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- Students created posters AND included information in the video about "Trash Tuesdays"
- Students also wrote a letter to the school asking for their help (shared via email and posted in the school)

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-Students created their posters with information about littering and the Earth
- Students hung up their posters throughout the school

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-Students decided exactly what they wanted to share in their video
-They practiced their lines and got other groups involved
-Their video was sent out to our school via email

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Each group share their ideas with one of our stakeholders— our principal, Mr. Marcus. He was able to give students feedback on their project plans.

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(Unsafe Playground)

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Their Ideas:
- Video contents: sad animals, trees, and earth, the right way to throw away trash, asking other kids to please stop littering
- Share the video with other classes in our school (send to their teachers or QR code in hallway)

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Their Ideas:
- Create posters out of cardboard
- Hang up posters in upper and lower el playgrounds
- Poster ideas: "Don't put trash on the ground", sad Earth picture, sad animals, "Don't Litter!"

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Their Ideas:
- Materials needed (gloves, paper bags, buckets)
- Write a letter to invite others to join their team
- "Trash Tuesdays" could be the clean up day

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Groups shared their ideas with the class and received feedback and answered questions.

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Groups shared their ideas with the class and received feedback and answered questions.

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Groups drew pictures and wrote their plan out together.

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Groups drew pictures and wrote their plan out together.

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Students worked together with their group to plan their project.

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Students worked together with their group to plan their project.

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We shared our solutions with the class, grouping similar ideas. This allowed students to come up with three different solutions (informational video, posters, clean-up team).

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We shared our solutions with the class, grouping similar ideas. This allowed students to come up with three different solutions (informational video, posters, clean-up team).

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To narrow our focus, we used dot voting to identify the problem which we felt was the most important to address, for our school family and community. 

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To narrow our focus, we used dot voting to identify the problem which we felt was the most important to address, for our school family and community. 

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Here, we grouped the problems to find a trend in our observations. 

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Here, we grouped the problems to find a trend in our observations. 

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5 Categories:
- unkind behaviors
- equipment
- littering
- hands and feet to self
- losing gear

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Our driving question was broad to allow for this to be a student-driven project. Students worked together to further identify the many UNSAFE problems that are present on our playground. 

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Our driving question was broad to allow for this to be a student-driven project. Students worked together to further identify the many UNSAFE problems that are present on our playground. 

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Students had three minutes to come up with at least three ways to stop other students from littering on our playground. 

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Students had three minutes to come up with at least three ways to stop other students from littering on our playground. 

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We then came up with a list of unsafe behaviors at recess. 

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We then came up with a list of unsafe behaviors at recess. 

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(Safe Playground)

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We created an empathy map for a student and a grown up, considering what the person may be saying, thinking, feeling, or doing at recess when it is safe.

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OUR DRIVING QUESTION: How might we make our playground SAFE?

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OUR DRIVING QUESTION: How might we make our playground SAFE?

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We compiled our observations together as a class.

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We compiled our observations together as a class.

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Students walked around the playground, observing and jotting notes, as they thought about the word "safe".

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Students walked around the playground, observing and jotting notes, as they thought about the word "safe".