This case study examined fifteen elementary students' attitudes, knowledge, and skills during a six weeks environmental protection unit. This was a unit of study in which literacy, art, and science activities and goals were integrated around an environmental theme. The unit consisted of eight, approximately one-hour lessons, occurring over a six-week period. The site of the project was a school located in an urban, high-poverty Midwestern community in the United States. The participants were all 4th and 5th grade students and represented a mixed ethnic/racial population.
The focus of the study was on how urban, upper elementary students regard their ability to positively impact the environment and their understanding of some of the environmental issues in which they might make a difference. The study also served as an evaluation of the integrated environmental protection unit.
Several different procedures were used for data collection: a pre- and post-test instrument, student essay writings, teacher observations of student comments and behaviors, and student pop-up constructions. The pre- and post-test contained content questions which addressed both environmental issues and environmental actions. Students wrote essays on four different occasions, each time focusing on environmental problems and what youth can do to solve them. The pop-up constructions were illustrated and captioned three-dimensional displays in which images stand as the page or folder is opened. Cut-out magazine images and phrases were used by many of the students for their pop-up constructions.
Results of this study indicated a noticeable increase in students' environmental science content learning and their awareness and agency regarding protection of the environment. There was also evidence of growth in students' thinking skills and writing skills.
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