Lesson MINI

LESSON MINI

Algorithm Adventures for the Environment

Grade:

3-5

Topic:

Digital Literacy

Unit:

Teaching for Tomorrow

Overview

Image of a girl looking through binoculars while emerging from a laptop screen.

In this lesson mini, students advance to become computational thinkers and complex problem-solvers who can break down environmental challenges into manageable components, create step-by-step algorithms, work effectively in teams, and use technology to develop and communicate solutions to real-world environmental problems.

Ideas for Implementation

Digital literacy

Library media

Science

Social Studies

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

STEM

Key Vocabulary & Definitions

algorithm (noun): a set of step-by-step instructions for solving a problem or completing a task

block command (noun): a single, special type of digital block used in coding and gaming that tells the computer what actions to take

computer code (noun): a set of instructions used to tell computers what to do

computer programmer (noun): a person who uses a special language to write instructions for the computer

debug (verb): to find and fix mistakes in computer code

loop (noun): a continuously repeated set of actions

sequence (noun): the order of things, such as steps in computer code, dance moves, or events in a story

Authentic Learning Extensions

Authentic learning opportunities for studying environmental technology involve real-world experiences and practical applications that help students understand complex problems and break down issues meaningfully. Here are some examples:

Environmental Data Collection and Analysis Project: Students design step-by-step procedures to collect environmental data at school (energy usage, waste production, water consumption) over several weeks, then use simple digital tools to track patterns and propose technology-based solutions. They create algorithms for data collection, analyze their findings, and present evidence-based recommendations to school administrators. This combines computational thinking with authentic scientific inquiry and real environmental problem-solving that could influence school policy.

Local Environmental Technology Investigation: Students research and document environmental technologies used in their community (solar panels on buildings, water treatment facilities, recycling centers) and break them down into step-by-step processes using the problem decomposition skills from Activity 3. They interview facility managers or technicians to understand how these systems work, then create simplified algorithms explaining the technology to younger students. This connects computational thinking to real environmental solutions that they can observe locally.

School Algorithm Implementation: Students work with school staff to implement their environmental algorithms as actual procedures in their school. For example, they could create step-by-step instructional posters for water conservation in bathrooms or develop a systematic recycling process for classrooms. This allows students to test whether their algorithms work in practice and refine them based on real-world feedback, directly applying their computational thinking skills to create measurable environmental change.

Choose Activity

LESSON MINI

Algorithm Adventures for the Environment

Activity

1 :

Building Algorithms Through Movement

By the end of the activity, students will be able to identify the key components of an algorithm (sequence, loops, debugging) and create simple algorithms using both physical movements and block-based programming.

30-40

Minutes

Materials and Resources

Materials

Coloring supplies (one set per pair)

Large sheets of blank paper (one per pair)

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will create an algorithm to solve a problem. Explain that an algorithm is a set of step-by-step instructions for solving a problem or completing a task. Say: “Algorithms help us solve problems in the digital and physical worlds, such as when we’re playing video games, solving a math problem, or even baking!”

Begin the lesson by having students draw personal connections. Ask: “What are some activities you do that require following steps in order?” Wait for responses, and then ask more specific questions such as the following:

Have you ever used a recipe to bake?

Have you ever learned dance steps?

Have you ever assembled a toy with instructions?

Ask students, “What do all of these experiences have in common?” Allow students to share their ideas, and then guide them to discover that baking, learning the steps to a choreographed dance, and assembling a toy all follow step-by-step instructions that must be done in a specific order.

Explain that in this activity students will work with an assigned partner to write a set of instructions for a simple five-step choreographed dance. Ask students to think about why the order of steps might be important. Explain that in computer coding terms these dance steps would be called “block commands” because they give the computer instructions about what to do. Further emphasize that the sequence, or order, of the steps is very important.

