After each clean-up process is tested, four graders are seeing how much oil is left both on the shore and on the water in their models.  Using a tool to measure how much oil remains, they truly see how the amount of oil left affects the ecosystem.  

Less oil remaining means the ecosystem is impacted less.  But how can we reduce our impact even more?  Should we spend more?

Fourth graders continue to improve their oil spill clean-up process to impact the environment less, just like real environmental engineers!  Way to go fourth grade!

With their plans in place, fourth graders are cleaning up an oil spill with their groups.  They are trying to meet different criteria within specific constraints.

Criteria:
1.  Leave as little oil in the water as possible to minimize the environmental impact.
2.  Prevent the oil from reaching the shore.
3.  Spend $20 million or less!

Constraints:
Materials--yarn, rubber bands, pipette, paper filter, cotton balls, felt, nylon and spoons.

Fourth graders had to not only decide the materials to use, but the order in which they would use them, too.  Since cleaning up an oil spill is a very expensive process, they realized just how quickly the money could disappear.  They will have a chance to redesign their process, noting how they could better meet the criteria of the challenge.  Should they spend less but risk impacting the ecosystem more?  Or should they spend more and impact the ecosystem less?  YOU DECIDE!