Unit 2 — Environmental Engineering - Cleaning Oil Spill

• Observation of material selection and testing process
• Data recording of absorption and effectiveness measurements
• Class discussion of material properties and why they matter
• Sketches of prototype designs

Written or digital report documenting the oil spill challenge, materials tested, data collected, and conclusions about the best solution

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Students may demonstrate understanding through a hands-on demonstration of material testing with teacher questioning, or by verbally explaining which materials work best and why, rather than writing a full report. Visual aids such as labeled pictures of materials or a simplified data chart may be provided to support responses.

During hands-on testing cycles, provide visual step-by-step process cards that break the engineering design steps into manageable chunks, and allow students to demonstrate understanding through oral explanation or pointing rather than relying solely on written data recording. Offer graphic organizers with sentence frames and labeled diagrams to support prototype sketching and data collection, reducing the writing demand while keeping the cognitive focus on material properties and engineering reasoning. For the summative report, consider allowing students to dictate findings, use a scribe, or submit a voice-recorded or picture-supported version that reflects their understanding of the design process and testing results.

Ensure students have access to extended time during testing cycles and the summative report, and consider preferential placement at a workstation that minimizes sensory distractions given the hands-on, wet-materials nature of this unit. Providing a print copy of any directions or steps displayed on the board will help students stay on pace during fast-moving lab activities without losing focus.

Preview key vocabulary related to material properties — such as absorb, repel, prototype, and solution — using visual supports like labeled photographs, real objects from the kit, and simple bilingual glossaries where available. Pair verbal directions with physical demonstrations during testing procedures, and allow students to discuss their observations and findings with a partner in their home language before sharing with the class or recording data. Visual data collection tools, such as charts with icons or color-coding, help MLL students participate fully in recording and comparing results.

Activate prior knowledge by connecting the oil spill challenge to familiar experiences with spills, water, and absorbent materials before introducing engineering vocabulary and design steps. Reduce complexity by focusing initial testing on one or two contrasting materials so students can build confidence with the process before expanding their comparisons, and provide structured data tables with partially completed examples to scaffold observation and recording. Frequent check-ins during hands-on work, along with positive reinforcement of scientific thinking rather than correct answers alone, will help maintain engagement and build persistence through multiple testing cycles.

Encourage deeper investigation by challenging students to develop their own criteria for evaluating material effectiveness — such as cost, reusability, or environmental impact of the cleanup material itself — and to incorporate that reasoning into their conclusions. Students ready for greater complexity might explore the trade-offs between different solution designs, research real-world oil spill response methods to compare with their prototype findings, or propose a refined design that addresses limitations identified in their testing data. The summative report can be extended to include a persuasive recommendation supported by quantitative evidence, pushing toward more sophisticated scientific communication.