Sunny Weekend Alert
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Green Practices (Spring 2023)
Overview: Students will participate in learning, research, and project completion with the purpose of understanding green practices and environmental responsibility. During this event we will be discussing how we can think green whether driving an electric vehicle or recycling your cellphone to help gorillas. This event's post-activities are focused around problem-based learning.
Activities offered for classrooms can be used by teachers as they apply to their class. Pre-activities and post-activities are meant to help support and enrich the learning that takes place during the Live Broadcast. All are optional but strongly encouraged in order to align with the standards provided.
Date of Event: March 29, 2023 10:00 am (EST)
To Register: https://us02web.zoom.us/webinar/register/WN_jZKSwrSsSI26pblUhcVnnw
Designed For: Middle School and High Schools Students (see NC Standard Course of Study alignments below)
Teacher Information (All Grades):
Our Green Practices portion of our Living with Nature series will be broadcast via Zoom on Wednesday, March 29, 2023 at 10 am. It will last approximately 30 minutes.
In order to set the foundation/stage for the Green Practices live/interactive event, students should have a basic understanding of what Green Practices are, their effects on their personal environment as well as that of their county, state, nation, and world.
Use the information found on the Zoo’s website to inform yourself of what the Zoo is currently or has been doing to practice green responsibility: North Carolina Zoo Conservation Practices.
Determine your goals for your class. Use the objectives listed above to decide what you’ll focus on for the duration of the project and interaction. There are many opportunities to create a cross-curricular event and experience for students. Consider teaming up with another content-area teacher.
Suggested Activities
Prior to Event
The following activities are offered as suggestions to engage students’ prior knowledge and prepare them for their virtual trip to the North Carolina Zoo to learn about Green Practices.
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Encourage students to choose from the Green Practices based on their personal interest. Students should identify questions they have and thoughts around how they could create a project based on the practice they choose.
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Research laws and regulations around environmental and green practices especially based on one of the Zoo’s projects. Determine which companies, organizations might be helpful in researching or talking.
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Identify a need in your immediate community in the realm of environmental responsibility. Provide opportunity for students to discuss a potential solution and draft goals, questions, and needs for the solution. See Edutopia’s PBL site for ideas and background information.
Post Event
1. Choose an upcycling project to do at home or at your school. See how our Neighborhood Naturalist upcycled an old kiddie pool into a garden.
2. Audit your school or home with the Project Learning Tree Green Schools Investigations. There are many free resources once an account is created: https://www.plt.org/green-schools/download-student-investigations/.
a. GreenSchools Adult Leader Guide - https://www.plt.org/wp-content/uploads/pdf/PLT-GreenSchools-Adult-Leader-Guide-2018.pdf
b. Energy Investigation - https://www.plt.org/wp-content/uploads/pdf/PLT-GreenSchools-Energy-Investigation-2018.pdf
c. Waste & Recycling Investigation - https://www.plt.org/wp-content/uploads/pdf/PLT-GreenSchools-Waste-Investigation-2018.pdf
d. School Site Investigation - https://www.plt.org/wp-content/uploads/pdf/PLT-GreenSchools-School-Site-Investigation-2018.pdf
e. Environmental Quality Investigation - https://www.plt.org/wp-content/uploads/pdf/PLT-GreenSchools-Environmental-Quality-Investigation-2018.pdf
f. Water Investigation - https://www.plt.org/wp-content/uploads/pdf/PLT-GreenSchools-Water-Investigation-2018.pdf
Have students complete one or more of the investigations at school or at home, etc. Report on their findings to the class. If you are working with younger children there are early childhood versions of the investigations available on Project Learning Trees website.
3. Based on the investigation you completed and the needs you found choose a Green Practice for your school or household to implement. Research the practice and create a plan on how it will be implemented. Implement your Green Practice and gather data of outcomes, effects, and successes (or failures). Create a recruitment campaign in the format of your choosing (either mp4 video, slideshow, or podcast) and share it with the school or your family to get them to adopt the new Green Practice.
