Students begin by exploring how consumer goods in their everyday lives produce greenhouse gases that contribute to climate change. Students investigate a variety of consumer goods, like water bottles and electronics. This prompts students to wonder about the steps of a consumer good’s life cycle: extraction of raw materials, manufacturing, transportation, use, and waste. Students investigate chemical reactions that occur during consumer goods’ life cycles, including the combustion of fossil fuels, that produce gases that enter the atmosphere. Simulations allow students to observe how greenhouse gases contribute to the recent increase in Earth’s average surface temperatures.
Using mathematical representations, students calculate which consumer good life cycle contributes the most greenhouse gases to the atmosphere. Students use engineering principles to explore solutions for greenhouse gas emissions in the consumer good life cycle. The unit culminates with students redesigning one or more steps in the life cycle of consumer goods and creating a plan to implement their solution.
Want to talk through the lesson plans? Need support customizing a unit for your classroom?
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“Students were curious and continue to be curious. They are more aware of their surroundings than before and continue to point out observations daily.”
“This did a great job of piquing students’ interest and sparking opposing points of view, which created lively discussions on the topic.”
“I truly enjoyed teaching this. It has been heartwarming to see them care about other living things and the environment.”
“From my students: ‘Thank you for teaching us this lesson because if you didn’t it would be bad for our environment.’ ‘This was awesome! Can you do more? Thank you!’ ‘Thank you for helping us in taking care of the environment.'”
“This lesson brought in cultural stories from the original people who inhabited California. This is a perspective that is not often taught in science. I think that the kids liked having science be a little less facts and figures and more story.”
“Students really wanted to share their food traditions and look into how climate change might affect their food traditions.”
“Students really enjoyed the hands-on activity. They were very interested to learn about the different pollutants that they’ve never heard of. It also developed their curiosity about air quality and pollution. It was an eye-opener for some that they are able to see what is mostly ‘unseen’ by everyone.”
“What I find interesting is that students are discussing the material outside of class time. I heard students discussing the ideas before class in the hallways and even during lunch periods.”
“Using the maps and seeing things like schools and how close they are to hazards is really cool. They may not be super connected personally, but they can put themselves in the shoes of other kids and try to relate. I know it’s working because I have a kid that just watches Netflix all day, every day and he pulled out his earbud and participated!”
“When you’re out in the workforce, you’re trying to solve problems that don’t have a clear, immediate answer. So doing stuff like this helps give students practice.”
“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”
“They’ve never thought about stuff like this before, and now they’re sharing it. One girl said this was the only class that she went home and talked to her parents about.”
Sylvie Kademian, Curriculum Developer
Jenny Kostka, Curriculum Developer
Susan Lyons, Curriculum Developer
Josh Paschedag, Curriculum Developer
Crystal Howe, San Diego COE
Kelly Meade, Long Beach USD
Milton Reynolds, Steering Committee
Mackenzie Clark, Curriculum Developer
Matt Ellinger, Designer
Sara Krauskopf, Curriculum Developer
Stacey Lane, Illustrator
Ladie Malek, Development Editor
Roger Palmer, GIS Etc
Sofia Safranek, Ten Strands
Rachel Weisbrot, Ten Strands
Craig Manges, Lemoore Union HSD
