organizing a yearlong project

The cornerstone of the Protecting Nebraska Waters curriculum is the Solution Plan Project. Through this project, students will (1) investigate the water quality of a local body of water, (2) explore both scientific and civic solutions for protecting or improving that water quality, and (3) develop communication skills that will allow them to effectively share their ideas with their community.

Any inquiries they pursue throughout the year will prepare them to analyze their community’s water quality situation and take informed action via the project.

What is a solution plan?

After they have investigated a water quality problem and explored different options for addressing that problem, the students will create a hypothetical plan for solving it (called a “solution plan”). The solution plan will serve as the final end product for the Solution Plan Project. While the students will not be required to execute them, nor to share them with anyone beyond their school community, their solution plans should be detailed enough that the students will be fully equipped to do so, if they choose. 

Although each student’s solution plan will be unique, they should all feature the following information:

  • A description of the problem, supported by the data they collected
  • An argument for a scientific solution that would directly address the problem
  • An argument for a civic action that would facilitate the scientific solution

The final end product of this project is a “solution plan,” an essay in which the students describe their plans for protecting or improving the water quality of the local body of water in question. The students must also create whatever materials they would need to enact their solution plan (i.e. video documentary, essay,  speech,  poster, flyer, poetry, letter, etc.). In their essay, the students will include a short piece explaining how they would use the materials they created to help put their solution plans into action. Together, the medium(s) and the method of sharing are referred to in this guide as the “mode of communication.” 

For more information about solutions plans, and the Solution Plan Project as a whole, click the links below: 

SOLUTION PLAN PROJECT: TEACHER'S GUIDE
SOLUTION PLAN PROJECT: STUDENT'S GUIDE

Project Phases

Building A Democratic
Community of Learning

Before embarking on a year-long project with your students, it’s essential that you form your classroom into a democratic community of learning – a cohesive group that shares common learning goals and works to achieve them by democratic means. 

Doing so will ensure that…

  • Your students trust you and are motivated to work hard 
  • Your students are committed to the project, and to each other 
  • You know your students’ strengths, weaknesses, and personal interests well enough to properly differentiate learning activities
  • You establish and enforce clear expectations for behavior
  • Your students respect each other’s right to learn

One main focus of this phase of the project is getting to know your students, and helping them get to know each other. At the same time, your students should be reflecting on what a community looks like, and how one functions.

Lesson activities during this phase of the project should help your students explore questions such as the following:

  • What holds our classroom community together? What ideas, beliefs, and goals is it founded upon? 
  • How can we make decisions and reach conclusions democratically – and why should we?
  • How can we share the responsibilities of classroom management?
  • How does our treatment of each other affect the health of our classroom community? 

Finally, you should introduce the Solution Plan Project during this phase of the project. Explain the basic components of the project, and generate some enthusiasm about it. 

It should be noted that while building your classroom community at the beginning of the year is crucial, maintaining it over time is just as important. Be sure to return to community building throughout the year, especially if you see an uptick in undesired behaviors and/or a drop-off in motivation and engagement. 

By the end of this phase of the project, your students should be able to…

  • Define “community” 
  • Recite the names of all of their classmates
  • Tell you something meaningful about multiple classmates (e.g. their hobbies, favorite subjects, favorite books/movies, important moments in their life, etc.) 
  • Describe the basic components of the Solution Plan Project
  • Identify ways in which the Solution Plan Project might connect to their personal strengths, interests, goals, future plans, etc.

“Claim, Reasoning, Evidence, Warrant” (English) – In this lesson, students will learn and practice the CREW method of paragraph writing. Being able to communicate through writing is a basic skill that will support the classroom community. 

Community building activities – Click here for community building activity ideas! 

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Exploring Community
Water Quality Problems

Phase two of the Solution Plan Project is dedicated to exploring water quality problems and the negative consequences they have on affected communities. During this phase, students will reflect on the many ways they depend on clean water to thrive and survive. They will also generate questions about the causes of clean water scarcity and interact with real life examples of communities plagued by poor water quality. 

Lesson activities during this phase of the project should help your students explore questions such as the following: 

  • What problems can a body of water experience?
  • How can water quality problems negatively affect communities?
  • Is water quality a problem worth solving?
  • Which body of water are we going to research, and why? 

