Volume XXXII, Issue 1 Page 19

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Abstract

Adding a science service learning project to a standard inquiry-based environmental 

science curriculum helped fifth grade students learn climate science as they made connections between a real-world problem and their classroom learning. Students brainstormed, 

researched, and developed a project to address idling in the carpool lane at school. They 

collected and analyzed data, and used it to build a compelling anti-idling campaign for the 

school community.

Introduction

Service learning has been shown to help with student confidence, engagement, attitudes, and 

academic achievement (Berger, 2010). Science service learning is an ideal way to connect science 

with other curricular areas, to include related social issues, and to provide opportunities for 

students to explore the outside world; all these practices and skills are recommended in the 

Framework for K-12 Science Education (NRC, 2012). Science service learning projects combine 

science coursework and student action to make a difference. The goals of adding the service 

learning component to the Environmental Science unit were to improve students’ understanding 

of science, involve them in a climate mitigation project, and help them to view scientists (and themselves) as agents of change in the world. 

Methods

The science service learning project was interwoven throughout the fifth grade environmental 

science unit during the spring quarter at National Presbyterian School, an independent Nursery-6th 

Grade school in Washington, DC. To provide structure to the entire unit, a “Discover, Connect, 

Take Action” plan based on Berger’s steps for service learning (Berger, 2010) was laid out. The plan 

used some investigations described in the FOSS Environments Module (FOSS, 2005). Assessments 

were incorporated throughout to evaluate students’ knowledge, attitudes, and learning. The 

service learning project included class work to learn about the environmental impacts of several 

factors, collecting data, and designing and implementing an action plan. The National Oceanic and 

Atmospheric Administration (NOAA) Climate Stewards Education Program funded the stewardship project with a mini-grant.

To begin the discovery process, students investigated the impact of some biotic and abiotic 

factors on different organisms. Once students had an understanding of some of the influences 

different environmental variables have on living things, they then started to examine the campus 

Student 

Anti-Idling Campaign:

Service Learning in Deed

Dale S. Glass, MS, MSSE, Science Coordinator, National Presbyterian School
Page 20 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Table 1: Structure of a Science Service Learning Project within an Environmental Science Unit

GOAL DETAILS

Discover Learn about environmental factors & preferences

Isopods (light/dark, moist/dry); creating a good habitat

Guinea pigs (food type or shelter type preferences)

Learn about the impact of some environmental factors

Bioassay on radish seeds grown in plain, slightly soapy, or very soapy water

Fish make tank water acidic (from CO2)

Aquatic Plants reduce acidity

Fish + aquatic plants = good balance

Research biomes (library book research on desert, arctic, savannah, etc)

Connect Look at environmental factors at school

Brainstormed inputs/outputs

• Concept maps of NPS environmental factors 

• Decided on carpool idling project

Learn about the carbon cycle

Research impact of idling (small group projects)

• Greenhouse gas and temperature (with demonstration experiment measuring the 

temperature of soda water and plain water when the sealed bottles were exposed to 

sunlight)

• Acid Rain

• Air pollution and health

• Gasoline as a fossil fuel

Data Collection

• Brainstorm data collection activities

• Collect data

- tally sheets of idling cars

- time-lapse photos of cars arriving

- CO2 probe

- temperature probes

• Analyze data

- calculated CO2 output, pollution output, and financial cost of idling per day 

- determined daily and weekly averages

Present Anti-Idling Campaign

• Assembly Powerpoint and student speakers

• School website

• Carpool line outreach

Follow-up

• Post-campaign data collection

• Data analysis

• Report results

Take Action Communicate

• Celebration of Service Chapel

• NOAA CSEP Video Contest
Volume XXXII, Issue 1 Page 21

© 2016 National Earth Science Teachers Association. All Rights Reserved.

environment. Students brainstormed environmental factors on the campus by drawing concept 

maps (Figure 1) of the inputs and outputs of the school. They decided to focus on air pollution 

from unnecessary idling in the carpool line.

Students investigated connections between automobiles and the environment. They played the 

Carbon Cycle Game (1.usa.gov/1LFnAgt) They learned how to use Vernier data-logging equipment, 

plunging temperature probes into ice water and exhaling into bottles to measure carbon dioxide. 

They observed the CO2 balance between aquatic plants and fish in an aquarium 

(Figure 2). The fifth graders, working in small groups, researched auto exhaust 

pollutants, cost of fuel, and impacts of acid rain and greenhouse gases. 

Next, students designed a data collection protocol and recorded the number 

and types of cars, how long they waited in line, and if they were idling (1.usa.

gov/1TTIlHK). The CO2 and temperature probes set up along the driveway 

generated positive attention from the community (Figure 3). They collected 

data for five days and calculated exhaust outputs and fuel costs associated with 

the unnecessary idling (1.usa.gov/1QqYYqF).

