Kimberly Waite guided her students through a design challenge inspired by a collaboration with National Geographic Explorer Erina Molina. Students gained background knowledge of the dugong, an endangered marine mammal, through interdisciplinary learning projects. Then, they designed a prototype of a net and boat with the goal of preventing dugongs from being caught as bycatch.
Kaitlyn Purvis designed a third-grade unit that helped students make personal connections to the lives of Canada’s early settlers and indigenous people. Students explored their own heritage and mapped the resulting data, learning how their classmates’ families came to Canada. After researching what life was like for both settlers and indigenous people, students created puppet videos to share what they learned.
Loris Chen designed a unit that guides her eighth-grade students through an exploration of smartphones. Students follow the product life cycle from beginning to end, discovering what raw materials are used, how they are sourced, and how sustainable they are. The project culminates with students producing videos to share their ideas for improving smartphone sustainability.
Lyanne Abreu connected her urban students with the natural world around them through a challenge offered by the Fairchild Tropical Botanical Garden. Students learned about native and migratory bird species in South Florida and collected data, making observations at specific sites and documenting their findings in journals.
Helen Pugh used the Geo-Inquiry Process as a framework to guide her students in action projects within their school. Groups of Helen’s students developed projects related to composting, food waste reduction, gardening, and more, all with the goal of creating a cleaner school environment.