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Climate Generation


3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Social Studies, Biology, Economics, Mathematics, Justice, Health

Resource Type

  • Project, 2 - 4 class periods

Regional Focus

Global, North America, United States, USA - Midwest

School Hydration Stations

Ask a Question

  • This resource provides step-by-step instructions on how to secure funding for a water bottle refilling station and gives students the opportunity to research the topic, interact with their peers, and promote their project through a variety of mediums.
  • The resource provides links to more information about plastic production, plastic pollution, water insecurity, and grant resources available.
Teaching Tips


  • The project allows students to see how everyday individual choices can add up to large impacts over time.
  • This project could be simplified to encourage the use of refillable water bottles using existing drinking fountains as well.

Additional Prerequisites

  • Students should watch the videos linked in the webpage resources or have some knowledge about the impacts of plastic waste on human health, other species, and the environment.
  • The "Michigan" link may not open properly.


  • The project could be completed by an entire class, with students divided into groups to complete various tasks.
  • This project can incorporate math, language, and art skills when applying for grants, publicizing the event, or tracking the success of the program.
  • This project could be limited by a lack of space or other requirements needed for installation.  Therefore, you could determine a plan B, such as promoting reusable water bottles.

Scientist Notes

The resource conveys a clear message on the need to reduce plastic consumption habits and adopt water refilling. This activity can help cut down global greenhouse gas emissions from plastic water bottling companies. The resource is recommended.

  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
      • CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
      • CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 1: Developing Questions and Planning Inquiries
      • D1.4.3-5 Explain how supporting questions help answer compelling questions in an inquiry.
    • Dimension 2: Economics
      • D2.Eco.1.3-5 Compare the benefits and costs of individual choices.
    • Dimension 4: Communicating and Critiquing Conclusions
      • D4.3.3-5 Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
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