Model the process by demonstrating a simple five-step dance algorithm with the whole class. Read aloud a set of instructions (e.g., “Touch your head, touch your shoulders, touch your knees, touch your toes, and jump up.”). As you call out each step, have students do the corresponding movement. The first time you read the instructions aloud, do it slowly. Then, the second time, do it a bit faster. The third time, challenge students to repeat the movement twice on their own. This modeling helps students understand what a successful algorithm looks like before they create their own.

Assign partners for the activity, and distribute a Dance Algorithm handout to each pair. Explain that they will first use this handout to write down their five dance steps in words as they plan and practice their choreography. Emphasize to students that algorithms help us solve problems in the digital and physical worlds, such as when we’re playing video games, solving a math problem, or even baking.

Give students time to brainstorm and practice their five-step choreography together before writing it down on the handout. Have the student pairs work with another pair to teach their dance steps to each other.

If students from the other pair get a step wrong, ask them what they think happened, and guide them to understand that in computer terms this means “there is a bug in the algorithm.” Then tell students to try to “debug” their algorithm so that the other pair can follow the steps correctly. Encourage students to revise the language on their handout if they realize their written steps are not clear enough for others to follow, explaining that this is an important part of perfecting code.

Consider having students repeat the dance steps a few times in order to master the dance. Ask students what they notice about doing the same steps multiple times. Tell them that in computer terms repeated commands are called “loops,” and they can be written with a specific structure. In the dance algorithm, “touch your head 2x” might be used to represent a step done two times.

Explain that pairs will now create a visual “code” for their dance algorithm that others can follow. Model how to complete this task for the whole group by drawing simple stick figures, basic symbols, and simple words on chart paper or the board. Show students how they can represent dance moves with pictures, and ensure students feel confident with creating their own visual algorithms.

Give each pair a large sheet of paper and markers or crayons to create their visual dance algorithm, using their completed Dance Algorithm handout (with the written steps) as a reference. Share that their goal is to write “code” that others can follow to complete the dance movements.

Bring the class back together and encourage students to share their work. Display students’ visual algorithms for their peers to see and have other students try to follow the pictorial instructions. Ask students to explain how their visual code solved the problem they were given.

Close the activity by reviewing key vocabulary words related to computer coding. Call on students and ask questions such as the following:

What is an algorithm?

What is a loop?

What does it mean to debug?

How do algorithms help us solve problems?

Differentiation and Variations

Language Support: For students who benefit from additional language support, provide visual vocabulary cards with key terms (algorithm, sequence, loop, debug, block commands) paired with simple illustrations or diagrams. Allow students to use their home languages when brainstorming dance steps with their partners, and help them translate key terms into English. Consider pairing these students with bilingual peers when possible, and provide sentence starters such as “First, I will ___” and “The next step is ___” to support their verbal explanations during sharing time.

Hands-On Task: Vary the dance algorithm task that students complete at the beginning of the lesson. Instead of having them create dance steps, offer them the options of writing simple cooking or baking recipes or toy-assembly instructions. This variation serves a similar purpose while empowering students to make choices based on their personal interests.

Small-Group Support: During the visual “coding” activity, identify students who may need extra support. Instead of having them work in pairs, provide a more guided step-by-step approach for this small group. This focused support will help these students feel confident with translating their written dance steps into a visual code for their algorithm.

Extended Coding Challenge: Have students write algorithms for more complicated dance steps. Encourage them to explore actions that might involve more than one person. This option builds autonomous learners and fosters creativity.

Collaborative Teaching

Alternative Teaching: For collaborative teaching and learning environments, this learning activity is well suited to an Alternative Teaching strategy. In this model, one teacher instructs most of the class while the other works with a small group of students who need specialized attention or remediation. This provides targeted instruction for students who need extra help, ensuring they can keep up with their peers. It also allows for enrichment activities for advanced students, addressing diverse learning needs and ensuring that all students receive the appropriate level of challenge and support. Studies have shown that differentiated instruction significantly benefits students who have varied learning needs, leading to more equitable educational outcomes.

Activity Introduction: Teacher A tells students that during today’s activity they will create an algorithm to solve a problem and explain the concept of an algorithm. Teacher B ensures all students are engaged in this task.

