Subjects & Disciplines
- Earth Science
- Prepare for creation of the video challenge that comprises the final product for the unit project
- Reflect on their learning during the Closing the Loop: Toward a Circular Economy unit and brainstorm next steps for increasing positive impacts.
- Calculate the total amount of lithium that can be recovered through their efforts in order to monitor their environmental impact.
- Present their video challenges to an audience of peers, community members, and experts in order to communicate why and how to recycle lithium-ion batteries and e-waste through the lens of a circular economy.
- Create a short video challenge directed at a particular audience to communicate the benefits of recycling devices that use lithium-ion batteries.
- Prepare for creation of the video challenge that comprises the final product for the unit project.
- Use the feedback received from peers to improve their group’s storyboard and script.
- Provide specific and useful feedback to peers that is connected to evidence and the criteria for the project.
- Project-based learning
- Experiential learning
- Hands-on learning
- Peer tutoring
- Self-directed learning
21st Century Student Outcomes
- Information, Media, and Technology Skills
- Learning and Innovation Skills
- Life and Career Skills
- 21st Century Themes
Critical Thinking Skills
Science and Engineering Practices
- Obtaining, evaluating, and communicating information
Connections to National Standards, Principles, and Practices
What You’ll Need
The resources are also available at the top of the page.
- Internet Access: Required
- Internet access: Required
- Tech Setup: 1 computer per classroom, 1 computer per pair, Audio recording device, Digital camera (and related equipment), Media production software, Mobile data device (smartphone or tablet), Projector, Speakers, Video camera (and related equipment), Webcam
- Community center
- Media Center/Library
- Meeting space
Students will need access to digital devices to record sound and video in this activity. While they are recording, they will also need access to spaces with minimal ambient noise. Prior to teaching this lesson, establish locations where students can record sound and video without interruption.
Prepare to model peer review for students in Step 1. You will model reading through and providing feedback on your example final product or on the product of a willing student. Prepare to show students how you would mark up the paper and what you are thinking. Think through the process to show students how to provide clear, concise, and respectful feedback.
Decide ahead of time how you will assign groups’ storyboards for peer review; this could be done randomly or strategically.
Confirm the technology and options that students will have available to create their videos in the next activity, so that you can share this in Step 4. For classrooms with limited access to recording devices, have students create a slideshow presentation with recorded narration. This can be downloaded as a video file and shared via social media.
Be prepared to give details of the Video Challenge Festival that will take place at the end of the unit for students to share their final products with peers, community members, and experts. If possible, consider a time of day outside of class time so that other people can attend and students can see videos from students in other class periods. Given that the final product is intended to be digital, a virtual film festival via an online videoconferencing platform may be appropriate and simplifies the invitation of outside participants. Depending on the time of year, plan the festival to promote National Battery Day on February 18 and International E-Waste Day October 14. Finally, explore different options for sharing students’ videos on social media in safe and appropriate ways; this may entail you as the teacher uploading to a shared platform rather than having students share on their personal accounts, especially if not all students have access.
Any technology involved in the Video Challenge Festival (such as audio systems or projectors) should be tested out by student groups ahead of time.
Create a celebratory atmosphere for the festival, whether it takes place in person or online, to help celebrate the culmination of the unit and the hard work and learning that students have taken on.
- Large-group instruction
- Large-group learning
- Small-group instruction
- Small-group work
Consider having students collaborate in their project groups rather than individually to provide feedback to their peers, especially to support EL and other students who may need extra support in reading, interpreting, and analyzing the scripts and storyboards.
system where raw materials are collected and transformed into products, which are eventually discarded as waste.
the many ways in which students can share their creative work with peers for constructive feedback and then use this feedback to revise and improve their work.
to clean or process in order to make suitable for reuse.