see the composting area.

Technology Use:
Google Docs – reflections, articles (before being published)
Google Slides – research slide show
Google Sheets – data collection/analysis
Canva/Google Drawings – posters
iMovie (iPads) – videos
Broadcast equipment (school) – live videos if needed
STEM blog – communicate with peers/feedback
School’s website and social media
Electronic portfolio – maintain documentation and assessment/feedback

The proposed technology for this project supports the indicators of engaged learning by allowing students to be teachers and
producers (Google Slides, Canva/Google Drawings, iMovie and broadcast equipment, STEM blog). It also allows students to
be collaborative with their peers (Google Docs/Slides, STEM blog) and the community (website and social media). The
electronic portfolio supports the assessment indicators by making the project performance based and using ongoing
assessment.

References and Supporting Material:

 Guest speaker (from the community) to discuss composting
 STEM journal for collecting data
 Electronic portfolio to maintain documentation of all work
 Student-created rubric for slideshow for research
 Student-created rubric for letter to maintenance crew/email to principal
 Student-created rubric (with teacher guidance) for videos and articles
 “Math of Trash” video for introduction https://youtu.be/wsK1YOOCfNA
 rubric for reflections of student-chosen activities
 rubric for reflections of student participation during larger group or whole class activities
 video production software

What modifications have you made since you submitted your “idea” for feedback?
I incorporated electronic portfolios for students to keep track of all parts of the project which also includes a checklist and
timeline to keep students on track. I also incorporated student choice activities after the composting program gets started. I
added another community component by having students present the composting program to parents at STEM night and
allowing parents/community to visit the composting area. I also included student-created Spanish videos and articles to reach
a broader audience of parents and community members.

Which indicators of Engaged Learning will be high in this lesson and Why?
The task is authentic and meaningful because students are helping to solve a problem at the school (too much trash) and
producing products to educate other students as well as keep the community informed and persuading others to compost. This
project also has a direct connection with the school garden project from another grade level. It is multi-disciplinary because
students will be using many language arts skills through a long-term science project. The student acts as
an explorer (researching and implementing the composting program), teacher (teaching others about composting),
and producer (videos on composting and the process of the program and articles for community awareness); the teacher acts
as a facilitator, guide, and co-learner as students work to troubleshoot when necessary during composting given what they
learned about composting through their research and hearing from experts as well as guiding and facilitating the production
of videos and articles. Students will work collaboratively to maintain the program as well as produce videos; they will also
collaborate with experts from the community.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Draft Template

Which indicators would you like to strengthen?

While I included more aspects of assessment (portfolios, checklists, etc.) in this draft, I still would like to strengthen this area,
particularly “teachers balance their own assessment with response from audiences/content experts outside the classroom.” I
feel that this balance is lacking in this project.

What LoTI level do you think this lesson would be and Why?
This project would be a solid level 5 with the potential to be a level 6, depending on school and community impact once it is
implemented. Students are using technology to participate in an authentic project and they are the producers. They will be
developing an understanding of composting as well as sharing this process with the community and hopefully convincing
others to compost at home. There is no right or wrong answer to this project and students will be problem-solving along the
way.

What help would you like to receive from us?

I loved getting all of the feedback and great ideas from the idea discussion post. I would still like some help on balancing
teacher assessment with response from audiences/content experts outside the classroom. I feel that I am struggling with this
mostly because of just how many students/classes are going to be involved with this project. Any additional feedback is
greatly appreciated!

Jo Williamson, Ph.D., Kennesaw State University