Choreography Creations: Teacher A challenges students to write a set of instructions for a simple five-step choreography with an assigned partner and connects commonly used computer coding terms to the task. Teacher A also models expectations for the whole group before having students complete the task on their own. Teacher B works with a small group of students who need specialized attention to write the dance moves.

Visual “Code”: Teacher A brings the class back together and explains that now they will create a visual “code” for their dance algorithm that others can follow. Teacher A models how to complete this task for the whole group by drawing simple stick figures, basic symbols, and simple words on chart paper or the board. Teacher B leads students to write their own code in a small-group setting.

Sharing Time: Both teachers bring the class back together and encourage students to share their work. They display students’ visual algorithms for their peers to see and have other students try to follow the pictorial instructions. Ask students to explain how their visual code solved the problem they were given.

Activity Wrap-Up: Both teachers encourage students to share their learning and showcase their work. Both teachers call on students and ask questions such as the following:

What is an algorithm?

What is a loop?

What does it mean to debug?

Algorithm Adventures for the Environment

Activity

2:

Environmental Algorithms

By the end of the activity, students will be able to create step-by-step algorithms to address environmental challenges and demonstrate how computational thinking can be applied to real-world problems.

>40

Minutes

Materials and Resources

Materials

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Print and cut out the Environmental Problem Cards. Each group of four or five students will receive one card.

Tell students that today they will explore how step-by-step thinking can help address environmental challenges at home and at school.

Begin the lesson by showing students the Be Responsible & Save the Planet images and asking them to describe what they observe. Guide students with open-ended questions such as the following:

What do you notice about the actions people are taking in these images?

What patterns do you see in how these people interact with their environment?

What questions do these images raise for you about our daily choices?

Invite students to share their observations, and ask them to consider what actions they already take or could take in their own daily routines. As students share, record their ideas on the board without judgment, encouraging all contributions.

Review that an algorithm is defined as “a set of step-by-step instructions for solving a problem or completing a task.” Then share examples of algorithms from the previous activity (e.g., a dance sequence: touch your head, touch your shoulders, touch your knees, touch your toes, and jump up).

Ask students to think about a daily routine they already follow, and have them identify the steps involved. Pose this question for investigation:

How might we create step-by-step instructions that could help someone use less water while brushing their teeth?

Guide the class to work together to develop an example algorithm, encouraging students to think through each step and consider the reasoning behind it. The algorithm should focus on efficient water use. Example algorithm:

Go to the bathroom.

Find your toothbrush and toothpaste.

Turn on the faucet.

Get your toothbrush a bit wet.

Turn off the faucet (do not leave the water running).

Put a dollop of toothpaste on the brush.

Brush thoroughly.

Turn on the faucet.

Fill a cup with water.

Turn off the faucet.

Use the water to rinse your mouth.

Turn on the faucet.

Clean your toothbrush under the running water.

Turn off the faucet.

Put your toothbrush and toothpaste away.

Tell students that now they will apply this same thinking process in small groups to investigate different environmental challenges. Divide the class into small groups of four or five students, and give each group an Environmental Problem Card, which contains a scenario to explore. Ask each group to create step-by-step instructions that address their assigned challenge, encouraging them to think critically about each step and its purpose.

Give a copy of the Save the Planet Algorithm handout to each student. Allot time for students to work on their challenges and step-by-step solutions, and circulate the room to offer support as needed. Ask guiding questions such as “What might happen if this step were skipped?” and “How does this step connect to the overall goal?” to help students think more deeply about their algorithms.

As students finish the task, bring the class back together and invite group representatives to share their challenges and solutions. Encourage the audience to ask questions about each algorithm and consider how they might adapt the ideas for their own situations.

Lead a class discussion in which students reflect on the process of creating algorithms and consider how this type of step-by-step thinking might be useful in other situations. Ask students what they discovered about breaking down complex challenges into smaller steps. Consider creating a class booklet with each group’s unique challenge and algorithm. Conclude by highlighting that creating algorithms and solving problems involves careful, sequential thinking that can be applied to many different challenges.

