Unit Plan 29 (Grade 3 Science): Solutions to Environmental Problems
Design solutions to human-caused habitat problems as students define criteria and constraints, build simple models, and make evidence-based claims about each solution’s merit.
Focus: Make claims about the merit of design solutions that address human-caused habitat problems, using criteria, constraints, and observations.
Grade Level: 3
Subject Area: Science (Life Science • Engineering Design • Human Impacts)
Total Unit Duration: 5 sessions (one week), 45–60 minutes per session
I. Introduction
In this unit, students shift from analyzing environmental changes to solving problems caused by human actions. They examine local or familiar issues—such as litter in a park, pollution in a pond, loss of trees, or disturbed animal homes—and explore possible design solutions (trash-catching devices, signs, barriers, habitat helpers). Students learn to define a simple design problem with clear criteria and constraints, then evaluate or create a solution and make a claim about its merit, supported by observations and reasons. This directly addresses 3-LS4-4 and 3–5-ETS1-1.
Essential Questions
- What kinds of environmental problems are caused by people in local habitats?
- How can design solutions help reduce the negative effects of human-caused habitat issues?
- What does it mean to define a design problem with criteria (what it should do) and constraints (limits)?
- How can we make a claim about how good a solution is and support it with evidence from tests or observations?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and describe human-caused environmental problems in local or familiar habitats (e.g., litter, pollution, habitat destruction, noise/light disturbance).
- Define a simple design problem related to a human-caused environmental issue, clearly stating what needs to be fixed and including basic criteria and constraints (3–5-ETS1-1).
- Explore and discuss possible solutions (existing or student-designed) that could help reduce the problem’s impact on organisms and habitats.
- Build and/or model a simple solution (e.g., a litter-trap model, barrier, animal crossing, pollinator helper) and describe how it is meant to work.
- Make a claim about the merit (how good or helpful it is) of a solution to an environmental problem and support that claim with evidence from observations, tests, or comparisons (3-LS4-4).
- Communicate their ideas and claims clearly using key vocabulary and simple reasoning (why the evidence shows the solution is good or needs improvement).
Standards Alignment — 3rd Grade (NGSS-Aligned)
- 3-LS4-4 — Make a claim about the merit of a solution to a problem caused by environmental changes.
- 3–5-ETS1-1 — Define a simple design problem reflecting a need or a want that includes criteria for success and constraints on materials, time, or cost.
Success Criteria — Student Language
- I can describe a human-caused environmental problem in a habitat.
- I can define a design problem by saying what needs to be fixed and what my solution must do and cannot do (criteria and constraints).
- I can explain how a solution (mine or an existing one) helps reduce the problem for plants, animals, or the environment.
- I can make a claim about how good a solution is and support it with evidence from what I saw, built, or tested.
- I can share my thinking clearly using words like problem, solution, criteria, constraints, and merit.