Fourth Grade
MD History-Environmental Literacy Project
The 4th grade Social Studies curriculum is centered around Maryland and its history. While researching Maryland’s history our class was able to uncover that Maryland was the first state to require environmental literacy to be included in their K-12 public school curriculum. As a Green School, we felt that further research should be done on this topic to understand it’s significance to our daily environmental initiatives. The 4th grade students (95-104) decided to work together in groups to create posters to help share their findings with students in other grade levels.
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Arlington Echo
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Through our science curriculum and our overnight field experience at Arlington Echo, students (95-104) are able to answer the question of: How Has Human Activity Affected Maryland's Living Things?
Students investigate the human impact on climate, land, water, and living things. Students conduct investigations and collect data through their science curriculum and the Arlington Echo field experience to complete project based learning action projects. Students conduct background research, investigate and collect data, and analyze and take actions back at school. Students learn and understand issues affecting the Chesapeake Bay and how they can make a difference. |
Informational/Persuasive Poster
In fourth grade (95-104 students) looked for supporting details in the Chesapeake Bay health report to support the main idea that the bay is getting healthier!
In this language arts research project, students performed close readings of two Chesapeake Bay related articles—one on oysters, and the other on SAVs. They combined both articles’ key points to create an informational/persuasive poster about how these two topics relate to the bay’s overall health and quality as a major estuary. Students not only had to share information about how oysters and submerged aquatic vegetation keep the bay’s ecosystem healthy, but also how to encourage others in helping these organisms survive.
In this language arts research project, students performed close readings of two Chesapeake Bay related articles—one on oysters, and the other on SAVs. They combined both articles’ key points to create an informational/persuasive poster about how these two topics relate to the bay’s overall health and quality as a major estuary. Students not only had to share information about how oysters and submerged aquatic vegetation keep the bay’s ecosystem healthy, but also how to encourage others in helping these organisms survive.
Designing a Garden
After reading the book, The Secret Garden, students (27) completed a STEAM project by redesigning our playground garden.
Science: Students researched Native Plants for our Nectar Beds. Technology: Students used SketchUp to design their outdoor garden using the correct measurements. Art: Students designed birdhouses to place in the garden. They also created a Tic-Tac-Toe board using a recycled tire filled with sand and rocks decorated with Xs and Os. Mathematics: Students found the area and perimeter of each garden to determine how much mulch and dirt should be purchased. In addition to this, students created "Shopping Carts" at Home Depot and were only given a budget of $200 to purchase all materials. |
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Papier Mache Globes
As a getting to know you activity at the beginning of the school year, 27 students gathered in interest groups to research environmental issues throughout our 7 continents. The culminating project was to create a papier mache globe to hang above each team in our classroom.
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Solar Sun Ovens
After learning about different types of energy, Fourth Grade Students (95- 104) enriched their study by learning to cook with light. As a culminating activity, students brought in used pizza boxes, recycled black paper, foil, and plastic wrap to create their own Solar Oven.
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Passion Power Hour Projects
Fourth Grade Teachers designated every Friday for students to participate in researching topics that they were passionate about- hence the name "Passion Power Hour". Each 4th Grade Teacher had a different focus: Robotics, Writing, Coding, and Environmental Issues.
When students (95-104) completed their environmental issues rotation, their topics included: Global Warming, Carbon Footprint, Water Filtration, Stewardship, Gardening, Composting, Endangered Animals...the list was endless. Students were given a full marking period to complete their project. They needed to conduct research using books and Online Databases. Then they needed to create a presentation using Power Point or Google Slides. Many students went above and beyond and truly turned this into a STEAM project by designing something to go with their presentation. This was a project to remember. |