Differentiation and Variations

Language Support: For students who benefit from additional language support, provide visual support and sentence frames to help them participate fully. Create algorithm templates with sentence starters such as “First, I will ___,” “Next, I need to ___,” “Then, I should ___,” and “Finally, I will ___.” Pair students strategically so that stronger English speakers can support their peers. Consider providing Environmental Problem Cards and handouts in students’ home languages when possible. Encourage students to use drawings or diagrams alongside written steps to communicate their algorithms, allowing multiple ways to demonstrate understanding.

Guided Problem Solving: Choose a few Environmental Problem Cards and explore step-by-step solutions as a whole group. Focus on the importance of sequential thinking and outline how to create effective algorithms to solve real problems. This approach allows students to develop computational thinking skills and work on problem-solving in a more supported setting.

Apply It: Challenge students to use their algorithms and apply them to a block-based coding program of choice to explore a simple environmental issue. This approach encourages students to build on prior knowledge and connect their elementary coding skills to real-world issues.

Problem Cards: Consider adapting the Environmental Problem Cards so that they are most relevant to your current unit of study. This approach empowers students to problem-solve, think as computational thinkers, and draw connections between different topics.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Activity Introduction: The lead teacher begins the lesson by showing students the Be Responsible & Save the Planet images and asking them to describe what they observe. The lead teacher also guides students to brainstorm ways they can make a difference with their daily actions. The assisting teacher assists students as needed.

Algorithm Review and Model: The lead teacher reviews the meaning of an algorithm and then models a sample algorithm for the problem “People waste water while brushing their teeth.” The assisting teacher circulates the room and ensures students are actively engaged in this task.

Group Work: The lead teacher divides the class into small groups and assigns each group one of the Environmental Problem Cards while the assisting teacher distributes the Save the Planet Algorithm handout. Both teachers circulate the room and offer support. The lead teacher brings the class back together and calls on group representatives to share their problems and solutions.

Activity Wrap-Up: The lead teacher facilitates a class discussion on steps students can take to protect the environment. The assisting teacher emphasizes that for solving problems, writing code, and creating algorithms it’s very important to follow step-by-step processes.

Algorithm Adventures for the Environment

Activity

3:

Breaking Down Environmental Challenges

By the end of the activity, students will be able to identify environmental challenges and decompose a complex problem into at least three smaller, more manageable components while proposing evidence-based solutions.

>40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per student)

Images of environmental issues (for teacher display)

Sticky notes (one per student)

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: In the Problem/Issue section of the Problem and Solution graphic organizer, write, “Our planet faces various challenges. Thousands of species are at risk of dying out, mostly from habitat loss. Habitats are also at risk from pollution and climate change.” Note: Consider filling this in digitally for students prior to making copies.

Tell students that during today’s activity they will work together to investigate environmental issues facing our planet and then explore possible solutions to help address these problems.

Begin the lesson by asking students what they observe about environmental conditions around them and what questions they have about environmental changes they notice. Display a Bubble Web graphic organizer, and write environmental problems in the center. Distribute a copy of the graphic organizer to each student to fill out during the class discussion. Record students’ ideas on the displayed copy as they share.

To enrich the discussion, consider showing images that represent issues such as pollution, global warming, deforestation, and fast fashion from Britannica School, ImageQuest, or another royalty-free resource. Ask students what they notice in the images and what questions these observations raise.

After completing the bubble web, review key vocabulary words from the discussion by distributing one Mini Glossary graphic organizer to each student. Consider writing words such as the following:

biodiversity: the variety of life in a place

deforestation: the process of cutting down many trees

habitat loss: the destruction of places where animals and plants naturally live

pollution: something that makes an environment dirty, such as waste, chemicals, and other harmful substances

natural resources: things such as water, soil, minerals, and wildlife

After providing the definitions, challenge students to come up with word associations, use the new vocabulary in a sentence, and draw a visual representation for three to five words.