4. Recommended activities - calculate miles per gallon for different vehicles and find a secret message in a decoding activity
For questions or further information email schoolprograms@nczoo.org.
6th Grade
6th Grade
Science - NGSS
- MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems
- MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
ELA
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.6.1 Analyze a text to determine what it says explicitly as well as what inferences should be drawn.
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.6.8 Determine claims in a text that are and are not supported by reasons or evidence.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.6.1. Write claims about topics or text.
a. Write a claim about a topic or text.
b. Write one or more reasons to support a claim about a topic or text
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.6.5 Conduct short research projects to answer a question.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.6.4 Communicate findings including descriptions, facts, or details related to main idea or theme.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.6.5 Select an auditory, visual, or tactual display to clarify the information in presentations.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.6.3 Use language to achieve desired outcomes by attempting to repair communication when a reader or listener does not understand the initial attempt.
7th Grade
7th Grade
Science - NGSS
- MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems
- MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
ELA
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.7.1 Analyze text to identify where information is explicitly stated and where inferences must be drawn
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.7.8 Analyze text to identify evidence that supports claims made in the text.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.7.1 Write claims about topics or texts.
a. Introduce a topic or text and write one claim about it.
b. Write one or more reasons to support a claim about a topic or text.
c. Use temporal words (first, next, also) to create connections.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.7.5 Conduct research to answer a question based on multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.7.4 Communicate findings including descriptions, facts, or details related to main idea or theme.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.7.5 Select or create audio recordings and visual/tactile displays to emphasize specific points in a presentation.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.7.3 Use precise language to achieve desired outcomes or meaning when communicating.
8th Grade
8th Grade
Science - NGSS
- MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems
- MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
ELA
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.8.1 Cite text to support inferences from informational text.
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.8.8 Identify the argument in a text and claims that support it.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.8.1 Write claims about topics or texts.
a. State the claim and provide reasons or pieces of evidence to support it.
b. Write reasons to support a claim about a topic or text.
c. Use temporal words (first, next, also) to create connections.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8.5 Conduct short research projects to answer and pose questions based on multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.8.4 Communicate findings including relevant descriptions, facts, or details.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.8.5 Include multimedia and visual information into presentations.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.8.3 Use language to achieve desired outcomes when communicating by using a range of verb tenses (e.g., I walked, I walk, I will walk) accurately when writing or communicating.
Biology (High School)
Biology (High School)
NCSOS (Biology)
- Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next).
NGSS
- HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
- HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
ELA (High School)
ELA (High School)
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
9-10
RI.9-10.1 Determine which citations demonstrate what the text says explicitly as well as inferentially.
11-12
RI.11-12.1 Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understanding.
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9-10
RI.9-10.8 Analyze the argument or specific claims in a text and determine what evidence is provided to support them.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1 Write claims about topics or texts. a. Introduce a topic or text and write one claim and one counterclaim about it.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.9-10.5 Conduct research projects to answer questions posed by self and others using multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.9-10.4 Communicate findings including relevant descriptions, facts or details with an organization that supports purpose, audience, and task.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.9-10.5 Use digital media in presentations to support understanding.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.9-10.3 Use language and vary syntax when writing and communicating to achieve desired outcomes.
11-12
RI.11-12.8 Demonstrate understandings of claims and arguments in works of public advocacy.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.1 Write arguments to support claims.
a. Write an argument to support a claim that results from studying a topic or reading a text.
b. Support claims with reasons and evidence drawn from text.
c. Provide a closing or concluding statement.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.11-12.5 Conduct research projects to answer questions posed by self and others using multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.11-12.4 Communicate findings including relevant descriptions, facts, or details as well as alternative or opposing information, with and organization that supports purpose, audience and task.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.11-12.5 Use digital media strategically in presentations to support understanding and add interest.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.11-12.3 Use language to achieve desired outcomes when communicating by using a variety of simple and compound sentence structures.
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