The class will start a recycling project where students can deposit recyclables. They will use the profits to pay for radio advertisements about environmentalism. Students will create posters and podcasts about environmentalism in groups. The posters will include good and bad environmental practices, and the podcasts will persuade listeners to help the earth. The projects incorporate authentic learning, cooperative learning, and intentional learning.

1. Healthy Earth
By Mandy Brown and Missy Goethals

2. Summary
As a follow-up lesson, students will become environmentalists and
brainstorm ways to help the Earth. The class will begin a recycling project at
the school where other classes can deposit their recyclables as well. They
will work with a group to create an electronic poster on Gliffy demonstrating
their knowledge of what to do to protect the earth and its natural resources.
The poster will have both good things to do for the earth, as well as things
that should not be done or ways to improve things being done now. The
partners will then share their posters with the class. Each group will also
make a radio advertisement about environmentalism and its importance.
They will record their ads on a podcast and then use the money made from
recycling to have the ads play on a local radio station.

3. South Dakota Content Standards
3.S.1.1. Students are able to recognize ways to recycle, reuse,
and reduce consumption of natural resources.
3.E.1.2. Describe how humans use Earth’s natural resources.
3.L.3.3. Students are able to describe ways humans impact
air, water, and habitat quality.
3.L.3.1. Students are able to describe how species depend on
one another and on the environment for survival.

4. ISTE NETS Standards
1. Creativity and Innovation
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
a. interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
d. contribute to project teams to produce original works or solve problems.
5. Digital Citizenship
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
6. Technology Operations and Concepts
a. understand and use technology systems.
b. select and use applications effectively and productively

5. Materials and Technologies
paper
pencil
recycle bins
recycling center
money
contact person at radio
Gliffy
Podcast

6. Learner Outcomes
The class will start a recycling project for the entire school. They will use the
profits from this project to pay for their radio advertisements.
Students will work together in their groups to create a poster on Gliffy that
demonstrates their knowledge on environmentalism. It will include good
things to do for the earth, as well as things that should not be done or ways
to improve things being done now.
Groups will make a radio advertisement about environmentalism and its
importance on a podcast that will be played on a local radio station.

7. Description of Components Used From
the Meaningful Learning Framework
Authentic Learning-This project is an example of authentic learning because the
learning is situated in a meaningful real-world task. The learners are involved in
activities similar to what professionals would do. They can also see how what
they learn is used outside of school.
Cooperative Learning-This project is an example of cooperative learning because
the students will form groups to complete their learning task. The members of the
groups do not all have the same skill level so they can take advantage of each
others’ knowledge or skill. The students will be assessed as a group as well as
individually.
Intentional Learning-This project is an example of intentional learning because it
is goal directed. The learners represent their own understanding and are involved
in their learning goals.

8. Description of Final
Assignment
There are 2 final projects in this activity.
1) The students, working in groups, will create an electronic poster on Gliffy.
The poster will contain a title, pictures and descriptions of ways to save the
earth’s natural resources. There will also be photos and descriptions of
things you should not do or ways to improve things being done now.
2) The students, working in groups, will create a radio advertisement on a
podcast. The podcast will persuade listeners to make better choices to help
preserve the Earth’s natural resources.

9. Instructional Procedures
The teacher will review natural resources and environmentalism with the students.
The teacher will discuss the class’s ongoing recycling project and total up the
current earnings. Then the teacher will explain the projects and go over the details
with the students. The teacher will then place the students into groups consisting of
three members who are all at different academic levels. The teacher will then
monitor the groups as they begin brainstorming ideas for their electronic poster.
When groups are done brainstorming, the teacher will take them to the computer lab
where they can begin the project on Gliffy. When the posters are done, the teacher
will have the groups present them to the class. Next, the teacher will have the
groups begin writing a radio advertisement about environmentalism and its
importance. When they are done with their advertisement, the teacher will have
them record it on a podcast. The teacher will then send the podcasts to the contact
person at the radio so they can be played on air.

10. Assessment Plan
The groups will be assessed both collaboratively and individually. The groups will be graded on
the following rubric.
Poster has a title-1 point
Poster has at least 3 things good for the Earth with pictures and descriptions (9 points)
Poster has at least 3 improvements for the Earth with pictures and descriptions (9 points)
Podcast contains introductions of group members (3 points)
Podcast persuades audience to take better care of the Earth by giving at least 3 ideas on how to
do so (10 points)
Podcast has an appropriate conclusion with summary included (5 points)
Each group member will grade the other members of the group by completing the following rubric.
Circle which number applies with 5 being a lot and 1 being very little.
This group member had a good attitude. 1-2-3-4-5
This group member participated. 1-2-3-4-5
This group member helped witht the technology components. 1-2-3-4-5