After listing the environmental problems and reviewing key vocabulary, ask students, “What patterns do you notice in these environmental challenges? What connections can you make between different problems?” Facilitate a respectful classroom discussion, and encourage students to actively listen to one another’s ideas. Guide students to discover that conservation is defined as the “protection of things found in nature. It requires sensible uses of all Earth’s natural resources, such as water, forests, and wildlife.”

Display the Conservation video, and tell students to use their Bubble Web graphic organizer to take notes of additional environmental issues that they identify while watching the video. Afterward, ask students the following questions:

What did you learn from the video?

What are some environmental issues, and how might they be addressed?

What evidence did you see in the video to support different approaches?

Display the Problem and Solution graphic organizer, and distribute one copy to each student. Read aloud the problem/issue found on the graphic organizer: “Our planet faces various challenges. Thousands of species are at risk of dying out, mostly from habitat loss. Habitats are also at risk from pollution and climate change.” Instruct students to copy down this problem at the top of their organizers, if it is not already printed there.

Review the graphic organizer, and guide students to explore different types of solutions to the problem. Help students discover that the solutions they propose might be individual (e.g., turning off the lights at home to use less electricity), community based (e.g., recycling at school to reduce pollution), or world focused (e.g., changing international laws to protect habitats).

Assign students to work with a partner to investigate and identify three solutions and possible results to address environmental challenges. Before partner work, model the investigation process step-by-step. Consider doing the following:

Displaying example websites or books.

Showing students how to look for simple facts and solutions by reading aloud from one source.

Demonstrating how to record one solution and its result on the graphic organizer using simple language: A solution could be lobbying for governments to change international laws to protect the rainforests from deforestation. A result might be that animals would not lose their habitat.

Provide students with access to devices or selected books about environmental solutions. Have students record their ideas in their graphic organizers. Give students 15–20 minutes to work, and let them know you will provide a visual cue when 1 minute remains and then call time.

Circulate during partner work to do the following:

Help students navigate age-appropriate resources such as the Britannica School database

Assist with reading difficult words

Guide students to focus on simple, concrete solutions

Encourage students to draw pictures alongside their written responses

Encourage students to consider what evidence supports each solution and what questions they still have. Provide sentence starters such as these: “One way to help is ___” and “This would help because ___.”

Have students pair up with another group and share one of their solutions to address current challenges.

Bring the class back together, and have students reflect on their experiences. Distribute one sticky note per student, and ask them to complete the following sentence: “We can protect the environment by ___.” Model an example first: “We can protect the environment by turning off lights when we leave a room.” As students finish, invite them to paste their sticky notes on a shared bulletin board or chart paper. Consider displaying students’ collective ideas around the classroom. Read a few examples aloud to celebrate students’ thinking.

Wrap up the activity by asking students to share one small action they might consider taking to protect the environment. Encourage students to choose something they can actually do this week. Guide students to reflect on how small changes can make a big difference.

Differentiation and Variations

Language Support: For students who benefit from additional language support, provide visual supports such as picture cards that correspond to vocabulary words. Offer sentence frames for discussions, such as “I notice ___” and “This connects to ___ because ___.” Allow students to use their home languages during partner discussions before sharing in English. Consider providing the Mini Glossary graphic organizer with translations or cognates in students’ home languages when possible. Encourage students to draw or use graphic representations alongside written responses to demonstrate their understanding.

Prior Knowledge: In order to enrich classroom discussion and make this activity more meaningful, have students read the Conservation article at home and at their own pace. This flipped-classroom approach encourages students to complete readings at home so that they can focus on collaborative discussions during class time.

Vocabulary: Challenge students to read the Conservation article and identify five key vocabulary words they would like to further explore. Have students add those words to the Mini Glossary graphic organizer. This approach allows students to build on prior knowledge and continue to build vocabulary, make connections, and discover different sources of information.