Finally, the students will choose a local body of water to focus on for the Solution Plan Project. For practicality reasons, you may need to make this choice for your students, but you should still have them reflect on why that body of water was chosen and how their research will serve their community. 

In this phase of the project, your students do not need to fully understand the scientific causes behind poor water quality; these will be explored in phase three. Instead, their main focus should be the prevalence of water quality problems, the impact of poor water quality on communities just like their own, and the general causes of poor water quality in their region. 

By the end of this phase of the project, your students should be able to…

  • Identify several ways that individuals and communities rely on clean water 
  • Describe some negative effects of poor water quality on communities
  • Make an argument for why water quality is a problem worth solving
  • State which body of water their class will be researching and explain why 

“Why is water important?“ (Science) – In this lesson, students will learn about clean water scarcity and how it impacts individuals and communities.

“How are we and our communities affected by water quality?” (Interdisciplinary) – In this lesson, students will reflect on the many roles water plays in their daily lives. They will also learn about how clean water scarcity impacts different groups of people. Finally, students will investigate the general causes of poor water quality, as well as what is currently being done to address these issues. 

“How does Nebraska’s current legislation address the issue of statewide water quality?” (Civics) – In this lesson, students will learn how to find and read relevant legislation. They will use these skills to find out what legislation already exists regarding the water quality in their country, state, and local area. 

“What does it mean to be a researcher?” (English) – In this lesson, students will dive into the steps of the research process. They will discuss the value of research and practice generating effective research questions. They will also learn how to find, document, and organize information. Knowing how to conduct their own research will give your students greater freedom to explore water quality problems and solutions throughout the year. 

“How does surface water contamination in our local area impact downstream environments?” (Geography) –  In this lesson, students will use maps to trace the routes of local bodies of water to the ocean. Then, they will document incidents of pollution on school grounds (or at a local public site, like a park) using the Marine Debris Tracker app. Finally, the students will reflect on how the  pollution they witnessed could affect local bodies of water, as well as the bodies of water they are connected to. 

“How do we create a valuable annotated bibliography?” (English) – In this lesson, students will practice identifying credible and relevant sources (for research purposes). They will also learn about annotated bibliographies and practice making one. Knowing how to conduct their own research will give your students greater freedom to explore water quality problems and solutions throughout the year. COMING SOON

“What is geoscience, and how can it help us explore local water quality?”(Science) – In this lesson, students will familiarize themselves with the core principles and vocabulary of geoscience. They will also learn about longitude, latitude, and topography. Finally, they will experiment with the basics of mapmaking using tools like GPS and GIS. As a summative task at the end of this lesson, the students will use what they have learned to help them choose a body of water to research. 

Water quality resources

Helping students explore the basics of a community problem: 

Teaching students research skills 

RESEARCHING THE WATER QUALITY PROBLEMS

The third phase of the project is dedicated to conducting research. By completing lab activities, the students will investigate different phenomena which contribute to local water quality problems. They will also discover different methods of testing the quality of water. Then, they will apply what they learned in their labs to a local body of water. Ideally, the students will visit their chosen testing site multiple times throughout the year to test and retest the water using different methods. 

Lesson activities during this phase of the project should help your students explore questions such as the following:

  • How clean is our local body of water? 
  • How can we ensure that the data we collect is accurate and reliable?
  • What phenomena are contributing to the health of our body of water? 
  • What immediate circumstances might be affecting the health of our body of water?
  • How do we properly interpret our data? 

Throughout the rest of the year, the students will use the data they collected during this phase to draw conclusions about what should be done to protect and/or improve their local body of water. 

During this phase, be sure to emphasize that the data the students are collecting is real, and that other scientists, community leaders, and average citizens might be interested in it. This may motivate them to work harder to ensure that their data is reliable. Reinforce this motivation by giving them opportunities to practice data collection techniques in the classroom, and then assessing those techniques in the field. If your schedule allows for multiple testing site visits, the students should focus on collecting more and more accurate data each time.

