Students will research the correlation between population growth and pollution levels world-wide. Students will be given an opportunity to use persuasive writing techniques to argue possible solutions in a group oral presentation setting. Students will also be expected to have a visual display of their findings.

Students will use information obtained from all their core classes to develop a presentation about a possible remedy to reduce Global Warming. This presentation will include a persuasive argument about possible solutions and a visual display with elements obtained from their iMAK classes. The project will be presented in a group setting giving all 6th grade iMAK students an opportunity to see their classmates work.

Using the information gathered in social studies and science classes, each student will identify three possible solutions to the pollution problem, choose the best of their solutions, and draft a short persuasive essay arguing for it (checkpoint #1). In groups, students will choose one solution/essay for their group to outline and practice presenting orally (checkpoint #2).

Students will read an article from Time Kids Magazine that deals with pollution and the clean air bus project. Once they have read the article, students will work in groups and come up with ideas that they could implement to protect the environment (checkpoint 1). Students will create a bumper sticker on how they can take the “U” out of pollution and they will incorporate it into their final project (checkpoint 2).

Students will label city maps identifying pollution sources in selected cities of India. Students will complete a map for Kolkata for Checkpoint # 1 identifying sources of pollution. Checkpoint # 2 will require students to complete a map for New Delhi indicating sources of pollution. For the final project, both maps and sources of pollution will be included the student’s final project for presentation.

Students will create line graphs that represent the increase in world population and India’s population during the period of 1900-2000 (checkpoint #1). Students will then create line graphs that represent the increase in the world’s pollution and India’s pollution during the period of 1900-2000 (checkpoint #2). For the final project, the information gathered from the two graphs will be included in the final presentation.

Using the internet and other media resources, students will gather information and statistics on air pollution and population rates. (Students will research population growth over a hundred year period (Checkpoint # 1). Students will research pollution over the same hundred year period (Checkpoint # 2). For the final project, students will incorporate their research into their persuasive argument and visual display.

Students will create digital imagery for their visual presentation identifying solutions to air pollution problems. Students will follow design guidelines for creating digital imagery and text appropriate to their topic. Students will learn to format, edit, and scan digital images (Checkpoint # 1). Students will use Microsoft Excel to create a line graph comparing population and pollution (Checkpoint # 2). Students will use Illustrator to create Bumper Sticker from original design/drawing to be used in final presentation.