Focus Topic: Consider varying the focus topic so that it’s more relevant to your topic of study. This approach allows students to explore a different unit of study while still learning to analyze and break down key problems into more manageable components.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Algorithm Adventures for the Environment

Activity

4:

Environmental Problem-Solving with Technology Solutions

By the end of the activity, students will be able to work collaboratively to identify a real-world environmental problem and develop a technology-based solution that addresses the needs of diverse users while demonstrating digital citizenship and creative communication skills.

>40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per student)

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will identify an environmental challenge and create a technology-based solution.

Begin the lesson by showing Images of Technology-Based Solutions for Environmental Issues. As you show each image, ask the following questions:

What do you notice about this image?

What questions do you have about how this technology works?

How might technology help solve problems in our environment?

Invite students to refer to their completed Bubble Web graphic organizer and Problem and Solution graphic organizer from Activity 3 to share examples of environmental problems. Record their ideas on the board. Afterward, ask the following questions:

What are some ways people might work together to address these challenges?

How do you think technology could play a role in finding solutions?

Divide the class into groups of four or five students, and have them choose an environmental problem to solve using a technology-based solution. Suggested environmental problems for students to consider include the following: air pollution, water pollution, land pollution, deforestation, fast fashion, climate change, habitat loss, or other issues students have identified.

Guide students to turn their chosen topics into problem statements. Model examples for the whole class. For example, if students choose fast fashion, a problem statement might be “Fast fashion generates unnecessary waste and causes significant environmental damage.” If a student chooses water pollution, a problem statement might be “Water pollution harms marine life.”

Distribute digital devices for students to use to research relevant information from an approved Internet search engine. Distribute one Environmental Problem-Solvers Research Guide per student, review the questions, and instruct students to discuss and complete it. Circulate the room and offer support and feedback by asking guiding questions that help students think critically about their chosen problem and potential solutions.

As students finish the research phase, tell them that now they will use a design tool of their choice to create a slideshow (with four or five slides) so that they can share the results of their research. Model how to create a brief digital presentation and explain to students that their presentations should include the following:

A clear introduction

The problem statement

The technology-based solution

A conclusion that explores possibilities for the future related to this environmental problem

Wrap up the activity by congratulating students on their creative efforts and letting them know that they will share their presentations during the next class. Encourage students to practice their presentations at home, and share that you look forward to hearing more about their technology-based solutions next time.

Differentiation and Variations

Language Support: For students who benefit from additional language support, provide key vocabulary cards that include visual representations of environmental terms and technology concepts. Allow students to complete their research guides using their home languages first before they translate key ideas into English with peer or teacher support. Offer sentence frames for presentation slides such as “The problem we chose is ___” and “Our technology solution works by ___.” Consider pairing multilingual learners with bilingual peers or providing access to translation tools during the research phase. This approach supports students’ conceptual understanding while they develop academic English vocabulary.

Curated Resource: Provide students a set of selected online resources to go along with the problem they need to solve. Consider selecting articles and images from Britannica School. This approach supports students in independently reading about their chosen topics without overwhelming them with too many choices.

Podcast: Challenge students to record a brief podcast presenting the problem statement, creative technology-based solution, and predictions for the future. This task benefits students’ learning and helps them practice the content for their in-person presentations.

Art Project: Instead of having students create a digital presentation, have them prepare an art project to represent the environmental problem and solutions. Empower students to take creative ownership of this process and come up with a medium of choice to present their findings (e.g., collage, installation, painting). Assign students to write a brief piece explaining their work. This approach supports students’ learning because it gives them ownership and agency to decide how to present information.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, sometimes referred to as “tag team teaching,” both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly. This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Activity Introduction: Teacher A introduces the objective and facilitates discussions about environmental issues and technology-based solutions. Teacher B circulates the room and ensures students are actively engaged.

Group Work Research: Teacher A divides students into groups of four or five students and offers each group a choice of environmental problems to research technology-based solutions for. Teacher B distributes digital devices for research as well as a research guide. Both teachers circulate the classroom and support students as they work in their groups.