No change in atmospheric CO2 or temperature was measured. Over this 

average week with pleasant weather, 35 of 165 cars (22%) which arrived early for 

carpool idled for a total of 509 minutes. This put out 75 kg of CO2, and cost 

$34.00 in fuel.

Armed with data, students created an anti-idling education campaign. They 

presented their research findings to the student body during an all-school 

gathering, and to the parents through the school’s weekly e-newsletter and 

website. They collected post-campaign data on idling cars and analyzed their 

campaign’s impact. Students documented and celebrated their work in an allschool assembly and through a video which was shared with the school community and NOAA. 

Results

Students reflected on their service and their learning during class discussion, assessments, interviews and surveys. They saw how their actions impacted the school community even beyond their 

initial goal. Academic achievement was assessed throughout the project with standard FOSS 

Figure 1. Student concept map showing environmental factors around the 

campus

Figure 2. Fifth graders using indicator solution to see CO2 levels in a miniaquarium containing a goldfish and a plant

Figure 3. A laptop computer 

with two Vernier temperature 

probes and one CO2 probe was 

set up in the carpool lane while a 

time-lapse camera recorded the 

arrival of cars
Page 22 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

benchmark quizzes, the NOAA Climate Stewards Education Program (CSEP) Elementary Audience 

Knowledge Survey (http://cselemaudience.questionpro.com) and a knowledge and attitudes questionnaire developed for this project (1.usa.gov/1QyPqaV). Grades on the benchmark assessments 

were comparable to the two prior years’ students, with a B+ average for all years. Students said they 

learned about climate during the service learning project, with their self-reported scores moving 

from an average of knowing “a little” before the project, to an average of “a lot,” after the project as 

shown in Figure 4.

Conclusion

During interviews (1.usa.gov/1VWDsM1), students related that they particularly enjoyed the 

connection between science class work and the real world, and knowing that they could do something to help. One fifth-grade student said, “When we found the data for our service learning 

project, it was easier for people to take us seriously.” 

Participating in a science service learning project changed students’ attitudes about science because 

they were empowered to make a difference. Although there was no significant change in the number 

of cars that were idling immediately post-campaign (students attributed that to the steamy June 

weather; folks needed to run the air conditioning), the school responded to the students’ actions 

by implementing several related “green initiatives.” These include priority spaces in the pick-up line 

and parking lot for carpoolers and a public-transportation subsidy for faculty and staff. Fifth grade 

students who participated in a science service learning project demonstrated academic achievement 

and enthusiasm for science. The opportunity to apply what was learned in science class to help the 

environment made the service learning project a success. Connecting classroom activities to service 

supports learning indeed (Glass, 2013).

Figure 4. Students selfreported change in knowledge 

on questions 2 and 3 from the 

NOAA CSEP Elementary Audience 

Knowledge Survey

Connections to the Next Generation Science Standards (NGSS Lead States, 2013)

The FOSS Environments Module is aligned with the NGSS. The specific areas addressed by the service

learning project are:

MS-ESS3.C: Human impacts on Earth Systems

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats 

and causing extinction of other species. But changes to Earth’s environments can have different impacts

(negative and positive) for different living things

Typically as human populations and per-capita consumption of natural resources increase, so to the negative 

impacts on Earth unless the activities and technologies involved are engineered otherwise

Performance expectation 5ESS3-1: Students who demonstrate understanding can: Apply scientific principles to 

design a method for monitoring and minimizing a human impact on the environment
Volume XXXII, Issue 1 Page 23

© 2016 National Earth Science Teachers Association. All Rights Reserved.

References

Berger, Cathryn Kaye (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students 

in Civic Responsibility, Academic Curriculum, & Social Action 2nd Edition. Golden Valley, MN. Free Spirit 

Publishing.

Foss Environments. (2005). Berkeley: University of California Board of Regents.

Glass, Lelia “Dale” Soutter (2013). Science Service Learning: Learning In Deed. (Master’s Degree Thesis). Retrieved 

from http://scholarworks.montana.edu/xmlui/bitstream/handle/1/2785/GlassL0813.pdf?sequence=1

National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and 

Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board 

on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The 

National Academies Press.

NGSS Lead States (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National 

Academies Press.

About the Author

Dale S. Glass is the Science Coordinator at National Presbyterian School, an independent N-6th 

grade school in Washington, DC. She has earned a MS in Science Education from Montana State

University, a MS in Applied Mathematics from University of Texas at Dallas, and her ScB in Biomedical 

Engineering from Brown University. Her interests include service learning and teacher education

through NOAA’s Climate Stewards Education Program. Dale can be reached at dglass@nps-dc.o