By the end of this phase of the project, your students should be able to…

  • Collect reliable data related to water quality (e.g. biotic index based on macroinvertebrates, water temperature and pH, algae growth, EC levels, etc.)
  • Accurately read and interpret scientific data 
  • Make coherent arguments about which scientific phenomena are contributing to the health of their chosen body of water 
  • Make coherent arguments about how factors such as geography and local activity may be contributing to the health of their chosen body of water 

The “Phenomenon Lab” Lessons – All of the lessons in this collection require students to investigate and practice a different method of testing water quality. Ideally, the students will have a chance to use the testing methods they learned in the classroom to test their chosen body of water. If you do not have time to teach all of the lessons in this collection, consider your time and resource constraints, as well as which phenomena are most likely to be affecting the health of your chosen body of water. 

“How can we investigate the health of a local body of water?” (Science) – This lesson is a condensed version of the “Phenomenon Labs” collection. Students will explore different methods of water testing and then use some or all of them to determine the health of a local body of water. 

“Water Testing” Lessons – These two lessons are connected by a shared activity: water testing. When the students test a local body of water using the testing method(s) they have learned in science class, they should also use GPS and mapping technology to record the precise locations of where water samples are taken, and then to create a map based on this data.

“How can photographic methods be used to preserve an ever-changing place?” (Photography) – In this lesson, students learn how to create a photo essay about a place in their local community (such as a local body of water). It pairs well with the “Water Testing Lesson” collection. 

Lab and water testing tips: 

Collaborating with community experts and contributing to public data: 

DETERMINING WAYS TO IMPROVE AND PROTECT WATER QUALITY

Phase four of the Solution Plan Project is all about solutions. Having identified the problems that a local body of water is facing, as well as potential root causes of those problems, the students will now consider what they can do to improve the situation.

During this phase, the students will craft a scientific solution that is directly supported by the data they collected, as well as additional research about relevant scientific strategies.  They will also explore their rights as citizens and reflect on how they can use those rights to make a difference in their own community. They will investigate different types of civic action, and then work together to evaluate their options, ultimately deciding which civic action(s) would work best for implementing their scientific solution. 

Finally, the students will think about who they want to share their project with, and how. Keeping in mind the desired outcome of their project, their chosen target audience, the time and resources available to them, and their own interests and abilities, the students will choose a medium (or mediums) for their project. They will also choose a “method of sharing” that similarly suits their project goals and situation.

Lesson activities during this phase of the project should help your students explore questions such as the following:

  • How can we use science to address our water quality problem(s)?
  • Which scientific solution(s) would best address our water quality problem(s)?
  • What does it mean to solve a problem democratically?
  • How can average citizens take action to improve their communities?
  • What type(s) of civic action should we use to promote/implement our scientific solution(s)?
  • How do medium, target audience, platform, and desired outcome relate to each other?
  • How should our own personal interests and abilities play into our solution plans?

It is during this phase of the project that the students will work on their solution plans (described above). Remember, every student’s project will take a unique form, as they will all choose to use different mediums and endorse different solutions. At the same time, however, they should all include a short written explanation of their preferred “method of sharing,” and they should all meet the criteria listed above. 

By the end of this phase of the project, your students should be able to…

  • Identify multiple scientific solutions that would address the problems of their chosen body of water
  • Make an argument (supported by reasons/evidence)for a particular scientific solution
  • Define “democracy”
  • Explain what it means to be a “good” citizen
  • Identify multiple civic actions that would promote or implement their chosen scientific solution
  • Make an argument (supported by reasons/evidence)for a particular course of civic action
  • Demonstrate the ability to communicate effectively via multiple mediums 
  • Explain how a particular medium will best suit their chosen scientific solution and civic action
  • Create a feasible solution plan that would effectively address the problems of their chosen body of water

“The Basics of Civic Action” Lessons – The lessons in this collection introduce students to the concept of civic action and reveal the many ways that they can help make positive changes in their community. These lessons are essential to the project, as they directly pertain to the students’ solution plans. 