Presentation Preparation: Teacher A brings the class back together. Teacher B models how to prepare a digital presentation and outlines what students should include in their presentations.

Activity Wrap-Up: Both teachers close the activity by congratulating students on their creative efforts and letting them know that they will present during the next class.

Algorithm Adventures for the Environment

Activity

5:

Environmental Problem-Solvers Presentations

By the end of the activity, students will be able to present and evaluate a real-world environmental problem and communicate a technology-based solution that addresses the needs of diverse users.

>40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per student)

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will present their environmental issues and technology-based solutions to the class. Explain that as they listen to each presentation, they will discover different approaches to solving environmental challenges and learn how technology can be used in various ways to help our communities.

Begin the lesson by reviewing the Environmental Problem-Solvers Peer Evaluation Rubric. Explain to students that they should listen actively, ask questions, and evaluate their peers using the provided rubric. Remind students that each presentation should include a clear introduction, outline the problem statement and technology-based solution, and conclude with a prediction about the future. Guide students to think about what questions they might ask to better understand each group’s problem and solution.

Provide each group a few minutes to review their slides and finalize last-minute details before presenting. Encourage students to double-check spelling, look for typos, review their presentation layout, and review who will say what. Ask groups to consider how they can help their audience understand why their chosen environmental problem is important to their community.

Write on the board the order in which students will present. Consider randomly assigning the order to present or calling on group volunteers.

Let students know that they will have a set amount of time to present their work and that you will provide a visual cue when 1 minute remains and then call time.

After each group finishes their presentation, congratulate students on their effort. Ask the presenting group to share one thing they learned while researching their problem. Then briefly highlight the areas of strength and offer gentle feedback for improvement. Invite student volunteers to also share their feedback, encouraging them to ask questions about what they found interesting or wanted to know more about.

After students present, bring the class back together and celebrate their efforts. Ask students the following questions:

What did you discover about the different ways technology can help solve environmental problems?

How did you feel presenting your work?

What connections did you notice between the different environmental problems presented today?

Differentiation and Variations

Language Support: For students who benefit from additional language support, provide sentence starters and key vocabulary cards related to environmental problems and technology solutions. Consider pairing these students with language-strong peers during the question-and-answer portions. Allow students to incorporate visual aids, diagrams, or illustrations to support their verbal presentations. Encourage the use of gestures and props to help communicate ideas. This approach supports students’ language development while allowing them to demonstrate their understanding of environmental problem-solving concepts through multiple modes of communication.

Video Presentations: For students who need additional support presenting in front of others, offer the option of preparing a video presentation. This approach supports students’ learning because it gives them the opportunity to showcase their knowledge using asynchronous digital tools while also reducing the pressure of an in-person presentation.

Presentation Challenge: Consider inviting parents or additional groups of students to be part of the audience. This approach helps students practice presenting for different audiences and age groups and helps them solidify their presentation skills.

Poster Presentations: Instead of creating digital presentations, have students use large posters to outline the five elements of the presentations (introduction, problem statement, solution, future prediction, and conclusion). Similar to a museum exhibit, students stand in front of their posters while the audience walks around asking questions about the key findings presented. This alternative approach allows the audience to move freely and offers students a lower-pressure presentation setting.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed and met in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Activity Introduction: Teacher A tells students that during today’s activity they will present their works and review the Environmental Problem-Solvers Peer Evaluation Rubric. Teacher B observes students’ behavior and engagement.

Presentation Preparation: Teacher A provides each group a few minutes to review their slides and finalizes last-minute details before presenting. Teacher B circulates the room and observes each group, providing interventions as needed.

Presentation Party: Teacher A assigns the presentation order, and both teachers assess students’ work. Then Teacher A briefly highlights the areas of strength and offers gentle feedback for improvement. Teacher B invites student volunteers to also share their feedback.

Activity Wrap-Up: After students present, Teacher A brings the class back together and asks students, “How did you feel presenting your work?” Teacher B records students’ answers.

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