Begin the lesson by reconnecting students with their work from Lesson 9. Ask the class, “What did our data and research show about the impact of road salt on our watershed?” Give students a moment to turn and talk with a partner, reflecting on the evidence they analyzed. Then ask, “What alternatives to road salt did we explore last time?” Again, give students time to discuss, then invite a few to share out. As they speak, chart key takeaways on the board.

Transition the discussion by saying, “Now that we understand the problem -  and some possible solutions - it’s time to ask ourselves the most important question: How can we use what we’ve learned to make a difference, right here, right now?”

Hand out the Roadmap to Action Worksheet and Types of Action handout, and use the lesson 11 slides to  introduce the Action Project. Have students read the beginning of the worksheet and complete Part 1, The Motivation, which reviews the environmental issue they want to tackle and provides evidence from their data. Move to the slide, What are Action Projects? Ask students to spend a few minutes thinking independently or with a partner:

• What are some ways we could help reduce the impact of road salt in our community?
• Who in our community is the most impacted?
• Are there areas in our community or nearby that are more affected by environmental issues than others?
• How do different societies and cultures with different economic and social systems use and manage natural resources differently?

Encourage students to research what is currently being done in different places to address these issues and how those communities made their decisions. Have them jot down as many ideas as they can in Part 2: The Destination.

Bring the class back together and introduce the four action categories:

• Watershed Restoration or Protection e.g., planting salt-tolerant vegetation along stream banks
• Everyday Choices e.g., reducing salt use at home and encouraging neighbors to do the same
• Education and Community Engagement e.g., creating posters, videos, or social media content about road salt alternatives
• Civic Action e.g., presenting alternatives to road salt to decision-makers such as a school board or local borough council

Have students share all of their ideas and write them down on the board or chart paper. Then help them sort their suggestions into the four action categories.

Once all ideas are visible, on chart paper or the board, ask students, “Which of your ideas fits this type of action?” Pause after each section of the slideshow to let students record examples in their guide. This helps them begin to think critically about which types of action are most meaningful and realistic for their class. Think about who their action will impact and what in the environment it will protect.

Finish by choosing a few different action ideas for the class to explore further. Students should be sorted into groups of three or four and assigned one action project to explore further. They will fill out #3 at the end of Part 2 with this one action to develop a road map.

Small groups have chosen one action idea and will now develop a plan using Part 3: The Road Map. Plans should clearly state the problem and evidence, identify the type of action to take, propose steps, materials, and goals, and anticipate obstacles and suggest solutions.

Remind students: “Your action should be doable, meaningful, and based on what we’ve learned.”

Group Presentations

Once groups have developed their action proposals, they share their ideas with the class through a gallery walk or short presentations. This step allows students to practice communicating scientific reasoning and helps the class compare options before deciding on a final action project. As each group shares, ask the class to give one “glow” (compliment) and one “grow” (question or suggestion). Display all proposed action plans for comparison.

Vote and Decide

Hold a class discussion and vote to select one action to implement. Use the following criteria:

• Is it connected to our data?
• Is it realistic for our time and resources?
• Does it have the potential to make a difference?

This is the heart of Lesson 11, where students complete the chosen action. The time required will vary depending on the scope of the project selected.

Possible actions include:

• Personal Pledges: Create a class-wide pledge campaign to reduce the use of road salt at home. Design posters or social media graphics to promote alternatives.
• Public Awareness Campaign: Create a PSA for the school community using facts about road salt and its impact on ecosystems. Distribute posters, videos, or announcements.
• Presentation to Decision-Makers: Prepare and present findings and alternatives to a school board, local borough council, or maintenance department. Suggest actions such as pre-treatment with brine, lower application rates, or salt-free areas near storm drains.
• School-Based Monitoring or Solutions: Post signs near school drains to raise awareness, or begin long-term monitoring of conductivity after salting events.

Support students in creating materials or presentations, drafting letters or scripts, rehearsing delivery if presenting publicly, and organizing event logistics.