  • “How do citizens solve problems democratically?” (Civics) – In this lesson, students dissect the definition of democracy. They will consider how democratic principles can enhance the process of solving a problem, both within and beyond the classroom. 
  • “How do different levels of government solve problems?” (Civics) – In this lesson, students will study the democratic structure of America’s multi-level government. Then, they will learn how different levels of government share the responsibility of solving the country’s  problems, as well as how they can participate in this problem-solving process as average citizens. 
  • “How do average citizens solve civic problems?” (Civics) – In this lesson, students ponder the true meaning of citizenship and explore the different types of civic action available to average citizens for promoting positive changes in their communities. 
  • “How will I take action to address a civic problem?” (Civics) – In this lesson, students will consider the pros and cons of all of their civic action options, relative to the water quality problem(s) they are trying to address. In the end, the students will choose which civic actions they want to use for their solution plans (although their ideas may evolve as they continue to explore different types of civic action throughout the year). 

“Civic Action – A Closer Look” Lessons – All of the  lessons in this collection give students the opportunity to take a deeper dive into a specific kind of civic action. The lessons you choose to teach should reflect the types of civic action your students are considering for their solution plans. 

“How should the diverse perspectives of community members influence the development of civic solutions?” (Civics) – In this lesson, students will identify stakeholders for their solution plans, learn the steps of interviewing a stakeholder, and consider how the needs and interests of different stakeholder groups should factor into community solutions. 

“How does Umonhon Nation share their water stories?” (Civics) -In this lesson, students will learn about water quality problems from a Native American perspective. They will explore how civic stories can be told, comparing “insider” and “outsider” perspectives and debating the true meaning of “informed” storytelling, and then decide for themselves how civic stories should be told.

“How can we effectively communicate to promote change?”  (English) – In this lesson, students will learn and practice basic communication skills. Then, they will experiment with using different forms of communication, in preparation for choosing a medium for their Solution Plan Projects. 

Connecting with community experts and stakeholders

The value of civic action for students

Civic action guides from other source

PRESENTING PLANS FOR ACTION AND ENACTING

In the fifth phase of the project, the students present their completed Solution Plans. Besides showing their projects to you and their classmates, your students may also want to share them with other students, teachers, and/or parents. 

If any of your students choose to enact their Solution Plans, encourage them to document the process, so that they can report back to their classmates during the final phase of the project. 

Lesson activities during this phase of the project should help your students explore questions such as the following:

  • What does it mean to be a good audience member?
  • How do I present my ideas clearly?
  • How can I tailor my presentation to a particular audience?

By the end of this phase of the project, your students should be able to…

  • Present their solution plan in a clear and engaging way
  • Correctly use select mediums to communicate with a specific target audience
  • Display good listening etiquette while other students are presenting

Remember, the solution plans that your students present should be complete enough that they can enact them if they so choose. 

“Presentation Guide” – This guide offers information about how your students can share their projects with an audience outside of the classroom, along with corresponding activities. 

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REFLECTING ON PROJECT

To finish off the Solution Plan Project, the students will reflect on what they have accomplished. As part of this final phase, they will review and celebrate the knowledge and skills they have gained throughout the year, as well as analyze the mistakes they made along the way. Then, they will think about how this project has helped prepare them for their future. They will also reflect on the legacy of their projects and consider how they could continue to work on them beyond this school year. Finally, they will analyze any feedback they received about their solution plans and consider how they could alter them to accommodate that feedback. 

Lesson activities during this phase of the project should help your students explore questions such as the following:

  • What have I learned about the world around me?
  • What have I learned about myself?
  • What do I still have left to learn?
  • What can I do with what I’ve learned, both now and in the future? 
  • What mistakes did I make, and what can I learn from them? 

Keep in mind that you should be reflecting on the project alongside your students. The “reflection activities” provided below include activities for you to complete on your own!

By the end of this phase of the project, your students should be able to…

  • Recite key takeaways from the Solution Plan Project
  • Recognize both their own accomplishments and the accomplishments of others
  • Analyze their own mistakes and generate ideas about preventing/addressing them
  • List ways in which  their newly obtained knowledge and skills could serve them in the future
  • Provide you with valuable feedback about the project and your teaching style/strategies
  • Reflect on how they could continue the work they’ve been doing this year
  • Analyze the feedback they have received about their solution plans. 

Reflection activities – Click here for reflection activity ideas! 

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